THE EFFECTIVENESS OF COLLOCATION

INSTRUCTION TOWARDS STUDENTS’ WRITING

SKILL OF PROCEDURE TEXT (A Quasi-Experimental Study for Grade VII of SMP Islamiyah Ciputat)

“A Skripsi”

Presented to the Faculty of Tarbiya and Teachers’ Training

in a Partial Fulfillment of the Requirements for the Degree of S,Pd (S-1)

in English Language Education

By

Heni Wahyuni

109014000213

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

i

ABSTARCT

HENI WAHYUNI (NIM. 109014000213). The Effectiveness of Collocation

Instruction towards Strudents’ Writing Skill of Procedure Text: (A Quasi-

Experimental Study for Grade VII of SMP Islamiyah Ciputat).

The objective of this study was to see whether using collocation instruction is

effective or not towards students’ writing skill of procedure text. This study was

conducted at grade VII of SMP Islamiyah Ciputat academic year 2014/2015 with the

total number of sample 60 which divided into two classes: 30 samples from

experimental class and 30 samples from control class. The writer used convenience

sampling as sampling technique. The method used in this study was quantitative

method with quasi-experiment study as a design. The instrument of this study was

pre-test and post-test. The test item in this study was written test. For scoring rubric,

analytic scoring is used in this study. The result of the study showed that the

calculation of the value of tvalue is 5.12 and the degree of freedom (df) is 58. The value

of ttable in the degree of freedom and at the degree of significance 5% is 1.672 or in

other words, tvalue > ttable. It means that Null Hypothesis (Ho) was rejected and

Alternative Hypothesis (Ha) was accepted. Therefore, it can be concluded that

collocation instruction is effective towards students’ skill in writing procedure text.

ii

ABSTRAK

HENI WAHYUNI (NIM. 109014000213). Keefektifan Collocation Instruction

terhadap Kemampuan Menulis Teks Prosedur Siswa (Studi Kuasi-Experimen

terhadap kelas VII SMP Islamiyah Ciputat).

Tujuanstudi ini adalah untuk melihat efektif atau tidaknya penggunaan

collocation instruction terhadap keterampilan siswa dalam menulis teks prosedur.

Studi ini dilakukan di kelas VII SMP Islamiyah Ciputat tahun ajaran 2014/2015

dengan jumlah sampel 60 yang terbagi ke dalam dua kelas: 30 sampel kelas

eksperimental dan 30 sampel kelas kontrol. Penulis menggunakan convenience

sampling sebagai teknik pengambilan sampel. Metode yang digunakan dalam studi

ini adalah metode kuantitatif dengan penelitian kuasi experimen sebagai design-nya.

Instumen studi ini adalah pre-tes dan post-tes. Item tes dalam studi ini adalah tes

tertulis. Untuk rubrik penilaian, analytic scoring digunakan dalam studi ini. Hasil dari

studi ini menunjukan bahwa penghitungan nilai tvalue adalah 5.12 dan derajat

kebebasannya (df) adalah 58. Nilai ttable pada derajat kebebasan dan pada derajat

signifikan 5% adalah 1.672 atau dengan kata lain, tvalue > ttable. Ini berarti bahwa

Hipotesis Null (Ho) ditolak dan Hipotesis Alternatif (Ha) diterima. Oleh karena itu,

dapat disimpulkan bahwa collocation instruction efektif terhadap kemampuan siswa

dalam menulis teks prosedur.

iii

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Prayers and blessings be

upon the best of creation, our Prophet Muhammad SAW, and upon his family and

companions, and all who follow in their footsteps.

The writer is deeply grateful to Allah because she finally be able to

accomplish her ‘skripsi’ entitled “The Effectiveness of Collocation Instruction toward

Students’ Writing Skill of Procedure Text (A Quasi-Experiment Study at Grade VII

of SMP Islamiyah Ciputat). This ‘skripsi’ is the requirement fulfilled for the Degree

of Strata I (Bachelor of Art) in Department of English Language Education.

The writer would like to give sincere gratitude to her beloved mother,

Warnidah, and her beloved father, Suyono, who always hope and pray for her

success. It is blessing to have them as parents. Their strong support and all their

loving kindness always motivate her to do better and better in her life. They are the

most tolerance of writer’s weaknesses in everything. Besides her parents, the writer

would like to express deep gratitude toher most precious family, Attin Suprihatin, the

writer’s beloved sister, Ikin Sodikin, the writer’s brother in law, and Azi Agis

Waryono, the writer’s brother, who always give her motivation to achive her goals of

life.

The writer also would like to give appreciation to the following people for

their their substantial contribution in the process of making this ‘skripsi’:

1. Prof. Dr. Ahmad Thib Raya, M.A, the Dean of Faculty of Tarbiya and

Teachers’ Training.

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

3. All lecturers in Department of English Education who had given great

knowledge during the writer’s study at this department.

iv

4. Zaharil Anasy, M.Hum and Dr. Fahriany, M.Pd., as advisors who gave the

writer helpful advice and detailed guidance in accomplishing this ‘skripsi’.

The writer would like to thank both of them for all their kindness.

5. Anggi Pranata, S.Pd., as English teacher of grade VII of SMP Islamiyah

Ciputat who gave permission to conduct study at his class.

6. All of writer’s friends in E Class Department of English Education 2009.

7. Anyone who gave positive contribution to the writer.

The ssuggestions and criticisms will be valuable to correct the weakness of

this study.

Jakarta, 04 June 2015

The Writer,

HENI WAHYUNI

v

TABLE OF CONTENTS

APPROVAL SHEET

ENDORSEMENT SHEET

ABSTACT……………………………………………………………… i

ABSTRAK ……………………………………………………….......... ii

ACKNOWLEDGEMENT………………………………………........ iii

TABLE OF CONTENTS……………………………………….......... v

LIST OF TABLES………………………………………………......... viii

LIST OF FIGURES ............................................................................. ix

LIST OF APPENDICES……………………………………………… x

CHAPTER I : INTRODUCTION

A. Background of the Study ……………………………………….. 1

B. Identification of the Problems ………………………………….. 5

C. Limitation of the Problems ……………………………………... 5

D. Formulation of the Problems …………………………………… 5

E. Purpose of the Study ………………………………………….. 5

F. Significance of the Study ………………………………………. 6

CHAPTER II : THEORETICAL FRAMEWORK

A. Literature Review ……………………………………………….. 7

1. Procedure Text …………………………………………........ 7

a. Definition of Procedure Text ………………………........ 7

b. Purpose of Procedure Text ……………………………... 8

c. Genre of Procedure Text .................................................. 8

d. Grammatical Feature of Procedure Text .......................... 9

e. Organization of Procedure Text …....…………………... 10

f. Assessing Procedure Text .........………………………... 12

vi

2. Collocation …………………………………………….......... 13

a. Definition of Collocation ………………………….......... 13

b. Categorization of Collocation……………………………. 14

3. Using Collocation Instruction for Improving Students’

Writing Skill of Procedure Text………………………… 17

B. Previous Study ………………………………………………….. 20

C. Conceptual Framework ………………………………………… 21

D. Research Hypothesis …………………………………………… 22

CHAPTER III : RESEARCH METHODOLOGY

A. Place and Time of the Study …………………………………... 23

B. Method and Research Design of the Study….....…………….... 24

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

D. Data Collection ................…….....…………………………….. 25

E. Scoring Rubric ................................…………………………… 28

F. Data Analysis .....……………………………….................…… 29

G. Hypothesis Statistics ……………………………………………. 31

CHAPTER IV : RESEARCH FINDING AND DISCUSSION

A. Data Description ………………………………………….......... 33

1. Pre-test Score ………………………………………………... 33

2. Post-test Score ………………………………………………. 35

3. Gained Score ………………………………………………... 36

4. Frequency Distribution of Experimental Class .................... 38

5. Frequency Distribution of Controlled Class ......................... 41

B. Data Analysis …………………………………………………... 44

1. Normality Test of Pre-Test ………………………………….. 44

2. Normality Test of Post-Test ………………………………… 45

3. Homogeneity Test of Pre-Test ……………………………… 46

vii

4. Homogeneity Test of Post-Test …………………………….. 47

5. T-Test Formula……………………………………………..... 49

C. Test Hypothesis ………………………………………………… 53

D. Data Interpretation ……………………………………...…….... 54

E. Discussion ............................................................................... 54

CHAPTER V : CONCLUSION, IMPLICATION AND SUGGESTION

F. Conclusion ………………………………………………………. 56

G. Implication ………………………………………………………. 56

H. Suggestion ……………………………………………………….. 57

REFERENCES………………………………………………………...... 58

APPENDICES…………………………………………………………… 61

viii

viii

LIST OF TABLES

Table 4.1 The Pre-Test Score of Experimental Class and Controlled Class .... 33

Table 4.2 The Post-Test Score of Experimental Class and Controlled Class.. 35

Table 4.3 The Gain Score of Experiment Class and Controlled Class ……..... 37

Table 4.4 The Frequency Distribution of the pre-test of Experimental Class .. 38

Table 4.5 The Frequency Distribution of the post-test of Experimental

Class.................................................................................................. 40

Table 4.6 The Frequency Distribution of the pre-test of Controlled Class ...... 41

Table 4.7 The Frequency Distribution of the post-test of Controlled Class.... 43

Table 4.8 The Result of Normality Pre-Test of Experimental and Controlled

Class ……………………………………………………………...... 44

Table 4.9 The Result of Normality Post-Test of Experimental and Controlled

Class …………………………………………………………....... 45

Table 4.10 The Result of Homogeneity Pre-Test of Experimental and

Controlled Class ………….………………………………….......... 47

Table 4.11 The Result of Homogeneity Post-Test of Experimental and

Controlled Class ……..………………………………………......... 48

Table 4.12 The Comparison of the Students’ Gain Score of Experimental and

Controlled Class ………………………………………………....... 49

ix

ix

LIST OF FIGURES

Figure 4.1 Diagram of frequency distribution of the pre-test score of the

experimental class……………….............................................. 39

Figure 4.2 Diagram of frequency distribution of the post-test score of the

experimental class…………..……….......................................... 40

Figure 4.3 Diagram of frequency distribution of the pre-test score of the

controlled class ..........................................................…………… 42

Figure 4.4 Diagram of frequency distribution of the post-test score of

The controlled class…...............……………………………….... 43

x

LIST OF APPENDICES

Appendix 1 Frequency Distribution of Experimental Class………………..... 61

Appendix 2 Frequency Distribution of Controlled Class…………..……….. 66

Appendix 3 Normality of Pre-test ............................................……………… 71

Appendix 4 Normality of Post-test…...............……………………………… 73

Appendix 5 Instrument of Pre-Test.................………………………………. 75

Appendix 6 Instrument of Pre-Test (Experimental Class) ………………....... 76

Appendix 7 Instrument of Pre-Test (Control Class) ……............………….... 77

Appendix 8 Lesson Plan (Experimental Class) .........………………………… 78

Appendix 9 Lesson Plan (Controlled Class) ........……………………………. 85

Appendix 10 The Subject List of Experimental Group ...................................... 95

Appendix 11 The Subject List of Controlled Group .......................................... 97

Appendix 12 Samples of Students’ Writing ...................................................... 99

Appendix 13 t-Table .......................................................................................... 103

Appendix 14 f-Table ............................................................................................ 104

Appendix 15 z-Table .......................................................................................... 105

Appendix 16 Lilliefors Table .............................................................................. 107

1

CHAPTER I

INTRODUCTION

This chapter consists of background of study, identification of the problem,

limitation of the study, formulation of the study, purpose of the study, and significant

of the study.

A. Background of Study

English has a position as an international language. It means that English

widely used in many countries around the world to communicate both orally and

written. It is used in trade, advertisement, educational institution, and many other

areas not only in native speaker country but also in non-native speaker country.

English creates great opportunities to interact with other countries as a global citizen

and help to promote culture in international scale.

Indonesia is one of the non-native speaker countries. It means that English is

not used by Indonesian people in their daily conversation because the status of

English in Indonesia is as a foreign language. However, English become a subject

that has to be taught in Indonesian schools. The general goal of Language learning

based on Standar Kompetensi Lulusan Satuan Pendidikan (SKL-SP) is the students

can show their listening skill, speaking skill, reading skill, and writing skill in a

simple form.1

As one of the four English skills that have to be mastered, writing skill

considers as productive skill. It means that writing include in producing language. In

writing, students have a role as active learner rather than passive receiver of

information. It is necessary for students to write effectively by producing good

1Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 23 Tahun 2006, p.4

2

sentences and good text. They should be able to organize ideas and to clarify concept

in order to make sure that information can be understood by reader.

The Standard Competance (Standar Kompetensi) of English writing skill for

junior high school students in Indonesia is “Mengungkapkan makna secara tertulis

dalam wacana interpersonal dan transaksional sederhana, secara formal maupun

informal, dalam bentuk recount, narrative, procedure, descriptive, dan report, dalam

konteks kehidupan sehari-hari.”2 It means that students have to perform the ability in

giving written expression of interpersonal discourse and simple transactional,

formally or informally, in the form of recount, narrative, procedure, descriptive, and

report in the context of daily life.

