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THE EFFECT OF USING INQUIRY-BASED
LEARNING METHOD ON STUDENTS’ WRITING
ABILITY OF EXPLANATION TEXT
(A Quasi-experimental Study at the Eleventh Grade Students of SMA
Nusantara Plus in Academic Year 2018/2019)
By:
Nadha Septy Saffila
11150140000044
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
ii
ENDORSEMENT SHEET
iii
STATEMENT OF AUTHENTICITY
iv
ABSTRACT
Nadha Septy Saffila (11150140000044), 2019. The Effect of Using Inquiry-
Based Learning Method on Students’ Writing Ability of Explanation Text (A
Quasi-experimental Study at the Eleventh Grade Students of SMA
Nusantara Plus in Academic Year 2018/2019), Skripsi, Department of English
Education, The Faculty of Educational Sciences, State Islamic University Syarif
Hidayatullah Jakarta, 2019.
Keywords: Inquiry-Based Learning Method, Writing Ability, Explanation
Text.
This research used quasi-experimental study aiming to obtain the empirical
evidence about the effect of using inquiry-based learning method on students’
writing ability of explanation text at the eleventh-grade students of SMA
Nusantara Plus in academic year 2018/2019. The population of this research was
the whole eleventh grade students of SMA Nusantara Plus. The sample was 62
students chosen through purposive sampling. The sample was classified into two
classes: the experimental and controlled class. The instrument of this research was
a test on writing an explanation text. The test was given at the beginning and the
end of the research. The result of the data was analyzed by using SPSS 20 and t-
test analysis. Based on the result of the pre-test, the data showed that there was no
difference between the two classes at the beginning of the research. However, the
result of the post-test showed that there was an improvement in the score of the
post-test of the experimental class. The t-test analysis result proved it by using
SPSS, which showed that the significance was 0.046 (p = 0.046) and (α = 0.05). It
means that p < α (0.046 < 0.05). Besides, the t-test analysis result by using manual
calculation also showed that to was 2.80 and tt (df=60) with significance level 5%
was 1.67. It stated that to > tt. It means that to was higher than ttable (2.80 > 1.67).
Based on the result of the two analyses above, it means that the null hypothesis
(Ho) was rejected. Therefore, it revealed that there was a significant effect of
using inquiry-based learning method on students’ writing ability of explanation
text at the eleventh-grade students of SMA Nusantara Plus in academic year
2018/2019. Furthermore, the calculation of effect size by Cohen stated that the
result of this research was 0.52 (moderate effect) meaning that this research was
quite effective to improve students’ writing ability of explanation text.
v
ABSTRAK
Nadha Septy Saffila (11150140000044), 2019. Pengaruh dari Penggunaan
Metode Pembelajaran Berbasis Inkuiri terhadap Kemampuan Siswa Menulis
Teks Eksplanasi (Penelitian Semi Eksperimen pada Siswa Kelas XI SMA
Nusantara Plus pada Tahun Akademik 2018/2019), Skripsi, Jurusan
Pendidikan Bahasa Inggris, Fakultas Ilmu Pendidikan, Universitas Islam Negeri
Syarif Hidayatullah Jakarta, 2019.
Kata Kunci: Metode Pembelajaran Berbasis Inkuiri, Kemampuan Menulis,
Teks Eksplanasi.
Penelitian ini menggunakan penelitian semi eksperimen yang bertujuan untuk
memperoleh bukti nyata tentang pengaruh dari penggunaan metode pembelajaran
berbasis inkuiri terhadap kemampuan siswa menulis teks eksplanasi pada siswa
kelas XI SMA Nusantara Plus pada tahun akademik 2018/2019. Populasi dari
penelitian ini adalah seluruh siswa kelas XI SMA Nusantara Plus. Sampel
berjumlah 62 siswa yang dipilih melalui teknik sampel purposive. Sampel tersebut
diklasifikasikan ke dalam dua kelas: kelas eksperimen dan kelas kontrol.
Instrumen dari penelitian ini adalah tes menulis teks eksplanasi. Tes diberikan
pada awal dan akhir penelitian. Hasil dari data dianalisi dengan menggunakan
SPSS 20 dan analisi uji t. Berdasarkan hasil dari pre-test, data menunjukkan
bahwa tidak terdapat perbedaan di antara dua kelas pada awal penelitian. Namun,
hasil dari post-test menunjukkan bahwa terdapat peningkatan di skor post-test dari
kelas eksperimen. Hasil analisis t-test membuktikan itu dengan menggunakan
SPSS yang menunjukkan bahwa signifikansi sebesar 0.046 (p = 0.046) dan (𝛼 =
0.05). Itu bermakna bahwa p < 𝛼 (0.046 < 0.05). Selain itu, hasil analisi uji t
dengan menggunakan penghitungan juga menunjukkan bahwa to sebesar 2.80 dan
tt (df = 60) dengan level signifikansi 5% sebesar 1.67. Itu menyatakan bahwa to >
tt. Itu bermakna bahwa to lebih tinggi daripada ttabel (2.80 > 1.67). Berdasarkan
hasil dari dua analisis di atas, itu bermakna bahwa hipotesis nol (Ho) ditolak.
Karenanya, itu menyatakan bahwa terdapat pengaruh yang signifikan dari
penggunaan metode pembelajaran berbasis inkuiri terhadap kemampuan siswa
menulis teks eksplanasi pada siswa kelas XI SMA Nusantara Plus pada tahun
akademik 2018/2019. Lebih lanjut, penghitungan dari besarnya pengaruh
berdasarkan Cohen menyatakan bahwa hasil dari penelitian ini adalah 0.52
(pengaruh sedang) di yang mana itu bermakna bahwa penelitian ini cukup efektif
untuk meningkatkan kemampuan siswa menulis teks eksplanasi.
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
All praises be to Allah SWT, the Lord of the world, who has given the
researcher His mercy, blessing, guidance, and strength to finish this research
report. Peace and guidance may Allah send to our Prophet Muhammad SAW,
peace be upon him, his family, his companions, and his followers.
Completing this research needs a long process and the researcher would not
have been able to finish this research without help and guidance of lecturers,
institution, family, and friends. Hence, the researcher is very grateful to
acknowledge those who have provided the support, guidance, contribution, and
assistance to the researcher in completing this research. Therefore, it can be used
as one of the requirements for the degree of “S.Pd.” (S-1) in English Education at
the Department of English Education.
First, the researcher would like to express the deepest gratitude to her great
parents, Mr. Agus Salim and Mrs. Masnun who always give full of motivation,
support, guidance, and best prayers for the researcher while doing this research.
Also, the researcher would like to express the greatest honor and the deepest
gratitude to her advisors, Mrs. Siti Nurul Azkiyah, Ph.D. and Mrs. Neneng
Sunengsih, M.Pd. for the valuable motivation, support, guidance, and advice
while completing this research.
Besides, the researcher would like to express sincere thanks to:
1. Dr. Sururin, M.Ag., as the Dean of Faculty of Educational Sciences.
2. Didin Nurudin Hidayat, Ph.D., as the Head of Department of English
Education.
3. Zaharil Anasy, M.Hum., as the Secretary of Department of English
Education.
4. All lecturers in the Department of English Education for the knowledge and
support for the researcher.
5. Drs. Rasuddin HB, MM., M.Pd., as the Head of SMA Nusantara Plus for the
permission and help to conduct this research.
vii
6. Misbahudin M.Pd., as the English teacher at the eleventh grade of SMA
Nusantara Plus for the guidance, advice, and motivation during this research.
7. All teachers and staff of SMA Nusantara Plus for the permission and
guidance during this research.
8. The students of XI IIS 1 and XI IIS 2 of SMA Nusantara Plus who are willing
to help and contribute in completing this research.
9. Her big family who has given the support and best prayer for the researcher.
10. Her brother, Adrian Firmansyah, who gives the support and prayer for the
researcher.
11. All beloved friends of the Department of English Education B 2015 for the
support and friendship during this research.
12. All her beloved friends of KKN Phinisi 62 2018, who have given the support,
help, and motivation for the researcher during completing this research.
13. All her beloved friends of Syantik for the support and motivation during
completing this research.
14. All her beloved friends of Aku Anak Biskuat for the advice and support during
this research.
15. All people, whose names cannot be mentioned, thank you for the
contribution, help, and support during completing this research.
Finally, the researcher hopes that this research report is not only useful for the
researcher but also for the readers. In fact, this research is still far from perfection.
Therefore, constructive criticism and suggestion are needed by the researcher to
make this research report better.
Jakarta, August 24th 2019
The Writer
Nadha Septy Saffila
viii
TABLE OF CONTENT
APPROVAL SHEET ............................................................................................. i
ENDORSEMENT SHEET ................................................................................... ii
STATEMENT OF AUTHENTICITY ................................................................ iii
ABSTRACT .......................................................................................................... iv
ABSTRAK .............................................................................................................. v
ACKNOWLEDGEMENT ................................................................................... vi
TABLE OF CONTENT ..................................................................................... viii
LIST OF TABLES ............................................................................................... xi
LIST OF APPENDICES .................................................................................... xii
CHAPTER I: INTRODUCTION ......................................................................... 1
A. Background of the Research .......................................................................... 1
B. Identification of the Problems ....................................................................... 5
C. Limitation of the Problem.............................................................................. 5
D. Formulation of the Problem ........................................................................... 5
E. Objective of the Research .............................................................................. 6
F. Significance of the Research ......................................................................... 6
CHAPTER II: THEORETICAL FRAMEWORK ............................................. 7
A. Writing Ability .............................................................................................. 7
1. The Definition of Writing .......................................................................... 7
2. The Definition of Writing Ability ............................................................. 8
3. The Purpose of Writing ............................................................................. 8
4. The Elements of Writing ........................................................................... 9
5. The Aspects of Writing ............................................................................. 9
6. The Stages of Writing .............................................................................. 10
7. The Advantages of Writing ..................................................................... 11
8. Scoring Writing ....................................................................................... 12
B. Explanation Text.......................................................................................... 13
1. The Definition of Explanation Text ........................................................ 13
2. The Purpose of Explanation Text ............................................................ 13
ix
3. The Generic Structure of Explanation Text ............................................ 13
4. Linguistic Features of Explanation Text ................................................. 14
5. The Example of Explanation Text ........................................................... 14
C. Inquiry-Based Learning Method ................................................................. 15
1. The Definition of Method ........................................................................ 15
2. The Definition of Inquiry ........................................................................ 16
3. The Definition of Inquiry-Based Learning .............................................. 16
4. The Definition of Inquiry-Based Learning Method ................................ 17
5. The Stages of Inquiry-Based Learning Method ...................................... 17
6. The Purpose of Inquiry-Based Learning Method .................................... 18
7. The Advantages of Inquiry-Based Learning Method .............................. 18
D. Previous Study ............................................................................................. 19
E. Thinking Framework ................................................................................... 22
F. Research Hypothesis.................................................................................... 22
CHAPTER III: RESEARCH METHODOLOGY ............................................ 23
A. Place and Time of the Research .................................................................. 23
B. Research Method and Design ...................................................................... 23
C. Population and Sample of the Research ...................................................... 24
1. Population ................................................................................................ 24
2. Sample ..................................................................................................... 24
D. The Content of Intervention ........................................................................ 25
E. Research Instrument .................................................................................... 27
F. Technique of Data Collection ...................................................................... 31
G. Technique of Data Analysis ........................................................................ 31
1. Test of Normality .................................................................................... 32
2. Test of Homogeneity ............................................................................... 33
3. T-test ........................................................................................................ 34
H. Statistical Hypothesis .................................................................................. 39
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ......................... 40
A. Research Finding ......................................................................................... 40
1. Data Description ...................................................................................... 40
x
2. Data Analysis .......................................................................................... 46
3. Hypothesis Testing .................................................................................. 54
B. Discussion .................................................................................................... 55
CHAPTER V: CONCLUSION AND SUGGESTION ...................................... 59
A. Conclusion ................................................................................................... 59
B. Suggestion ................................................................................................... 60
REFERENCES ..................................................................................................... 62
APPENDICES ...................................................................................................... 66
xi
LIST OF TABLES
Table 2.1 The Example of Explanation Text ........................................................ 14
Table 3.1 Design of the Research ......................................................................... 24
Table 3.2 The Population of the Research ............................................................ 24
Table 3.3 The Sample of the Research.................................................................. 25
Table 3.4 Table Content of Intervention ............................................................... 26
Table 3.5 The Rubric of Scoring Students’ Writing ............................................. 28
Table 3.6 Criteria of Hypothesis of Normality Test .............................................. 32
Table 3.7 Normality Test of Pre-test ..................................................................... 33
Table 3.8 Normality Test of Post-test ................................................................... 34
Table 3.9 Criteria of Hypothesis of Homogeneity Test ........................................ 34
Table 3.10 Homogeneity Test of Pre-test .............................................................. 34
Table 3.11 Homogeneity Test of Post-test ............................................................ 34
Table 3.12 Criteria of Hypothesis of Levene’s Test for Equality of Variances .... 35
Table 3.13 Criteria of Hypothesis of T-test Two Independents Samples ............. 36
Table 3.14 Table of Criteria of Pooled Standard Deviation Result ...................... 38
Table 3.15 Criteria of Statistical Hypothesis ........................................................ 39
Table 4.1 The Pre-test Score of Experimental Class and Controlled Class .......... 41
Table 4.2 Group Statistics of Pre-test Score ......................................................... 42
Table 4.3 T-test of Pre-test .................................................................................... 42
Table 4.4 The Post-test Score of Experimental Class and Controlled Class ........ 44
Table 4.5 The Gained Score of Experimental Class and Controlled Class ........... 45
Table 4.6 Group Statistics of Post-test Score ........................................................ 48
Table 4.7 Independent Sample T-test of Post-test ................................................ 48
Table 4.8 Group Statistics of Gained Score .......................................................... 50
Table 4.9 Independent Sample T-test of Gained Score......................................... 50
xii
LIST OF APPENDICES
Appendix 1 Silabus SMA...................................................................................... 67
Appendix 2 RPP Experimental Class .................................................................... 71
Appendix 3 RPP Controlled Class ........................................................................ 24
Appendix 4 The Stages of Analyzing Normality Test, Homogeneity Test, and
T-test with SPSS 20 ........................................................................................... 111
Appendix 5 The Result of ANOVA Test of Students’ Midterm Exam Scores .. 113
Appendix 6 Score of Pre-test of Experimental Class and Controlled Class ....... 115
Appendix 7 Score of Post-test of Experimental Class and Controlled Class ...... 116
Appendix 8 Gained Score of Pre-test and Post-test of Experimental Class and
Controlled Class .................................................................................................. 117
Appendix 9 Statistical Calculation on Gained Score of Experimental Class
(X) and Controlled Class (Y) .............................................................................. 118
Appendix 10 Instrument of Pre-test .................................................................... 119
Appendix 11 Instrument of Post-test .................................................................. 120
Appendix 12 Documentation .............................................................................. 121
Appendix 13 Tabel T .......................................................................................... 124
Appendix 14 Examples of Students’ Pre-test ...................................................... 129
Appendix 15 Examples of Students’ Post-test .................................................... 131
Appendix 16 Surat Pengesahan Proposal Skripsi ............................................... 133
Appendix 17 Surat Bimbingan Skripsi ............................................................... 134
Appendix 18 Surat Permohonan Izin Penelitian ................................................. 136
Appendix 19 Surat Balasan Izin Penelitian dari Sekolah.................................... 137
Appendix 20 The Analysis of Content Validity .................................................. 138
Appendix 21 References Examination Paper ...................................................... 139
1
CHAPTER I
INTRODUCTION
A. Background of the Research
In getting the achievement of mastering English, it is needed to produce
information into a written form which is known as writing. Writing is known as a
skill in representing language and emotion to be a medium of communication that
should be mastered by students. Even, students need to comprehend the word
structures to express something in which they will communicate deeply in
writing.1 By writing, students can convey their thought, experience, information,
and idea as a tool of communication into the written form. Also, writing has two
primary influences in the curriculum, both as an essential product in language and
as a tool for the engaging discipline of learning.2 Furthermore, writing is a
productive skill that is complicated because it is not only a language delivery but
also the development and delivery of structured ideas.3 Therefore, it concludes
that writing ability is known as a peak ability of English abilities. It means that
students are expected to be able to develop and create their ideas they have got in
three abilities before producing information into the written form.
In English writing, it states that there are categories of types of text, such as
descriptive, narrative, argumentative, and so on.4 However, based on the result of
the research that was supported by Adas and Bakir, they found that there were
some problems which were faced by learners in writing, such as they lack stock in
using the right vocabularies and they lack creativity in developing ideas.5
1 Monitha Geraldine, Y. Gatot Sutapa, and Surmiyati, Teaching Writing Hortatory Exposition
Text through Task-Based Language Teaching (TBLT), Jurnal Pendidikan dan Pembelajaran,
3(8), 2014, pp. 2. 2 Charles A. MacArthur, Steve Graham, and Jill Fitzgerald, Handbook of Writing Research
Second Edition, (New York: The Guilford Press, 2016), p. 1. 3 Hendri Saputra and Lenny Marzulina, Teaching Writing by Using Process Genre Approach
to the Eighth Grade Students of SMP Negeri 22 Palembang, Edukasi: Jurnal Pendidikan dan
Pengajaran, 2(1), 2015, pp. 2. 4 Jan Zienkowski, Jan-Ola Ostman, and Jef Verschueren, Discursive Pragmatics,
(Amsterdam: John Benjamin Publishing Co., 2011), p. 276. 5 Dana Adas and Ayda Bakir, Writing Difficulties and New Solutions: Blended Learning as
an Approach to Improve Writing Abilities, International Journal of Humanities and Social
Science, 3(9), 2013, pp. 254.
2
Furthermore, based on the result of the research that was obtained by
Desitawardhani, she found that there were some of the students who still have
difficulties in understanding the writing text, especially in the explanation text,
such as students do not comprehend the structures placement and the language
features of explanation text; they are also still challenging to develop their ideas in
the explanation text; and they even do not understand about spelling, punctuation
mark, vocabulary, and rules of language.6
Additionally, based on the researcher’s experience through the introduction to
the school field, the researcher also did the observation and found the students’
problems in writing, especially in the explanation text, such as they were difficult
to find and expand the ideas, they were confused on the generic structure and
language features of the explanation text, and they were less interested in learning
the theory of natural or social phenomena of the explanation text. In this case,
these problems could be influenced by some possible causes. The first cause was
an activity that was given by the teacher. It was because an active learning activity
was limited in the class so that students feel bored. Another cause came from the
students which the explanation sequences of explanation text did not develop. It
means that students could not extend their ideas because there was no time to
investigate the sources from themselves and others. Hence, it makes students
could not develop their thoughts on the explanation sequences of explanation text
effectively. Then, the students also could not share and reflect their work of
writing explanation text because sometimes students only asked to write without
share and reflect their writing. Therefore, it makes students did not comprehend
whether their text is appropriate or not with the questions of the topic. In general,
explanation text is a text that explains how or why something happens.7 Hence, it
needs to look for the information before writing the text.
6 Nurika Desitawardhani, “A Thesis: Improving Students’ Skills of Writing Explanation
Texts Through Picture Series for the Grade XII Students of SMA Negeri 2 Sleman in the
Academic Year of 2013/2014”, Thesis in Graduate School of Yogyakarta State University, p. 3,
not published. 7 Mahrukh Bashir, Bahasa Inggris SMA/MA/SMK/MAK Kelas XI, 2017 Revised Edition,
(Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud RI, 2017), p. 101.
3
To overcome these problems, a teacher should use an appropriate method that
fits the needs and abilities of students, especially in writing an explanation text.
Furthermore, the teacher should use a method that gives an opportunity for
students to look for, share, and reflect their writing. In this issue, there are many
researchers who have conducted studies to find appropriate methods in improving
students’ writing ability. One of them is the research that has been done by
Nurtalina. In her study, she proved that there is a significant effect in terms of
writing ability at the grade of VIII students at SMP N 1 Prambanan Klaten who
are taught inquiry-based learning strategy as a method. Through her study, it
stated that inquiry-based learning method is an appropriate learning medium on
students’ writing ability.8 Then, it was also proved by the study that was
conducted by Amarulloh et al. In their study, they want to know the effect of
using the levels of the inquiry strategy with the writing-to-learn assignment by
using the quasi-experimental method. Thus, the result of the study was the use of
the levels of inquiry can enhance the science literacy of students.9 Also, another
study was conducted by Laksana. In his research, he designed natural science
learning with inquiry-based learning at the elementary level. The result of this
study was inquiry-based learning is able to become an effective method in
increasing learning quality, especially in the development of learning concepts.10
Then, there is also the study was obtained by Nisa et al. Through their research, it
stated that the inquiry learning model is useful in developing students’ critical
thinking at senior high school.11 It could be proved that there is a significant effect
on students’ writing ability by using inquiry-based learning method, especially in
developing ideas critically.
8 Nurtalina, “A Thesis: The Effect of Using Inquiry-Based Learning Strategy in the Writing
Ability of the Eighth Grade Students of SMP Negeri 1 Prambanan Klaten in the Academic Year of
2012/2013”, Thesis in Graduate School of State University of Yogyakarta, p. 77, not published. 9 R. R. Amarulloh et al., The Implementation of Levels of Inquiry with Writing-To-Learn
Assignment to Improve Vocational School Student’s Science Literacy, Journal of Physics:
Conference Series, 2017, pp. 1--7. 10 Dek Ngurah Laba Laksana, The Effectiveness of Inquiry Based Learning for Natural
Science Learning in Elementary School, Journal of Education Technology, 1(1), 2017, pp. 1--5. 11 E. K. Nisa et al., Effectiveness of Guided Inquiry Learning Model to Improve Students’
Critical Thinking Skills at Senior High School, Journal of Physics: Conference Series, 2018, pp.
1--6.