As one of the written form that required to be learned, procedure text is

important in our daily life. It tells how something is done through steps and actions.

In writing procedure text, students are required to be able to produce their own simple

procedure text with using the generic structure of procedure text that involves goal,

materials (equipments and ingredients), and sequence of step. However, based on the

writer’s experience in teaching procedure text in grade VII of junior high school, the

students often have problem to arrange the words for constructing the text. The

students often confuse to combine words in an appropriate pattern. It can be assumed

that students do not know the words that usually comes together. Students often

confuse to arrange procedure text because they do not know the key words that

become important for their writing.

The students often confuse in connecting words because they translate words

as a single isolation in their mother tongue. For Indonesian students, they often make

a mistake in combining words such as water boil for the English boiling water or jam

strawberry for the English strawberry jam. It is because of the negative transfer from

2Muhaimin, et. al., Pengembangan Model Kurikulum Tingkat Satuan Pendidikan (KTSP)

pada Sekolah dan Madrasah, (Jakarta:Raja Grafindo Persada,2008), p.272

3

their mother tongue to target language. Mother tongue, here Indonesian, has different

pattern with English as a target language. Instead of writing heat the oil, some

students may produce hot the oil. Students have lack of knowledge of vocabulary and

have difficulty to differentiate between verb and adjective because both heat and hot

have the same meaning panas in Indonesian.

One of the difficulties in writing is how to organize and sequence ideas.

Writing involves not only putting sentences together in language that is

grammatically correct and appropriate, but also organizing the ideas in those sentence

in a logical way so that they make a coherent text which is easy for the reader to

follow.3 That is the reason why students from both native speaker or non-native

speaker of writing class need extra effort to do their task. In non-native speaker, the

challenge is much bigger than that. It is because the hinderance such as how they

combine words, which word is appropriate for what exactly they mean in their first

language, etc.

Language consists of chunks which refer to collocations that will produce

continuous coherent text when they combined.4 Collocations itself are the words

combination or the group of words that often combined together. Collocation

instruction is a method to help students notice these chunks or collocation through

using them in writing process.5 With using collocation instruction, students will not

use words as a single isolation but word is combined with other word as a group. The

word will be grouped with other word that usually comes together in a certain

context.

3 J. Hadfield & C. Hadfield, Oxford Basics Introduction to Teaching English, Oxford: Oxford

University Press, 2008 p.117 4Michael Lewis, Implementing the Lexical Approach Putting Theory into Practice (Hove:

Language Teaching Publications, 1997), p.7 5Fatemeh, Eidian, et al.,. The Impact of Lexical Collocation Instructionon Developing Writing

Skill Among Iranian EFL Learners. International Journal of Language Learning and Applied

Linguistics World Vol.42013: 273-283

4

Collocations are necessary to build students’ mental lexicon.6 In writing, the

lexicon activated words based on the meaning and then translated into orthographic

code.7 With giving words combination, it can be considered that the words that often

come together in the context of procedure text particularly in genre of recipes will be

placed in one catalog entries in the students’ lexicon. For instance, when students are

given lexical collocation such as heat the oil or fry the onion, it will help them to

identify what they should do if they have nouns such as oil and onion. Other example

is grammatical collocation such as pour into. The students will automatically think

what they should do and to what kind of equipment it should be placed.

As the writer mentioned earlier about the problem that faced by grade 7 of

junior high school students in writing procedure text and the necessary of collocation

in building students’ mental lexicon and its role in producing coherent text, the writer

decided to conduct the study that had aim to find out whether collocation

instruction,which means noticing collocation through using them in writing process,

has positive effect in writing procedure text at grade VII of SMP Islamiyah Ciputat

where the writer had access and permission to conduct this study.

The writer selected free collocation that only related in the context of

procedure text particularly in genre of recipes to be presented, for instance,

verb+noun (crack the egg, heat the oil), verb+adverb (stir carefully), and

verb+preposition (pour into, boil for).The writer expected that it will help to reduce

students’confusion in constructing procedure text because the way words combined

in collocation is necessary to avoid students’ mistake as an impact of different pattern

of Indonesian as mother tongue with English as a target language.

6Jimmie Hill in Michael Lewis, Teaching Collocation: Further Developments in the Lexical

Approach, (Hove: Language Teaching Publications, 2000), pp.53-56 7J.B. Gleason & N.B. Ratner, Psycholinguistics, (Harcourt New York: Brace College

Publishers, 1993), p.203

5

B. Identification of the Problem

Based on the background of the study above, the writer identified the

problems as follow:

1. Students have a problem in combining words with an appropriate pattern

because they do not know the words that often combined together.

2. Students have a problem of negative transfer because Indonesian, as students’

mother tongue has different pattern with English as a target language.

3. Students have difficulty in arranging words for constructing a text because

they often confuse to connect the words in an appropriate way.

C. Limitation of the study

This study focuses on two main investigations. The first is the implementation

of collocation instruction and the second is positive effect of collocation instruction in

the process of writing procedure text at grade VII of SMP Islamiyah Ciputat.

D. Formulation of the study

Based on the identification of the problem above, the writer formulates the

study as follows “Is collocation instruction effective towards students’ writing skill of

procedure text at grade VII of SMP Islamiyah Ciputat?”

E. Purpose of the study

The aim of this study is to find out whether collocation instruction is effective

or not for improving students’ writing skill of procedure text at grade VII of SMP

Islamiyah Ciputat.

6

F. Significant of the study

There are three significant from the writer:

1. The writer hopes that this study will raise teacher awareness to take

collocation instruction into consideration in teaching procedure text because it

will help students to produce multi word rather than word as a single isolation.

2. The writer hopes that this study will encourage teacher to use collocation

instruction for teaching procedure text because collocation instruction will

help students’ understanding of combining words in an appropriate pattern

and arranging them into a text.

3. The writer hopes that this study will have benefit on the nextsimilar subject

study.

7

CHAPTER II

THEORITICAL FRAMEWORK

This chapter consists of literature review that describes writing and

collocation, previous study, thinking framework, and hypothesis of this study.

A. Literature Review

1. Procedure Text

a. Definition of Procedure Text

A text can be seen from two key perspectives, a thing that can be recorded,

analysed and discussed; and also a process that is the outcome of a socially produced

occasion.1 Procedure text is one of the text types that shows a process to make or to

operate something. Procedure text has a function to tell how something is done

through a sequence of step. A procedure enables people to do or to make things that

are new to them and to make sure they do or make things in the correct order. It also

includes all that need to be done.

Procedure covers the countless things that people do. It has a goal and a result.

The result of procedure should be reflected in the goal. The procedure tells how to

achieve the goal. It should be consist of step by step to achieve the goal. Procedure is

important in daily life, for instance, telling how to make a cup of coffee, telling step

by step instruction how to cook rice using rice cooker, giving direction to someone’s

house, etc.

1 Peter Knapp & Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and

Assessing Writing (Sidney: University of New South Wales Press Ltd., 2005), p.13

8

b. The purpose of procedure Text

Beard mentions four purposes of texts which are to persuade, to instruct or

advise, to entertain and to inform.2 Procedure text involve in the category of texts that

has a purpose to instruct or advise. It is a text that gives instruction to the reader what

they should do to achieve their goal.

Procedure is written for different audiences. In writing a procedure text, it is

required to think about the audience and consider the following in order to achieve

the purpose which is to instruct or advise the audience to do something3:

- The age of the audience.

- Whether the audience has any previous experience of the procedure.

- Whether the audience will need special instructions about the

equipment needed or about the steps to be done.

c. Genre of Procedure Text

Writing is a process that often heavily influenced by the constraints of genres,

then these elements have to be present in learning activities.4 There are various genre

in writing procedure text. Genre itself is defined as a category assigned on the basis

of external criteria such as intended audience, purpose, and activity type.5 It means

that genre describes certain types of activities. Genre in procedure text includes

recipes, directions, instruction manuals, administrative procedures, maintenance

notices, advices texts, rules, etc.

2 Adrian Beard, How Text Work, (New York: Routledge, 2003), p.25

3 June Keir, Text Types Book 3 Informative Texts Recognising And Creating Procedures,

Explanations, Recounts And Descriptions, (Australia: Ready-Ed Publications, 2009) p.14 4 Jeremy Harmer, How to Teach Writing. (Edinburg: Pearson Education Limited, 2004),

p.86 5 Brian Paltridge, Genre, Text Type, and the Language Learning Classroom, (ELT Journal

Volume 50, Oxford: Oxford University Press, 3 July 1996)

9

Procedure texts explain how to realize a certain goal by means of actions

which are at least partially temporally organized.6 A procedure text can be a simple,

ordered list of instructions to reach a goal, but it can also be less linear, outlining

different ways to realize something, with arguments, advices, conditions, hypothesis,

preferences. It also often contains a number of recommendations, warnings, and

comments of various types.

d. Grammatical Features of Procedure Text

The following are some of the grammatical feature of procedure text7:

Action Verb

It is used to represent the processes involved in completing a task,

for instance:

Spread the bread with the jam.

Pour the water into the pan.

Adverb

It is often used to qualify verbs and to provide extrra information

about how a task should be completed, for instance:

Add the ingredients slowly.

Stir the tea carefully.

Temporal connective

It is used to ensure processes are placed in the correct order of

time, for instance:

First melt the butter, then add the flour.

6 Estelle Delpech & Patrick Saint-Dizier, Investigating the Structure of Procedural Texts:

Identification of Titles and Instructions, JADT (Journées Internationales d’Analyse statistique des

Données Textuelles, 2008). 7 Peter Knapp & Megan Watkins, op. cit., pp.156-157

10

e. Organisation of procedure text

According to Hodge and William, organization is basically a system of

coordinated social units concerned with accomplishment of certain goal.8 Therefore,

organisation of procedure text means a well organized system that concerned with the

way how a certain goal has to be achieved when someone want to make or to do

something. The organisation of procedure text is more common called by generic

structure. The organisation of procedure text can be explained specifically as follow:

1) First, procedure texts generally begin with the goal of the task, which

is used as a title, for instance, ‘How to Make a cup of coffee’.

2) After the goal, a list of material that includes equipments and

ingredients is required to complete the task.

3) In the final, the text end with the sequence of steps specifying how

the goal is to be achieved.

The organisation of procedure text focuses on instructional texts in sequence

of action. It is organised in temporal sequences that are identified by the use of

numbers (such as 1, 2, 3 etc.) or temporal connectives (such as then, next, after that).

It indicates an ability to deal with aspects of grammar by action verbs, and the

temporal nature of sequencing, represented in the grammar by temporal connectives.9

The following are examples of procedure text genre recipes based on the organisation

mention above:

Example 1:

Goal How to Make a cup of Coffee

List of Material Equipment:

8 B.J. Hodge & William P. Anthony, Organization Theory 2

nd Ed., (Boston: Allyn and

Bacon, Inc ,1984), p. 10 9Peter Knapp & Megan Watkins, op. cit., p.156

11

cup

spoon

Ingredients:

water

coffee

2 spoonful of sugar

a dash of milk

Sequence of Step 1. First, boil the water for several minutes.

2. Then, take a cup.

3. Then, put the coffee into the cup.

4. And then, pour the boiling water into the cup.

5. After that, add 2 spoonful of sugar.

6. Next, add a dash of milk into the cup.

7. And next, stir all the ingredients carefully.

8. Finally, enjoy your cup of coffee.

Example 2:

Title/Goal How to Make a Glass of Orange Juice

Materials Equipments:

Glass

Squeezer

Ingredients:

Oranges

Water

Sugar

Sequence of Steps

1. First, boil the water for several minutes.

12

2. Second, squeeze the oranges.

3. Then, take a glass.

4. And then, put the squeezed oranges into the glass.

5. After that, pour the boiling water into the glass.

6. Next, add the sugar into the glass.

7. And next, stir all the ingredients carefully.

8. After that, add the ice cubes into the glass.

9. Finally, enjoy your orange juice.

f. Assessing Procedure Text

Assessing students' writing ability require the clarity of objective or criterion

which can be assessed through a variety of tasks. The following is assessment criteria

used for assessing the generic structure and grammatical features of procedure text

writing10

:

1. Genre-based criteria

- The writing mainly instructs or advises.

- The theme of writing is consistent with the task.

- The structure or staging of the text consistent with the genre.

2. Textual language criteria:

- The text is formatted appropriately.

- The text uses correctly structured simple, compound and complex

sentences.

- The text uses tense appropriately and consistently.

3. Syntactical language criteria:

10

Peter Knapp & Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and Assessing

Writing (Sidney: University of New South Wales Press Ltd., 2005), p.176

13

- All main clauses have essential elements such as a main verb and

statements have the subject and main verb in the correct order.

- The subject and main verb agree in person and number.

- Prepositions are used appropriately and with some variety.

- Articles and plurals are used correctly.

- Sentence, simple and complex punctuation is punctuation is

correct.

4. Spelling

- Most high-frequency words are spelt correctly.

- Most less frequently used words and words with common but not

simple pattern are spelt correctly.

- Most words with difficult or unusual patterns are spelt correctly.

- Most challenging words appropriate to the task are spelt correctly.

- All challenging words appropriate to the task spelt correctly.

2. Collocations

a. Definition of Collocation

Collocations are the way in which words are used together regularly. The term

of collocations are derived from the Latin word collocare which means to place

together or to assemble, and this term introduced by J. R. Firth in 1930s. Collocations

are seen as language chunks which are memorized by speakers as whole units in

order to achieve language fluency.11

They are the occurrence of two or more words

within a short space of each other in a text. They are a pair or group of words that are

often used together.

11

Violeta Seretan, Syntax-Based Collocation Extraction. (Text, Speech and Language

Technology Series Vol.44, Dordrect: Spinger, 2011), p.9

14

Collocations are one of the main concerns of lexicography. Lexicography

itself is focus on the meaning and use of words, a central to dictionary making.12

The

elements involved in collocations are assumed to be lexemes, for instance, it is

assumed that combinations such as pay attention, pays attention, paid attention and

attention was paid are instantiations of the same collocations.

In Lexical Approach, an approach of language learning that suggests a much

more central role for lexis or all the words of a language, collocations describe as the

way individual words co-occur with others.13

This approach was developed by

Michael Lewis who believes that the primary approach in foreign language teaching

should be focused on the lexicon (vocabulary) of the target language as opposed to

using the more traditional grammatical or structural approach. It suggests that

vocabulary should be taught in chunks instead of as individual words. These chunks

are refered to as collocations which mean words that frequently go together.14

From several definitions above, it can be concluded that collocation is the

combination of words that usually comes together in an appropriate pattern. The way

words combine is important because learners can recognise certain pattern that

usually appear in a certain context.

b. Categorization of Collocation

Sinclair mentions two types of collocation, significant collocation and casual

collocation.15

Significant collocations have high intencity to come together. For

example, the words dog and barked, barked is not very common and, it usually occurs

near the word dog. Casual collocations are the combination of common words, such

12

Douglas Bieber, et al., Corpus Linguistics: Investigating language Structure and Use,

(Cambridge: Cambridge University Press, 2000), p.21 13

Michael Lewis, The Lexical Approach: The State of ELT and a Way Forward, (Londan:

Language Teaching Publications, 1999), p.93 14

Deborah L. N., et. al., Kaleidoskope of Models and Strategies Teaching English to

Speakers of Other Languages, (New York:Greenwood Publishing Group Inc., 2006), p. 55 15

John Sinclair, Corpus, Concordance, Collocations, (Oxford: Oxford University Press,

1991), p.12

15

as the big house, both big and house can be callocated with many other common

words, the small house, the big problem. It is depend on the context of situation

where those words have to be combined.

Hill differentiates collocation into more specific types16

:

1. Unique collocations

They have the unique meaning such as foot the bill which means to pay

an amount of money, not related to the part of body as the individual

word foot.

2. Strong collocations

They are not unique but strong or very strong combination such as

ulterior motives, harbour grudge.

3. Weak collocations

They are the combination of usual words in English, for example bad

habit, expensive car, good time.

4. Medium-strength collocation

They are not strong or weak but in the middle, for instance hold a

conversation, make a mistake, do the homework.

Collocation includes idiom and phrasal verb. Lewis mentions that all

collocations are idiomatic and all phrasal verbs and idioms are collocations or contain

collocations. Collocations are placed on a sliding scale of meaning and form

relatively unrestricted (collocations) to highly fixed (idioms). He classifies

collocation into free collocation, restricted collocation, figurative idiom, and pure

idiom.17

There are two major categories of collocation, lexical collocation and

grammatical collocation. Lexical collocation is collocation in which two lexical

16

Jimmie Hill in Michael Lewis, Teaching Collocation: Further Developments in the

Lexical Approach, (Hove: Language Teaching Publications, 2000), pp. 63-64 17

Christopher Gledhill, Collocations in Science Writing, (Language in Performance Series

No. 22, Tubingen: Gunter Narr Verlag,2000), pp.7-20

16

elements co-occur and grammatical collocations are collocations in which a lexical

and a more grammatical element, for instance a preposition.18

There are several

combinations of grammatical collocation and lexical collocation19

:

1. Grammatical collocations

noun+preposition combination

sympathy with, blocade against, apathy towards

noun+to-infinitive

an effort to get a job

a struggle to solve the problem

noun+that-clause

He took an oath that he would do his duty.

preposition+noun

by accident, in advance, etc.

adjective+preposition

they are angry at the children.

predicate adjective+to-infinitive

It was necessary to work together.

Collocational verb patterns

For instance verb+preposition:

Boil the vegetable for five minutes

2. Lexical collocation

verb (usually transitive) + noun/ pronoun (or prepositional phrase)

come to an agreement, compose a music,

18

Nadja Nesselhauf, Collocations in a Learner Corpus, (Amsterdam: John Benjamins

Publishing Company, 2004), p.22 19

R. R. D. Moehkardi, Grammatical and Lexical English Collocations: Some Possible

Problems to Indonesian Learners of English. (Journal of Humaniora Vol 14 No.1 Februari 2002),

pp.53-62

17

set an alarm

verb (meaning eradication and or nullification) + a noun

reject an appeal, withdraw an offer,

annul a marriage

adjective + noun

best regards, kindest regards, strong tea

noun + verb

bomb explode, bees buzz, alarm go off

noun + noun

a bouquet of flower, a glass of water,

a bit of advice

adverb + adjective

hopelessly addicted, deeply absorbed,

closly acquinted

verb + adverb

appreciate sincerely, argue heatedly

3. Using Collocation Instruction for Improving Students’ Writing Skill of

Procedure Text

Writing as a process refers to the act of collecting ideas and arranging them

until they are presented in a way that is understood by the reader.20

In writing

procedure text, students have to identify the verbs in the text with comparing the

verbs with the nouns. They discuss the relationship between the verb and the noun in

the sentence, and the way the verbs indicates what is to be done with the noun, for

instance crack the egg, pour the water. They also have to add extra information to the

20

C. T. Linse & David Nunan, Practical English Language Teaching: Young Learner,

NewYork: McGraw-Hill Companies, Inc., 2005), p.98

18

way the verbs should be performed. this includes identifying adverbs such as

carefully and slowly.21

Collocation refer to the limitations on how words can be used together, for

instance which prepositions are used with particular verbs, or which verbs and nouns

are often used together. The term of collocation instruction means noticing,

highlighting and conciousness-raising certain combination of words to students.

There are two types of instruction, explicit instruction and implicit instruction.22

Explicit instruction involves the construction of explicit knowledge consciously,

learners are given the target items and try to develop concepts and rules on their

own. On the other hand, implicit instruction refers to a kind of instruction in which

learners learn the target items with reading a text for comprehension of the content

rather than for learning that items in that text.

Collocation will make students recognise the multi word combination and

they can use them to construct a text in an appropriate way. With giving collocation

in writing procedure text, the process of identifying which action should be done in

the sequence of step will be easier because teacher enrich students with free

collocation so that students can combine words for constructing procedure text. The

following are common collocations which introduced to student in the context of

procedure text particularly in genre of recipes:

1. Verb+Noun Combination

garlic

peel chilli

onion

onion

chop garlic

chilli

water

boil

vegetables

21

Peter Knapp & Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and

Assessing Writing (Sidney: University of New South Wales Press Ltd., 2005), p.168 22

Elaheh Zaferanieh, et al., On the Impacts of Four Collocation Instructional Methods: Web-

Based Concordancing vs. Traditional Method, Explicit vs. Implicit Instruction, (Studies in Literature

and Language Vol. 3, No. 3, 2011) pp.120-126

19

water

pour

milk

crack

eggs

whisk

bread

spread

jam

oil

heat

soup

cheese

grate

coconut

onion

fry garlic

chilli

2. Verb+Adverb

Stir .................. carefully

Mix together ...................

3. Verb+Preposition

Place .......... on ..........

with ......

Spread ......

On .........

Mix .........with .........

Boil .......... for ...........

Pour ........... into ...........

Chop ........ into ........

The instruction also can be implemented in exercise as follow in order to help

students identifying the relation of verbs and nouns:

20

Verb Noun

Spread

Heat

Pour

Crack

Peel

Water

Egg

Onion

Oil

Jam

The following are examples of combining words exercise:

Boil the water for several minutes. Chop the onion into small pieces.

Pour the water into a cup. Place fried rice on the plate.

Stir all the ingredient carefully. Mix together all the ingredients.

B. Previous Study

1. The first study is the research from Malinda Prawati, et al titled Teaching

Writing Procedure Text Through Demonstration. This study is the experimental

study with pre-test and post-test as instrument.They used demonstration to teach

students writing procedure texts and has the result that demonstration has high

significant effect to increase students’ achievement of writing skill on procedure

text. The difference between this study and the writer’s study is the writer does

21

not use demonstration but uses collocation instruction in increasing students’

writing skill on procedure text with the same experimental method and pre-test

and post-test instrument.

2. The second study is focus on using collocation instruction to

developstudents’ writing skill. This study is a part of 2013 International

Journal of Language Learning and Applied LinguisticsWorld. It is titled

The Impact of Lexical Collocation Instructionon Developing Writing Skill Among

Iranian EFL Learners by Fatemeh Eidian, et al. This is an experimental

study which has experimental and control groups with pre-test and post-

test as an instrument using university students as sample population. The

result of this study showed that lexical collocation can develop students’

writing skill. The differences between this study and the writer’s study is

the writer study uses junior high school students as sample population and

it does not measure writing skill generally, but only one type of writing

which is procedure texts with recipes as genre specification.

C. Conceptual Framework

Students can use the grammatical features, generic structure, and vocabularies

that have been given to express their ideas in written text. Procedure text is one of the

types of written texts that students learned. Procedure text is the text that tells how to

do or how to make something. Writing procedure text becomes one of English

materials in grade VII students syllabus. The purpose of learning procedure text based

on the syllabus is to make students able to produce their own simple procedure text

accurately, fluency, and acceptably. Procedure text tells the action should be done for

making something, and the way verbs (action) work with nouns (object of action) is

definitely crucial. However, students often confuse to arrange procedure text because

they do not know the key words, such as verbs and nouns, which become important

for their writing. They often have problem to combine those words and connect them

for constructing the text.

22

The writer considered about using collocation instruction in procedure text

writing. Collocations are important because they will make students think about multi

word and reduce their confusion in arranging text. It can make students recognise the

pattern of certain words combination in an appropriate way. Collocation instruction

that used by writer in writing procedure text means giving combination of free

collocation of verb+noun, verb+adverb, and verb+preposition in learning procedure

text. It is necessary because the ability of students to identify the verbs in the text

with comparing the verbs with the nouns and also identify adverbs are required in

constructing procedure text. The writer expected that collocation instruction will

make students easier to construct a simple procedure text writing particularly in

genre of recipes.

D. Research Hypothesis

Collocation instruction will have an effect to improve students’ writing

procedure text because students will not use word as a single isolation but use words

as a group. It can reduce students confusion in arranging text because they can

combine words since the ability of students to identify the verbs in the text with

comparing the verbs with the nouns and also identify adverbs are required in

constructing procedure text.

23

CHAPTER III

RESEARCH METHDOLOGY

This chapter consists of the explanation about place and time of the study,

method and design of the study, population and sample, data collection, scoring

rubric, data analysis, and hypothesis statistics.

A. Place and Time of the Study

This study conducted at SMP Islamiyah Ciputat. This study held from 8th

of

April to 29th

of April. The writer gave the treatment in academic year 2014/2015.

The Schedule of the Study

No Task Preparation Time

1. Preliminary visit Permission Letter Monday, 31th

of

March 2015

2. Communicate with the

headmaster and English

Teacher

Permission Letter Wednesday, 1st of

April 2015

3. Pre-test Pre test Wednesday, 8th

of

April 2015

4. Treatment Lesson Plan,

Handbook,

Worksheet, Teaching

Materials

The day of treatment

of Experimental and

Controlled Class

5. Post-test Post test Wednesday, 29th

of

April 2015

24

B. Method and Design of the Study

This study uses quantitative method. According to Creswell, quantitative

research has several characteristics, one of them is describing a research problem

through a description of trends or a need for an explanation of the relationship among

variables. It is also analyzing trends, comparing groups, or relating variable using

statistical analysis and interpreting results by comparing them with prior predictions

and past research.1 This study used quasi-experimental design with controlled group

and experimental group. Quasi-experimental design were used because this study is

an experimental design that does not meet all the requirements necessary for

controlling the influence of extraneous variables. In this study, controlled group

means a group who only gets traditional learning like translating or doing exercise

without being given some collocations. In contrast, experimental group was presented

some collocations related to the context of procedure text particularly genre of recipes

during writing class.