4
Based on the results of studies using several strategies or methods that have
been carried out by researchers in improving students’ writing ability, inquiry-
based learning method can be a solution, especially in writing the explanation
text. Therefore, it is necessary to do research on students’ writing ability of
explanation text by using inquiry-based learning method. The inquiry-based
learning method is a teaching and learning activity series that involves the ability
of students to search and observe critically so that they can get a reasonable
conclusion.12 Then, Schneider also stated that there are five stages of the inquiry
process, which involves the process of asking, investigating, creating, discussing,
and reflecting.13 Also, teaching writing in the classroom through inquiry-based
learning becomes meaningful learning for students because it is not only sharing
information, but also involving discussion of students. Based on the explanation
above, the researcher deduces the inquiry-based learning method can become a
solution to developing students’ ideas in writing explanation text, especially in the
explanation sequences of explanation text. Through this method, the teacher gives
an opportunity for students to ask questions about the topic of why or how
something occurs through picture; to investigate the issue of why or how
something happens through information from medias, friends, books, and so on;
to create an explanation text through information they have got from
investigation; to discuss or to share their writing what they have created; and to
reflect their writing whether it is appropriate or not with the questions. Hence, it
means that students become an active and independent learner to look for the
answers related to the concept.14
Considering the background above, the researcher intends to do research
entitled “The Effect of Using Inquiry-Based Learning Method on Students’
Writing Ability of Explanation Text” (A Quasi-experimental Study at the Eleventh
Grade Students of SMA Nusantara Plus in Academic Year 2018/2019). Through
12 Nurdyansyah and Eni Fariyatul Fahyuni, Inovasi Model Pembelajaran Sesuai Kurikulum
2013, (Sidoarjo: Nizamia Learning Center, 2016), p. 137. 13 Daniel K. Schneider, Educational (Instructional) Design Models, 2014, pp. 150. 14 Beth Godbee, Katie Ellington, and Megan Knowles, Why Inquiry Matters: An Argument
and Model for Inquiry-Based Writing Courses, Winconsin English Journal, 58(2), 2016, pp. 16.
5
this research, the researcher is going to conduct the research to obtain the
empirical evidence about the effect of using inquiry-based learning method on
students’ writing ability of explanation text at the eleventh-grade students of SMA
Nusantara Plus in academic year 2018/2019.
B. Identification of the Problems
Based on the background of the research above, the researcher concluded that
the identification of the problems is as follows:
1. Writing is a complicated skill for students.
2. There is still the use of monotonous learning method in writing activities.
3. Students have a lack of vocabulary in arranging ideas in writing.
4. Students have difficulty in the placement of structures and language features
of the explanation text.
5. Students have a problem in developing ideas in the explanation sequences of
the explanation text.
6. Students are less interested in learning the theory of natural or social
phenomena of the explanation text.
C. Limitation of the Problem
Based on the problem identification above, the researcher limited the research
in teaching writing an explanation text in terms of developing ideas in the
explanation sequence of the explanation text by using inquiry-based learning
method at the eleventh-grade students of SMA Nusantara Plus in academic year
2018/2019.
D. Formulation of the Problem
Based on the problem limitation above, the writer formulated the research
question as follows “Is there any significant effect of using inquiry-based learning
method on students’ writing ability of explanation text at the eleventh-grade
students of SMA Nusantara Plus in academic year 2018/2019?”
6
E. Objective of the Research
Based on the formulation of the problem, the objective of the research is to
obtain the empirical evidence about the effect of using inquiry-based learning
method on students’ writing ability of explanation text at the eleventh-grade
students of SMA Nusantara Plus in academic year 2018/2019.
F. Significance of the Research
The researcher expected significances to this research. Generally, the
significance of the research is to give additional information about the effect of
using inquiry-based learning method on students’ writing ability of explanation
text. Therefore, the significances of the study are as follows:
1. For English teachers
The result of this research hopefully provides them additional information
about inquiry-based learning method as one of the practical ways of teaching
writing, especially in the explanation text.
2. For students
The result of this research hopefully provides the input for students in
developing ideas to do good writing, especially in the explanation text.
3. For other researchers
The researcher of this research hopes that this research can provide the
additional information or reference in conducting more in-depth further
research about the use of inquiry-based learning method on students’ writing
ability of explanation text with larger samples and different level of students.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Writing Ability
1. The Definition of Writing
In general, writing is one of the communication media. Even, it is necessary as
a communication medium in delivering a thought, knowledge, and experience in a
written form. Additionally, writing is a way of learning in conveying the thoughts
into a text which consists of words and sentences.1
Besides, writing is a written information form that includes the process of
delivering idea, thought, and experience.2 It enables the writer to convey a
meaningful message to audiences. It means that writing needs an operation which
unites ideas or thoughts to create a significant result.
Good writing will require a long process towards the results that match the
goals. Since writing need a long process, writing becomes more difficult than
others. Writing is a complicated ability which is divided into cognitive and meta-
cognitive skills, such as brainstorming, designing, outlining, arranging, drafting,
and revising.3 Therefore, learners will be able to produce writing and to create
good conclusion if they have already followed the writing process gradually.
Overall, writing is classified as a productive skill, which includes meaning.4 It
is different from listening and reading which is classified as a receptive skill.
Therefore, writing becomes a skill which is used to produce a language in written
form.
1 Hendri Saputra and Lenny Marzulina, Teaching Writing by Using Process Genre Approach
to the Eighth Grade Students of SMP Negeri 22 Palembang, Edukasi: Jurnal Pendidikan dan
Pengajaran, 2(1), 2015, pp. 3. 2 Eugenia Mora-Flores, Writing Instruction for English Learners, (United States of America:
Corwin Press, 2009), p. 12. 3 Giti Mousapour Negari, A Study on Strategy Instruction and EFL Learners’ Writing,
International Journal of English Linguistics, 1(2), 2011, pp. 299. 4 Rozi Setiawan, I Made Sujana, and Kurniawan Apriganto, The Effect of Think-Talk-Write
(TTW) Technique on Students’ Writing Ability, English Language Teaching and Technology
Journal (ELT-Tech Journal), 1(1), 2017, pp. 31--39, retrieved from
http://ejournal.upi.edu/index.php/ELTTech/article/view/9429.
8
2. The Definition of Writing Ability
Writing ability becomes one of English abilities. Even, it is known as an
ability to respond to a given stimulus. Additionally, writing ability is a writer’s
ability that leads to a social situation.5 It means that writing ability is the ability of
students in the learning of the language because it learns to respond to a social
situation which the writer has understood the social nature of writing.
Besides, according to Yi, writing ability is an ability to convey messages
without limits.6 Therefore, it concludes that writing ability is a productive ability
that can convey intentions freely through a written form.
3. The Purpose of Writing
When a writer writes a text, it needs to have a purpose. The writer is not only
writing without having plans and goals, but it is more than it. Thus, the primary
purpose of writing is to convey purposes or views to the audiences.7 It means that
the writer will learn how to express the ideas by arranging words into written form
in writing.
Arranging of all the sentences become good writing is expected to be an
essential purpose of writing. In learning writing, students write to explore the
mind, feeling, and action; to expand the reader’s knowledge; and to tell, inspire,
persuade, and entertain the readers.8
Besides, writing creates a basic understanding to prepare activities, improve
new learning, integrate ideas, and expand knowledge in learning writing in
science.9 It means that writing becomes a forming of thought or experience that is
formed by a writer based on his or her comprehension and event. Therefore,
writing has many goals for students in providing a meaningful experience.
5 Robert P. Yagelski, Writing Ten Core Concepts, (Stamford: Nelson Education Ltd., 2015),
p. 48. 6 Jyi-yeon Yi, Defining Writing Ability for Classroom Writing Assessment in High Schools,
Pan-Pacific Association of Applied Linguistics, 13(1), 2009, pp. 58. 7 Susan Lenski and Farnces Verbruggen, Writing Instruction and Assessment for English
Langugae Learners K-8, (New York: The Guilford Press, 2010), p. 114. 8 Sharon Taberski and Jim Burke, The Common Core Companion: The Standards Decoded
Grades K-2, (The United States of America: Corwin Literacy, 2014), p. 99. 9 Jodi Wheeler-Toppen, Science the Write Way, (United States of America: National Science
Teachers Association, 2011), p. 1.
9
4. The Elements of Writing
A good writer needs to look carefully at how all of the sentences can fit each
other and how readers can understand the intent of the writer. Hence, the writer
needs to implement the elements of writing. Those elements are things that need
to be considered when the writer is going to create good writing clearly and
smoothly. Those elements consist of purpose, audience, clarity, unity, and
coherence.10 The elements are:
a. Purpose
Purpose refers to the decision about why the writer wants to write. It also can
be known as the basis of writing.
b. Audience
An audience relates to a group of readers who receives the message from the
author. It means that the writer needs to think about audiences or readers to make
viewers comprehend his or her writing.
c. Clarity
Clarity refers to an understanding of the meaning of something without
understanding other purposes. It means that good writing must be clear to readers
can understand the text quickly and easily.
d. Unity
Unity refers to each sentence of the paragraph in writing, which must be
interconnected with each other.
e. Coherence
Coherence refers to all of the ideas of the text in writing that combine
smoothly.
5. The Aspects of Writing
In writing, a good writer needs to look carefully at aspects of writing. In the
implementation of writing, those aspects are used to measure his or her writing
10 Richard Walker, Five Elements of Good Writing, From Great Sentences to Great
Paragraphs, 2010, pp. 1--15.
10
through a rubric. Those aspects be composed of content, organization, vocabulary,
language use, and mechanic.11 Those aspects are:
a. Content
Content focuses on the material of text or the development of thoughts, such
as the topic, explanation, and discussion. It deals with the ability to thinking
creatively in the event of the issue.
b. Organization
Organization concerns the sequence of each sentence or paragraph. It deals
with the ability in organizing a structured text consequently.
c. Vocabulary
Vocabulary refers to the words of text. It deals with the skill in selecting
words into a text effectively.
d. Language use
Language use focuses on the construction, such as grammar and the
complexity of the sentence. It deals with the ability in using appropriate sentences
of a text.
e. Mechanic
Mechanic concerns to the punctuation, spelling, and capitalization of text. It
deals with the ability in using punctuation and spelling correctly in a text.
6. The Stages of Writing
Writing becomes more meaningful for students when they create drafts,
discuss topics, and produce final products by themselves than just listening to an
explanation from the teacher. Therefore, a good writing process for students is a
process in which students play as an active role in producing into a written form.
Moreover, a good writer needs to revise his or her writing because writing needs
an additional ability to create a good essay. In other words, the results of the
writing form are made through various steps that are called as the writing process.
Hence, the stages of the writing process are establishing the topic; accumulating
11 Christiane Dalton-Puffer, Tarja Nikula, and Ute Smit, Language Use and Language
Learning in CLIL Classroom, (Amsterdam: John Benjamins Publishing Co., 2010), p. 198.
11
the materials (thoughts); arranging the elements; drafting, editing, re-reading, and
re-writing; and proofreading.12
Besides, there are four primary writing stages, such as pre-writing, planning,
and drafting.13 Those stages are:
a. Pre-writing
In the pre-writing or the first stage, the writer needs to know and decide what
he or she is going to write before creating a text.
b. Planning
In the planning or the second stage, the writer needs to focus on and arrange
the ideas or thoughts.
c. Drafting
In the last stage, there are three steps, such as producing the first draft,
revising the first draft or creating the second draft, and proofreading or producing
the final draft.
Therefore, the researcher concludes that all components of the writing stages
are related to each other.
7. The Advantages of Writing
In general, there are advantages of writing, namely recording thoughts,
processing efficient thoughts, and taking views into a productive skill.
Additionally, there are four advantages of writing, such as become an excellent
way to express and communicate, engage students to do a communication related
to the ideas of thing in life, help students in the learning of distinctive design, and
give the comprehension about things in the world.14 Thus, writing offers many
advantages in daily life.
As a tool for expressing ideas for writer, writing becomes a productive skill in
English learning. Even academic writing is used as a tool which provides support
12 J. K. Gangal, A practical Course for Developing Writing Skills in English, (New Delhi:
PHI Learning Private Limited, 2011), p. 4. 13 Richard Badger, Teaching and Learning the English Language: A Problem-Solving
Approach, (London: Bloomsburry Publishing Plc., 2018), p. 204. 14 Yagelski, op.cit., p. 9.
12
for students in arranging and criticizing concept.15 Therefore, it concludes that
writing gives a chance for students in increasing comprehension and event
through the process of writing.
8. Scoring Writing
A teacher assesses student’s work by scoring them on a particular scale.
Furthermore, the main types of a rating scale are holistic scoring, analytic scoring,
primary trait scoring, and multi-trait scoring.16 Those types are:
a. Holistic Scoring
In this scale, it needs to read and respond to writing as a whole text quickly.
The reliability of holistic scoring is lower than analytic scoring but still
acceptable. However, it is efficient in time and cost. Then, this scale assumes that
all aspects of writing develop at the same rate.
b. Analytic Scoring
There are several aspects of writing which are provided in a single score in the
analytic scoring. The analytic scoring be composed of some components such as
content, organization, cohesion, register, vocabulary, and grammar. The important
role of analytic scoring is to present more detailed information about students’
writing ability. However, it needs much time and cost.
c. Primary Trait Scoring
This scale is a work of getting more detailed information than a single holistic
score. In this scale, it allows rater to focus on one aspect, so that it may not be
stable enough.
d. Multi-trait Scoring
In this scale, it provides evaluator to score for more than one element. Then,
validity is enhancing as the test under the prospect of the rater.
15 Negari, op.cit., pp. 300. 16 Ute Knoch, Diagnostic Writing Assessment: The Development and Validation of a Rating
Scale, (Frankfurt: Peter Lang GbH, 2009), pp. 38-41.
13
B. Explanation Text
1. The Definition of Explanation Text
Explanation text is one of the various texts that should be learned by learners
in English learning. Additionally, explanation text explains processes of concept
why something happens or how it happens to readers.17 It means that there is an
explanation sequence of something in a text.
Besides, explanation text is an informational text that provides the sequences
about how or why something occurs.18 It means that explanation text is a piece of
writing that deals with the process of how or why phenomena, events, things, and
concepts happen. Therefore, it concludes that explanation text is a text that
provides sequences about natural and social phenomena or events.
2. The Purpose of Explanation Text
All texts have a purpose based on their context, so the explanation text also
has the purpose too. The objective of the explanation text is to assist readers in
understanding the process of why or how something occurs.19 It means that the
explanation text aims to explain steps why or how something happens in a text.
Additionally, the explanation text aims to present the process about why or
how something happens in a text.20 In other words, explanation text is a text in
allowing students to arange their minds into the written form about the process of
phenomena or events.
3. The Generic Structure of Explanation Text
As with all texts in writing, an explanation text also has a generic structure.
Hence, the generic structure of explanation text consists of general statement,
explanation, and conclusion.21 The explanations of those structures are as follows:
17 Pie Corbett and Julia Strong, ‘Talk for Writing’ across the Curriculum, (United Kingdom:
Bell and Bain Ltd., 2011), p. 110. 18 Mahrukh Bashir, Bahasa Inggris SMA/MA/SMK/MAK Kelas XI, 2017 Revised Edition,
(Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud RI, 2017), p. 101. 19 Corbett and Strong, op.cit., p. 111. 20 Blake Education, Targeting Text Information: Recount, Information Report, and
Explanation, (Sydney: McPherson’s Printing Group, 2010), p. 76. 21 Blake Education, op.cit., p. 77.
14
a. General statement
The first paragraph is a general statement. In this paragraph, the writer writes
an explanation of phenomena, events, and things that will be explained generally.
In other words, it presents the topic of the text.22
b. Explanation
The next paragraph is an explanation, which is known as the content of the
text. In this paragraph, the writer explains the sequence of explanation text to
present the process of phenomena or events.23 It provides a process or concept in
chronological order.
c. Conclusion
The last paragraph is the conclusion. In this paragraph, the writer deduces
what he or she explained it as a whole.
4. Linguistic Features of Explanation Text
There are eight linguistic features of explanation text. These aspects focus on
common group rather than specific; use of linking words, such as in general, for
instance, and so on; use of action verbs, such as erupts, fall, etc.; use of present
tense which is used to tell an existing event habitually or usually happens, such as
is, are, etc.; source to people should not be given; passive voice may be used,
such as it is known as, it is made by, etc.; use of technical terms and language
relevant to the topic; use of conjunction, such as and, or, bu, etc. ; and use of
detailed explanation in sequences of reason to make a complete meaning.24
5. The Example of Explanation Text
Table 2.1
The Example of Explanation Text Aspects of
Explanation Text
Description of Paragraph
Introduction In general, a tsunami is a series of large-scale sea
22 Emma Hughes-Evans and Simon Brownhill, Stimulating Non-Fiction Writing! Inspiring
Children Aged 7-11, (New York: Routledge, 2019), p. 35. 23 Ibid. 24 Bashir, op.cit., p. 102.
15
(General Statement) waves that rises and falls towards land. It is caused by
several factors, such as earthquake, volcanic eruption,
etc.
Content
(Explanation)
Earthquake and volcanic eruption are the causes of
tsunami formation. The surface of the seafloor rises and
falls along a fault when a tsunami occurs. Then, the
defect disrupts seawater balance. In this case, substantial
errors produce considerable wave power. After the
earthquake, the water recedes because wave power
becomes small. After receding, seawater returned to the
land in the form of massive waves. Also, the cause of
tsunami formation is volcanic eruption on the ocean
floor. The explosion is caused by a high movement of
seawater or surrounding water.
Conclusion In conclusion, tsunami is a natural phenomenon that
has a significant effect on the environment. Therefore,
we must always be cautious in the face of this disaster.
C. Inquiry-Based Learning Method
1. The Definition of Method
A method is a construct of a systematic series of teaching implementation
under the particular theory of language learning.25 Then, it can be concluded that
the method is a practical implementation of an approach. The components of the
method consist of types of activities, roles of teachers and learners, the kinds of
materials, and models of syllabus organization. In other words, the method
includes various procedures and techniques as a part of teaching and learning
activities.
25 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching Third Edition, (Cambridge: Cambridge University Press, 2014), p. 3.
16
Besides, the method contains various approaches to set the activities of
learning based on the goals of education.26 Overall, there are many teaching and
learning methods which aim to improve students’ ability. On the other hand, each
method has its advantages and disadvantages. Therefore, a teacher is expected to
be able to apply an appropriate way and to combine methods or strategies
following the needs and abilities of students.
2. The Definition of Inquiry
An inquiry is a process in asking a question which is provided by the teacher
to discover understanding and ability.27 It is an important thing that is needed in
learning activities.
In learning activities, inquiry consists of some stages, especially in asking and
answering questions. Hence, an inquiry is a learning process that consists of four
procedures, such as investigating the issue of the topic, asking a question of the
problem, expanding the design, and answering the matter of the problem.28
Therefore, it can be concluded that inquiry becomes a productive activity in
engaging ideas of learning.
3. The Definition of Inquiry-Based Learning
There are many methods or ways in a learning activity. One of the methods in
learning activities is inquiry-based learning. Also, according to Blessinger and
Carfora, inquiry-based learning as a process of inquiry learning, which is designed
to build knowledge and think idea orderly.29 It means that there is an opportunity
for students to engage their senses in the inquiry learning activity.
26 Weidong Pan and Igor Hawryszkiewycz, A Method of Defining Learning Processes,
Beyond the Comfort Zone: Proceedings of the 21st ASCILITE Conference, 2004, pp. 736. 27 Teresa Coffman, Inquiry-Based Learning Third Edition: Designing Instruction to Promote
Higher Level Thinking, (London: Rowman & Littlefield, 2017), p. 12. 28 Catherine Chiappetta Swanson, Arshad Ahmad, and Irena Radisevic, A First-Year Social
Sciences Inquiry Course: The Interplay of Inquiry and Metacognition to Enhance Student
Learning, Inquiry-based Learning for the Arts, Humanities, and Social Sciences: A Conceptual
and Practical Resource for Educators, 2, 2014, pp. 54. 29 Patrick Blessinger and John M. Carfora, Innovative Approaches in Teaching and Learning:
An Introduction to Inquiry-Based Larning for the Arts, Humanities, and Social Sciences, Inquiry-
Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical
Resource for Educators Innovations in Higher Education Teaching and Learning, 2, 2014, pp. 13.
17
Besides, inquiry-based learning is a series of learning activities that
encourages learners to be more energetic than the teacher.30 Hence, the teacher
represents as a facilitator of learning activity and a controller in the student
discussion of inquiry-based learning activity.
Based on the definition above, it deduces that the inquiry-based learning is
active learning which gives opportunities for students in investigating, observing,
and finding out the information of topic or issue based on their analysis.
4. The Definition of Inquiry-Based Learning Method
According to Abdi, inquiry-based learning method is a method of learning that
has a dominant role in learning activities.31 In other words, inquiry-based learning
method becomes a teaching and learning sequence, which has a considerable
influence on students’ ability.
Therefore, it deduces that inquiry-based learning method is a sequence of
analytical learning activities which presents student’s opportunities to think about
a problem of issue critically.
5. The Stages of Inquiry-Based Learning Method
Schneider reveals that there are five stages of the inquiry process. The steps
of the inquiry-based learning process are:32
a. ask
The first stage of the inquiry process is asking. This stage focuses on a
problem or question of the topic. It allows students to explore the issue.
b. investigate
The second stage of the inquiry process is investigating. In this stage, a group
of students collects data or information about the topic through learning media,
friends, etc.
c. create
30 Daniel K. Schneider, Educational (Instructional) Design Models, 2014, pp. 150. 31 Ali Abdi, The Effect of Inquiry-based Learning Method on Students’ Academic
Achievement in Science Course, Universal Journal of Educational Research 2(1), 2014, pp. 37. 32 Schneider, op.cit., pp. 150-155.
18
In the creating stage, it will enable students to make a list of information what
they have got from the second stage. They write down in their report into a text.
d. discuss
In the discussing stage, there is an opportunity for students to share their ideas
of writing and ask others about their writing result.
e. reflect
The reflecting stage allows students to look back whether their writing is
relevant or not with the questions and to evaluate their writing to obtain a good
conclusion.
6. The Purpose of Inquiry-Based Learning Method
In general, all methods have goals based on their needs. It also happens on
inquiry-based learning method. The use of inquiry-based learning method is to
invite the student to become an active learner in the process of asking and
answering a question.33 Thus, it makes students engage their concept to answer
question.
Besides, the purpose of the inquiry-based learning method is to stimulate
students for thinking in developing a conclusion and gaining a comprehension of
concept that can be shared with friends, teacher, and so on.34 It means that
students can decide a conclusion about what they have got from an inquiry
process in teaching and learning activities.
Through inquiry-based learning method, it enhances students to learn by
developing self-thinking.35 Therefore, the teacher can give a motivational feeling
to students in engaging their thinking through inquiry-based learning method.