C. Population and Sample

Population is a group of individuals who have the same characteristic that the

researcher can identify, whereas sample is a subgroup of the population that the

researcher plans to study. Sample is individuals who are represents the entire

population.2 In this study, the writer uses convenience sampling approach of

nonprobability sampling. The reason of the writer using that sampling approach is

because the writer selects participants who are available to be studied. The writer

decided to conduct study at grade VII students of SMP Islamiyah Ciputat because the

students were available for this study which means that the students fulfilled the

criteria of this study. It also because the writer had access to the school and had the

permission of the principal to conduct this study. This study will be conducted in two

1Jhon W. Creswell, Education Research Methodology, (Boston: Pearson Education, Inc., 2012), p.13

2Jhon W. Creswell, Ibid., p.142

25

equal classes, the first class as experimental group who receives the experimental

treatment and second class is control group.

D. Data Collection

The writer used instrument in order to get the better data. To make this study

successful, the writer used some instruments to collect data, they are as follows:

1. Test

a. Pre-test

Pre-test provides a measure on some attribute or characteristic that the

writer assess for participants in an experiment before they receive a

treatment.3 The purpose of pre-test is to know the basic students’ ability

in writing procedure text. The instrument of the pre-test is written test.

b. Post-test

Post-test is a measure on some attribute or characteristic that is assessed

for participants in an experiment after a treatment.4 The purpose of post-

test in this study is to know the students’ ability improvement in writing

procedure texts. The instrument of the post-test is written test.

2. Validity of Test

Validity is the compatibility of a test. It means that a test should measure what

supposed to measure. There are several types of validity, and one of them is

content validity. Content validity means that the validity is based on a careful

analysis of the language being tested and the particular course objective.5

Alderson, et al. argue that content validity involves a judgement from experts

in some systematic way such as analysing the content of the test and

3 Jhon W. Creswell, Ibid., p.297

4 Ibid.

5J. B. Heaton, Writing English Language Tests, (London: Longman Group UK Ltd., 1990), p.160

26

comparing them with statement of what the content should be.6 They add that

the statement may be organized as syllabus or curriculum, or a domain

specification. Therefore, the writer used curriculum and syllabus KTSP of VII

grade junior high school as content validity to justify that the test is valid.

3. Observation

Observation was the activity that was done by the writer to get the data. The

observation focused on teacher and students activity in classroom. In this part,

the researcher used checklist as instrument to take information related to the

activity in the class room. The following is the observation checklist used by

the writer:

Observation Checklist

No Activities Description

1 Teacher’s clarity in explaining material Very Good

Good

Average

Poor

Very poor

2 Classroom management Very Good

Good

Average

Poor

Very poor

3 Teacher’s interaction with students Very Good

Good

6 Alderson J.C., et al., Language Test Construction and Evaluation, (Cambridge: Cambridge

University Press, 1995), p.173

27

Average

Poor

Very poor

4 Students’ attention towards teacher’s

presentation

Very Good

Good

Average

Poor

Very poor

5 Students’ response of teacher’ questions Very Good

Good

Average

Poor

Very poor

6 Students’ understanding of material Very Good

Good

Average

Poor

Very poor

7 Students’ enthusiasm to join the class Very Good

Good

Average

Poor

Very poor

28

4. Documentation

Document is a piece of written or printed material that provides an

information. It refers to the archival data that help the writer to collect the

required data. It can help the writer to get accurate data concerning to the

study. It can be defined as looking for the data concerning matters or variable

that are taken in form of notes of meeting, book, agenda etc.

E. Scoring Rubric

The writer used analytic scales as a scoring technique. In analytic scoring,

texts are rated on several aspects of writing or criteria rather than given a single

score.7 The criteria rated as follow:

Scoring Rubric

Content

30 - 27 EXCELLENT TO VERY GOOD : relevan to assigned topic-etc

26 – 22 GOOD TO AVERAGE : mostly relevant to topic – etc

21 – 17 FAIR TO POOR : inadequate development topic - etc

16 – 13 VERY POOR : not enough to evaluate – etc

Organization

20 -18 EXCELLENT TO VERY GOOD : well-organized, logical sequencing- etc

17-14 GOOD TO AVERAGE : logical but incomplete sequencing – etc

13 -10 FAIR TO POOR : lacks logical sequencing and development– etc

9-7 VERY POOR : no organization, not enough to evaluate – etc

Vocabulary

20 - 18 EXCELLENT TO VERY GOOD : word form mastery, appropriate register

(words use for particular situation– etc

17-14 GOOD TO AVERAGE : occasional errors of word form, choice, usage but

meaning not obscured

13 – 10 FAIR TO POOR : frequent errors of word form, choice, usage and meaning

confused or obscured – etc

9 – 7 VERY POOR : little knowledge of English vocabulary, word form or not

enough to evaluate

Language use

25 – 22 EXCELLENT TO VERY GOOD : few errors of word order/function,

articles, preposition - etc

21-19 GOOD TO AVERAGE : several errors of word order/function, articles,

7 S.C. Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2009), p.114

29

preposition – etc

17 – 11 FAIR TO POOR : frequent errors of word order/function, articles,

preposition - etc

10 – 5 VERY POOR : dominated by errors, or not enough to evaluate – etc

Mechanics

5 EXCELLENT TO VERY GOOD : few errors of spelling, punctuation,

capitalization – etc

4 GOOD TO AVERAGE : occasional errors of spelling, punctuation, capitalization –

etc

3 FAIR TO POOR : frequent errors of spelling, punctuation, capitalization – etc

2 VERY POOR : dominated by errors of spelling, punctuation, capitalization – etc

Total Score:

Adapted From S.C. Weigle, Assessing Writing, (Cambridge: Cambridge University Press,

2009), p.116

F. Data Analysis

1. Test of Normality

Test of normality is used to test whether the sample comes from

population that distributed normally or not.8 The writer determined the

normality of data from students’ writing scores of pre-test and post-test

that had obtained in advance. For calculation of normality test, the writer

used Lilliefors test with the formulation as follow:

Zivalue =

Annotation:

X = the students’ score from the controlled class interval

= the mean score of controlled class pre-test

= standard of deviation

F(Zi) = Zivalue on Ztable

8Budi Susetyo, Statistika untuk Analisis Data Penelitian (Dilengkapi Data Perhitungan SPSS

dan Ms. Office Excel), (Bandung: Refika Aditama, 2010), p.148

30

S(Zi) =

F(Zi)-S(Zi) = the difference value of F(Zi) and S(Zi)

2. Test of Homogeneity

Test of Homogeneity is used to test the variance and to know whether the

data were homogeneous or not.9 The writer determined the homogeneity

of the data using Fisher-test. The following is the formulation of the

homogeneity test:

Fvalue=

Annotation:

S12: the greatest variance

S22: the smallest variance

3. T-Test Formulation

The final step is testing the statistical hypothesis with using the following

Statistic calculation of T-test formulation.10

a. Analyzing the Mean of Variable X with formula :

M x ∑

b. Analyzing the Mean of Variable Y with formula :

M y ∑

c. Analyzing the Standard Deviation Score of Variable X with formula :

9Budi Susetyo, Ibid, p. 160

10Budi Susetyo, Ibid, p. 208

31

√∑

d. Analyzing the Standard Deviation Score of Variable Y with formula :

√∑

e. Analyzing the Standard Error Mean of Variable X with formula :

SEMx =

√

f. Analyzing the Standard Error Mean of Variable Y with formula :

SEMy =

√

g. Analyzing the Standard Error of different Mean of Variable X and Mean of

Variable Y with formula :

SEMx – SEMy = √

h. Analyzing t0with formula :

t0 =

i. Analyzing the degree of freedom (df) with formula :

df = n1 + n2– 2

G. Hypothesis Statistics

The limitation of this studyhypothesis determine as follow:

H0: Collocation instruction is not effective towards students’ writing skill of

procedure text for grade VII at SMP Islamiyah Ciputat.

H1: Collocation instruction is effective towards students’ writing skill of

procedure text for grade VII at SMP Islamiyah Ciputat.

The following is the formulation of the statistics hypothesis:

32

Ho : µ 1 = µ 2

H1: µ 1 ≠ µ 2

For the next step, the writer used the following criteria:

1. If t-test (tt) > t-table (to) in significant rank of 0,05, Ho (null hypothesis) is

rejected. It means there is significant difference between students’

achievement in writing procedure text for grade VII at SMP Islamiyah

Ciputat in experimental group.

2. If t-test (tt) < t-table (to) in significant rank of 0,05, Ho (the null

hypothesis) is accepted. It means there is no significant difference between

students’ achievement in writing procedure text for grade VII at SMP

Islamiyah Ciputat in experimental group.

33

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter consists of some information about data description, data

analyzing, test hypothesis and finding interpretation.

A. Data Description

1. The Pre-Test Score

In this study, the writer collected pre-test score both in experimental class and

controlled class before giving treatment to the students in the classroom. The

following is the description of the pre-test score:

Table 4.1

The Pre-Test Score of Experimental Class and Controlled Class

Experimental Class Controlled Class

No Code Score No Code Score

1. E-1 80 1. C-1 76

2. E-2 65 2. C-2 60

3. E-3 67 3. C-3 76

4. E-4 75 4. C-4 80

5. E-5 77 5. C-5 74

6. E-6 53 6. C-6 68

7. E-7 77 7. C-7 80

8. E-8 80 8. C-8 57

9. E-9 70 9. C-9 76

10. E-10 65 10. C-10 74

11. E-11 53 11. C-11 74

12. E-12 60 12. C-12 70

13. E-13 53 13. C-13 76

34

14. E-14 53 14. C-14 80

15. E-15 60 15. C-15 60

16. E-16 75 16. C-16 74

17. E-17 65 17. C-17 63

18. E-18 70 18. C-18 74

19. E-19 60 19. C-19 63

20. E-20 70 20. C-20 60

21. E-21 75 21. C-21 57

22. E-22 80 22. C-22 74

23. E-23 70 23. C-23 68

24. E-24 65 24. C-24 70

25. E-25 75 25. C-25 60

26. E-26 67 26. C-26 68

27. E-27 67 27. C-27 68

28. E-28 60 28. C-28 57

29. E-29 75 29. C-29 70

30. E-30 53 30. C-30 68

N = 30 ∑ X = 2015 N = 30 ∑ Y = 2075

Mean X 67.16 Mean Y 69.16

Based on table 4.1, it can be seen that 53 was the lowest students’ pre-test

score in experimental class and 80 was the highest students’ pre-test score in

experimental class while 57 the lowest students’ post-test score in control class was

53 and 80 was the highest students’ pre-test score in controlled class. Moreover, the

total students’ score of pre-test in experimental class was 2015 and the total students’

score of pre-test in controlled class was 2075. The experimental class has the average

score 67.16 and the controlled class has the average score 69.16

.

35

2. The Post-Test Score

Post-test score was collected both in experimental class and controlled class

after giving the treatment to the students in the classroom aiming to find out whether

it has an effect in improving students’ ability or not. The following is the description

of the pre-test score:

Table 4.2

The Post-Test Score of Experimental Class and Controlled Class

Experimental Class Controlled Class

No Code Score No Code Score

1. E-1 89 1. C-1 83

2. E-2 78 2. C-2 75

3. E-3 87 3. C-3 80

4. E-4 80 4. C-4 80

5. E-5 85 5. C-5 83

6. E-6 74 6. C-6 72

7. E-7 89 7. C-7 80

8. E-8 89 8. C-8 60

9. E-9 80 9. C-9 75

10. E-10 74 10. C-10 70

11. E-11 78 11. C-11 75

12. E-12 75 12. C-12 78

13. E-13 78 13. C-13 83

14. E-14 75 14. C-14 80

15. E-15 80 15. C-15 78

16. E-16 87 16. C-16 78

17. E-17 80 17. C-17 75

18. E-18 85 18. C-18 70

19. E-19 75 19. C-19 60

36

20. E-20 87 20. C-20 70

21. E-21 89 21. C-21 75

22. E-22 80 22. C-22 83

23. E-23 67 23. C-23 72

24. E-24 78 24. C-24 80

25. E-25 85 25. C-25 67

26. E-26 85 26. C-26 60

27. E-27 78 27. C-27 72

28. E-28 85 28. C-28 72

29. E-29 80 29. C-29 67

30. E-30 67 30. C-30 60

N = 30 ∑ X = 2419 N = 30 ∑ Y = 2213

Mean X 80.63 Mean Y 73.76

Based on table 4.2, it can be seen that 67 was the lowest students’ post-test

score in experimental class and 89 was the highest students’ post-test score in

experimental class while 60 was the lowest students’ post-test score in controlled

class and 83 was the highest students’ post-test score in controlled class. In addition,

2419 was the total students’ score of pos-test in experimental class and 2213 was the

total students’ score of post-test in controlled class. The experimental class has the

average score 80.63 and the controlled class has the average score 73.76.

3. Gain Score

In this study, gain score was used as primary data to calculate ttest after finding

out the mean score, standard deviation score and standard error mean score. It is the

difference score between students’ pre-test score and post-test score. The following is

the description of the scores:

37

Table 4.3

The Gain Score of Experimental Class and Controlled Class

Experimental Class Controlled Class

No Code Score No Code Score

1. E-1 9 1. C-1 7

2. E-2 13 2. C-2 15

3. E-3 20 3. C-3 4

4. E-4 5 4. C-4 0

5. E-5 8 5. C-5 9

6. E-6 21 6. C-6 4

7. E-7 12 7. C-7 0

8. E-8 9 8. C-8 3

9. E-9 10 9. C-9 -1

10. E-10 9 10. C-10 -4

11. E-11 25 11. C-11 1

12. E-12 15 12. C-12 8

13. E-13 25 13. C-13 7

14. E-14 22 14. C-14 0

15. E-15 20 15. C-15 18

16. E-16 12 16. C-16 4

17. E-17 15 17. C-17 12

18. E-18 15 18. C-18 -4

19. E-19 15 19. C-19 -3

20. E-20 17 20. C-20 10

21. E-21 14 21. C-21 18

22. E-22 0 22. C-22 9

23. E-23 -3 23. C-23 4

38

24. E-24 13 24. C-24 10

25. E-25 10 25. C-25 7

26. E-26 18 26. C-26 -8

27. E-27 11 27. C-27 4

28. E-28 25 28. C-28 15

29. E-29 5 29. E-29 -3

30. E-30 14 30. E-30 -8

N = 30 ∑ X = 404 N = 30 ∑ Y = 138

Mean X 13.46 Mean Y 4.6

Table 4.3 shows that -3 was the lowest students’ gain score in experimental

class and 25 the highest students’ gain score in experimental class while -8 was the

lowest students’ gain score in controlled class and 18 the highest students’ gain score

in controlled class. In addition, 404 was the total students’ gain score in experimental

class and 138 was the total students’ gain score in controlled class. The experimental

class has the average score of 13.46 and the controlled class has the average score of

4.6.

4. The Frequency Distribution of the Experimental Class

a. Pre-test score of the experimental class

Table 4.4

The Frequency Distribution of the pre-test of Experimental Class

No. Interval Low Class

Boundary

Up Class

Boundary

Frequency

Absolute Relative

1. 53-57 52.5 57.5 5 16.66 %

2. 58-62 57.5 62.5 4 13.33 %

3 63-67 62.5 67.5 7 23.33 %

39

4. 68-72 67.5 72.5 4 13.33 %

5. 73-77 72.5 77.5 7 23.33 %

6. 78-82 77.5 82.5 3 10 %

∑ 30 100%

Figure 4.1 Diagram of frequency distribution of the pre-test score of the

experimental class

The data of the pre-test score of the experimental class presented into

frequency distribution table and diagram form. The classification of the data

was made based on the length of interval (P), number of classes (K), and range

(R). The table 4.4 shows that the length of the interval was 5 and the numbers

of class interval were 6. The up class boundary of the first class interval was

57.5 and the up class boundary of the last interval was 82.5. The total numbers

of students were 30. Moreover, the most frequency appearance on the

frequency distributed was the score between 63-67 and 73-77 with the number

of absolute frequency 7 and the relative frequency 23.33 %. In addition, the

least appearance of score was on interval 78-82 with the number of absolute

0

1

2

3

4

5

6

7

53-57 58-62 63-67 68-72 73-77 78-82

Class Interval Absolute

Frequency

40

frequency 3 and relative frequency 10%. The whole description of statistical

calculation can be seen on the appendix.

b. Post-test score of the experimental class

Table 4.5

The Frequency Distribution of the post-test of Experimental Class

No. Interval Low Class

Boundary

Up Class

Boundary

Frequency

Absolute Relative

1. 67-70 66.5 70.5 2 6.66 %

2. 71-74 70.5 74.5 2 6.66 %

3 75-78 74.5 78.5 8 26.66 %

4. 79-82 78.5 82.5 6 20 %

5. 83-86 82.5 86.5 5 16.66 %

6. 87-90 86.5 90.5 7 23.33 %

∑ 30 100%

0

1

2

3

4

5

6

7

8

67-70 71-74 75-78 79-82 83-86 87-90

Class Interval Absolute

Frequency

41

Figure 4.2 Diagram of frequency distribution of the post-test score of the

experimental class

Table 4.5 shows that the numbers of the class interval was 6 and the

length of interval was 4. The low class boundary of the first class interval was

66.5 and the low class boundary from last class was 86.5. The total numbers of

absolute frequency were 30. The table also shows that the most frequency

appearance on the frequency distributed was the score in interval 75-78 with the

absolute frequency 8 and relative frequency 26.66%. Moreover, the least

appearance of score was the score between interval 67-70 and 71-74 with the

absolute frequency 2 and relative frequency 6.66%. On the other hand, the

upclass boundary on the first interval was 70.5 and the up class boundary of the

last interval was 90.5. The whole description of statistical calculation can be

seen on the appendix.

5. The Frequency Distribution of the Controlled Class

a. Pre-test score of the controlled class

Table 4.6

The Frequency Distribution of the pre-test of Controlled Class

No. Interval Low Class

Boundary

Up Class

Boundary

Frequency

Absolute Relative

1. 57-60 56.5 60.5 7 23.33 %

2. 61-64 60.5 64.5 2 6.66 %

3 65-68 64.5 68.5 5 16.66 %

4. 69-72 68.5 72.5 3 10 %

5. 73-76 72.5 76.5 6 20 %

6. 77-80 76.5 80.5 7 23.33 %

42

Figure 4.3 Diagram of frequency distribution of the pre-test score of the

controlled class

Table 4.6 shows that the numbers of the class interval were 6 and the

length of the interval was 4. While the lowest score in the class interval was 57

and the highest score was 80. The total numbers of absolute frequency were 30.

While the highest class interval was 77-80, the up class boundary was 80.5. In

addition, the lowest absolute frequency was 2 on the class interval 61-64 with

relative frequency 6.66% and the higest absolute frequency was 7 with relative

frequency 23.33% on the both class interval 57-60 and 77-80. The whole

description of statistical calculation can be seen on the appendix.

0

1

2

3

4

5

6

7

57-60 61-64 65-68 69-72 73-76 77-80

Class Interval Absolute

Frequency

30 100 %

43

b. Post-test score of the controlled class

Table 4.7

The Frequency Distribution of the post-test of Controlled Class

No. Interval Low Class

Boundary

Up Class

Boundary

Frequency

Absolute Relative

1. 60-63 59.5 63.5 4 13.33 %

2. 64-67 63.5 67.5 2 6.66 %

3 68-71 67.5 71.5 3 10 %

4. 72-75 71.5 75.5 9 30 %

5. 76-79 75.5 79.5 3 10 %

6. 80-83 79.5 83.5 9 30 %

30 100 %

Figure 4.4 Diagram of frequency distribution of the post-test score of the

controlled class

Table 4.7 shows that the numbers of the class interval were 6 and the

length of the interval was 4. While the lowest class interval was 60-63, the

0

1

2

3

4

5

6

7

8

9

60-63 64-67 68-71 72-75 76-79 80-83

Class Interval Absolute

Frequency

44

lowclass boundary was 59.5. In addition, the lowest absolute frequency was 2

on the class interval 64-67 with relative frequency 6.66% and the higest

absolute frequency was 9 with relative frequency 30% on the both class

interval 72-75 and 80-83. In the addition, the total numbers of absolute

frequency were 30. The whole description of statistical calculation can be seen

on the appendix..

B. Data Analysis

1. Normality Test of Pre-Test

Lilliefors Normality test was used in this study to find out the distribution of

pre-test data. It is used in order to know the data normally distributed or not.

Table 4.8

The Result of Normality Pre-test of Experimental and Controlled Class

No Source Experimental Controlled

1. N 30 30

2. Average 67.63 69.16

3. Variance 66.69 58.85

4. Standard Deviation 8.10 7.67

5. Maximal Score 80 80

6. Minimal Score 53 57

7. T value 0,1257 0,1163

8. T table 0.1590

9. Criteria Normal

The following is the writer’s assumption:

Ho : the data of normal distribution

H1 : the data of un normal distribution

45

The criteria is Ho accepted if Tvalue< 0.1590 and rejected if Tvalue> 0.1590 with α =

5%.

Based to Table 4.4, it can bee seen that Tvalue in experimental class is smaller

than Ttable, with the closest Lilliefors critical value of 30 with degree of significance

0.05 which is Tvalue< Ttable (0.1257< 0.1590). In addition, Tvalue in controlled class is

smaller than Ttable, with the closest Lilliefors critical value of 30 with degree of

significance 0.05 which is Tvalue< Ttable (0.1163< 0.1590). It shows that Null

Hypothesis (Ho) is accepted and the data of pre-test is normally distributed. The

whole description of Lilliefor Test calculation on the table above can be seen on the

appendix.

2. Normality Test of Post-Test

Lilliefors Normality test was used in this study to find out the distribution data

of post-test. It is used in order to know the data normally distributed or not.

Table 4.9

The Result of Normality Post-test of Experimental and Controlled Class

No Source Experimental Controlled

1. N 30 30

2. Average 80.63 73.76

3. Variance 36.94 47.37

4. Standard Deviation 6.07 6.88

5. Maximal Score 89 83

6. Minimal Score 70 60

7. T value 0.0850 0.1105

8. T table 0.1590

9. Criteria Normal

The following is the writer’s assumption:

46

Ho: the data of normal distribution

H1: the data of un normal distribution

The criteria is Ho accepted if Tvalue< 0.1590 and rejected if Tvalue> 0.1590 with α =

5%.

Based on Table 4.5, it can be seen that Tvalue in experimental class is smaller than

Ttable, with the closest Lilliefors critical value of 30 with degree of significance 0.05

which is Tvalue< Ttable (0.0850< 0.1590). In addition, Tvalue in controlled class is

smaller than Ttable, with the closest Lilliefors critical value of 30 with degree of

significance 0.05 which is Tvalue< Ttable (0.1105< 0.1590). It shows that Null

Hypothesis (Ho) is accepted and the data of post-test is normally distributed. The

whole description of Lilliefor Test calculation on the table above can be seen on the

appendix.

3. Homogeneity Test of Pre-Test

The homogeneity test was used to find out whether the group sample which

was taken from population is homogeneous or not. The following is the calculation of

homogeneity test of pre-test:

Variance of Pre-Test of Experimental Class

S2 =

- (

)

=

– (

)

= 4 586.5–67.162

= 4 586.5– 4 510.46

= 76.04

Variance of Pre-Test of Controlled Class

S2 =

- (

)

47

=

– (

)

= 4 835.5 – 69.162

= 4 835.5– 4 783.10

= 52.4

Homogeneity Test of Pre-Test

Fvalue=

=

= 1.45

Table 4.10

The Result of Homogeneity Pre-Test of Experimental and Controlled Class

No Class Variance N Fvalue Ftable Criteria

1. Experimental 76.04 30 1.45 1.85 Homogenous

2. Controlled 52.40 30

The following is the writer’s assumption:

Ho : the data of homogenous variance

H1 : the data of un homogenous variance

The criteria is Ho accepted if Fvalue< 1.85 and rejected if Fvalue> 1.85 with α = 5%.

Based on Table 4.6, Fvalue is smaller than Ftable, with the closest critical value

of 29 with degree of significance 0.05 which is Fvalue< Ftable (1.45< 1.85). It shows

Null Hypothesis (Ho) is accepted and the data of pre-test group sample was taken

from homogeneous population.

4. Homogeneity Test of Post-Test

The homogeneity test was used to find out whether the group sample which

was taken from population is homogeneous or not. The following is the calculation of

homogeneity test of post-test:

48

Variance of Post-Test of Experimental Class

S2 =

- (

)

=

– (

)

= 6 538.03 – 80.632

= 6 538.03 – 6 501.19

= 36.84

Variance of Post-Test of Control Class

S2 =

- (

)

=

– (

)

= 5 491.56 – 73.762

= 5 491.56– 5 440.53

= 51.03

Homogeneity Test of Post-Test

Fvalue=

=

= 1.38

Table 4.11

The Result of Homogeneity Post-Test of Experimental and Controlled Class

No Class Variance N Fvalue Ftable Criteria

1. Experimental 51.03 30 1.38 1.85 Homogenous

2. Controlled 36.84 30

49

The following is the writer’s assumption:

Ho : the data of homogenous variance

H1 : the data of un homogenous variance

The criteria is Ho accepted if Fvalue< 1.85 and rejected if Fvalue> 1.85 with α = 5%.

According to table 4.11, it can be seen that Fvalue is smaller than Ftable, with

the closest critical value of 29 with degree of significance 0.05 which is Fvalue< Ftable

(1.81< 1.85). It shows Null Hypothesis (Ho) is accepted and the data of post-test

group sample was taken from homogeneous population.