7. The Advantages of Inquiry-Based Learning Method
Every method has advantages in applying learning activities. Similarly, the
inquiry-based learning method has them too. According to Karvankova et al, there
are 13 advantages of inquiry-based learning method, such as motivate students to
become independent learners; provide time for students in searching for and
33 Ibid. 34 Coffman, op.cit., p. 3. 35 Blessinger and Carfora, op.cit., pp. 10.
19
accommodating information; give high motivation for students; develop students’
ability in sorting out information; help students to comprehend information;
present many activities in a class; give opportunity for students to deliver and
convey the thoughts; develop memory about comprehension of information
deeply; develop creativity; motivate students to respect other people’s opinion;
helping students in extending interdisciplinarity; help students in improving the
ability to maintain one’s point of view; and adjust with other learning activities.36
Besides, Milatasari states that there are three advantages of inquiry-based
learning method, such as increasing students’ confidence to be more active,
engaging student’s critical thinking, and enhancing student’s comprehension
about the concept of event or issue.37 Based on the explanation of inquiry-based
learning method above, it deduces that inquiry-based learning method provides
many students’ opportunities to develop and arrange ideas critically and actively.
D. Previous Study
Some researchers have conducted some relevant studies. It deals with the
inquiry-based learning method. The first previous study was conducted by
Maulida Rahmatun Nisa. Her study used a qualitative method. It aimed to
investigate the application of the inquiry-based method at the second-grade of
MTs Negeri Karangdowo Klaten in 2014/2015 academic year. In this research, the
teacher used lecturing, discussion, and question in learning activities. Then, the
teacher used a picture related to the given topic. The result of her study was the
inquiry-based method is appropriate in teaching writing at the second-grade
students of MTs Negeri Karangdowo Klaten in 2014/2015 academic year.38
Furthermore, the similarity of Nisa’s study and this research is the use of the
inquiry-based method in writing. However, the differences are Nisa’s study used
qualitative method while this research will use quantitative method; the grade
36 Petra Karvankova et al., Current Topics in Czech and Central European Geography
Education, (Switzerland: Springer International Publishing, 2017), p. 69. 37 Yuniati Ulfah Milatasari, Improving Students’ Ability in Writing Through Inquiry Based
Learning, pp. 9--16. 38 Maulida Rahmatun Nisa, The Implementation of Teaching Writing Using Inquiry Based
Method at the Second Grade of MTs Negeri Karangdowo Klaten in 2014/2015 Academic Year, pp.
1--17.
20
level for sample of her study was the eighth grade students while the sample of
this research is the eleventh grade students; there were three steps in Nisa’s study,
such as lecturing, discussion, and question while this research will use five stages,
such as asking, investigating, creating, discussing, and reflecting; and Nisa only
used a picture as a medium while this research will use picture and video.
The second previous study was conducted by Nurtalina. Her study aimed to
look for whether there is a significant effect of using inquiry-based learning
strategy on writing ability improvements at the grade VIII students at SMP N 1
Prambanan Klaten. She used ANCOVA to test the hypothesis. Then, she used
Weigle’s theory on assessing writing. The result of this study stated that there was
a significant effect of writing ability improvements at the grade VIII students at
SMP N 1 Prambanan Klaten in the Academic Year 2012/2013, which means that
inquiry-based learning strategy is effective in writing ability improvements.39
In addition, Nurtalina’s study and this research have similarities and
differences. The similarity is the aim of her study and this research is the same
that is to obtain the empirical evidence whether there is a significant difference in
students’ writing ability or not. However, the differences are Nutalina’s study
used ANCOVA to test a hypothesis while this research will use independent
sample t-test and manual calculation; the grade level for sample of her study was
the eighth grade students while the sample of this research is the eleventh grade
students; and Nurtalina used Weigle’s theory on scoring writing while this
research used Hughes’s theory.
Additionally, R. R. Amarulloh, et al. conducted the research, which aimed to
look for the effectiveness of the implementation of levels of inquiry with writing-
to-learn assignment to improve vocational school student’s science literacy at the
class XI of vocational school. After that, they used the Mann-Whitney test to test
the hypothesis. Besides, they also used effect size with Cohen’s theory. Then, the
39 Nurtalina, “A Thesis: The Effect of Using Inquiry-Based Learning Strategy in the Writing
Ability of the Eighth Grade Students of SMP Negeri 1 Prambanan Klaten in the Academic Year of
2012/2013”, Thesis in Graduate School of State University of Yogyakarta, p. 77, not published.
21
result was the inquiry levels application with writing-to-learn assignment was
effective in enhancing vocational school leaarner’s science literacy.40
Then, there are similarities and differences between Amarulloh et al.’s study
and this research. The similarities are both studies used a quasi-experimental
design, the aim of the both studies is same that is to obtain the empirical evidence
about the effect of using inquiry, and both studies use effect size by Cohen.
However, the differences are Amarulloh et al.’s study used the Mann-Whitney to
test a hypothesis while this research will use independent sample t-test and
manual calculation; the sample of their study was the eleventh grade students of
vocational school while the sample of this research is the eleventh grade students
of senior high school; and their study was about science literacy while this
research is about writing explanation text.
Furthermore, the last previous study was conducted by Yuniati Ulfah
Milatasari. She used action research, which aimed to know whether the
implementation of inquiry-based learning improves students’ writing ability or not
and to look for the advantages and disadvantages of the application of inquiry-
based learning. The sample of her study was 39 students of X3 of SMA N 3
Sukoharjo. She used five steps of inquiry, such as asking, investigating, creating,
discussing, and reflecting. She also used the picture as a medium. Additionally,
she used Weigle’s theory of scoring writing. The result of her study was inquiry-
based learning could improve the students’ writing ability and there were the
advantages and disadvantages of the application of inquiry-based learning.41
It can be seen that the similarity of Milatasari’s study and this research is there
are five steps in learning activities of inquiry. On the other hand, the differences
are Milatasari only used a picture as a medium while this research will use picture
and video, her study used quantitative and qualitative method while this research
will use a quantitative method, and Milatasari used Weigle’s theory in assessing
writing while this research will use Hughes’s theory.
40 R. R. Amarulloh et al., The Implementation of Levels of Inquiry with Writing-To-Learn
Assignment to Improve Vocational School Student’s Science Literacy, Journal of Physics:
Conference Series, 2017, pp. 1--7. 41 Milatasari, loc.cit.
22
E. Thinking Framework
Writing is categorized as a productive skill in English learning. Writing is a
highly complex ability because it contains aspects of writing, such as grammar,
vocabulary, concept, etc. Also, there are many texts in writing. Therefore, students
need a productive activity that gives their opportunity to develop and arrange their
ideas into a written text. Considering that, it needs to provide a comfortable
atmosphere, practical way, and proper motivation in helping students to improve
students’ writing ability of explanation text. Hence, there are many methods or
strategies of teaching writing activities. Therefore, the researcher decides to use
inquiry-based learning method to be an appropriate method in teaching writing
ability, especially in the explanation text.
Based on the explanation above, inquiry-based learning method is a method
that presents opportunities for students to think and observe critically. In this
research, the researcher considered to use Schneider’s theory in learning activities.
Through inquiry-based learning method activity, students ask the question based
on the students’ curiosity through picture, investigate the data of issue about how
or why something happens based on the question through video, create a report
into an explanation text from the data what they have gotten before, share or
discuss their writing about what they have written with friends and teacher, and
reflect whether their writing is appropriate or not with the problem of the topic.
From the reasons above, it is expected that inquiry-based learning method can
be a solution in teaching writing of explanation text, especially in the developing
ideas of explanation sequence of explanation text. Therefore, it is expected this
method can make students play as an active role through the inquiry process.
F. Research Hypothesis
Based on the theory and the objective of the research, it can be assumed that
there is a significant effect of using inquiry-based learning method on students’
writing ability of explanation text at the eleventh-grade students of SMA
Nusantara Plus.
23
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
The research was conducted at SMA Nusantara Plus, which is located at Jl.
Tarumanegara Dalam No. 1, Pisangan, Ciputat Timur, Tangerang Selatan, Banten.
It was held on April-September 2019.
B. Research Method and Design
The research was conducted in a quantitative method. Then, the researcher
used quasi-experimental design as the method and design of the research. In this
research, the information collection was analyzed numerically. Moreover, through
this research, the researcher assigned a comparison group which was divided into
two classes. The researcher selected two classes as an experimental and controlled
class in this research.
The procedure of this research was begun by giving a pre-test to both an
experimental and controlled class. After that, the experimental class was taught by
using inquiry-based learning method treatment while the controlled class was
taught without using inquiry-based learning method treatment. In this procedure,
the researcher gave four-time treatments. After giving four-times treatments, the
researcher gave a post-test to both the experimental and controlled class that aims
to get the result of the given treatment. After getting the result of data, it would be
processed by using statistical calculation.
In this research, the researcher used two types of variables in this research.
The first variable was inquiry-based learning method as the independent variable,
which was going to give the effect to the dependent variable. Then, the second
variable was students’ ability of explanation text as the dependent variable, which
was going to obtain the effect from the independent variable.
24
Therefore, the table of design of the research could be illustrated as follows:
Table 3.1
Design of the Research Group Measurement
I
Independent
Variable
Measurement
II
Experimental Class Pre-Test Inquiry-based
Learning Method
(Treatment)
Post-Test
Controlled Class Pre-Test Without Treatment Post-Test
C. Population and Sample of the Research
1. Population
The population of the research was the eleventh-grade students of SMA
Nusantara Plus, which consisted of 93 students who were divided into three
classes: one class for XI MIA and two classes for XI IIS. The researcher chose the
eleventh-grade students as a population of this research because explanation text
is one of many texts that should be learned by the learners in class XI.
Table 3.2
The Population of the Research
Class Class Group Class The Number of Students
XI 3 XI MIA 31
XI IIS 1 31
XI IIS 2 31
The Number of Population 93
2. Sample
The researcher used purposive sampling in choosing a sample of this research.
It was a sample selection based on the nature of research aims. The sample was XI
IIS 1 consisted of 31 students and XI IIS 2 consisted of 31 students. The classes
were selected based on the result of the ANOVA test. The researcher used the test
of ANOVA to test the similarity of student’s characteristic through the scores of
25
the students’ midterm exam. The result of the ANOVA test could be seen in the
appendix. Then, the result of ANOVA test stated that XI IIS 1 and XI IIS 2 had
the same characteristic. It was also reinforced by the suggestion from the English
teacher of SMA Nusantara Plus because students of XI IIS 1 and XII IIS 2 had
similar characteristics and abilities. Also, based on the result of the ANOVA test,
the mean score of XI IIS 1 got lower than the mean score of XI IIS 2 so that XI
IIS 1 as experimental class and XI IIS 2 as controlled class. Besides, the
researcher also used lotteries as reinforcement through paper rolls contain the
name of classes and then the researcher took the paper roll to determine the
experimental and controlled class. Therefore, the sampling was assigned to XI IIS
1 as the experimental class and XI IIS 2 as the controlled class.
Table 3.3
The Sample of the Research
No. Class The Number of
Students
Group
1. XI IIS 1 31 Experimental Class
2. XI IIS 2 31 Controlled Class
The Number of Samples 62
D. The Content of Intervention
In this research, the researcher only gave the treatment by using inquiry-based
learning method to the experimental class in four sessions in two weeks.
However, the researcher also presented two sessions for pre-test and post-test to
both the experimental and controlled class in a week. Thus, there were six
sessions in three weeks in this research. The intervention session took 60 minutes
in each course. The topic of this research is about writing an explanation text at
the eleventh-grade students. By using inquiry-based learning method, the learning
activity consists of five stages, such as asking, investigating, creating, discussing,
and reflecting. The table content of each session was described below.
26
Table 3.4
Table Content of Intervention No. Session Procedures of Activities
1. The first session (week 1)
(Pre-test)
1. Explain the objective of the test
2. Provide background knowledge of
the nature of explanation text
3. Give instructions to answer the
question related to writing the
explanation text
4. Give the writing test about a flood
2. The second session or the
first treatment (week 1),
the third session or the
second treatment (week 2),
the fourth session or the third
treatment (week 2), and
the fifth session or the fourth
treatment (week 3)
(Intervention Session)
1. Explain the objective of the course
2. Explain the aim of using inquiry-
based learning method
3. Give instructions on how to apply
the inquiry-based learning method
which consists of five stages: ask,
investigate, create, discuss, and
reflect
4. Provide the topic related to writing
explanation text which each session
has the different theme, such as the
first treatment is about a tsunami, the
second treatment is about a volcano,
the third treatment is about a
landslide, and the fourth treatment is
about a rain
5. Provide the asking stage for students
to ask the question related to the
given topic
6. Provide the investigating stage for
students to think about the answer to
27
the question of the given topic
7. Provide the creating step for students
to write the explanation text related
to the question of the given topic
(give the writing task about the given
topic)
8. Provide the discussing stage for
students to discuss and share their
writing related to the given topic
9. Provide the reflecting step for
students to indicate whether their
writing is appropriate to the question
10. Give feedback, evaluation, and
conclusion
3. The sixth session (week 3)
(Post-test)
1. Explain the objective of the test
2. Give instructions to answer the
question related to writing the
explanation text
3. Give the writing test about an
earthquake
E. Research Instrument
The researcher used a test as an instrument in this research. The given test was
the researcher asked students to write an explanation text based on the given topic.
The students were asked to write at least 150 words. The written test format was
attached in the appendix. The researcher gave the test to both the experimental
and controlled class before and after treatment. The given test before treatment
was pre-test while the given test after treatment was post-test. In this research, the
pre-test was provided by the researcher to both the experimental and controlled
class which aims to measure or know the initial ability of students in writing
explanation text while post-test was given to both the experimental and controlled
28
class after treatments. Therefore, post-test is supposed to compare whether the
treatment by using inquiry-based learning method was going to affect students’
writing ability of explanation text or not. Also, the researcher used rubric scoring
for scoring both the pre-test and post-test, which is proposed by Arthur Hughes.
The rubric consists of some components, such as grammar, vocabulary,
mechanics, fluency (style and ease of communication), and form (organization).
The table of the rubric of scoring students’ writing is described below.1
Table 3.5
The Rubric of Scoring Students’ Writing No. Components
of Writing
Rating
Score
Indicators
1. Grammar 6 Few noticeable errors of grammar or word
order
5 Some errors of grammar or word order which
do not, however, interfere with
comprehension
4 Errors of grammar and word order fairly
frequent; occasional re-reading necessary for
full comprehension
3 Errors of grammar and word order frequent;
efforts of interpretation sometimes required
on the reader’s part
2 Errors of grammar and word order very
frequent; the reader often has to rely on own
interpretation
1 Errors of grammar and word order so severe
as to make comprehension virtually
impossible
2. Vocabulary 6 Use of vocabulary and idiom rarely
1 Arthur Hughes, Testing for Language Teachers Second Edition, (Cambridge: Cambridge
University Press, 2003), pp. 101-102.
29
distinguishable from that of educated native
writer
5 Occasionally uses in appropriate terms or
relies on circumlocutions; expression of ideas
hardly impaired
4 Use wrong or inappropriate words fairly
frequently; expression of ideas may be limited
because of the inadequate vocabulary
3 Limited vocabulary and frequent errors
clearly hinder the expression of ideas
2 Vocabulary so limited and so frequently
misused that the reader must often rely on
own interpretation
1 Vocabulary limitation so extreme as to make
comprehension virtually impossible
3. Mechanics 6 Few noticeable lapses in punctuation or
spelling
5 Occasional lapses in punctuation or spelling
which does not, however, interfere with
comprehension
4 Errors in punctuation or spelling fairly
frequent; occasional re-reading necessary for
full comprehension
3 Frequent in punctuation or spelling;
sometimes lead to obscurity
2 Errors in spelling or punctuation so frequent
that the reader must often rely on own
interpretation
1 Errors in spelling and punctuation so severe
30
as to make comprehension virtually
impossible
4. Fluency (Style
and Ease of
Communication)
6 Choice of structures and vocabulary
consistently appropriate; like that of an
educated native writer
5 Occasionally lack of consistency in choice of
structures and vocabulary, which does not,
however, impair overall ease of
communication
4 Some structures and vocabulary items
noticeably inappropriate to the general style
3 Structures and vocabulary items sometimes
not only inappropriate but also misuse, little
sense of ease of communication
2 Communication often impaired by completely
inappropriate of misused structures and
vocabularies
1 A ‘hotch-potch’ of half-learned misused
structures and vocabulary items rendering
communication almost impossible
5. Form
(Organization)
6 Highly organized; clear progression of the
idea well linked; like an educated native
writer
5 Material well organized; links could
occasionally be clear but communication not
impaired
4 Some lack of organization; re-reading
required for clarification of ideas
3 Little or no attempt at connectivity, though
31
the reader can deduce some organization
2 Individual may be clear, but very difficult to
deduce the connection between them
1 Lack of organization so severe that
communication is seriously impaired
Score:
Total Score = Grammar + Vocabulary + Mechanics + Fluency + Form
F. Technique of Data Collection
The researcher used pre-test and post-test in the data collection technique of
this reseaarch. The researcher gave the pre-test before treatment that aims to know
and measure student’s initial knowledge about writing an explanation text. It was
given to both the experimental and controlled class. Furthermore, the researcher
provided the treatment by using the inquiry-based learning method, which was
only implemented in the experimental class. During treatments, the controlled
class was taught explanation text without the treatment as the experimental class.
After giving some treatments in four meetings, the post-test was provided by the
researcher to both the experimental and controlled class, which aims to measure
the students’ writing ability of explanation text after given different treatments.
Finally, the result of pre-test and post-test was compared to identify whether the
inquiry-based learning method showed a significant effect on students’ writing
ability of explanation text or not.
G. Technique of Data Analysis
The researcher used the preliminary analysis, which consists of a normality
test and homogeneity test in the data analysis technique. The researcher used IBM
SPSS Statistics (Special Package of the Social Sciences) version 20 software for
data analysis. The procedure of using SPSS 20 in getting the result of the
normality test, homogeneity test, and independent sample t-test could be seen in
the appendix. Then, the researcher also used a t-test, which aims to calculate and
to find out the differences between students’ pre-test and post-test. The
explanation as follows:
32
1. Test of Normality
The purpose of the normality test is to recognize whether the data of the two
classes are normal or not. The data could be categorized as normal if the
significance is more than 0.05. In this research, the researcher used Kolmogorov-
Smirnov as the normality test. Hence, the hypotheses are as follows:2
Ho: Data of X is normally distributed
H1: Data of X is not normally distributed
The table of criteria of the hypothesis is described below.3
Table 3.6
Criteria of Hypothesis of Normality Test
No. Criteria Description
1. Sig or p-value < α (0.05) Ho is rejected and H1 is accepted
2. Sig or p-value > α (0.05) Ho is accepted and H1 is rejected
a. Normality test of the pre-test
Table 3.7
Normality Test of Pre-test
Based on table 3.7 above, the result of the normality test of pre-test showed
that the significance of experimental class by using Kolmogorov-Smirnov was
0.162 and the significance of controlled class was 0.160. The values of normality
of pre-test in both the experimental and controlled class were above 0.05.
Therefore, the results above showed that the significances of the two classes were
higher than α (0.05). Thus, Ho is accepted and H1 is rejected, which means that the
pre-test data in this research were normally distributed.
2 Stanislaus S. Uyanto, Pedoman Analisis Data dengan SPSS Edisi 3, (Yogyakarta: Graha
Ilmu, 2009), p. 40. 3 Ibid.
33
b. Normality test of the post-test
Table 3.8
Normality Test of Post-test
The result of the normality test of post-test above described that the
significance of experimental class by using Kolmogorov-Smirnov was 0.148 and
the significance of controlled class was 0.058. The values of the normality test of
post-test by using Kolmogorov Smirnov were higher than 0.05. Hence, the results
could be concluded that the significances of the two classes were above α (0.05)
in which Ho is accepted. Therefore, it could be found that the data of post-test in
this research were normal.
2. Test of Homogeneity
After getting the normality test, the researcher used a test of homogeneity. The
purpose of the homogeneity test is to know whether the data of the two classes
have the same variant or not. In this case, the data could be categorized as
homogeneous if the significance is more than 0.05. In this research, the researcher
used Levene Statistic as the homogeneity test. Hence, the hypotheses are as
follows:4
Ho: Data of X is homogeneous
H1: Data of X is not homogeneous
The table of criteria of the hypothesis is described below.5
4 Edi Riadi, Statistika Penelitian (Analisis Manual dan IBM SPSS), (Yogyakarta: CV. ANDI
OFFSET, 2016), p. 142. 5 Riadi, op.cit., p. 139.
34
Table 3.9
Criteria of Hypothesis of Homogeneity Test
No. Criteria Description
1. Sig or p-value < 𝛼 (0.05) Ho is rejected and H1 is accepted
2. Sig or p-value > 𝛼 (0.05) Ho is accepted and H1 is rejected
a. Homogeneity Test of the Pre-test
Table 3.10
Homogeneity Test of Pre-test
In this research, the researcher analyzed the homogeneity of pre-test with a
significant level of α = 0.05. Based on table 3.10, the result showed that the
significance of pre-test by using Levene Statistic was 0.945. It proves that the
significance of pre-test was higher than the significant level (0.945 > 0.05). Thus,
Ho is accepted and H1 is rejected. It means that the data of pre-test in this research
were homogeneous.
b. Homogeneity Test of the Post-test
Table 3.11
Homogeneity Test of Post-test
According to table 3.11, the result showed that the significance of post-test by
using Levene Statistic was 0.567 in which the significance of post-test was higher
than the significant level (0.567 > 0.05). Hence, Ho is accepted. Therefore, it
could be concluded that the data of post-test in this research were homogeneous.
3. T-test
After getting the result of the normality test and homogeneity test, the
researcher used the t-test. The purpose of the t-test is to test the truth or falsehood
35
of the hypothesis of the research. The researcher used statistical analysis with t-
test by using SPSS and manual calculation. It aims to strengthen the result of
hypothesis in this research.