5. T-Test Formulation

For testing the hypothesis of the study, the writer used t-test formulation. The

symbol “X” in the calculation was used to represent the gain score of experimental

class students and symbol “Y” represent the gain score of controlled class students.

The following description is the calculation of the formulation:

Table 4.12

The Comparison of the Students’ Gain Score of Students’ Experimental Class and

Controlled Class Student

No Score

x = X - y = Y - x2

y2

X Y

1. 9 7 -4.46 2.40 19.89 5.76

2. 13 15 -0.46 10.40 0.21 108.16

3. 20 4 6.54 -0.60 42.77 0.36

4. 5 0 -8.46 -4.60 71.57 21.16

5. 8 9 -5.46 4.40 29.81 19.36

6. 21 4 7.54 -0.60 56.85 0.36

7. 12 0 -1.46 -4.60 2.13 21.16

8. 9 3 -4.46 -1.60 19.89 2.56

50

9. 10 -1 -3.46 -5.60 11.97 31.36

10. 9 -4 -4.46 -8.60 19.89 73.96

11. 25 1 11.54 -3.60 133.17 12.96

12. 15 8 1.54 3.40 2.37 11.56

13. 25 7 11.54 2.40 133.17 5.76

14. 22 0 8.54 -4.60 72.93 21.16

15. 20 18 6.54 13.40 42.77 179.56

16. 12 4 -1.46 -0.60 2.13 0.36

17. 15 12 1.54 7.40 2.37 54.76

18. 15 -4 1.54 -8.60 2.37 73.96

19. 15 -3 1.54 -7.60 2.37 57.76

20. 17 10 3.54 5.40 12.53 29.16

21. 14 18 0.54 13.40 0.29 179.56

22. 0 9 -13.46 4.40 181.17 19.36

23. -3 4 -16.46 -0.60 270.93 0.36

24. 13 10 -0.46 5.40 0.21 29.16

25. 10 7 -3.46 2.40 11.97 5.76

26. 18 -8 4.54 -12.60 20.61 158.76

27. 11 4 -2.46 -0.60 6.05 0.36

28. 25 15 11.54 10.40 133.17 108.16

29. 5 -3 -8.46 -7.60 71.57 57.76

30. 14 -8 0.54 -12.60 0.29 158.76

∑ 404 138 1377.13 1290.44

Mean 13.46 4.6 45.90 43.01

According table 4.12 above, the statistical calculation can be calculated as

follow:

a. Analyzing the Mean of Variable X with formulation:

51

MX =

=

= 13.46

b. Analyzing the Mean of Variable Y with formulation:

MY =

=

= 4.6

c. Analyzing the Standard Deviation Score of Variable X with formulation:

√

= √

= √

= 6.77

d. Analyzing the Standard Deviation Score of Variable Y with formulation:

√

= √

= √

= 6.55

e. Analyzing the Standard Error Mean of Variable X with formulation:

52

SEMx =

√

=

√

=

= 1.25

f. Determining the Standard Error Mean of Variable Y with formulation:

SEMy =

√

=

√

=

= 1.21

g. Analyzing the Standard Error of different Mean of Variable X and Mean of

Variable Y with formulation :

SEMx – SEMy = √

= √

= √

= √

= 1.73

h. Analyzing t0 with formulation :

t0 =

=

=

= 5.12

53

i. Analyzing the degree of freedom (df) with formulation:

df = (n1 + n2 ) – 2

= ( 30 + 30 ) – 2

= 60 – 2

= 58

The result of statistical calculation above shows that 5.12 is tvalue and 58 is the degree

of freedom (df) while 1.672 is the value of ttable in the degree of freedom at the degree

of significance 5%.

C. Test Hypothesis

The following is the Alternative Hypothesis (H1) and the Null Hypothesis

(H0) which were suggested:

H0: Collocation instruction is not effective towards students’ writing skill

of procedure text for grade VII at SMP Islamiyah Ciputat.

H1: Collocation instruction is effective towards students’ writing skill of

descriptive text for grade VII at SMP Islamiyah Ciputat.

The following formulation of the statistics hypothesis was used to test the

hypothesis:

1. If the result of calculation t0 (t observation) is bigger than ttable (t table) in

significant degree of 0,05, t0 > ttable ; Null Hypothesis (H0) is rejected and

Alternative Hypothesis (H1) is accepted. In other words, collocation instruction is

effective towards students’ writing skill of procedure text for grade VII at SMP

Islamiyah Ciputat.

2. If the result of calculation t0 (t observation) is smaller than ttable (t table) in

significant degree of 0,05, t0 < ttable; Null Hypothesis (H0) is accepted and

Alternative Hypothesis (H1) is rejected. In other words, collocation instruction is

not effective towards students’ writing skill of procedure text for grade VII at SMP

Islamiyah Ciputat.

54

D. Data Interpretation

From the analysis of students’ gain score, the gain score in experimental

group is higher than the gain score in controlled group. It was determined based on

the total score and in the average score of the gain score.

The data from pre-test and post-test of both experimental class and controlled

class used bythe writer to test the distribution data with Lilliefors test as its normality

test. Moreover, the writer tests the homogenous of both pre-test and post-test using

Fisher-test. From those result of calculation, it can be seen that the data of pre-test

and post-test are normal and homogenous.

The result of statistical calculation shows that 5.12 is the value of tvalue and 58

is the degree of freedom (df). It can be seen that 1.672 is the value of ttable in the

degree of freedom and at the degree of significance 5%. It means that the result of

calculation t0 (t observation) is bigger than ttable (t table) in significant degree of 0,05.

Therefore, Null Hypothesis (H0) is rejected and Alternative Hypothesis (H1) is

accepted. It means that collocation instruction is effective towards students’ writing

skill of procedure text for grade VII at SMP Islamiyah Ciputat.

E. Discussion

There are a possitive effect of using collocation instruction in writing skill of

procedure text. In the pre-test, the mean score of the experimental class is smaller

than controlled class. However, after given the treatment with collocation instruction,

the position is changed. The post-test’s mean score of experimental class is higher

than the controlled class. It means that giving collocation instruction to the students

has the significant impact on their writing skill of procedure text.

Students in the experimental class had less difficulty in combining the words

and arranging text because they obtained the instruction to combine the words and

had more knowledge which words that usually come together in the context of

55

procedure text. The point that necessary to emphasize is the teacher has to ensure that

the students have the knowledge about the words. The next stage that become a key

point is providing words combination. The combination of verb+noun (crack the egg,

heat the oil) verb+adverb (stir carefully) and verb+preposition (pour into, boil for)

combination as the primary combination that frequently appear in this context.

Therefore, teacher should be focus on those combination in arranging procedure text.

56

CHAPTER V

CONCLUSION, IMPLICATION AND SUGGESTION

This chapter consists of the conclusion of the study which was conducted at

VII Grade of SMP Islamiyah Ciputat, its implication and suggestion for the reader.

A. Conclusion

From the result of statistical calculation in chapter IV, the writer concluded

that collocation instruction is effective towards students’ writing skill of procedure

text for grade VII at SMP Islamiyah Ciputat.The calculation of the students’ score

analysis in pre-test, post-test and gain score usingt-test formula shows that tvalue is

5.12 and the degree of freedom (df) is 58. The value of ttable in the degree of freedom

and at the degree of significance 5% is 1.672. In other word, the result of calculation

t0 (t observation) is bigger than ttable (t table) in significant degree of 0,05. Therefore,

Null Hypothesis (H0) is rejected and Alternative Hypothesis (H1) is accepted. It

means collocation instruction is effective towards students’ writing skill of procedure

text for grade VII at SMP Islamiyah Ciputat.

B. Implication

The result of this study shows that collocation instruction is effective for

learning procedure text. Therefore, the implication of using collocation instruction in

the classroom is that it can be have an impact on students’ ability in writing

procedure text because students have knowledge about the words and how those

words combine with other word. In psychological basis, using collocation instruction

is suitable in writing skill of procedure text because it may reduce students’ confusion

in arranging text. Those implications clearly develop the real improvement on

students’ writing skill of procedure text.

57

C. Suggestion

The writer presents some suggestions related to the conclusion above. These

suggestions proposed for English teachers, the students, the next researchers in the

same subject.

For English teachers, they should consider the using of collocation instruction

in learning writing skill of procedure text in the classroom. With using collocation

instruction, students can be easier to construct text because it makes them think about

the words that usually comes together in a sentence. Teachers also give them list of

common collocation related to the context of procedure text in order to enrich their

knowledge.

For the students, they should enrich themselves with knowledge to combine

words and should not use them in single isolation. They also should have self-

motivation in learning English and try to learn independently outside the classroom

using another various resources.

For the next researchers, this study can be a reference for their studies on the

similar field. In general, the writer wishes that this study will bring considerable

benefits to readers.

58

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61

APPENDIX 1

Frequency Distribution of Experimental Class

A. The Calculation of Frequency Distribution, Mean, Variance, and

Standard Deviation of the Pre-test of the Experimental Class

1. The Total of Samples (n) = 30

2. Score distribution

53 53 53 53 53 60 60 60 60 65

65 65 65 67 67 67 70 70 70 70

75 75 75 75 75 77 77 80 80 80

3. Range (R)

R= Xmax –Xmin

= 80 - 53

= 27

4. The number of class (K)

K= 1+ 3,3 log n

= 1+ 3,3 log 30

= 1+ 3,3 log (1,47)

= 1+ 4,85

= 5,85 → 6

5. The length of interval (P)

P =

=

= 4.50 → 5

62

Table 1.1

Score of Frequency Distribution of the Pre-test of the Experimental Class

No Interval Low Class

Boundary

Up Class

Boundary

Xi fi fk Xi2

fi.Xi fi.Xi2

1. 53-57 52.5 57.5 55 5 5 3025 275 15125

2. 58-62 57.5 62.5 60 4 9 3600 240 14400

3 63-67 62.5 67.5 65 7 16 4225 455 29575

4. 68-72 67.5 72.5 70 4 20 4900 280 19600

5. 73-77 72.5 77.5 75 7 27 5625 525 39375

6. 78-82 77.5 82.5 80 3 30 6400 240 19200

∑ 30 2015 137275

6. Mean

M = ∑

∑

=

= 67.16

7. Variance (S2)

S2 =

∑

=

=

=

= 66.69

63

8. Standard Deviation (Sd)

Sd= √

= √

= 8.10

B. The Calculation of Frequency Distribution, Mean, Variance, and

Standard Deviation of the Post-test of the Experimental Class

1. The Total of Samples (n) = 30

2. Score distribution

67 67 73 73 75 75 75 77 77 77

77 77 80 80 80 80 80 80 83 83

83 83 83 87 87 87 87 89 89 89

3. Range (R)

R = Xmax –Xmin

= 89 - 67

= 22

4. The number of class (K)

K = 1+ 3.3 log n

= 1+ 3.3 log 30

= 1+ 3.3 log (1.47)

= 1+ 4.85

= 5.85 →6

5. The length of interval (P)

P =

=

= 3.66 → 4

64

Table 1.2

Score of Frequency Distribution of the Post-test of the Experimental Class

No. Interval Low Class

Boundary

Up Class

Boundary

Xi fi fk Xi2

fi.Xi fi.Xi2

1. 67-70 66.5 70.5 68.5 2 2 4692.25 274 9384.5

2. 71-74 70.5 74.5 72.5 2 4 5256.25 145 10512.5

3 75-78 74.5 78.5 76.5 8 12 5852.25 612 46818

4. 79-82 78.5 82.5 80.5 6 18 6480.25 483 38881.5

5. 83-86 82.5 86.5 84.5 5 23 7140.25 422.5 35701.25

6.

87-90 86.5 90.5 88.5 7 30 7832.25 619.5 54825.75

∑ 30 2419 196123.5

6. Mean

M = ∑

∑

=

= 80.63

7. Variance (S2)

S2

= ∑

=

=

=

= 36.94

65

8. Standard Deviation (Sd)

Sd= √

= √

= 6.07

66

APPENDIX 2

Frequency Distribution of Controlled Class

A. The Calculation of Frequency Distribution, Mean, Variance, and

Standard Deviation of the Pre-test of the Controlled Class

1. The Total of Samples (n) = 30

2. Score distribution

57 57 57 63 63 63 63 63 67 67

67 67 67 68 68 68 70 70 70 70

75 75 75 75 75 78 78 80 80 80

3. Range (R)

R = Xmax –Xmin

= 80 - 57

= 23

4. The number of class (K)

K = 1+ 3.3 log n

= 1+ 3.3 log 30

= 1+ 3.3 log (1.47)

= 1+ 4.85

= 5.85 →6

5. The length of interval (P)

P =

=

= 3.83 → 4

67

Table 1.3

Score of Frequency Distribution of the Pre-test of the Controlled Class

No Interval Low Class

Boundary

Up Class

Boundary

Xi fi fk Xi2

fi.Xi fi.Xi2

1. 57-60 56.5 60.5 58.5 7 7 3422.25 409.5 23955.75

2. 61-64 60.5 64.5 62.5 2 9 3906.25 125 7812.5

3 65-68 64.5 68.5 66.5 5 14 4422.25 332.5 22111.25

4. 69-72 68.5 72.5 70.5 3 20 4970.25 211.5 14910.75

5. 73-76 72.5 76.5 74.5 6 24 5550.25 447 33301.5

6. 77-80 76.5 80.5 78.5 7 30 6162.25 549.5 43135.75

30 2075 145227.5

6. Mean

M = ∑

∑

=

= 69.16

7. Variance (S2)

S2 =

∑

=

=

=

= 58.85

68

8. Standard Deviation (Sd)

Sd= √

= √

= 7.67

B. The Calculation of Frequency Distribution, Mean, Variance, and

Standard Deviation of the Post-test of the Controlled Class

1. The Total of Samples (n) = 30

2. Score distribution

60 60 60 67 67 70 70 70 70 70

73 73 73 75 75 75 75 75 77 77

77 77 80 80 80 80 83 83 83 83

3. Range (R)

R = Xmax –Xmin

= 83 - 60

= 23

4. The number of class (K)

K = 1+ 3.3 log n

= 1+ 3.3 log 30

= 1+ 3.3 log (1.47)

= 1+ 4.85

= 5.85 → 6

5. The length of interval (P)

P =

=

= 3.83 → 4

69

Table 1.4

Score of Frequency Distribution of the Post-test of the Controlled Class

No. Interval Low Class

Boundary

Up Class

Boundary

Xi fi fk Xi2

fi.Xi fi.Xi2

1. 60-63 59.5 63.5 61.5 4 4 3782.25 246 15129

2. 64-67 63.5 67.5 65.5 2 6 4290.25 131 8580.5

3 68-71 67.5 71.5 69.5 3 9 4830.25 208.5 14490.75

4. 72-75 71.5 75.5 73.5 9 17 5402.25 661.5 48620.25

5. 76-79 75.5 79.5 77.5 3 21 6006.25 232.5 18018.75

6. 80-83 79.5 83.5 81.5 9 30 6642.25 733.5 59780.25

30 2213 164619.5

6. Mean

M = ∑

∑

=

= 73.76

7. Variance (S2)

S2 =

∑

=

=

=

= 47.37

70

8. Standard Deviation (Sd)

Sd= √

= √

= 6.88

71

APPENDIX 3

Normality of Pre-test

A. Experimental Class Pre-test Calculation

The formulation:

Zi =

X = the students’ score from the experimental class interval

= the mean score of experimental group class pre-test

= standard of deviation

F(Zi) = Zi value on Z table

S(Zi) =

F(Zi)-S(Zi) = the difference value of F(Zi) and S(Zi)

Table 2.1 Normality of Pre-test of the Experimental Class

No X f Zi F(Zi) fk S(Zi) F(Zi)-S(Zi)

1 53 5 -1.74 0.0409 5 0,1666 0,1257

2 60 4 -0.88 0.1894 9 0.3000 0,1106

3 65 4 -0.26 0,3974 13 0,4333 0,0359

4 67 3 -0.01 0,496 16 0,5333 0,0373

5 70 4 0.35 0,6368 20 0,6666 0,0298

6 75 5 0.96 0,8289 25 0,8333 0,0044

7 77 2 1.21 0,8869 27 0.9000 0,0131

8 80 3 1.58 0,9429 30 1.0000 0,0571

72

B. Controlled Class Pre-test Calculation

The formulation:

Zi =

X = the students’ score from the controlled class interval

= the mean score of controlled class pre-test

= standard of deviation

F(Zi) = Zi value on Z table

S(Zi) =

F(Zi)-S(Zi) = the difference value of F(Zi) and S(Zi)

Table 2.2. Normality Pre-test of the Controlled Class

No X f Zi F(Zi) fk S(Zi) F(Zi)-S(Zi)

1 57 3 -1,58 0,0571 3 0,1 0,0429

2 63 5 -1,19 0,117 7 0,2333 0,1163

3 67 5 -0,8 0,2119 9 0,3 0,0881

4 68 3 -0,15 0,4404 14 0,4666 0,0262

5 70 4 0,1 0,5398 17 0,5666 0,0268

6 75 5 0,63 0,7357 23 0,7666 0,0309

7 78 2 0,89 0,8133 27 0,9000 0,0867

8 80 3 1,41 0,9207 30 1.0000 0,0793

73

APPENDIX 4

Normality of Post-test

A. Experimental Class Post-test Calculation

The formulation:

Zi =

X = the students’ score from the experimental class interval

= the mean score of experimental group class post-test

= standard of deviation

F(Zi) = Zi value on Z table

S(Zi) =

F(Zi)-S(Zi) = the difference value of F(Zi) and S(Zi)

Table 2.3. Normality Pos-test of the Experimental Class

No X f Zi F(Zi) fk S(Zi) F(Zi)-S(Zi)

1 67 2 -2.24 0.0125 2 0.0666 0.0541

2 73 2 -1.42 0.0778 4 0.1333 0.0555

3 75 3 -0.76 0.2236 7 0.2333 0.0097

4 77 5 -0.43 0.3336 12 0.4000 0.0664

5 80 6 0.06 0.5239 18 0.6000 0.0761

6 83 5 0.55 0.7088 23 0.7666 0.0578

7 87 4 1.04 0.8508 26 0.8666 0.0158

8 89 3 1.37 0.9147 30 1.0000 0.0850

74

B. Controlled Class Post-test Calculation

The formulation:

Zi =

X = the students’ score from the controlled class interval

= the mean score of controlled class post-test

= standard of deviation

F(Zi) = Zi value on Z table

S(Zi) =

F(Zi)-S(Zi) = the difference value of F(Zi) and S(Zi)

Table 2.4. Normality Post-test of the Controlled Class

No X f Zi F(Zi) fk S(Zi) F(Zi)-S(Zi)

1 60 3 -2 0.0228 4 0.1333 0.1105

2 67 2 -0.98 0.1635 6 0.2000 0.0365

3 70 5 -0.54 0.2946 9 0.3000 0.0054

4 73 3 -0.25 0.4013 13 0.4333 0.0320

5 75 5 0.18 0.5714 18 0.6000 0.0286

6 77 4 0.61 0.7291 21 0.7000 0.0291

7 80 4 0.90 0.8159 26 0.8666 0.0507

8 83 4 1.34 0.9099 30 1.0000 0.0901

75

APPENDIX 5

Instrument of Pre-Test (Experimental Class and Controlled Class)

Name: Class:

1. Write a simple procedure text with following instruction:

a. choose one of the title/goal in the box below:

How to make a cup of coffee How to make a glass of ice tea

b. Use the format below to construct your text:

i. title/goal

ii. equipment

iii. ingredients

iv. procedure/step:

c. Use temporal connectives (first, then, and then, next, after that,

finally).

d. Use the form of imperative sentence (begin with verb)

e. Do your pre-test in 60 minutes.

76

APPENDIX 6

Instrument of Pre-Test (Experimental Class)

Name: Class:

1. Make a simple procedure text with the following instruction:

a. Title/goal: 'How to Make a Plate of Fried Rice'

b. Use your collocation list.

c. Do your post-test in 60 minutes.

77

APPENDIX 7

Instrument of Pre-Test (Control Class)

Name: Class:

2. Make a simple procedure text with the following instruction:

a. Title/goal: 'How to Make a Plate of Fried Rice'

b. Use your vocabulary list.

c. Do your post-test in 60 minutes.

78

APPENDIX 8

RENCANA PELAKSANAAN PEMBELAJARAN(RPP)

KELAS EXPERIMEN

Nama sekolah : SMP Islamiyah Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 2

Alokasi Waktu : 4 x 40 menit

Skill : Menulis (Writing)

I. Standar Kompetensi

12. Menulis

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat

sederhana berbentuk procedure untuk berinteraksi dengan lingkungan

terdekat

II. Kompetensi Dasar

12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat

sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar

dan berterima untuk berinteraksi dengan lingkungan terdekat.

Sub Kompetensi:

12.1.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat

sederhana dengan menggunakan ragam bahasa tulis secara akurat,

lancar dan berterima untuk berinteraksi dengan lingkungan terdekat

berbentuk: procedure.

III. Tujuan Pembelajaran

79

Pada akhir pembelajaran, siswa dapat:

12.1.1.1 Mengenal teks sederhana dalam bentuk procedure.

12.1.1.2 Menulis teks pendek dan sederhana dalam

bentuk procedure dengan langkah retorika yang benar.

IV. Karakter siswa yang diharapkan : Dapat dipercaya ( trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

Tanggung jawab ( responsibility )

V. Materi Pembelajaran

- Procedure text (Slide)

VI. Metode Pembelajaran

Collocation Instruction

VII. Langkah-Langkah Kegiatan

Pertemuan pertama dan kedua.

A. Kegiatan Pendahuluan

Apersepsi :

Menyapa para siswa (greeting)

Tanyajawab mengenai pengertian teks procedure.

Motivasi :

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi

yang harus dikuasi siswa

80

B. Kegiatan Inti

Eksplorasi

- Memberikan penjelasan mengenai kosakata (noun, verb, adverb, preposition

yang berkaitan dengan teks procedure;

Vocabulary Selection

Verb Noun Preposition Adverb

Put

Add

Take

Peel

Mix

Chop

Heat

Pour

Boil

Fry

Stir

Slice

Grate

Whisk

Crack

Cook

Spread

Grill

Grind

Squeeze

Sugar

Cheese

Chocolate

Tea

Coffee

Milk

Bread

Water

Egg

Meat

Oil

Rice

Lemon

Potato

Soy sauce

Salt

Pepper

Chilli

Garlic

Onion

Carefully

Slowly

Into

With

For

On

In

- Memberikan penjelasan mengenai struktur umum (goal/title, equipment,

ingredients, sequence of step) fitur tata bahasa procedure text (temporal

connectives);

- Mendorong siswa agar aktif berinteraksi dalam setiap penjelasan dengan

memberikan pertanyaan yang berkaitan dengan pengetahuan siswa tentang

kosakata, struktur umum dan struktur tata bahasa yang diberikan.

81

Elaborasi

- Menginstruksikan siswa untuk mengkombinasikan kosakata menjadi

kelompok kata (verb+noun, verb+adverb, verb+preposition)

Words Combination (Collocation)

Verb + Noun

garlic

peel onion

potato

onion

chop garlic

chilli

water

boil vegetables

potato

cheese

grate

coconut

crack

eggs

whisk

bread

spread

jam

oil

heat

soup

milk

pour

water

onion

fry garlic

chilli

Verb + Adverb

Stir ...... carefully

Mix together ........

Verb + Preposition

Slice ........ into........

with ...

Spread ......

on .....

Mix .......with .......

82

Exercise!

A. Make sentences from the combination of words below:

1. Crack-into

2. Pour-into

3. Stir-carefully

4. Spread-on

5. Mix-with

- Memberikan tugas kepada siswa untuk melengkapi teks procedure dengan

struktur umum dan fitur tata bahasa yang benar.

B. Complete the following procedure text !

How to Make Sunny-Side Up (Title/goal)

Equipments:

- ...................

- ...................

- ...................

Ingredients:

- ...................

- ...................

- ...................

1. First, ...............................................................................

2. ............., .........................................................................

3. ............., .........................................................................

4. ............., .........................................................................

5. ............., .........................................................................

6. Finally, ............................................................................

83

Konfirmasi

- Memeriksa hasil kerja siswa dengan membahasnya bersama-sama.

- Memperbaiki pemahaman siswa jika terdapat kesalahpahaman

(misunderstanding) mengenai teks procedure dengan tanya jawab

C. Kegiatan Penutup

- Bersama-sama membuat rangkuman/simpulan pelajaran;

- Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah

dilaksanakan;

- Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

D. Sumber Belajar

Media/alat/bahan: LCD, slide, hand out, white board, bacaan teks prosedur.

Sumber belajar : Bahasa Inggris Sekolah Menengah Pertama Kelas VII Edisi 4,

penulis: Th. Kumalarini, dkk

E. Penilaian

Penilaian diambil berdasarkan:

1. Tugas Individu: 100%

Bentuk instrument penilaian: Tes tertulis

Rincian tugas: Membuat procedure text.