In this research, the researcher used independent sample t-test by using SPSS
20. The purpose of independent sample t-test is to test the significance of the
average difference between the two groups.6 This test is used to test the effect of
the independent variable on the dependent variable.7 In the first step of
independent sample t-test, the researcher used the hypothesis of Levene’s test for
equality of variances that aims to find out whether the assumptions of the two
variances are equally fulfilled or not. Hence, the hypotheses are as follows:8
Ho: Both groups have the same variant
H1: Both groups have different variant
The table of criteria of the hypothesis is described below.9
Table 3.12
Criteria of Hypothesis of Levene’s Test for Equality of Variances No. Criteria Explanation
1. Sig > 𝛼 (0.05) Ho is accepted and H1 is rejected
2. Sig < 𝛼 (0.05) Ho is rejected and H1 is accepted
After getting the result of equal variances assumed were fulfilled, the
researcher conducted the next test by using the results of the t-test two
independent samples assuming that the two groups have the same variant. Hence,
the hypotheses are as follows:10
Ho: Both groups have the same level or there is no significant difference in the
average value between the two groups
H1: Both groups have a different level or there is a significant difference in the
average value between the two groups
6 C. Trihendradi, 7 Langkah Mudah Melakukan Analisis Statistik Menggunakan SPSS 17,
(Yogyakarta: CV. ANDI OFFSET, 2009), p. 111. 7 C. Trihendradi, Step by Step SPSS 18 Analisis Data Statistik, (Yogyakarta: CV. ANDI
OFFSET, 2010), p. 110. 8 Trihendradi, op.cit., p. 114. 9 Ibid. 10 Trihendradi, op.cit., p. 114.
36
The table of criteria of the hypothesis is described below.11
Table 3.13
Criteria of Hypothesis of T-test Two Independents Samples No. Criteria Explanation
1. Sig (2-tailed) > 𝛼 (0.05)
or
to < ttable
Ho is accepted and H1 is rejected
2. Sig (2-tailed) < 𝛼 (0.05)
or
to > ttable
Ho is rejected and H1 is accepted
After the researcher getting the result of independent sample t-test (sig. 2
tailed) of post-test and gained score by using SPSS 20, the researcher used the
manual calculation of t-test to obtain the validity of statistical hypotheses of this
research. The data acquired needs to analyzed and calculated by using a
mathematical calculation system with a significant level of 0.05 to get the value of
t-table. The formulations of statistical calculation could be calculated as follows:
to = 21
21
MMSE
MM
−
−
Explanation:
to = The value of "t observe”
M1 = Mean of the difference of experimental class
M2 = Mean of the difference of controlled class
SEM1 = Standard error of experimental class
SEM2 = Standard error of controlled class
To get the value of t-table with a significant level of 0.05 above, it needs to
follow the procedures of the manual calculation. The processes of the formulation
could be calculated as follows:
11 Trihendradi, op.cit., p. 115.
37
a. Finding the mean of variable X
M1 = ∑X
n
b. Finding the mean of variable Y
M2 = ∑Y
n
c. Finding the standard deviation of variable X
SD1 = n
X 2
d. Finding the standard deviation of variable Y
SD2 = n
Y 2
e. Finding the standard error mean variable X
SEM1 = 11
1
−N
SD
f. Finding the standard error mean variable Y
SEM2 = 12
2
−N
SD
g. Determining the standard error of the difference of the mean of variable X
and Y
SEM1-M2 = 22 21 MMSESE +
h. Determining to
to = 21
21
MMSE
MM
−
−
i. Determining t-table in significant level 5%, with df (degree of freedom)
df = (N1 + N2) -2
Explanation:
M1 : The mean of a gain score of experimental class
M2 : The mean of a gain score of controlled class
X : The total score of the experimental class’ gain score
Y : The total score of the controlled class’ gain score
38
X2 : The total of experimental class’ gain score minus M1
Y2 : The total of controlled class’ gain score minus M2
SD1 : The standard deviation of a gain score of experimental class
SD2 : The standard deviation of a gain score of controlled class
SEM1 : The standard error mean of experimental class
SEM2 : The standard error mean of a controlled class
N1 : The total number of students in the experimental class
N2 : The total number of students in the controlled class
After that, the researcher used Cohen’s theory that aims to measure whether
the effect size of the method was strong. The formulation could be analyzed as
follows:12
𝑑 =(mean of group A − mean of group B
pooled standard deviation
The pooled standard deviation =
(Standard deviation of group 1 + standard deviation of group 2)
2
After getting the results, it could be interpreted based on the criteria. The table
of criteria is represented below.13
Table 3.14
Table of Criteria of Pooled Standard Deviation Result Scale Criteria
0 - 0.20 Weak effect
0.21 – 0.50 Modest effect
0.51 – 1.00 Moderate effect
>1.00 Strong effect
12 Daniel Muijs, Doing Quantitative Research in Education with SPSS: 2nd Edition, (London:
SAGE Publications Ltd., 2011), p. 120. 13 Muijs, op.cit., p. 121.
39
H. Statistical Hypothesis
In this research, a hypothesis is used to know and to find the results of the
research. The hypothesis of the research could be analyzed as follows:
H1 = to>tt
Ho = to<tt
1. (H1) Alternative Hypothesis: There is a significant effect of using inquiry-based
learning method on students’ writing ability of explanation text.
2. (Ho) Null Hypothesis: There is no significant effect of using inquiry-based
learning method on students’ writing ability of explanation text.
The table of criteria of the statistical hypothesis is described below.
Table 3.15
Criteria of Statistical Hypothesis No. Criteria Explanation
1. to>tt The alternative hypothesis (H1) is accepted and the
null hypothesis (Ho) is rejected. It concludes that
there is a significant effect on students’ writing
ability of explanation text between students who
are taught by using inquiry-based learning method
and students who are not guided by using inquiry-
based learning method.
2. to<tt The alternative hypothesis (H1) is rejected and the
null hypothesis (Ho) is accepted. It concludes that
there is no significant effect on students’ writing
ability of explanation text between students who
are taught by using inquiry-based learning method
and students who are not guided by using inquiry-
based learning method.
40
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
This chapter provides the results of the test which were given in both
experimental and controlled class in SMA Nusantara Plus. Then, the result of the
test would be analyzed to obtain the empirical evidence of the effect of using
inquiry-based learning method on students’ writing ability of explanation text at
the eleventh-grade students of SMA Nusantara Plus in academic year 2018/2019.
1. Data Description
The data was obtained from tests in which administered at the beginning and
the end of the research. Those tests were classified into two: pre-test and post-test.
The researcher gave those tests to both the experimental and controlled class in
this research. The instrument of the research was a test on writing an explanation
text. Then, the sample of this research was 62 students. Hence, the result of the
data would be provided in the following explanation.
a. The Students’ Score of Pre-Test
The data that would be presented below are the results of the pre-tests
conducted in both the experimental and controlled class. The results of those data
were classified into three categories, namely low score (>70), moderate score (70-
80), and high score (81-90). Additionally, the standard of minimum completeness
in English learning is 70 in which it was categorized as a low score. Therefore, the
table of the score of pre-test could be seen in the table below.
41
Table 4.1
The Pre-test Score of Experimental Class and Controlled Class
Score Experimental
Class
Score Controlled Class
Freq. (%) Freq. (%)
*< 70 27 87.10 *< 70 24 77.42
70-80 4 12.90 70-80 7 22.58
81-90 - 0 81-90 - 0
Mean 61.16 Mean 63.55
Min. Score 50 Min. Score 53
Max. Score 80 Max. Score 80
*below the standard of minimum completeness
Based on the table above, the number of students in the experimental class
who got a low score is 27 students (87.10%) with the lowest score is 50. Then, the
number of students who got a moderate score is four students (12.90%) with the
highest score was 80. However, the number of students in the controlled class
who got a low score is 24 students (77.42%) with the lowest score was 53. Also,
the number of students who got a moderate score is seven students (22.58%) with
the highest score was 80.
Furthermore, the result of the table showed that the mean score of pre-test in
the experimental class is 61.16, while the mean score of pre-test in controlled
class is 63.55. Hence, it proved that the controlled class got higher than
experimental class in the pre-test. Also, the calculation of the list of students’
scores of pre-test in both experimental class and controlled class could be seen in
the appendix.
Besides, based on the normality test and homogeneity test, the data
distribution of the pre-test score of this research in both the experimental class and
the controlled class was normal and homogeneous. The result of the normality test
of pre-test could be seen in table 3.7. Then, the result of the homogeneity test was
attached in table 3.10.
42
Besides, the researcher also did the t-test of pre-test score that aims to test the
variances of students’ ability of the two classes and to know the condition of two
classes before giving treatment in the experimental class. The result could be
described in the table below.
Table 4.2
Group Statistics of Pre-test Score
Table 4.3
T-test of Pre-test
According to table 4.2, it described the mean, the standard deviation, and the
standard error of the mean of pre-test score. Based on the table, the sample size
for each group was 62 in which 31 for experimental class and 31 for controlled
class. The mean score was 61.16 for experimental class and the mean score was
43
63.55 for controlled class. Also, the standard deviation of the experimental class
was 6.694 and the standard deviation of the controlled class was 6.874.
Furthermore, the standard error mean of the experimental class was 1.202 and the
standard error mean of the controlled class was 1.235.
After that, table 4.3 was the result of the t-test of pre-test analyzed by using
SPSS 20. In the first stage, the researcher used the hypothesis of Levene’s test to
test the homogeneity variance. Based on the table, it stated that p-value = 0.945.
In this research, the significance level was 5%. Therefore, the value of Sig.
Levene’s test (0.945) was more than α (0.05). Hence, Ho was accepted. It means
that both the experimental class and controlled class have the same variant. In
other words, equal variances assumed were fulfilled. Because of the result of
Levene’s test above stated that both the experimental class and controlled class
have the same variance or equal variances assumed were filled, then the
researcher did the next test by using the result of the t-test two independent
samples assuming that the two groups have the same variance.
From table 4.3 above, it shows that p-value was 0.171. Because p-value was
higher than α (0.171 > 0,005), so Ho was accepted. Therefore, it deduced that both
groups have the same average ability, which deduces that there was no significant
difference between the experimental class and the controlled class. Besides, the
value of to was -1.385 and the value of tt with df60 is 1.67. Therefore, it described
that to < tt (-1.385 < 1.67). Hence, it proves that there was no difference in the
initial condition of experimental class and controlled class in the pre-test.
As a whole, the two classes have the same characteristic in the beginning
based on the result of the normality test, homogeneity test, and t-test.
b. The Students’ Score of Post-Test
The data provided below are the results of the post-tests conducted in both
experimental class and controlled class. The score of data was classified into three
categories, namely low score (>70), moderate score (70-80), and high score (81-
90). In this case, the standard of minimum completeness in English learning is 70.
Then, the table of the count of post-test could be described in the table below.
44
Table 4.4
The Post-test Score of Experimental Class and Controlled Class Score Experimental Class Score Controlled Class
Freq. (%) Freq. (%)
*< 70 - 0 *< 70 - 0
70-80 19 61.29 70-80 25 80.65
81-90 12 38.71 81-90 6 19.35
Mean 80.13 Mean 77.26
Min. Score 70 Min. Score 70
Max. Score 90 Max. Score 90
*below the standard of minimum completeness
The result of the table above stated that there were no students of the
experimental class and the controlled class who had a low score in the score of
post-test. Therefore, the count of post-test in both experimental class and
controlled class were only classified into the moderate score and high score. The
students’ number in the experimental class who got a moderate score is 19
students (61.29%) in which the lowest score was 70. Then, the number of students
who got a high score is 12 students (38.71%) in which the highest score was 90.
Besides, the number of students in the controlled class who got a moderate score
is 25 students (80.65%) in which the lowest score was 70. Then, the number of
students who got the highest score is six students (19.35%) in which the highest
score was 90.
Furthermore, the table showed that the mean score of pre-test in the
experimental class was 80.13 and the mean score of pre-test in controlled class
was 77.26. Thus, it described that the experimental class got higher than the
controlled class in post-test in which it proved that there was an improvement in
the score of post-test in the experimental class. Therefore, it means that there was
a different result of the post-test score in both the experimental class and
controlled class. Additionally, the calculation of the list of students’ rating of post-
test could be seen in the appendix.
45
c. The Students’ Score of Gained Score
After getting the data of pre-test and post-test, the researcher also presented
the data from the students’ score of gained score in both the experimental class
and controlled class. The result of the gained score was obtained from the post-
test score minus the pre-test score. The list of data of students’ rating of the gained
score was represented in the appendix.
The results of the data were classified into four ranges: the first range (< 0),
the second range (0-10), the third range (11-20), the fourth range (21-30), and the
fifth range (31-40). Therefore, the table of the score of gained score could be seen
in the table below.
Table 4.5
The Gained Score of Experimental Class and Controlled Class Score Experimental Class Score Controlled Class
Freq. (%) Freq. (%)
< 0 - 0 < 0 1 3.23
0-10 4 12.90 0-10 13 41.93
11-20 16 51.61 11-20 10 32.26
21-30 10 32.26 21-30 7 22.58
31-40 1 3.23 31-40 - 0
Mean 18.97 Mean 13.71
Min. Score 4 Min. Score -7
Max. Score 37 Max. Score 30
Based on table 4.5 above, the mean of the gained score was different. Overall,
students in the experimental class got improvement in score ranged from 0-40 in
which the highest score was 37 and the lowest score was 4. Besides, the students
in the controlled class got the score in the range of < 31 in which the highest score
was 30 and the lowest score was -7. Thus, the mean score of gained score of
controlled class (13.71) got a lower score than the mean score of gained score of
experimental class (18.97). Therefore, it means that there was a different result of
the gained score in both the experimental class and controlled class. Also, the
46
calculation of the list of students’ rating of gained score could be seen in the
appendix.
2. Data Analysis
In data analysis of this research, the researcher used SPSS 20 for analyzing the
normality test, homogeneity test, and t-test. However, the researcher also used
both IBM SPSS 20 and manual calculation in analyzing data of t-test in which it
aims to know the effect of using inquiry-based learning method at the eleventh-
grade students of SMA Nusantara Plus in academic year 2018/2019. In the data
analysis, it was classified into three parts: normality test, homogeneity test, and t-
test.
a. Normality Test
In the data analysis of normality test, the researcher calculated the data of pre-
test and post-test in both the experimental class and controlled class by using
normality test that aims to know the data of the research were normally-
distributed. In this research, the researcher used Kolmogorov-Smirnov as the
normality test.
1) Normality Test of Pre-test
The researcher used Kolmogorov Smirnov for the normality test by using SPSS
20. The result of the normality test of pre-test could be seen in table 3.7. Based on
the result, the data of normality test of pre-test showed that the significance of
experimental class by using Kolmogorov-Smirnov was (0.162 > 0.05) and the
significance of controlled class was (0.160 > 0.05). Therefore, the results above
showed that the significances of the two classes were higher than α=0.05. Thus,
Ho is accepted and H1 is rejected, which means that the pre-test data in this
research were normally distributed.
2) Normality Test of Post-test
Kolmogorov Smirnov is used for the normality test by using SPSS 20. The
result of the data of the normality test of post-test in both experimental and
controlled class could be seen in table 3.8. The result of the normality test of post-
test above described that the significance of experimental class by using
47
Kolmogorov-Smirnov was 0.148 and the significance of controlled class was
0.058. The results of the normality test of post-test were higher than 0.05. Hence,
the results could be concluded that the significances of the two classes were above
α=0.05 in which the Ho is accepted. Therefore, it could be found that the data of
post-test in this research were normal.
b. Homogeneity Test
After calculating the data of the normality test, the researcher estimated the
data by using a homogeneity test that aims to know the data of the research were
homogeneous. In this research, the researcher used Levene Statistic as the
homogeneity test.
1) Homogeneity Test of Pre-test
The researcher analyzed the homogeneity of pre-test with significant level
α=0.05. Based on table 3.10, the result showed that the significance of pre-test by
using Levene Statistic was 0.945. It proves that the significance of pre-test was
higher than significant level. Thus, Ho is accepted. It means that the data of pre-
test in both the experimental and controlled class were homogeneous.
2) Homogeneity Test of Post-test
Based on table 3.11, the result showed that the significance of post-test by
using Levene Statistic was 0.567 in which the significance of post-test was higher
than the significant level (0.567 > 0.05). Hence, Ho is accepted. Therefore, it
could be concluded that the data of post-test in this research were homogeneous.
c. T-test
After getting the normality test and homogeneity test of this research, the
researcher used t-test in calculating the data. The researcher used both IBM SPSS
20 and manual calculation in analyzing data of t-test. The researcher used
independent sample t-test for analyzing the data in the pre-test, post-test, and
gained score based on the calculating in IBM SPSS 20. However, the results of
the t-test of pre-test were represented in table 4.2 and table 4.3. In this case, t-test
aims to test variances in two groups or to test the significance in the average of the
two groups. Besides, independent sample t-test aims to strengthen the result of
48
hypothesis and to know the effect of using inquiry-based learning method at the
eleventh-grade students of SMA Nusantara Plus. After that, the researcher also
used a manual calculation to strengthen the data result of the gained score by
using the formula described in chapter III.
In the first step of independent sample t-test, the researcher used the
hypothesis of Levene’s test for equality of variances that aims to find out whether
the assumptions of the two variances are equally fulfilled or not. The criteria of
these hypotheses could be seen in table 3.12
After getting the result of equal variances assumed were fulfilled, the
researcher did the next test by using the results of the t-test two independent
samples assuming that the two groups have the same variance. The criteria of
hypotheses could be seen in table 3.13.
1) T-test of Post-test
Table 4.6
Group Statistics of Post-test Score
Table 4.7
Independent Sample T-test of Post-test
49
After getting the result of the analysis of the independent sample t-test of pre-
test in SPSS 20, the researcher also analyzed the t-test for the post-test score. It
was conducted to know the condition of two classes after giving treatment in the
experimental class. The table of 4.6 above showed that there was an improvement
in the mean score of two classes. The mean score in the experimental class got an
increased from 61.16 in the pre-test to 80.13 in the post-test and the mean score in
the controlled class got an increased from 63.55 in the pre-test to 77.26 in the
post-test. Also, the standard deviation of the experimental class was 5.920 and the
standard deviation of the controlled class was 5.151.
Then, the value of Sig. Levene’s test was 0.567, which stated that it is more
than 𝛼 (0.567 > 0.05). Hence, Ho was accepted. It means that the experimental and
controlled class were homogeneous or equal variances assumed were fulfilled.
Therefore, the researcher did the next test by using the results of the t-test two
independent samples assuming that the two groups have the same variance.
According to table 4.7, it showed that p-value was 0.046. Because p-value
was smaller than 𝛼 (0.046 < 0,05) so that Ho was rejected. Hence, it stated that
there was a significant difference between the two classes. Besides, the value of to
was 2.037 and the value of ttable with df60 is 1.67. Thus, to was more than ttable
(2.037 > 1.67) in which Ho was rejected and H1 was accepted. Thus, it could be
proved that there was a significant difference between the two classes after giving
the treatment by using inquiry-based learning method in the experimental class. In
other words, inquiry-based learning method affects the students’ writing ability of
explanation text the eleventh-grade students of SMA Nusantara Plus in academic
year 2018/2019.
50
2) T-test of Gained Score
In this part, the researcher also analyzed t-test of the gained score of pre-test
and post-test score. The gained score was obtained from the score of post-test
minus the score of the pre-test. Those results of the calculation could be seen in
the appendix. Besides, the result of analysis t-test by using SPSS 20 was presented
below.
Table 4.8
Group Statistics of Gained Score
Table 4.9
Independent Sample T-test of Gained Score
Based on table 4.8, it showed the mean, the standard deviation, and the
standard error of the mean of a gained score. Then, the mean score of the gained
score of the experimental class was 18.97 and the mean score of the gained score
of the controlled class was 13.71. Furthermore, the standard deviation of the
51
gained score of the experimental class was 6.468 and the standard deviation of the
gained score of the controlled class was 8.243. Also, the standard error mean of
the gained score of the experimental class was 1.162 and the standard error mean
of the gained score of the controlled class was 1.480.
Besides, table 4.9 described the result of independent sample t-test of pre-test
analyzed by using SPSS 20. In the first stage of independent sample t-test, the
researcher used the hypothesis of Levene’s test to test the homogeneity variance.
The table above proved that p = 0.211. In this research, the researcher used the
significance level is 5%, so that the value of Sig. Levene’s test (0.211) > 𝛼 (0.05).
Therefore, Ho was accepted in which it means that the two classes have the same
variant or equal variances assumed were fulfilled. Because the result of Levene’s
test above proved that the two classes were homogeneous or equal variances
assumed were fulfilled, the researcher used the next test by using the result of the
t-test two independent samples assuming that the two groups have the same
variance. The result of the table above described that p-value was 0.007. Because
p-value was lower than 𝛼 (0.007 < 0.05), Ho was rejected. Therefore, it deduces
that there was a significant difference between the two classes. Furthermore, the
table stated that the value of to was 2.794 and the value of tt with df60 is 1.67.
Therefore, it stated that to > tt (2.794 > 1.67). It means that there was a significant
difference in the condition of experimental and controlled class in the gained
score. In other words, the result of the t-test of the gained score was the treatment
by using inquiry-based learning method affects on the students’ writing ability of
explanation text the eleventh-grade students of SMA Nusantara Plus.
Besides, the researcher also used manual calculation in analyzing the data of t-
test. The first step of manual calculation was the calculation of gained score of the
experimental and controlled class. The complete data of statistical calculation of
gained score of experimental class (x) and controlled class (y) could be seen in the
appendix. Based on the statistical calculation, it shows that the total of the gained
score of the experimental class was 588 and the total of the gained score of the
controlled class was 425. Besides, the researcher also got the result of (X-MX)2
and (Y-MY)2, which obtained from gained score minus the mean of gained score
52
and then the results are squared. The process of manual calculation of gained
score of experimental class (x) and controlled class (y) could be seen below.
Based on the statistical calculation result of the gained score of experimental
class (x) and controlled class (y) described in the appendix, the result of data
would be calculated by using t-test calculation. The calculation as follows:
a) Determining Mean of Variable X
M1 = n
X =
31
588= 18.97
b) Determining Mean of Variable Y
M2 = n
Y=
31
425= 13.71
c) Determining Standard Deviation of Variable X
SD1 = n
X 2=
31
94.1254 = 48.40 = 6.36
d) Determining Standard Deviation of Variable Y
SD2 = n
Y 2 =
31
26.2038 = 75.65 = 8.11
e) Determining Standard Error Mean Variable X
SEM1 = 11
1
−N
SD =
131
36.6
− =
30
36.6 =
48.5
36.6 = 1.16
f) Determining Standard Error Mean Variable Y
SEM2 = 12
2
−N
SD =
131
11.8
− =
30
11.8 =
48.5
11.8 = 1.48
g) Determining Standard Error of Difference of mean of variable X and Y
SEM1-M2 = 22 21 MM
SESE + =
22 48.116.1 + = 19.235.1 + = 54.3 =
1.88
h) Determining to
to = 21
21
MMSE
MM
−
−=
88.1
71.1397.18 − =
88.1
26.5 = 2.80
53
i) Determining t-table in significant level 5%, with a degree of freedom
df = (N1 + N2) -2 = (31 + 31) -2 = 62-2 = 60
Based on the manual calculation above, it showed that the value of the degree
of freedom (df) in this research was 60 and the value of to was 2.80. Furthermore,
the researcher used significance level 5% in which the value of t-table with a
significant level of 5% is 1.67. Then, the researcher got the difference between to
and tt with a significance level of 5%.