Kriterian Penilaian: Analytical Scoring

Rubrik Penilaian:

84

Content

30 - 27 EXCELLENT TO VERY GOOD : relevan to assigned topic-etc

26 – 22 GOOD TO AVERAGE : mostly relevant to topic – etc

21 – 17 FAIR TO POOR : inadequate development topic - etc

16 – 13 VERY POOR : not enough to evaluate – etc

Organization

20 -18 EXCELLENT TO VERY GOOD : well-organized, logical sequencing- etc

17-14 GOOD TO AVERAGE : logical but incomplete sequencing – etc

13 -10 FAIR TO POOR : lacks logical sequencing and development– etc

9-7 VERY POOR : no organization, not enough to evaluate – etc

Vocabulary

20 - 18 EXCELLENT TO VERY GOOD : word form mastery, appropriate register

(words use for particular situation– etc

17-14 GOOD TO AVERAGE : occasional errors of word form, choice, usage but

meaning not obscured

13 – 10 FAIR TO POOR : frequent errors of word form, choice, usage and meaning

confused or obscured – etc

9 – 7 VERY POOR : little knowledge of word form or not enough to evaluate

Language use

25 – 22 EXCELLENT TO VERY GOOD : few errors of word order, articles,

preposition - etc

21-19 GOOD TO AVERAGE : several errors of word order, articles, preposition – etc

17 – 11 FAIR TO POOR : frequent errors of word order, articles, preposition - etc

10 – 5 VERY POOR : dominated by errors, or not enough to evaluate – etc

Mechanics

5 EXCELLENT TO VERY GOOD : few errors of spelling, punctuation,

capitalization – etc

4 GOOD TO AVERAGE : occasional errors of spelling, punctuation – etc

3 FAIR TO POOR : frequent errors of spelling, punctuation, capitalization – etc

2 VERY POOR : dominated by errors of spelling, punctuation, capitalization – etc

Total Score:

Adapted From S.C. Weigle, Assessing Writing, (Cambridge: Cambridge

University Press, 2009), p.116

Mengetahui;

Guru Bahasa Inggris

Anggi Pranata, S.Pd

Ciputat, 20 April 2015

Mahasiswi Peneliti

Heni Wahyuni

85

APPENDIX 9

RENCANA PELAKSANAAN PEMBELAJARAN(RPP)

KELAS KONTROL

Nama sekolah : SMP Islamiyah Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 2

Alokasi Waktu : 4 x 40 menit

Skill : Menulis (Writing)

I. Standar Kompetensi

12. Menulis

Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat

sederhana berbentuk procedure untuk berinteraksi dengan lingkungan

terdekat

II. Kompetensi Dasar

12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat

sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar

dan berterima untuk berinteraksi dengan lingkungan terdekat.

Sub Kompetensi:

12.1.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat

sederhana dengan menggunakan ragam bahasa tulis secara akurat,

lancar dan berterima untuk berinteraksi dengan lingkungan terdekat

berbentuk: procedure.

III. Tujuan Pembelajaran

86

Pada akhir pembelajaran, siswa dapat:

12.1.1.1 Mengenal teks sederhana dalam bentuk procedure.

12.1.1.2 Menulis teks pendek dan sederhana dalam

bentuk procedure dengan langkah retorika yang benar.

IV. Karakter siswa yang diharapkan : Dapat dipercaya ( trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

Tanggung jawab ( responsibility )

V. Materi Pembelajaran

Procedure text (Slide)

VI. Metode Pembelajaran

Ceramah

VII. Langkah-Langkah Kegiatan

Pertemuan pertama dan kedua.

A. Kegiatan Pendahuluan

Apersepsi :

Menyapa para siswa (greeting)

Tanya jawab mengenai pengertian teks procedure.

Motivasi :

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi

yang harus dikuasi siswa

87

B. Kegiatan Inti

Eksplorasi

- Memberikan penjelasan mengenai kosakata (noun,verb, adverb, prepositions

yang berkaitan dengan teks procedure;

Vocabulary Selection

Verb Noun Preposition Adverb

Put

Add

Take

Peel

Mix

Chop

Heat

Pour

Boil

Fry

Stir

Slice

Grate

Whisk

Crack

Cook

Spread

Grill

Grind

Squeeze

Sugar

Cheese

Chocolate

Tea

Coffee

Milk

Bread

Water

Egg

Meat

Oil

Rice

Lemon

Potato

Soy sauce

Salt

Pepper

Chilli

Garlic

Onion

Carefully

Slowly

Into

With

For

On

In

- Memberikan penjelasan mengenai struktur umum (goal/title, equipment,

ingredients, sequence of step) dan fitur tata bahasa berbentuk kalimat perintah

(temporal connectives);

- Mendorong siswa agar aktif berinteraksi dalam setiap penjelasan dengan

memberikan pertanyaan yang berkaitan dengan pengetahuan siswa tentang

kosakata, struktur umum dan struktur tata bahasa yang diberikan.

88

Elaborasi

- Memberikan tugas kepada siswa untuk menerjemahkan kalimat ke dalam

bahasa Inggris.

A. Translete the following sentences into English!

1. Oleskan roti dengan selai coklat.

2. Tuangkan air ke dalam gelas.

3. Kocoklah telur di dalam mangkuk.

4. Panaskan minyak di dalam penggorengan.

5. Grill the meat until it cooked.

- Melengkapi teks procedure dengan struktur umum dan fitur tata bahasa yang

benar.

B. Complete the following procedure text !

How to Make Sunny-Side Up (Title/goal)

Equipments:

- ...................

- ...................

- ...................

Ingredients:

- ...................

- ...................

- ...................

1. First, ..................................................................................................

2. ............., ............................................................................................

3. ............., ............................................................................................

4. ............., ............................................................................................

89

5. ............., ............................................................................................

6. ............., ............................................................................................

7. Finally, ...............................................................................................

Konfirmasi

- Memeriksa hasil kerja siswa dengan membahasnya bersama-sama.

- Memperbaiki pemahaman siswa jika terdapat kesalahpahaman

(misunderstanding) mengenai teks procedure dengan tanya jawab

Kegiatan Penutup

- Bersama-sama membuat rangkuman/simpulan pelajaran;

- Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah

dilaksanakan;

- Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

i. Sumber Belajar

Media/alat/bahan: LCD, slide, hand out, white board, bacaan teks prosedur.

Sumber belajar : Bahasa Inggris Sekolah Menengah Pertama Kelas VII Edisi 4,

penulis: Th. Kumalarini, dkk

ii. Penilaian

Penilaian diambil berdasarkan:

Tugas Individu: 100%

Bentuk instrument penilaian: Tes tertulis

Rincian tugas: Membuat procedure text.

Kriterian Penilaian: Analytical Scoring

90

Rubrik Penilaian:

Content

30 - 27 EXCELLENT TO VERY GOOD : relevan to assigned topic-etc

26 – 22 GOOD TO AVERAGE : mostly relevant to topic – etc

21 – 17 FAIR TO POOR : inadequate development topic - etc

16 – 13 VERY POOR : not enough to evaluate – etc

Organization

20 -18 EXCELLENT TO VERY GOOD : well-organized, logical sequencing- etc

17-14 GOOD TO AVERAGE : logical but incomplete sequencing – etc

13 -10 FAIR TO POOR : lacks logical sequencing and development– etc

9-7 VERY POOR : no organization, not enough to evaluate – etc

Vocabulary

20 - 18 EXCELLENT TO VERY GOOD : word form mastery, appropriate

register (words use for particular situation– etc

17-14 GOOD TO AVERAGE : occasional errors of word form, choice, usage but

meaning not obscured

13 – 10 FAIR TO POOR : frequent errors of word form, choice, usage and

meaning confused or obscured – etc

9 – 7 VERY POOR : little knowledge of English vocabulary, word form or not

enough to evaluate

Language use

25 – 22 EXCELLENT TO VERY GOOD : few errors of word order/function,

articles, preposition - etc

21-19 GOOD TO AVERAGE : several errors of word order/function, articles,

preposition – etc

17 – 11 FAIR TO POOR : frequent errors of word order/function, articles,

preposition - etc

10 – 5 VERY POOR : dominated by errors, or not enough to evaluate – etc

Mechanics

5 EXCELLENT TO VERY GOOD : few errors of spelling, punctuation,

capitalization – etc

4 GOOD TO AVERAGE : occasional errors of spelling, punctuation,

capitalization – etc

3 FAIR TO POOR : frequent errors of spelling, punctuation, capitalization – etc

2 VERY POOR : dominated by errors of spelling, punctuation, capitalization – etc

Total Score:

Adapted From S.C. Weigle, Assessing Writing, (Cambridge: Cambridge

University Press, 2009), p.116

91

Mengetahui;

Guru Bahasa Inggris

Anggi Pranata, S.Pd

Ciputat, 20 April 2015

Mahasiswi Peneliti

Heni Wahyuni

92

WHAT IS PROCEDURE TEXTS?

Procedure Texts

Procedure Text

Procedure text is the text that tells how to do or how to makesomething.

Genre of procedure text:

Recipes

Directions

Instruction manuals

93

Procedure Text

Procedure text is the text that tells how to do or how to makesomething.

Grammatical Feature of Procedure Text:

• Pour, Crack, Put, Add, Take, Place, Boil, Fry, Heat

Action Verb

• Carefully, Slowly

Adverb

• First, Then, And Then, After that, Next, Finally

Temporal Connectives

Procedure Text

Procedure text is the text that tells how to do or how to makesomething.

Generic Structure of Procedure Text:

• The aim of procedure text

Title/Goal

• List of equipments used to make something

Equipments

• List of ingredients used to make something

Ingredients

• Step by step how to make something

Procedure/Sequence of Step

94

Example of Procedure Text

How to Make a Glass of Ice Tea

Equipments:SpoonGlass

Ingredients:WaterTea bag2 spoonful of SugarIce cubes

Procedure:1. First, boil the water for several minutes.2. Then, take a glass.3. And then, put the tea bag into the glass.4. After that, pour the boiling water into the glass.5. And then, add 2 spoonful of sugar.6. After that, stir all the ingredients carefully.7. Next, take the tea bag from the glass.8. And next, add the ice cubes.9. Finally, a glass of ice tea is ready.

Example of Procedure Text

How to Make a Glass of Ice Tea

Equipments:SpoonGlass

Ingredients:WaterTea bag2 spoonful of SugarIce cubes

Procedure:1. First, boil the water for several minutes.2. Then, take a glass.3. And then, put the tea bag into the glass.4. After that, pour the boiling water into the glass.5. And then, add 2 spoonful of sugar.6. After that, stir all the ingredients carefully.7. Next, take the tea bag from the glass.8. And next, add the ice cubes.9. Finally, a glass of ice tea is ready.

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APPENDIX 10

THE SUBJECT LIST OF EXPERIMENTAL GROUP

No Code Name

1. E-1 Allika Maulidya A

2. E-2 Aryadi Saputra

3. E-3 Dina Laura

4. E-4 Eva Devi Riana

5. E-5 Fhelennika

6. E-6 Gogot Resno Wibowo

7. E-7 Jihan Aprilia

8. E-8 M. Amin Fauzan

9. E-9 M. Rafli

10. E-10 M. Rizki

11. E-11 Mahuwarni Hinkhalis Sukerti

12. E-12 Novi Nurdiyanti

13. E-13 Pratama

14. E-14 Putri Inayah

15. E-15 Putri Salwa Roudonna

16. E-16 Putri Wulan Cahyani

17. E-17 Reza Julian Al Farisi

18. E-18 Rio Aditya Pratama

19. E-19 Rio Vijana

20. E-20 Rizka Putri Apriliani

21. E-21 Rizky Maulana

22. E-22 Samaiyah

23. E-23 Septi Yani

24. E-24 Sinta Ramdhanita

96

25. E-25 Siti Anisyah

26. E-26 Sofia Sabrina

27. E-27 Sopiah Apriyanti

28. E-28 Tyas Adi Putra

29. E-29 Welbi

30. E-30 Zulfikar Putra Utama

97

APPENDIX 11

THE SUBJECT LIST OF CONTROLLED GROUP

No Code Name

1. C-1 Adhesti Chrisa Nanda

2. C-2 Anggie Oktaviani

3. C-3 Anita Apriyanti K

4. C-4 Bayu Nugraha

5. C-5 Devi Pajaria

6. C-6 Diva Setiawan

7. C-7 Febriana

8. C-8 Iskandar Dzulkarnain

9. C-9 Meyda Puan Cahyandoi

10. C-10 Muhammad Afrido

11. C-11 Muhammad Andryan

12. C-12 Muhammad Rizky Juliant

13. C-13 Muhammad Sultan Fachri

14. C-14 Nava Adinda Putri

15. C-15 Novita Anggraini

16. C-16 Nurul Novita

17. C-17 Oktavia

18. C-18 Rachma Cahyaningrum

19. C-19 Rafly Saputra

20. C-20 Restu Rahmat Sulaiman

21. C-21 Rizka Heryani

22. C-22 Rivaldi

23. C-23 Riyan Hidayatullah

98

24. C-24 Sevilla Khairunnisa

25. C-25 Slamet Wahyudi

26. C-26 Syafa Nur Fazri

27. C-27 Via Arzita

28. C-28 Wira Pratama

29. C-29 Wulan Pratika Sari

30. C-30 Zulkifli Daulav

99

APPENDIX 12

SAMPLES OF STUDENTS’ WRITING

PRE-TEST

100

POST-TEST

101

PRE-TEST

102

POST-TEST

103

APPENDIX 13

T-TABLE

104

APPENDIX 14

F-TABLE

105

APPENDIX 15

Z-TABLE

106

107

APPENDIX 16

LILLIEFORS TABLE