Significance level 5%: to > tt = 2.80 > 1.67
In the hypothesis test, the researcher compared the value of to = 2.80 and tt
with significance level 5% = 1.67. From the result of comparing both the value of
to and tt with significance level 5%, the researcher concludes that to was higher
than tt (2.80 > 1.67), which states that the null hypothesis (Ho) was rejected.
Therefore, there was a significant effect of using inquiry-based learning method
on students’ writing ability of explanation text at the eleventh-grade students of
SMA Nusantara Plus in academic year 2018/2019.
Besides, the researcher used the effect size by Cohen that aims to reinforce the
result of t-test. Then, it also aimed to find out whether the effect of using inquiry-
based learning method on students’ writing ability of explanation text at the
eleventh-grade students of SMA Nusantara Plus in academic year 2018/2019 was
strong or not.
After getting the result of T-test of post-test by using SPSS 20, the data
needed to be calculated by using effect size. The calculation as follows:
𝑑 =(mean of group A − mean of group B)
pooled standard deviation
𝑑 =(mean of group A − mean of group B)
(standard deviation of group 1 + standard deviation of group 2): 2
𝑑 =80.13 − 77.26
(5.920 + 5.151): 2
𝑑 =2.87
(11.07): 2
𝑑 = 0.52
54
From the result of the effect size of the post-test calculation above, it could be
concluded that the scale of the effect size of this research is 0.52. Therefore, based
on the criteria of pooled standard deviation result described in table 3.14, the
effect size of this research is moderate. It means that the effect of using inquiry-
based learning method is quite practical on students’ writing ability of explanation
test at the eleventh-grade students of SMA Nusantara Plus in academic year
2018/2019.
3. Hypothesis Testing
In this research, the researcher did the research to obtain the empirical
evidence about the effect of using inquiry-based learning method on students’
writing ability of explanation text at the eleventh-grade students of SMA
Nusantara Plus in academic year 2018/2019. Hence, the writer used hypothesis
testing that aims to get the result of using inquiry-based learning method on
students’ writing ability of explanation text at the eleventh-grade students of SMA
Nusantara Plus in academic year 2018/2019. The procedure of hypothesis testing
as follows:
a. The alternative hypothesis (H1): there was a significant effect of using inquiry-
based learning method on students’ writing ability of explanation text.
b. The null hypothesis (Ho): there was no significant effect of using inquiry-
based learning method on students’ writing ability of explanation text.
In this case, the researcher needed to verify the hypothesis. The way of
checking the hypothesis was the result of t-test calculation could be tested with the
criteria of the hypothesis below.
a. If to > ttable = the alternative hypothesis (H1) was accepted and the null
hypothesis (Ho) was rejected. It means that there was a significant effect of
using inquiry-based learning method on students’ writing ability of
explanation text.
b. If to < ttable = the alternative hypothesis (H1) was rejected and the null
hypothesis (Ho) was accepted. It means that there was no significant effect of
using inquiry-based learning method on students’ writing ability of
explanation text.
55
Based on the t-test manual calculation above, it showed that the value of to
was 2.80 and the degree of freedom (df) was 60. Also, the t-table of 60 with
significance level 5% is 1.67. Hence, to was higher than ttable. In other words, the
result of this research is to > ttable (2.80 > 1.67) in which the alternative hypothesis
(H1) was accepted and the null hypothesis (Ho) was rejected. Besides, based on the
SPSS result of t-test of post-test, the significance was 0.046 (p-value = 0.046). In
other words, p-value < 0.05 (0.046 < 0.05) in which it means that the alternative
hypothesis (H1) was accepted and the null hypothesis (Ho) was rejected.
Therefore, it can be deduced that there was a significant effect of using inquiry-
based learning method on students’ writing ability of explanation text at the
Eleventh Grade Students of SMA Nusantara Plus in academic year 2018/2019.
B. Discussion
Based on the result of hypothesis testing and finding above, it proved that this
research had the significant effect of using inquiry-based learning method on
students’ writing ability of explanation text. It was shown by the score of pre-test
and post-test of experimental and controlled class. Based on the result of pre-test,
the experimental class got a mean score 61.16 while controlled class got a mean
score 63.55. However, after using the treatment by using inquiry-based learning
method, the experimental class got a higher mean score than the controlled class.
The mean of post-test of the experimental class was 80.13 while controlled class
was 77.26. It means that there was an improvement on students’ writing ability of
explanation text by using inquiry-based learning method. Thus, it proved that the
result answered the research question stated in the introduction of the research.
Besides, this research was also supported by the previous studies conducted by
Milatasari,1 Nurtalina,2 Nisa,3, Nabhan4, and Amarulloh et al.5 that the application
1 Yuniati Ulfah Milatasari, Improving Students’ Ability in Writing Through Inquiry Based
Learning, pp. 9--16. 2 Nurtalina, “A Thesis: The Effect of Using Inquiry-Based Learning Strategy in the Writing
Ability of the Eighth Grade Students of SMP Negeri 1 Prambanan Klaten in the Academic Year of
2012/2013”, Thesis in Graduate School of State University of Yogyakarta, pp. 76-78, not
published. 3 Maulida Rahmatun Nisa, The Implementation of Teaching Writing Using Inquiry Based
Method at the Second Grade of MTs Negeri Karangdowo Klaten in 2014/2015 Academic Year, pp.
1--17.
56
of inquiry-based learning method can be an effective method in developing ideas
of writing the explanation text.
Besides, the purpose of the research conducted by Nabhan was the same as
this research in which it aims to know the effect of using inquiry-based learning
method. However, the research analysis conducted by Nabhan was different from
this research in which Nabhan used quantitative analysis by using SPSS and
qualitative analysis.6 Then, the research analysis of this research only used
quantitative analysis.
Furthermore, the method and design of this research were the same as the
previous studies conducted by Nurtalina and Amarulloh et al. It is because the
studies used quantitative method and quasi-experimental design. However, the
total number of samples was not the same. The total number of samples conducted
by Nurtalina was 64 students in which it comes from the eighth-grade students of
SMP Negeri 1 Prambanan Klaten.7 Then, the total number of samples in the
research undertaken by Amarulloh et al. was 59 students of class XI of vocational
school in Bandung.8 It was different from this research in which 62 students
comes from the eleventh grade students of SMA Nusantara Plus. However, the
procedure of this research was the same as the two previous studies in which the
sample of this research also divided into two classes.
Besides, the testing of the hypothesis of this research was different from the
previous studies conducted by Nurtalina and Amarulloh et al. Nurtalina used the
analysis of covariance (ANCOVA) to test the hypothesis.9 Then, in the research
conducted by Amarulloh et al., the hypothesis was analyzed using the Mann-
Whitney test.10 It was different from this research in which the data hypothesis
4 Rabih Joseph Nabhan, Integration of Inquiry-Based Learning and Ongoing Assessment to
Develop English Essay Writing in Upper Intermediate Level, Scientific Research Publishing,
2017, pp. 90--107. 5 R. R. Amarulloh et al., The Implementation of Levels of Inquiry with Writing-To-Learn
Assignment to Improve Vocational School Student’s Science Literacy, Journal of Physics:
Conference Series, 2017, pp. 1--7. 6 Nabhan. loc.cit. 7 Nurtalina. op.cit., pp. 42-43. 8 Amarulloh et al. loc.cit. 9 Nurtalina. op.cit., p. 52. 10 Amarulloh et al., loc.cit.
57
was tested by using Independent Sample T-test through SPSS 20 and manual
calculation of T-test.
Based on the SPSS result of this research by using independent sample t-test,
p-value was more than 0.05 (0.046 < 0.05) which means that the null hypothesis
(Ho) was rejected. Furthermore, based on the result of the hypothesis test of this
research by using the manual calculation of t-test, to was higher than ttable (2.80 >
1.67) which states that the null hypothesis (Ho) was rejected. Hence, it concluded
that there was a significant effect of using inquiry-based learning method on
students’ writing ability of explanation text at the eleventh grade students of SMA
Nusantara Plus.
Based on the result of this research, it stated that there was a difference
between both the experimental and controlled class. In this case, the experimental
class which is given the treatment by using inquiry-based learning method got a
higher score than the controlled class which is not given a treatment by using
inquiry-based learning method (80.13 > 77.26). It was also same with the result of
the research conducted by Nurtalina, which stated that both groups have
differences. Through her research, it proved that the mean score of post-test of
students who are taught by using inquiry-based learning method (treatment) differ
from the mean score of post-test score of students who are prepared without using
inquiry-based learning method (82.10 > 66.09).11
In this research, the researcher considered to use Schneider’s theory which
consists of five stages in learning activities. Furthermore, in the previous study
conducted by Milatasari, there are also five steps of the activities by using
inquiry-based learning.12 Hence, it was same from this research. The researcher of
this research conducted five stages in the language learning of writing an
explanation text. It was supported by Schneider that the steps of inquiry-based
learning are asking, investigating, creating, discussing, and reflecting.13 Those
stages give the opportunities in arranging ideas of explanation sequences of
explanation text through asking, investigating, creating, sharing, and reflecting on
11 Nurtalina, op.cit., p. 77. 12 Milatasari, loc.cit. 13 Daniel K. Schneider, Educational (Instructional) Design Models, 2014, pp. 150.
58
the process of learning writing. The use of inquiry-based learning method can be
an effective way because it consists of five stages which give an opportunity for
students to ask the question about the topic based on the curiosity of the students,
to investigate or observe through media, to create a report into an explanation text,
to share or discuss their result with the students and teacher, and to reflect whether
their writing result is appropriate or not with the problem of the topic. It was line
as the result of the research conducted by Milatasari, which stated that there are
advantages of inquiry-based learning, such as provide an opportunity for students
to be an active learner, develop students’ critical thinking, and make it easy for
students to comprehend the idea of concept or topic.14 Also, students can be more
active in learning activities because the inquiry-based learning method promoted
students to become responsible and motivated to do their work.15 Even, the
inquiry is one of the methods mentioned in the curriculum 2013 that engages
thoughts based on the previous science and experience through the learning way.16
From the data analysis result of this research and the theoretical framework of
advantages of using inquiry-based learning method above, the inquiry-based
learning method is an effective method that can influence students’ writing ability.
It is also supported by research conducted by Amarulloh et al. in which the result
of the research by using effect size with Cohen’s theory proved that inquiry with
writing-to-learn-assignment has a large effect (1.68) in interpreting data and
scientific evidence.17 As a result of the research undertaken by Amarulloh et al.,
the effect size of this research was also shown by Cohen’s theory. Based on
Cohen’s theory result, it indicates that this research obtained a moderate effect
(0.52). Therefore, it proved that the effect of using inquiry-based learning method
was quite effective in increasing students’ writing ability of explanation text at the
eleventh-grade students of SMA Nusantara Plus in academic year 2018/2019.
14 Milatasari, loc.cit. 15 Dek Ngurah Laba Laksana, The Effectiveness of Inquiry Based Learning for Natural
Science Learning in Elementary School, Journal of Education Technology, 1(1), 2017, pp. 3. 16 Vera Septi Andrini, The Effectiveness of Inquiry Learning Method to Enhance Students’
Learning Outcome: A Theoritical and Empirical Review, Journal of Education and Practice, 7(3),
2016, pp. 39. 17 Amarulloh et al., loc.cit.
59
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research was a quasi-experimental design that aimed to obtain the
empirical evidence about the effect of using inquiry-based learning method on
students’ writing ability of explanation text. This research was conducted at the
eleventh-grade students of SMA Nusantara Plus in academic year 2018/2019. In
this research, the pre-test and post-test were given by the researcher to both the
experimental and controlled class before and after treatment based on the given
topic. The data of pre-test and post-test were gained from a test on writing an
explanation text. After that, the treatment was only given to the experimental class
by using inquiry-based learning method. Also, the themes of learning were
different in each session, such as tsunami, volcano, landslide, and rain. Then, the
researcher gave post-test after treatment to both the experimental and controlled
class based on the given topic.
After getting the data of pre-test of experimental and controlled class, it could
be seen that the experimental class got a lower mean score in the pre-test than the
controlled class. The experimental class got 61.16 in the mean score of the pre-
test, while the controlled class got 63.55 in the mean score of the pre-test.
However, the experimental class obtained 80.13 in the mean score of the post-test,
while the controlled class obtained 77.26 in the mean score of the post-test.
Hence, it deduced that there was a different score in the post-test between the
experimental and the controlled class. Besides, the researcher also found that the
average of the gained score of the experimental class got a higher score than the
average score of the controlled class (18.97 > 14.32).
Besides, the researcher used both IBM SPSS 20 and manual calculation in
analyzing data of t-test. The researcher used independent sample t-test for
analyzing the data based on the calculating of IBM SPSS 20. Then, the researcher
used a manual calculation to strengthen the data result of t-test by using formula.
Based on the SPSS result of the t-test of post-test, the significance was 0.046 (p-
60
value = 0.046). In other words, 0.046 was smaller than 0.05, which states that the
null hypothesis (Ho) was rejected. Additionally, the result of the manual
calculation was to was higher than ttable (2.80 > 1.67), which means that the
alternative hypothesis (H1) was accepted and the null hypothesis (Ho) was
rejected. Therefore, it can be deduced that there was a significant effect of using
inquiry-based learning method on students’ writing ability of explanation text at
the eleventh-grade students of SMA Nusantara Plus in academic year 2018/2019.
Besides, this research used Cohen’s theory to strengthen the result in which
the result showed this research got a moderate effect (0.52). Then, the researcher
also used hypothesis testing that aimed to get the result of using inquiry-based
learning method on students’ writing ability of explanation text. Based on the
hypothesis of this research, the finding result of this research proved that there
was a significant effect of using inquiry-based learning method on students’
writing ability of explanation text at the eleventh-grade students of SMA
Nusantara Plus in academic year 2018/2019. It means that students’ writing ability
of explanation text by using inquiry-based learning method improved more
significant than students’ writing ability of explanation text that was taught
without using inquiry-based learning method. Therefore, it got a conclusion that
the result of this research supported the previous studies that the use of inquiry-
based learning method was an effective way of teaching and learning activity to
enhance the students’ writing ability of explanation text.
B. Suggestion
Based on the result of the research, it conveys some suggestions. The
suggestion as follows:
1. For students
Students should always try to practice learning abilities, especially in
writing. They can practice at home through media or methods that suit their
needs and learning goals. Since the result of this research presented and proved
that the inquiry-based learning method can be an effective way on students’
writing ability, inquiry-based learning method can be a choice to be a learning
method for students in helping students’ abilities in English learning. Besides,
61
students should be more active, focus, and aware of learning activities so that
students become more understanding of the learning being learned.
2. For teachers
Teachers should be able to choose an appropriate and effective learning
method to make students more active in a class. Furthermore, the teachers
should create a classroom atmosphere that relaxes students to provide a
comfortable learning atmosphere. Then, the teachers should choose the learning
method that is appropriate to the students’ abilities and learning objectives.
Since the result of this research proved that the inquiry-based learning method
could be an effective way on students’ writing ability of explanation text,
teachers could apply inquiry-based learning method as a medium in teaching
and learning activities to help students in improving students’ writing ability
through a learning process.
3. For further researchers
Further researchers could use this research as an additional reference to
support their research. Also, inquiry-based learning method can be a solution for
them to conduct the research with larger samples and different level of students in
other skills.
.
62
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66
APPENDICES
67
APPENDIX 1
SILABUS SMA
Mata Pelajaran : BAHASA INGGRIS
Kelas : XI
No. KOMPETENSI INTI CAKUPAN
KOMPETENSI
1. Menghargai dan menghayati ajaran agama yang
dianutnya
Sikap Spiritual
2. Menunjukkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama,
toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas
berbagai permasalahan berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia.
Sikap Sosial
3. Memahami, menerapkan, dan menganalisis
pengetahuan faktual, konseptual, prosedural, dan
metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya,
dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah
Pengetahuan
4. Mengolah, menalar, dan menyaji dalam ranah
konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah
secara mandiri, bertindak secara efektif dan kreatif,
serta mampu menggunakan metoda sesuai kaidah
keilmuan
Keterampilan
KI KOMPETENSI DASAR KI KOMPETENSI DASAR
3 3.1 Menerapkan fungsi sosial,
struktur teks, dan unsur
kebahasaan teks interaksi
transaksional lisan dan
tulis yang melibatkan
tindakan memberi dan
meminta informasi terkait
4 4.1 Menyusun teks interaksi
transaksional, lisan dan
tulis, pendek dan
sederhana, yang
melibatkan tindakan
memberi dan meminta
informasi terkait saran dan
68
saran dan tawaran, sesuai
dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan should, can)
tawaran, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks
3.2 Menerapkan fungsi sosial,
struktur teks, dan unsur
kebahasaan teks interaksi
transaksional lisan dan
tulis yang melibatkan
tindakan memberi dan
meminta informasi terkait
pendapat dan pikiran,
sesuai dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan I think, I
suppose, in my opinion)
4.2 Menyusun teks interaksi
transaksional, lisan dan
tulis, pendek dan
sederhana, yang
melibatkan tindakan
memberi dan meminta
informasi terkait pendapat
dan pikiran, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks
3.3 Membedakan fungsi
sosial, struktur teks, dan
unsur kebahasaan
beberapa teks khusus
dalam bentuk undangan
resmi dengan memberi
dan meminta informasi
terkait kegiatan sekolah /
tempat kerja sesuai
dengan konteks
penggunaannya
4.3 Teks undangan Resmi
4.3.1 Menangkap makna
secara kontekstual terkait
fungsi sosial, struktur teks,
dan unsur kebahasaan teks
khusus dalam bentuk
undangan resmi lisan dan
tulis, terkait kegiatan
sekolah / tempat kerja
4.3.2 Menyusun teks khusus
dalam bentuk undangan
resmi lisan dan tulis, terkait
kegiatan sekolah / tempat
kerja, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan secara
benar dan sesuai konteks
3.4 Membedakan fungsi
sosial, struktur teks, dan
unsur kebahasaan
beberapa teks eksposisi
analitis lisan dan tulis
dengan memberi dan
meminta informasi terkait
isu aktual, sesuai dengan
konteks penggunaannya
4.4 Teks eksposisi analitis
4.4.1 Menangkap makna
secara kontekstual terkait
fungsi sosial, struktur teks,
dan unsur kebahasaan teks
eksposisi analitis lisan dan
tulis, terkait isu aktual
4.4.2 Menyusun teks eksposisi
analitis tulis, terkait isu
aktual, dengan
69
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan, secara
benar dan sesuai konteks
3.5 Menerapkan fungsi sosial,
struktur teks, dan unsur
kebahasaan teks interaksi
transaksional lisan dan
tulis yang melibatkan
tindakan memberi dan
meminta informasi terkait
keadaan/tindakan/kegiatan
/kejadian tanpa perlu
menyebutkan pelakunya
dalam teks ilmiah, sesuai
dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan passive voice)
4.5 Menyusun teks interaksi
transaksional lisan dan tulis
yang melibatkan tindakan
memberi dan meminta
informasi terkait
keadaan/tindakan/kegiatan/
kejadian tanpa perlu
menyebutkan pelakunya
dalam teks ilmiah, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
benar dan sesuai konteks
3.6 Membedakan fungsi
sosial, struktur teks, dan
unsur kebahasaan
beberapa teks khusus
dalam bentuk surat pribadi
dengan memberi dan
menerima informasi
terkait kegiatan diri
sendiri dan orang
sekitarnya, sesuai dengan
konteks penggunaannya
4.6 Teks surat pribadi
4.6.1 Menangkap makna
secara kontekstual terkait
fungsi sosial, struktur teks,
dan unsur kebahasaan teks
khusus dalam bentuk surat
pribadi terkait kegiatan diri
sendiri dan orang
sekitarnya
4.6.2 Menyusun teks khusus
dalam bentuk surat pribadi
terkait kegiatan diri sendiri
dan orang sekitarnya, lisan
dan tulis, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan, secara
benar dan sesuai konteks
3.7 Menerapkan fungsi sosial,
struktur teks, dan unsur
kebahasaan teks interaksi
transaksional lisan dan
tulis yang melibatkan
tindakan member dan
meminta informasi terkait
hubungan sebab akibat,
sesuai dengan konteks
4.7 Menyusun teks interaksi
transaksional lisan dan tulis
yang melibatkan tindakan
memberi dan meminta
informasi terkait hubungan
sebab akibat, dengan
memperhatikan fungsi
sosial, struktur teks, dan
unsur kebahasaan yang
70
penggunaannya.
(Perhatikan unsur
kebahasaan because of …,
due to…, thanks to …)
benar dan sesuai konteks
3.8 Membedakan fungsi
sosial, struktur teks, dan
unsur kebahasaan
beberapa teks explanation
lisan dan tulis dengan
memberi dan menerima
informasi terkait gejala
alam atau sosial yang
tercakup dalam mata
pelajaran lain di kelas XI,
sesuai dengan konteks
penggunaannya
4.8 Menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan
unsur kebahasaan teks
explanation lisan dan tulis,
terkait gejala alam atau
sosial yang tercakup dalam
mata pelajaran lain di kelas
XI
3.9 Menafsirkan fungsi sosial
dan unsur kebahasaan lirik
lagu terkait kehidupan
remaja
SMA/MA/SMK/MAK
4.9 Menangkap makna secara
kontekstual terkait fungsi
sosial dan unsur
kebahasaan lirik lagu
terkait kehidupan remaja
SMA/MA/SMK/MAK
71
APPENDIX 2
RPP EXPERIMENTAL CLASS
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Mata Pelajaran : Bahasa Inggris
Satuan Pendidikan : SMA Nusantara Plus
Kelas / Semester : XI / Genap
Materi Pokok : Explanation Text
Alokasi Waktu : 8 x 30 Menit
Pertemuan : 1-4
A. Kompetensi Inti (KI)
KI 1. Menghargai dan menghayati ajaran agama yang dianutnya
KI 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif, dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi dari berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta menempatlan diri sebagai cerminan bangsa dalam pergaulan
dunia
KI 3. Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah
KI 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan
metode sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)
KI Kompetensi Dasar Indikator Pencapaian Kompetensi
1 1.1 Mensyukuri kesempatan
dalam mempelajari
bahasa Inggris sebagai
bahasa pengantar
komunikasi
international yang
diwujudkan dalam
semangat belajar
1.1.1 Mengikuti proses pembelajaran
bahasa Inggris yang dimulai
dengan doa serta dengan
ketulusan, kesesiusan, dan
motivasi tinggi
2 2.1 Menunjukkan perilaku
santun dan peduli
dalam melaksanakan
2.1.1 Mematuhi peraturan dalam
proses pembelajaran bahasa
Inggris
72
komunikasi
interpersonal dengan
guru dan teman
2.2 Menunjukkan perilaku
jujur, disiplin, percaya
diri, dan bertanggung
jawab dalam
melaksanakan
komunikasi
transaksional dengan
guru daan teman
2.3 Menunjukkan perilaku
tanggung jawab,
peduli, kerjasama, dan
cinta dami dalam
melaksanakan
komunikasi
fungsional
2.1.2 Menunjukkan perhatian siswa
terhadap guru bahasa Inggris
2.1.3 Menampilkan sikap baik siswa
seperti jujur, disiplin, dan
bertanggung jawab
2.1.4 Menampilkan sikap siswa yang
baik saat berinteraksi dengan
guru dan teman
3 3.8 Membedakan fungsi
sosial, struktur teks,
dan unsur kebahasaan
beberapa teks
explanation lisan dan
tulis dengan member
dan meminta
informasi terkait
gejala alam atau sosial
yang tercakup dalam
mata pelajaran lain di
kelas XI, sesuai
dengan konteks
penggunaannya
3.8.1 Mengidentifikasi fungsi sosial
dari explanation text
3.8.2 Menyebutkan struktur teks yang
digunakan dalam explanation
text yang telah disediakan
3.8.3 Menyebutkan unsur kebahasaan
yang digunakan dalam
explanation text yang telah
disediakan
3.8.4 Menentukan struktur teks dan
unsur kebahasaan dalam satu
explanation text yang diacak
4 4.8 Teks Explanation
4.8.1 Menangkap makna
secara kontekstual
terkait fungsi sosial,
struktur teks, dan
unsur kebahasaan teks
explanation lisan dan
tulus, terkait gejala
alam atau sosial yang
tercakup dalam mata
pelajaran lain di kelas
XI
4.8.2 Menyusun teks
explanation tulis
4.8.1.1 Menunjukkan hasil diskusi
kelompok terkait gejala alam
atau sosial
4.8.2.1 Membuat explanation text
sederhana terkait gejala alam
73
tentang gejala alam,
terkait dengan mata
pelajaran lain di kelas
XI, dengan
memperhatikan fungsi
sosial, struktur teks,
dan unsur kebahasaan,
yang benar dan sesuai
konteks
berdasarkan hasil pemikiran
yang telah didiskusikan
C. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik diharapkan dapat:
1. Mengidentifikasi fungsi sosial dari explanation text
2. Menyebutkan struktur teks yang digunakan dalam explanation text yang
telah disediakan
3. Menyebutkan unsur kebahasaan yang digunakan dalam explanation text
yang telah disediakan
4. Menentukan struktur teks dan unsur kebahasaan dalam satu explanation
text yang diacak
5. Menunjukkan hasil dskusi kelompok terkait gejala alam atau sosial
6. Membuat explanation text sederhana terkait gejala alam berdasarkan
hasil pemikiran yang telah didiskusikan
D. Materi Pembelajaran
1. Fungsi Sosial
Menjaga hubungan interpersonal dengan guru dan teman
2. Struktur Teks
• General Statement
• Sequence of explanation
• Concluding paragraph
3. Unsur Kebahasaan
• Simple preset tense: fly, think, is, cause, etc.
• Causal connectives: because, so, etc.
• Signal time connectives: then, next, after that, etc.
• Nominal singular dan plural dengan atau tanpa: a, the, this, etc.
• Linking word: in general, rather, for instance, so on, etc.
• Action verb: erupts, break, etc.
• Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.
4. Topik
74
EXPLANATION TEXT
The Definition of Explanation Text
It is a text that deals with the process the how and/or why something occurs.
The Purpose of Explanation Text
The purpose is to tell steps of the process and to give the reasons.
The Generic Structures of Explanation Text
- General statement
It writes the phenomena, events, or things that will be explained.
- A series of paragraphs
It tells the sequence, such as how it occurs or why it occurs.
- Concluding paragraph
It concludes a whole of text.
Linguistic Features of Explanation Text
• Focus on general group rather than specific.
• Use of linking words, such as in general, rather, for instance, etc.
• Use of action verbs. Action verb is a verb that could be seen where we do it,
such as erupts, breaks, etc.
• Use of present tense. The example is is, are, etc.
• Reference to people should not be given.
• Passive voice may be used.
• Use of technical terms and language relevant to the subject.
• Give a detailed description to create a rich meaning.
E. Strategi atau Metode Pembelajaran
1. Pendekatan: Pendekatan Ilmiah (Scientific Approach)
2. Metode: Inquiry-based learning method
F. Media, Alat, dan Sumber Pembelajaran
1. Media
• Print out kertas potongan paragraf acak, tabel, dan individual work
• PPT PowerPoint (materi terkait explanation text)
75
2. Alat
• Laptop
• LCD Projector
• Speaker sebagai sound system
3. Sumber Pembelajaran
• Buku SMA Kelas XI: Mahrukh Bashir. 2017. Bahasa Inggris
SMA/MA/SMK/MAK Kelas XI, 2017 Revised Edition: Stop Bullying
Now. Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang,
Kemendikbud RI.
• Video
-Video untuk pertemuan pertama: https://youtu.be/MfsugkikLJI
-Video untuk pertemuan kedua: https://youtu.be/IAmqsMQG3RM -Video untuk pertemuan ketiga: https://youtu.be/krJLnXpemtQ
-Video untuk pertemuan keempat: https://youtu.be/ncORPosDrjI
G. Kegiatan Pembelajaran
Pertemuan Pertama ▪ Langkah-langkah Pembelajaran
Kegiatan Langkah
Penelitian
Inquiry-Based
Learning Method
Deskripsi Waktu
Kegiatan
Awal
• Guru mengucapkan salam dan
kemudian berdo’a bersama
• Guru memeriksa kehadiran
siswa
• Guru menanyakan kabar dan
menanyakan kesiapan siswa
untuk mengikuti pelajaran
• Guru melakukan
brainstorming
• Guru memberikan ice
breaking dan motivasi
• Guru menjelaskan tentang
tujuan pembelajaran yang
akan dicapai
8 menit
Kegiatan
Inti
Observing
• Guru memberikan penjelasan
terkait penggunaan inquiry-
based learning method
• Guru meminta siswa untuk
membuat 5 kelompok
• Guru memberikan potongan-
potongan paragraf acak dan
47 menit
76
selembar kertas berisi tabel
kepada tiap kelompok
Experimenting and Associating
• Guru meminta tiap kelompok
untuk mencocokkan potongan-
potongan paragraf tersebut
menjadi teks yang utuh dan
menempelkannya di table
Questioning
• Guru menanyakan hal-hal
terkait potongan-potongan
paragraf tersebut kepada siswa
terkait fungsi sosial, struktur
teks, dan unsur kebahasaan
pada teks tersebut dan
kemudian memberikan
jawaban dengan menggunakan
PowerPoint
Observing
• Guru memberikan materi
terkait explanation text dengan
menggunakan PowerPoint
singkat dan LCD Projector
A. Asking Questioning
• Guru menampilkan sebuah
gambar terkait fenomena alam
• Guru menanyakan pendapat
siswa terkait gambar tersebut.
Dalam hal ini, guru
memberikan kesempatan
siswa untuk memberikan
pertanyaan yang sesuai
dengan gejala alam tersebut
• Guru memberikan bimbingan
dan koreksian sekaligus
memberikan pertanyaan yang
tepat kepada siswa terkait
gejala alam tersebut
77
B. Investigating
Observing, Experimenting, and
Communicating
• Guru menampilkan sebuah
video terkait sebuah gejala
alam tersebut melalui
PowerPoint dan meminta
siswa untuk berdiskusi
bersama kelompoknya
• Guru meminta siswa untuk
menuliskan poin-poin
penjelasan terkait video yang
telah ditampilkan dengan
menggunakan discussion
technique secara berkelompok
C. Creating Experimenting and Associating
• Guru meminta tiap siswa
untuk membuat explanation
text pendek secara individu
berdasarkan hasil pemikiran
yang mereka telah peroleh
D. Discussing 1 Communicating
• Guru meminta siswa untuk
berdiskusi dan saling bertukar
informasi bersama
kelompoknya masing-masing
terkait hasil tulisan individual
work yang telah dibuat di
creating stage
Discussing 2 Communicating
• Guru meminta satu orang
perwakilan siswa dari tiap
kelompok untuk
mempresentasikan hasil
tulisan ke depan kelas bersama
kelompoknya
• Guru memberikan apresiasi
pada siswa
E. Reflecting • Guru dan murid merefleksikan
hasil tulisan murid terkait
kesesuaian dengan pertanyaan
Kegiatan
Akhir
• Review materi
• Guru melakukan evaluasi
• Guru memberikan feedback
• Penutup (salam)
5 menit
78
Pertemuan Kedua ▪ Langkah-langkah Pembelajaran
Kegiatan Langkah
Penelitian
Inquiry-Based
Learning
Method
Deskripsi Waktu
Kegiatan
Awal
• Guru mengucapkan salam dan
kemudian berdo’a bersama
• Guru memeriksa kehadiran
siswa
• Guru menanyakan kabar dan
menanyakan kesiapan siswa
untuk mengikuti pelajaran
• Guru melakukan
brainstorming
• Guru memberikan ice
breaking dan motivasi
• Guru menjelaskan tentang
tujuan pembelajaran yang akan
dicapai
8
menit
Kegiatan
Inti
Observing
• Guru memberikan penjelasan
terkait penggunaan inquiry-
based learning method
• Guru meminta siswa untuk
membuat 5 kelompok
• Guru memberikan potongan-
potongan paragraf acak dan
selembar kertas berisi tabel
kepada tiap kelompok
47
menit
Experimenting and Associating
• Guru meminta tiap kelompok
untuk mencocokkan potongan-
potongan paragraf tersebut
menjadi teks yang utuh dan
menempelkannya di tabel
Questioning
• Guru menanyakan hal-hal
terkait potongan-potongan
paragraf tersebut kepada siswa
terkait fungsi sosial, struktur
teks, dan unsur kebahasaan
pada teks tersebut dan
kemudian memberikan
79
jawaban dengan menggunakan
PowerPoint
Observing
• Guru memberikan materi
terkait explanation text dengan
menggunakan PowerPoint
singkat dan LCD Projector
A. Asking Questioning
• Guru menampilkan sebuah
gambar terkait fenomena alam
• Guru menanyakan pendapat
siswa terkait gambar tersebut.
Dalam hal ini, guru
memberikan kesempatan siswa
untuk memberikan pertanyaan
yang sesuai dengan gejala
alam tersebut
• Guru memberikan bimbingan
dan koreksian sekaligus
memberikan pertanyaan yang
tepat kepada siswa terkait
gejala alam tersebut
B. Investigating
Observing, Experimenting, and
Communicating
• Guru menampilkan sebuah
video terkait sebuah gejala
alam tersebut melalui
PowerPoint dan meminta
siswa untuk berdiskusi
bersama kelompoknya
• Guru meminta siswa untuk
menuliskan poin-poin
penjelasan terkait video yang
telah ditampilkan dengan
menggunakan discussion
technique secara berkelompok
C. Creating Experimenting and Associating
• Guru meminta tiap siswa
untuk membuat explanation
text pendek secara individu
berdasarkan hasil pemikiran
yang mereka telah peroleh
D. Discussing
1
Communicating
• Guru meminta siswa untuk
berdiskusi dan saling bertukar
80
informasi bersama
kelompoknya masing-masing
terkait hasil tulisan individual
work yang telah dibuat di
creating stage
Discussing 2 Communicating
• Guru meminta satu orang
perwakilan siswa dari tiap
kelompok untuk
mempresentasikan hasil
tulisan ke depan kelas bersama
kelompoknya
• Guru memberikan apresiasi
pada siswa
E. Reflecting • Guru dan murid merefleksikan
hasil tulisan murid terkait
kesesuaian dengan pertanyaan
Kegiatan
Akhir
• Review materi
• Guru melakukan evaluasi
• Guru memberikan feedback
• Penutup (salam)
5 Menit
Pertemuan Ketiga ▪ Langkah-langkah Pembelajaran
Kegiatan Langkah
Penelitian
Inquiry-Based
Learning
Method
Deskripsi Waktu
Kegiatan
Awal
• Guru mengucapkan salam dan
kemudian berdo’a bersama
• Guru memeriksa kehadiran
siswa
• Guru menanyakan kabar dan
menanyakan kesiapan siswa
untuk mengikuti pelajaran
• Guru melakukan
brainstorming
• Guru memberikan ice
breaking dan motivasi
• Guru menjelaskan tentang
tujuan pembelajaran yang akan
dicapai
8
menit
Kegiatan
Inti
Observing
• Guru memberikan penjelasan
47
menit
81
terkait penggunaan inquiry-
based learning method
• Guru meminta siswa untuk
membuat 5 kelompok
• Guru memberikan potongan-
potongan paragraf acak dan
selembar kertas berisi tabel
kepada tiap kelompok
Experimenting and Associating
• Guru meminta tiap kelompok
untuk mencocokkan potongan-
potongan paragraf tersebut
menjadi teks yang utuh dan
menempelkannya di table
Questioning
• Guru menanyakan hal-hal
terkait potongan-potongan
paragraf tersebut kepada siswa
terkait fungsi sosial, struktur
teks, dan unsur kebahasaan
pada teks tersebut dan
kemudian memberikan
jawaban dengan menggunakan
PowerPoint
Observing
• Guru memberikan materi
terkait explanation text dengan
menggunakan PowerPoint
singkat dan LCD Projector
A. Asking Questioning
• Guru menampilkan sebuah
gambar terkait fenomena alam
• Guru menanyakan pendapat
siswa terkait gambar tersebut.
Dalam hal ini, guru
memberikan kesempatan siswa
untuk memberikan pertanyaan
yang sesuai dengan gejala
alam tersebut
• Guru memberikan bimbingan
dan koreksian sekaligus
memberikan pertanyaan yang
tepat kepada siswa terkait
gejala alam tersebut
82
B. Investigating
Observing, Experimenting, and
Communicating
• Guru menampilkan sebuah
video terkait sebuah gejala
alam tersebut melalui
PowerPoint dan meminta
siswa untuk berdiskusi
bersama kelompoknya
• Guru meminta siswa untuk
menuliskan poin-poin
penjelasan terkait video yang
telah ditampilkan dengan
menggunakan discussion
technique secara berkelompok
C. Creating Experimenting and Associating
• Guru meminta tiap siswa
untuk membuat explanation
text pendek secara individu
berdasarkan hasil pemikiran
yang mereka telah peroleh
D. Discussing
1
Communicating
• Guru meminta siswa untuk
berdiskusi dan saling bertukar
informasi bersama
kelompoknya masing-masing
terkait hasil tulisan individual
work yang telah dibuat di
creating stage
Discussing 2 Communicating
• Guru meminta satu orang
perwakilan siswa dari tiap
kelompok untuk
mempresentasikan hasil
tulisan ke depan kelas bersama
kelompoknya
• Guru memberikan apresiasi
pada siswa
E. Reflecting • Guru dan murid merefleksikan
hasil tulisan murid terkait
kesesuaian dengan pertanyaan
Kegiatan
Akhir
• Review materi
• Guru melakukan evaluasi
• Guru memberikan feedback
• Penutup (salam)
5 Menit
83
Pertemuan Keempat ▪ Langkah-langkah Pembelajaran
Kegiatan Langkah
Penelitian
Inquiry-Based
Learning
Method
Deskripsi Waktu
Kegiatan
Awal
• Guru mengucapkan salam dan
kemudian berdo’a bersama
• Guru memeriksa kehadiran
siswa
• Guru menanyakan kabar dan
menanyakan kesiapan siswa
untuk mengikuti pelajaran
• Guru melakukan
brainstorming
• Guru memberikan ice
breaking dan motivasi
• Guru menjelaskan tentang
tujuan pembelajaran yang akan
dicapai
8
menit
Kegiatan
Inti
Observing
• Guru memberikan penjelasan
terkait penggunaan inquiry-
based learning method
• Guru meminta siswa untuk
membuat 5 kelompok
• Guru memberikan potongan-
potongan paragraf acak dan
selembar kertas berisi tabel
kepada tiap kelompok
47
menit
Experimenting and Associating
• Guru meminta tiap kelompok
untuk mencocokkan potongan-
potongan paragraf tersebut
menjadi teks yang utuh dan
menempelkannya di tabel
Questioning
• Guru menanyakan hal-hal
terkait potongan-potongan
paragraf tersebut kepada siswa
terkait fungsi sosial, struktur
teks, dan unsur kebahasaan
pada teks tersebut dan
kemudian memberikan
84
jawaban dengan
menggunakan PowerPoint
Observing
• Guru memberikan materi
terkait explanation text dengan
menggunakan PowerPoint
singkat dan LCD Projector
A. Asking Questioning
• Guru menampilkan sebuah
gambar terkait fenomena alam
• Guru menanyakan pendapat
siswa terkait gambar tersebut.
Dalam hal ini, guru
memberikan kesempatan siswa
untuk memberikan pertanyaan
yang sesuai dengan gejala
alam tersebut
• Guru memberikan bimbingan
dan koreksian sekaligus
memberikan pertanyaan yang
tepat kepada siswa terkait
gejala alam tersebut
B. Investigating
Observing, Experimenting, and
Communicating
• Guru menampilkan sebuah
video terkait sebuah gejala
alam tersebut melalui
PowerPoint dan meminta
siswa untuk berdiskusi
bersama kelompoknya
• Guru meminta siswa untuk
menuliskan poin-poin
penjelasan terkait video yang
telah ditampilkan dengan
menggunakan discussion
technique secara berkelompok
C. Creating Experimenting and Associating
• Guru meminta tiap siswa
untuk membuat explanation
text pendek secara individu
berdasarkan hasil pemikiran
yang mereka telah peroleh
D. Discussing 1 Communicating
• Guru meminta siswa untuk
berdiskusi dan saling bertukar
85
informasi bersama
kelompoknya masing-masing
terkait hasil tulisan individual
work yang telah dibuat di
creating stage
Discussing 2 Communicating
• Guru meminta satu orang
perwakilan siswa dari tiap
kelompok untuk
mempresentasikan hasil
tulisan ke depan kelas bersama
kelompoknya
• Guru memberikan apresiasi
pada siswa
E. Reflecting • Guru dan murid merefleksikan
hasil tulisan murid terkait
kesesuaian dengan pertanyaan
Kegiatan
Akhir
• Review materi
• Guru melakukan evaluasi
• Guru memberikan feedback
• Penutup (salam)
5 Menit
H. Penilaian
Rubric of Scoring Students’ Writing
No Components Indicators
1. Grammar 6: Few noticeable errors of grammar or word order
5: Some errors of grammar or word order which do
not, however, interfere with comprehension
4: Errors of grammar and word order fairly frequent;
occasional re-reading necessary for full comprehension
3: Errors of grammar and word order frequent; efforts
of interpretation sometimes required on reader’s part
2: Errors of grammar and word order very frequent;
reader often has to rely on own interpretation
1: Errors of grammar and word order so severe as to
make comprehension virtually impossible
2. Vocabulary 6: Use of vocabulary and idiom rarely distinguishable
from that of educated native writer
5: Occasionally uses in appropriate terms or relies on
circumlocutions; expression of ideas hardly impaired
4: Use wrong or inappropriate words fairly frequently;
expression of ideas may be limited because inadequate
vocabulary
3: Limited vocabulary and frequent errors clearly
hinder expression of ideas
86
2: Vocabulary so limited and so frequently misused
that reader must often rely on own interpretation
1: Vocabulary limitation so extreme as to make
comprehension virtually impossible
3. Mechanics 6: Few noticeable lapses in punctuation or spelling
5: Occasional lapses in punctuation or spelling which
does not, however, interfere with comprehension
4: Errors in punctuation or spelling fairly frequent;
occasional re-reading necessary for full comprehension
3: Frequent in punctuation or spelling; lead sometimes
to obscurity
2: Errors in spelling or punctuation so frequent that
reader must often rely on own interpretation
1: Errors in spelling and punctuation so severe as to
make comprehension virtually impossible
4. Fluency (Style
and Ease of
Communication)
6: Choice of structures and vocabulary consistently
appropriate; like that of educated native writer
5: Occasionally lack of consistency in choice of
structures and vocabulary, which does not, however,
impair overall ease of communication
4: Some structures and vocabulary items noticeably
inappropriate to general style
3: Structures and vocabulary items sometimes not only
inappropriate but also misuse, little sense of ease of
communication
2: Communication often impaired by completely
inappropriate of misused structures and vocabularies
1: A ‘hotch-potch’ of half-learned misused structures
and vocabulary items rendering communication almost
impossible
5. Form
(Organization)
6: Highly organized; clear progression of idea well
linked; like educated native writer
5: Material well organized; links could occasionally be
clear but communication not impaired
4: Some lack of organization; re-reading required for
clarification of ideas
3: Little or no attempt at connectivity, though reader
can deduce some organization
2: Individual may be clear, but very difficult to deduce
connection between them
1: Lack of organization so severe that communication
is seriously impaired
87
88
LAMPIRAN RPP EXPERIMENTAL CLASS
Pertemuan pertama Lampiran 1: Instrument dalam aktivitas observing
Print out table untuk tempat menempelkan potongan paragraf acak
Print out potongan-potongan paragraf acak yang harus dicocokkan
Earthquake and volcanic eruption are the causes of tsunami formation. The
surface of the seafloor rises and falls along a fault when tsunami occurs. Then, the
defect disrupts seawater balance. In this case, substantial errors produce
considerable wave power. After the earthquake, the water recedes because wave
power becomes small. After receding, seawater returned to the land in the form of
massive waves. Also, the cause of tsunami formation is volcanic eruption on the
ocean floor. The explosion is caused by a high movement of seawater or
surrounding water.
In conclusion, tsunami is a natural phenomenon that has a significant effect
on the environment. Therefore, we must always be cautious in the face of this
disaster.
How Does Tsunami Occur?
In general, tsunami is a series of large-scale sea waves that rises and falls
towards land. It is caused by several factors, such as earthquake, volcanic
eruption, etc.
The answer:
How Does Tsunami Occur?
In general, tsunami is a series of large-scale sea waves that rises and falls
towards land. It is caused by several factors, such as earthquake, volcanic
eruption, etc.
Earthquake and volcanic eruption are the causes of tsunami formation. The
surface of the seafloor rises and falls along a fault when tsunami occurs. Then, the
defect disrupts seawater balance. In this case, substantial errors produce
89
considerable wave power. After the earthquake, the water recedes because wave
power becomes small. After receding, seawater returned to the land in the form of
massive waves. Also, the cause of tsunami formation is volcanic eruption on the
ocean floor. The explosion is caused by a high movement of seawater or
surrounding water.
In conclusion, tsunami is a natural phenomenon that has a significant effect
on the environment. Therefore, we must always be cautious in the face of this
disaster.
Lampiran 2: Instrument dalam individual work
Instrument of Individual work
Name:
Class:
Date:
Instructions!
1. Please write an explanation text based on the given topic! Write it by
following the criteria, such as introduction (general statement), content
(explanation), and conclusion.
2. Write down at least 150 words in three paragraphs.
Topic: How Does Tsunami Occur?
Pertemuan Kedua Lampiran 1: Instrument dalam aktivitas observing
Print out table sebagai alas menempelkan potongan-potongan paragraf acak
Print out potongan paragraf acak yang harus dicocokkan
In short, a volcano is a natural phenomenon that has a significant effect. A
high-pressure gas causes this significant phenomenon from the bowels of the earth
that emit ash, rocks, etc. Therefore, we must always be alert from the threat of the
volcano.
90
In general, a volcano is a mountain that forms when magma comes out from
the bowels of the earth to the earth’s surface. This phenomenon occurs because of
the sediment of the high-pressure gas that drives the magma sediments to come
out from the bowels of the earth.
The formation of volcanoes occurs when the heat that is inside the earth can
melt rocks in the bowels of the earth. When the rocks melt, the gas from the solid-
liquid mixes with magma. After that, the magma will be pushed towards the
surface of the earth. In this case, the magma that comes out of the bowels of the
earth through a volcanic hole is known as lava.
How Does Volcano Occur?
The answer:
How Does Volcano Occur?
In general, a volcano is a mountain that forms when magma comes out from the
bowels of the earth to the earth’s surface. This phenomenon occurs because of the
sediment of the high-pressure gas that drives the magma sediments to come out
from the bowels of the earth.
The formation of volcanoes occurs when the heat that is inside the earth can
melt rocks in the bowels of the earth. When the rocks melt, the gas from the solid-
liquid mixes with magma. After that, the magma will be pushed towards the
surface of the earth. In this case, the magma that comes out of the bowels of the
earth through a volcanic hole is known as lava.
In short, a volcano is a natural phenomenon that has a significant effect. A
high-pressure gas causes this significant phenomenon from the bowels of the earth
that emit ash, rocks, etc. Therefore, we must always be alert from the threat of the
volcano.
Lampiran 2: Instrument dalam individual work
Instrument of Individual work
Name:
Class:
Date:
Instructions!
1. Please write an explanation text based on the given topic! Write it by following
the criteria, such as introduction (general statement), content (explanation), and
conclusion.
2. Write down at least 150 words in three paragraphs.
Topic: How Does Volcano Occur?
Pertemuan Ketiga Lampiran 1: Instrument dalam aktivitas observing
91
Print out tabel sebagai alas menempelkan potongan-potongan paragraf acak
Print out potongan paragraf acak yang harus dicocokkan
In conclusion, soil erosion, heavy rain, and vibration from earthquakes are
some factors that cause landslides. To overcome the occurrence of landslides, we
should do reforestation on the slopes, reduce the construction of housing in the
slope area, and make swales in the slope area. Therefore, we should always be
careful about landslides.
The occurrence of landslides starts from the lack of trees that strengthen the
structure of the soil and rocks so that the earth and stone in the slope area become
eroded. Moreover, high rainfall during the dry season makes rainwater enter into
hollow soil pores. Then, it creates a shift in the land. Besides, vibrations from
earthquakes also make rock or soil in the slope area undergo movement.
Why Does Landslide Happen?
Landslide is a natural event that occurs because it is caused by the movement
of rocks or soil in the slope area. This natural event is influenced by several
factors, such as soil erosion, heavy rain, and vibration from earthquakes.
The answer:
Why Does Landslide Happen?
Landslide is a natural event that occurs because it is caused by the movement
of rocks or soil in the slope area. This natural event is influenced by several
factors, such as soil erosion, heavy rain, and vibration from earthquakes.
The occurrence of landslides starts from the lack of trees that strengthen the
structure of the soil and rocks so that the earth and stone in the slope area become
eroded. Moreover, high rainfall during the dry season makes rainwater enter into
hollow soil pores. Then, it creates a shift in the land. Besides, vibrations from
earthquakes also make rock or soil in the slope area undergo movement.
In conclusion, soil erosion, heavy rain, and vibration from earthquakes are some
factors that cause landslides. To overcome the occurrence of landslides, we should
do reforestation on the slopes, reduce the construction of housing in the slope area,
and make swales in the slope area. Therefore, we should always be careful about
landslides.
92
Lampiran 2: Instrument dalam individual work
Instrument of Individual work
Name:
Class:
Date:
Instructions!
1. Please write an explanation text based on the given topic! Write it by
following the criteria, such as introduction (general statement), content
(explanation), and conclusion.
2. Write down at least 150 words in three paragraphs.
Topic: Why Does Landslide Happen?
Pertemuan Keempat Lampiran 1: Instrument dalam aktivitas observing
Print out table sebagai alas menempelkan potongan-potongan paragraf acak
Print out potongan paragraf acak yang harus dicocokkan
In short, rain is a natural phenomenon that passes through various stages of the
water cycle process. Therefore, rain is a natural phenomenon that is quite familiar
in life. However, we also need to anticipate the impact of high rainfall.
How Does Rain Happen?
The first stage in the rain process is evaporation. It happens because
sunlight brings heat energy so that the water on the earth evaporates and rises into
the air. Then, the water vapor that enters the atmosphere turns to dew. This is
called the condensation stage. After that, when the temperature gets higher, it
makes the dewdrops denser. Dew forms a group of thick dew called clouds. The
help of wind from the air can cause small clouds to move and unite into large
93
clouds. Besides, large clouds are carried by wind to places where the air
temperature is lower. In this case, the cloud turns gray because there are more
clouds pile up into a bunch of clouds. Then, the last stage is precipitation. In this
stage, the gray clouds cause the water droplets to become heavier that will make
the water droplets fall from the sky to the earth so that this natural phenomenon is
called rain.
Rain is a natural phenomenon which is a grain of water that falls from the
sky to the surface of the earth. The process of forming rain occurs through several
stages, such as evaporation, condensation, and precipitation. Therefore, the rain
process is a water cycle process.
The answer:
How Does Rain Happen?
Rain is a natural phenomenon which is a grain of water that falls from the sky
to the surface of the earth. The process of forming rain occurs through several
stages, such as evaporation, condensation, and precipitation. Therefore, the rain
process is a water cycle process.
The first stage in the rain process is evaporation. It happens because sunlight
brings heat energy so that the water on the earth evaporates and rises into the air.
Then, the water vapor that enters the atmosphere turns to dew. This is called the
condensation stage. After that, when the temperature gets higher, it makes the
dewdrops denser. Dew forms a group of thick dew called clouds. The help of wind
from the air can cause small clouds to move and unite into large clouds. Besides,
large clouds are carried by wind to places where the air temperature is lower. In
this case, the cloud turns gray because there are more clouds pile up into a bunch
of clouds. Then, the last stage is precipitation. In this stage, the gray clouds cause
the water droplets to become heavier that will make the water droplets fall from
the sky to the earth so that this natural phenomenon is called rain.
In short, rain is a natural phenomenon that passes through various stages of the
water cycle process. Therefore, rain is a natural phenomenon that is quite familiar
in life. However, we also need to anticipate the impact of high rainfall.
Lampiran 2: Instrument dalam individual work
Instrument of Individual work
Name:
Class:
Date:
Instructions!
1. Please write an explanation text based on the given topic! Write it by
following the criteria, such as introduction (general statement), content
(explanation), and conclusion.
2. Write down at least 150 words in three paragraphs.
Topic: How Does Rain Happen?
94
APPENDIX 3
RPP CONTROLLED CLASS
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Mata Pelajaran : Bahasa Inggris
Satuan Pendidikan : SMA Nusantara Plus
Kelas / Semester : XI / Genap
Materi Pokok : Explanation Text
Alokasi Waktu : 8 x 30 Menit
Pertemuan : 1-4
A. Kompetensi Inti (KI)
KI 1. Menghargai dan menghayati ajaran agama yang dianutnya
KI 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif, dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi dari berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta menempatlan diri sebagai cerminan bangsa dalam pergaulan
dunia
KI 3. Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah
KI 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan
metode sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)
KI Kompetensi Dasar Indikator Pencapaian Kompetensi
1 1.1 Mensyukuri kesempatan
dalam mempelajari
bahasa Inggris sebagai
bahasa pengantar
komunikasi
international yang
diwujudkan dalam
semangat belajar
1.1.1 Mengikuti proses pembelajaran
bahasa Inggris yang dimulai
dengan doa serta dengan
ketulusan, kesesiusan, dan
motivasi tinggi
2 2.1 Menunjukkan perilaku
santun dan peduli
dalam melaksanakan
komunikasi
2.1.1 Mematuhi peraturan dalam
proses pembelajaran bahasa
Inggris
2.1.2 Menunjukkan perhatian siswa
95
interpersonal dengan
guru dan teman
2.2 Menunjukkan perilaku
jujur, disiplin, percaya
diri, dan bertanggung
jawab dalam
melaksanakan
komunikasi
transaksional dengan
guru daan teman
2.3 Menunjukkan perilaku
tanggung jawab,
peduli, kerjasama, dan
cinta dami dalam
melaksanakan
komunikasi
fungsional
terhadap guru bahasa Inggris
2.1.3 Menampilkan sikap baik siswa
seperti jujur, disiplin, dan
bertanggung jawab
2.1.4 Menampilkan sikap siswa yang
baik saat berinteraksi dengan
guru dan teman
3 3.8 Membedakan fungsi
sosial, struktur teks,
dan unsur kebahasaan
beberapa teks
explanation lisan dan
tulis dengan member
dan meminta
informasi terkait
gejala alam atau sosial
yang tercakup dalam
mata pelajaran lain di
kelas XI, sesuai
dengan konteks
penggunaannya
3.8.1 Mengidentifikasi fungsi sosial
dari explanation text
3.8.2 Menyebutkan struktur teks yang
digunakan dalam explanation
text yang telah disediakan
3.8.3 Menyebutkan unsur kebahasaan
yang digunakan dalam
explanation text yang telah
disediakan
3.8.4 Menentukan struktur teks dan
unsur kebahasaan dalam satu
explanation text yang diacak
4 4.8 Teks Explanation
4.8.1 Menangkap makna
secara kontekstual
terkait fungsi sosial,
struktur teks, dan
unsur kebahasaan teks
explanation lisan dan
tulus, terkait gejala
alam atau sosial yang
tercakup dalam mata
pelajaran lain di kelas
XI
4.8.2 Menyusun teks
explanation tulis
tentang gejala alam,
4.8.1.1 Menunjukkan hasil diskusi
kelompok terkait gejala alam
atau sosial
4.8.2.1 Membuat explanation text
sederhana terkait gejala alam
berdasarkan hasil pemikiran
96
terkait dengan mata
pelajaran lain di kelas
XI, dengan
memperhatikan fungsi
sosial, struktur teks,
dan unsur kebahasaan,
yang benar dan sesuai
konteks
yang telah didiskusikan
C. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik diharapkan dapat:
1. Mengidentifikasi fungsi sosial dari explanation text
2. Menyebutkan struktur teks yang digunakan dalam explanation text yang
telah disediakan
3. Menyebutkan unsur kebahasaan yang digunakan dalam explanation text
yang telah disediakan
4. Menentukan struktur teks dan unsur kebahasaan dalam satu explanation
text yang diacak
5. Menunjukkan hasil diskusi kelompok terkait gejala alam atau sosial
6. Membuat explanation text sederhana terkait gejala alam berdasarkan
hasil pemikiran yang telah didiskusikan
D. Materi Pembelajaran
1. Fungsi Sosial
Menjaga hubungan interpersonal dengan guru dan teman
2. Struktur Teks
• General Statement
• Sequence of explanation
• Concluding paragraph
3. Unsur Kebahasaan
• Simple preset tense: fly, think, is, cause, etc.
• Causal connectives: because, so, etc.
• Signal time connectives: then, next, after that, etc.
• Nominal singular dan plural dengan atau tanpa: a, the, this, etc.
• Linking word: in general, rather, for instance, so on, etc.
• Action verb: erupts, break, etc.
• Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.
4. Topik
EXPLANATION TEXT
The Definition of Explanation Text
It is a text that deals with the process the how and/or why something occurs.
The Purpose of Explanation Text
The purpose is to tell steps of the process and to give the reasons.
The Generic Structures of Explanation Text
- General statement
It writes the phenomena, events, or things that will be explained.
97
- A series of paragraphs
It tells the sequence, such as how it occurs or why it occurs.
- Concluding paragraph
It concludes a whole of text.
Linguistic Features of Explanation Text
a. Focus on general group rather than specific.
b. Use of linking words, such as in general, rather, for instance, etc.
c. Use of action verbs. Action verb is a verb that could be seen where we do it,
such as erupts, breaks, etc.
d. Use of present tense. The example is is, are, etc.
e. Reference to people should not be given.
f. Passive voice may be used.
g. Use of technical terms and language relevant to the subject.
h. Give a detailed description to create a rich meaning.
E. Strategi atau Metode Pembelajaran
1. Pendekatan: Pendekatan Ilmiah (Scientific Approach)
2. Metode: Inquiry-based learning method
F. Media, Alat, dan Sumber Pembelajaran
1. Media
• Print out kertas potongan paragraf acak, lembar tabel, dan group
work.
• PPT PowerPoint (materi terkait explanation text)
2. Alat
• Laptop
• LCD Projector
• Speaker sebagai sound system
• Double tip sebagai alat perekat
3. Sumber Pembelajaran
• Buku SMA Kelas XI: Mahrukh Bashir. 2017. Bahasa Inggris
SMA/MA/SMK/MAK Kelas XI, 2017 Revised Edition: Stop Bullying
Now. Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang,
Kemendikbud RI.
98
G. Kegiatan Pembelajaran
Pertemuan Pertama ▪ Langkah-langkah Pembelajaran
Kegiatan Deskripsi Waktu
Kegiatan
Awal • Guru mengucapkan salam dan kemudian berdo’a
bersama
• Guru memeriksa kehadiran siswa
• Guru menanyakan kabar dan menanyakan kesiapan
siswa untuk mengikuti pelajaran
• Guru melakukan brainstorming
• Guru memberikan ice breaking dan motivasi
• Guru menjelaskan tentang tujuan pembelajaran yang
akan dicapai
8
menit
Kegiatan
Inti
Observing
• Guru meminta siswa untuk membuat 4 kelompok
dan meminta siswa untuk berkumpul dengan
kelompoknya
• Guru memberikan potongan-potongan paragraf acak
dan selembar kertas berisi tabel kepada tiap
kelompok
47
menit
Experimenting and Associating
• Guru meminta tiap kelompok untuk mencocokkan
potongan-potongan paragraf tersebut menjadi teks
yang utuh dan menempelkannya di table
Questioning
• Guru menanyakan hal-hal terkait potongan-
potongan paragraf tersebut kepada siswa terkait
fungsi sosial, struktur teks, dan unsur kebahasaan
pada teks tersebut dan kemudian memberikan
jawaban dengan menggunakan PowerPoint
Observing
• Guru memberikan materi terkait explanation text
dengan menggunakan PowerPoint singkat dan LCD
Projector
Observing
• Guru menampilkan sebuah gambar terkait fenomena
alam
Associating
• Guru meminta siswa untuk berdiskusi bersama
kelompoknya terkait gambar yang ditampilkan
Questioning
• Guru menanyakan pendapat siswa terkait gambar
tersebut
Experimenting
99
• Guru meminta tiap siswa untuk membuat
explanation text pendek secara berkelompok (group
work) terkait tema yang dipelajari
Kegiatan
Akhir • Review materi
• Guru melakukan evaluasi
• Guru memberikan feedback
• Penutup (salam)
5 menit
Pertemuan Kedua ▪ Langkah-langkah Pembelajaran
Kegiatan Deskripsi Waktu
Kegiatan
Awal • Guru mengucapkan salam dan kemudian berdo’a
bersama
• Guru memeriksa kehadiran siswa
• Guru menanyakan kabar dan menanyakan kesiapan
siswa untuk mengikuti pelajaran
• Guru melakukan brainstorming
• Guru memberikan ice breaking dan motivasi
• Guru menjelaskan tentang tujuan pembelajaran yang
akan dicapai
8
menit
Kegiatan
Inti
Observing
• Guru meminta siswa untuk membuat 4 kelompok
dan meminta siswa untuk berkumpul dengan
kelompoknya
• Guru memberikan potongan-potongan paragraf acak
dan selembar kertas berisi tabel kepada tiap
kelompok
47
menit
Experimenting and Associating
• Guru meminta tiap kelompok untuk mencocokkan
potongan-potongan paragraf tersebut menjadi teks
yang utuh dan menempelkannya di table
Questioning
• Guru menanyakan hal-hal terkait potongan-
potongan paragraf tersebut kepada siswa terkait
fungsi sosial, struktur teks, dan unsur kebahasaan
pada teks tersebut dan kemudian memberikan
jawaban dengan menggunakan PowerPoint
Observing
• Guru memberikan materi terkait explanation text
dengan menggunakan PowerPoint singkat dan LCD
Projector
Observing
• Guru menampilkan sebuah gambar terkait fenomena
alam
Associating
100
• Guru meminta siswa untuk berdiskusi bersama
kelompoknya terkait gambar yang ditampilkan
Questioning
• Guru menanyakan pendapat siswa terkait gambar
tersebut
Experimenting
• Guru meminta tiap siswa untuk membuat
explanation text pendek secara berkelompok (group
work) terkait tema yang dipelajari
Kegiatan
Akhir • Review materi
• Guru melakukan evaluasi
• Guru memberikan feedback
• Penutup (salam)
5 menit
Pertemuan Ketiga ▪ Langkah-langkah Pembelajaran
Kegiatan Deskripsi Waktu
Kegiatan
Awal • Guru mengucapkan salam dan kemudian berdo’a
bersama
• Guru memeriksa kehadiran siswa
• Guru menanyakan kabar dan menanyakan kesiapan
siswa untuk mengikuti pelajaran
• Guru melakukan brainstorming
• Guru memberikan ice breaking dan motivasi
• Guru menjelaskan tentang tujuan pembelajaran yang
akan dicapai
8
menit
Kegiatan
Inti
Observing
• Guru meminta siswa untuk membuat 4 kelompok
dan meminta siswa untuk berkumpul dengan
kelompoknya
• Guru memberikan potongan-potongan paragraf acak
dan selembar kertas berisi tabel kepada tiap
kelompok
47
menit
Experimenting and Associating
• Guru meminta tiap kelompok untuk mencocokkan
potongan-potongan paragraf tersebut menjadi teks
yang utuh dan menempelkannya di table
Questioning
• Guru menanyakan hal-hal terkait potongan-
potongan paragraf tersebut kepada siswa terkait
fungsi sosial, struktur teks, dan unsur kebahasaan
pada teks tersebut dan kemudian memberikan
jawaban dengan menggunakan PowerPoint
Observing
• Guru memberikan materi terkait explanation text
101
dengan menggunakan PowerPoint singkat dan LCD
Projector
Observing
• Guru menampilkan sebuah gambar terkait fenomena
alam
Associating
• Guru meminta siswa untuk berdiskusi bersama
kelompoknya terkait gambar yang ditampilkan
Questioning
• Guru menanyakan pendapat siswa terkait gambar
tersebut
Experimenting
• Guru meminta tiap siswa untuk membuat
explanation text pendek secara berkelompok (group
work) terkait tema yang dipelajari
Kegiatan
Akhir • Review materi
• Guru melakukan evaluasi
• Guru memberikan feedback
• Penutup (salam)
5 menit
Pertemuan Keempat ▪ Langkah-langkah Pembelajaran
Kegiatan Deskripsi Waktu
Kegiatan
Awal • Guru mengucapkan salam dan kemudian berdo’a
bersama
• Guru memeriksa kehadiran siswa
• Guru menanyakan kabar dan menanyakan kesiapan
siswa untuk mengikuti pelajaran
• Guru melakukan brainstorming
• Guru memberikan ice breaking dan motivasi
• Guru menjelaskan tentang tujuan pembelajaran yang
akan dicapai
8
menit
Kegiatan
Inti
Observing
• Guru meminta siswa untuk membuat 4 kelompok
dan meminta siswa untuk berkumpul dengan
kelompoknya
• Guru memberikan potongan-potongan paragraf acak
dan selembar kertas berisi tabel kepada tiap
kelompok
47
menit
Experimenting and Associating
• Guru meminta tiap kelompok untuk mencocokkan
potongan-potongan paragraf tersebut menjadi teks
yang utuh dan menempelkannya di table
Questioning
• Guru menanyakan hal-hal terkait potongan-
102
potongan paragraf tersebut kepada siswa terkait
fungsi sosial, struktur teks, dan unsur kebahasaan
pada teks tersebut dan kemudian memberikan
jawaban dengan menggunakan PowerPoint
Observing
• Guru memberikan materi terkait explanation text
dengan menggunakan PowerPoint singkat dan LCD
Projector
Observing
• Guru menampilkan sebuah gambar terkait fenomena
alam
Associating
• Guru meminta siswa untuk berdiskusi bersama
kelompoknya terkait gambar yang ditampilkan
Questioning
• Guru menanyakan pendapat siswa terkait gambar
tersebut
Experimenting
• Guru meminta tiap siswa untuk membuat
explanation text pendek secara berkelompok (group
work) terkait tema yang dipelajari
Kegiatan
Akhir • Review materi
• Guru melakukan evaluasi
• Guru memberikan feedback
• Penutup (salam)
5 menit
H. Penilaian
No Components Indicators
1. Grammar 6: Few noticeable errors of grammar or word order
5: Some errors of grammar or word order which do
not, however, interfere with comprehension
4: Errors of grammar and word order fairly frequent;
occasional re-reading necessary for full comprehension
3: Errors of grammar and word order frequent; efforts
of interpretation sometimes required on reader’s part
2: Errors of grammar and word order very frequent;
reader often has to rely on own interpretation
1: Errors of grammar and word order so severe as to
make comprehension virtually impossible
2. Vocabulary 6: Use of vocabulary and idiom rarely distinguishable
from that of educated native writer
5: Occasionally uses in appropriate terms or relies on
circumlocutions; expression of ideas hardly impaired
4: Use wrong or inappropriate words fairly frequently;
expression of ideas may be limited because inadequate
103
vocabulary
3: Limited vocabulary and frequent errors clearly
hinder expression of ideas
2: Vocabulary so limited and so frequently misused
that reader must often rely on own interpretation
1: Vocabulary limitation so extreme as to make
comprehension virtually impossible
3. Mechanics 6: Few noticeable lapses in punctuation or spelling
5: Occasional lapses in punctuation or spelling which
does not, however, interfere with comprehension
4: Errors in punctuation or spelling fairly frequent;
occasional re-reading necessary for full comprehension
3: Frequent in punctuation or spelling; lead sometimes
to obscurity
2: Errors in spelling or punctuation so frequent that
reader must often rely on own interpretation
1: Errors in spelling and punctuation so severe as to
make comprehension virtually impossible
4. Fluency (Style
and Ease of
Communication)
6: Choice of structures and vocabulary consistently
appropriate; like that of educated native writer
5: Occasionally lack of consistency in choice of
structures and vocabulary, which does not, however,
impair overall ease of communication
4: Some structures and vocabulary items noticeably
inappropriate to general style
3: Structures and vocabulary items sometimes not only
inappropriate but also misuse, little sense of ease of
communication
2: Communication often impaired by completely
inappropriate of misused structures and vocabularies
1: A ‘hotch-potch’ of half-learned misused structures
and vocabulary items rendering communication almost
impossible
5. Form
(Organization)
6: Highly organized; clear progression of idea well
linked; like educated native writer
5: Material well organized; links could occasionally be
clear but communication not impaired
4: Some lack of organization; re-reading required for
clarification of ideas
3: Little or no attempt at connectivity, though reader
can deduce some organization
2: Individual may be clear, but very difficult to deduce
connection between them
1: Lack of organization so severe that communication
is seriously impaired
104
105
LAMPIRAN RPP CONTROLLED CLASS
Pertemuan Pertama Lampiran 1: Instrument dalam aktivitas observing
Print out table sebagai alas menempelkan potongan-potongan paragraf acak
Print out potongan-potongan paragraf acak yang harus dicocokkan:
Earthquake and volcanic eruption are the causes of tsunami formation. The
surface of the seafloor rises and falls along a fault when tsunami occurs. Then, the
defect disrupts seawater balance. In this case, substantial errors produce
considerable wave power. After the earthquake, the water recedes because wave
power becomes small. After receding, seawater returned to the land in the form of
massive waves. Also, the cause of tsunami formation is volcanic eruption on the
ocean floor. The explosion is caused by a high movement of seawater or
surrounding water.
In conclusion, tsunami is a natural phenomenon that has a significant effect
on the environment. Therefore, we must always be cautious in the face of this
disaster.
How Does Tsunami Occur?
In general, tsunami is a series of large-scale sea waves that rises and falls
towards land. It is caused by several factors, such as earthquake, volcanic
eruption, etc.
The answer:
How Does Tsunami Occur?
In general, tsunami is a series of large-scale sea waves that rises and falls
towards land. It is caused by several factors, such as earthquake, volcanic
eruption, etc.
Earthquake and volcanic eruption are the causes of tsunami formation. The
surface of the seafloor rises and falls along a fault when tsunami occurs. Then, the
defect disrupts seawater balance. In this case, substantial errors produce
considerable wave power. After the earthquake, the water recedes because wave
power becomes small. After receding, seawater returned to the land in the form of
massive waves. Also, the cause of tsunami formation is volcanic eruption on the
ocean floor. The explosion is caused by a high movement of seawater or
surrounding water.
In conclusion, tsunami is a natural phenomenon that has a significant effect
106
on the environment. Therefore, we must always be cautious in the face of this
disaster.
Lampiran 2: Instrument dalam group work
Instrument of group work
Name:
Class:
Date:
Instructions!
1. Please write an explanation text based on the given topic! Write it by
following the criteria, such as introduction (general statement), content
(explanation), and conclusion.
2. Write down at least 150 words in three paragraphs.
Topic: How Does Tsunami Occur?
Pertemuan Kedua Lampiran 1: Instrument dalam aktivitas observing
Print out table sebagai alas menempelkan potongan-potongan paragraf acak
Print out potongan paragraf acak yang harus dicocokkan:
In short, a volcano is a natural phenomenon that has a significant effect. A
high-pressure gas causes this significant phenomenon from the bowels of the earth
that emit ash, rocks, etc. Therefore, we must always be alert from the threat of the
volcano.
In general, a volcano is a mountain that forms when magma comes out from
the bowels of the earth to the earth’s surface. This phenomenon occurs because of
the sediment of the high-pressure gas that drives the magma sediments to come
out from the bowels of the earth.
The formation of volcanoes occurs when the heat that is inside the earth can
melt rocks in the bowels of the earth. When the rocks melt, the gas from the solid-
liquid mixes with magma. After that, the magma will be pushed towards the
surface of the earth. In this case, the magma that comes out of the bowels of the
earth through a volcanic hole is known as lava.
107
How Does Volcano Occur?
The answer:
How Does Volcano Occur?
In general, a volcano is a mountain that forms when magma comes out from the
bowels of the earth to the earth’s surface. This phenomenon occurs because of the
sediment of the high-pressure gas that drives the magma sediments to come out
from the bowels of the earth.
The formation of volcanoes occurs when the heat that is inside the earth can
melt rocks in the bowels of the earth. When the rocks melt, the gas from the solid-
liquid mixes with magma. After that, the magma will be pushed towards the
surface of the earth. In this case, the magma that comes out of the bowels of the
earth through a volcanic hole is known as lava.
In short, a volcano is a natural phenomenon that has a significant effect. A
high-pressure gas causes this significant phenomenon from the bowels of the earth
that emit ash, rocks, etc. Therefore, we must always be alert from the threat of the
volcano.
Lampiran 2: Instrument dalam group work
Instrument of group work
Name:
Class:
Date:
Instructions!
1. Please write an explanation text based on the given topic! Write it by
following the criteria, such as introduction (general statement), content
(explanation), and conclusion.
2. Write down at least 150 words in three paragraphs.
Topic: How Does Volcano Occur?
Pertemuan Ketiga Lampiran 1: Instrument dalam aktivitas observing
Print out tabel sebagai alas menempelkan potongan-potongan paragraf acak
Print out potongan paragraf acak yang harus dicocokkan:
In conclusion, soil erosion, heavy rain, and vibration from earthquakes are
108
some factors that cause landslides. To overcome the occurrence of landslides, we
should do reforestation on the slopes, reduce the construction of housing in the
slope area, and make swales in the slope area. Therefore, we should always be
careful about landslides.
The occurrence of landslides starts from the lack of trees that strengthen the
structure of the soil and rocks so that the earth and stone in the slope area become
eroded. Moreover, high rainfall during the dry season makes rainwater enter into
hollow soil pores. Then, it creates a shift in the land. Besides, vibrations from
earthquakes also make rock or soil in the slope area undergo movement.
Why Does Landslide Happen?
Landslide is a natural event that occurs because it is caused by the movement
of rocks or soil in the slope area. This natural event is influenced by several
factors, such as soil erosion, heavy rain, and vibration from earthquakes.
The answer:
Why Does Landslide Happen?
Landslide is a natural event that occurs because it is caused by the movement
of rocks or soil in the slope area. This natural event is influenced by several
factors, such as soil erosion, heavy rain, and vibration from earthquakes.
The occurrence of landslides starts from the lack of trees that strengthen the
structure of the soil and rocks so that the earth and stone in the slope area become
eroded. Moreover, high rainfall during the dry season makes rainwater enter into
hollow soil pores. Then, it creates a shift in the land. Besides, vibrations from
earthquakes also make rock or soil in the slope area undergo movement.
In conclusion, soil erosion, heavy rain, and vibration from earthquakes are some
factors that cause landslides. To overcome the occurrence of landslides, we should
do reforestation on the slopes, reduce the construction of housing in the slope area,
and make swales in the slope area. Therefore, we should always be careful about
landslides.
Lampiran 2: Instrument dalam group work
Instrument of group work
Name:
Class:
Date:
Instructions!
1. Please write an explanation text based on the given topic! Write it by
following the criteria, such as introduction (general statement), content
(explanation), and conclusion.
2. Write down at least 150 words in three paragraphs.
Topic: Why Does Landslide Happen?
109
Pertemuan Keempat Lampiran 1: Instrument dalam aktivitas observing
Print out table sebagai alas menempelkan potongan-potongan paragraf acak
Print out potongan paragraf acak yang harus dicocokkan:
In short, rain is a natural phenomenon that passes through various stages of the
water cycle process. Therefore, rain is a natural phenomenon that is quite familiar
in life. However, we also need to anticipate the impact of high rainfall.
How Does Rain Happen?
The first stage in the rain process is evaporation. It happens because
sunlight brings heat energy so that the water on the earth evaporates and rises into
the air. Then, the water vapor that enters the atmosphere turns to dew. This is
called the condensation stage. After that, when the temperature gets higher, it
makes the dewdrops denser. Dew forms a group of thick dew called clouds. The
help of wind from the air can cause small clouds to move and unite into large
clouds. Besides, large clouds are carried by wind to places where the air
temperature is lower. In this case, the cloud turns gray because there are more
clouds pile up into a bunch of clouds. Then, the last stage is precipitation. In this
stage, the gray clouds cause the water droplets to become heavier that will make
the water droplets fall from the sky to the earth so that this natural phenomenon is
called rain.
Rain is a natural phenomenon which is a grain of water that falls from the
sky to the surface of the earth. The process of forming rain occurs through several
stages, such as evaporation, condensation, and precipitation. Therefore, the rain
process is a water cycle process.
110
The answer:
How Does Rain Happen?
Rain is a natural phenomenon which is a grain of water that falls from the sky
to the surface of the earth. The process of forming rain occurs through several
stages, such as evaporation, condensation, and precipitation. Therefore, the rain
process is a water cycle process.
The first stage in the rain process is evaporation. It happens because sunlight
brings heat energy so that the water on the earth evaporates and rises into the air.
Then, the water vapor that enters the atmosphere turns to dew. This is called the
condensation stage. After that, when the temperature gets higher, it makes the
dewdrops denser. Dew forms a group of thick dew called clouds. The help of wind
from the air can cause small clouds to move and unite into large clouds. Besides,
large clouds are carried by wind to places where the air temperature is lower. In
this case, the cloud turns gray because there are more clouds pile up into a bunch
of clouds. Then, the last stage is precipitation. In this stage, the gray clouds cause
the water droplets to become heavier that will make the water droplets fall from
the sky to the earth so that this natural phenomenon is called rain.
In short, rain is a natural phenomenon that passes through various stages of the
water cycle process. Therefore, rain is a natural phenomenon that is quite familiar
in life. However, we also need to anticipate the impact of high rainfall.
Lampiran 2: Instrument dalam group work
Instrument of group work
Name:
Class:
Date:
Instructions!
1. Please write an explanation text based on the given topic! Write it by
following the criteria, such as introduction (general statement), content
(explanation), and conclusion.
2. Write down at least 150 words in three paragraphs.
Topic: How Does Rain Happen?
111
APPENDIX 4
THE STAGES OF ANALYZING NORMALITY TEST,
HOMOGENEITY TEST, AND T-TEST WITH SPSS 20
1. Normality test
This test aims to test whether the data was normally distributed or not.
a. The formulation of normality hypothesis of the data
Ho: The data is normally distributed
H1: The data is not normally distributed
b. The stages of operating normality test using Kolmogorov Smirnov in
SPSS 20
1) Open SPSS Program
2) Click “Variable View”
3) Input data, such as the name, label, value, and scale.
Variable 1 Variable 2
Name: Pre-test Score or
Post-test Score
Name: Class
Scale: Nominal Value: 1: Experimental Class
2: Controlled Class
4) Input the data in “Data View”
5) Click analyze->Descriptive Statistics->Explore
6) Put “Pre-test Score or Post-test Score” as the Dependent List and
“Class” as the Factor List
7) Click Plot
8) Checklist “Normality plots with test”->Continue->OK
c. In the degree of significance 5% (0.05), if sig. value (p) > a, Ho is
accepted and if sig. value (p) < a, Ho was rejected
2. Homogeneity test
The purpose of this test is to test whether the data was homogeneous or not.
a. The hypotheses of homogeneity test
Ho: The data is homogeneous
H1: The data is not homogeneous
b. The stepss of calculating homogeneity test using Levene Test in SPSS 20
1) Open SPSS Program
2) Click “Variable View”
3) Input data, such as the name, label, value, and scale.
Variable 1 Variable 2
Name: Pre-test Score or
Post-test Score
Name: Class
Scale: Nominal Value: 1: Experimental Class
2: Controlled Class
4) Input the data in “Data View”
5) Click analyze->Compare Means->One-Way ANOVA
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6) Put “Pre-test Score or Post-test Score” as the Dependent List and
“Class” as the Factor List
7) Click Option
8) Checklist “Homogeneity of Variance Test”->Continue->OK
c. With the degree of significance 5% (0.05), if sig. value (p) > a, Ho is
accepted and if sig. value (p) < a, Ho was rejected
3. Independent Sample T-test
The objective of this test is to test the significance of the average different
between the two groups
a. Open SPSS Program
b. Click “Variable View”
c. Input data, such as the name, label, value, and scale.
Variable 1 Variable 2
Name: Pre-test Score
or Post-test
Score or T-test
Score
Name: Class
Scale: Nominal Value: 1: Experimental
Class
2: Controlled Class
d. Input the data in “Data View”
e. Click analyze->Compare Means->Independent Samples T Test
f. Put “Pre-test Score or Post-test Score” as the Test Variable(s) and
“Class” as the Grouping Variable
g. Click Define Group
h. In the use specified values, put “1” in Group 1 and “2” in Group 2-
>Continue
i. Click Options
j. Fill “95%” in the Confidence Interval->Continue->OK
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APPENDIX 5
THE RESULT OF ANOVA TEST OF STUDENTS’ MIDTERM
EXAM SCORES
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APPENDIX 6
SCORE OF PRE-TEST OF EXPERIMENTAL CLASS AND
CONTROLLED CLASS
No. Experimental
Class
Score Controlled
Class
Score
1. Student 1 80 Student 1 66
2. Student 2 66 Student 2 60
3. Student 3 56 Student 3 56
4. Student 4 53 Student 4 80
5. Student 5 60 Student 5 63
6. Student 6 56 Student 6 60
7. Student 7 60 Student 7 60
8. Student 8 56 Student 8 70
9. Student 9 73 Student 9 56
10. Student 10 56 Student 10 66
11. Student 11 66 Student 11 56
12. Student 12 53 Student 12 70
13. Student 13 50 Student 13 70
14. Student 14 56 Student 14 63
15. Student 15 63 Student 15 56
16. Student 16 70 Student 16 60
17. Student 17 53 Student 17 53
18. Student 18 66 Student 18 66
19. Student 19 60 Student 19 73
20. Student 20 63 Student 20 66
21. Student 21 56 Student 21 63
22. Student 22 53 Student 22 80
23. Student 23 66 Student 23 56
24. Student 24 60 Student 24 66
25. Student 25 66 Student 25 66
26. Student 26 63 Student 26 70
27. Student 27 63 Student 27 60
28. Student 28 70 Student 28 63
29. Student 29 63 Student 29 60
30. Student 30 60 Student 30 63
31. Student 31 60 Student 31 53
Total Score 1896 Total Score 1970
Mean 61.16 Mean 63.55
Min. Score 50 Min. Score 53
Max. Score 80 Max. Score 80
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APPENDIX 7
SCORE OF POST-TEST OF EXPERIMENTAL CLASS AND
CONTROLLED CLASS
No. Experimental
Class
Score Controlled
Class
Score
1. Student 1 90 Student 1 86
2. Student 2 86 Student 2 70
3. Student 3 80 Student 3 80
4. Student 4 80 Student 4 90
5. Student 5 80 Student 5 73
6. Student 6 70 Student 6 76
7. Student 7 83 Student 7 70
8. Student 8 80 Student 8 70
9. Student 9 90 Student 9 80
10. Student 10 80 Student 10 73
11. Student 11 83 Student 11 80
12. Student 12 76 Student 12 83
13. Student 13 73 Student 13 73
14. Student 14 73 Student 14 80
15. Student 15 80 Student 15 83
16. Student 16 80 Student 16 70
17. Student 17 90 Student 17 83
18. Student 18 70 Student 18 76
19. Student 19 76 Student 19 80
20. Student 20 86 Student 20 80
21. Student 21 76 Student 21 70
22. Student 22 73 Student 22 73
23. Student 23 80 Student 23 80
24. Student 24 86 Student 24 83
25. Student 25 86 Student 25 73
26. Student 26 76 Student 26 80
27. Student 27 73 Student 27 76
28. Student 28 86 Student 28 76
29. Student 29 83 Student 29 76
30. Student 30 86 Student 30 76
31. Student 31 73 Student 31 76
Total Score 2484 Total Score 2395
Mean 80.13 Mean 77.26
Min. Score 70 Min. Score 70
Max. Score 90 Max. Score 90
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APPENDIX 8
GAINED SCORE OF PRE-TEST AND POST-TEST OF
EXPERIMENTAL CLASS AND CONTROLLED CLASS
No. Experimental
Class
Score Controlled
Class
Score
1. Student 1 10 Student 1 20
2. Student 2 20 Student 2 10
3. Student 3 24 Student 3 24
4. Student 4 27 Student 4 10
5. Student 5 20 Student 5 10
6. Student 6 14 Student 6 16
7. Student 7 23 Student 7 10
8. Student 8 24 Student 8 0
9. Student 9 17 Student 9 24
10. Student 10 24 Student 10 7
11. Student 11 17 Student 11 24
12. Student 12 23 Student 12 13
13. Student 13 23 Student 13 3
14. Student 14 17 Student 14 17
15. Student 15 17 Student 15 27
16. Student 16 10 Student 16 10
17. Student 17 37 Student 17 30
18. Student 18 4 Student 18 10
19. Student 19 16 Student 19 7
20. Student 20 23 Student 20 14
21. Student 21 20 Student 21 7
22. Student 22 20 Student 22 -7
23. Student 23 14 Student 23 24
24. Student 24 26 Student 24 17
25. Student 25 20 Student 25 7
26. Student 26 13 Student 26 10
27. Student 27 10 Student 27 16
28. Student 28 16 Student 28 13
29. Student 29 20 Student 29 16
30. Student 30 26 Student 30 13
31. Student 31 13 Student 31 23
Total Score 588 Total Score 425
Mean 18.97 Mean 13.71
Min. Score 4 Min. Score -7
Max. Score 37 Max. Score 30
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APPENDIX 9
STATISTICAL CALCULATION ON GAINED SCORE OF
EXPERIMENTAL CLASS (X) AND CONTROLLED CLASS (Y)
No. X Y X-MX Y-MY (X-MX)2 (Y-MY)2
1. 10 20 -8.97 6.29 80.46 39.56
2. 20 10 1.03 -3.71 1.06 13.76
3. 24 24 5.03 10.29 25.30 105.88
4. 27 10 8.03 -3.71 64.48 13.76
5. 20 10 1.03 -3.71 1.06 13.76
6. 14 16 -4.97 2.29 24.70 5.24
7. 23 10 4.03 -3.71 16.24 13.76
8. 24 0 5.03 -13.71 25.30 187.96
9. 17 24 -1.97 10.29 3.88 105.88
10. 24 7 5.03 -6.71 25.30 45.02
11. 17 24 -1.97 10.29 3.88 105.88
12. 23 13 4.03 -0.71 16.24 0.50
13. 23 3 4.03 -10.71 16.24 114.70
14. 17 17 -1.97 3.29 3.88 10.82
15. 17 27 -1.97 13.29 3.88 176.62
16. 10 10 -8.97 -3.71 80.46 13.76
17. 37 30 18.03 16.29 325.08 265.36
18. 4 10 -14.97 -3.71 224.10 13.76
19. 16 7 -2.97 -6.71 8.82 45.02
20. 23 14 4.03 0.29 16.24 0.08
21. 20 7 1.03 -6.71 1.06 45.02
22. 20 -7 1.03 -20.71 1.06 428.90
23. 14 24 -4.97 10.29 24.70 105.88
24. 26 17 7.03 3.29 49.42 10.82
25. 20 7 1.03 -6.71 1.06 45.02
26. 13 10 -5.97 -3.71 35.64 13.76
27. 10 16 -8.97 2.29 80.46 5.24
28. 16 13 -2.97 -0.71 8.82 0.50
29. 20 16 1.03 2.29 1.06 5.24
30. 26 13 7.03 -0.71 49.42 0.50
31. 13 23 -5.97 9.29 35.64 86.30
Total 588 425 0 0 1254.94 2038.26
Mean 18.97 13.71 40.48 65.75
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APPENDIX 10
INSTRUMENT OF PRE-TEST
Name : _____________________________
Class : _____________________________
Date : _____________________________
Instructions!
1. Please write an explanation text based on the given topic! Write it by
following the criteria, such as introduction (general statement), content
(explanation), and conclusion.
2. Write down at least 150 words in three paragraphs.
3. If students write less than 150 words, they will not be included in the
research data.
Topic: Why Does Flood Happen?
________________________________________________________________
________________________________________________________________
________________________________________________________________
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________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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APPENDIX 11
INSTRUMENT OF POST-TEST
Name : _____________________________
Class : _____________________________
Date : _____________________________
Instructions!
1. Please write an explanation text based on the given topic! Write it by
following the criteria, such as introduction (general statement), content
(explanation), and conclusion.
2. Write down at least 150 words in three paragraphs.
3. If students write less than 150 words, they will not be included in the
research data.
Topic: Why Does Earthquake Happen?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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APPENDIX 12
DOCUMENTATION
Experimental Class Controlled Class
Suasana kelas saat pre-test Suasana kelas saat pre-test
Pre-test Pre-test
Kegiatan observing Kegiatan observing
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Asking stage Kegiatan observing
Investigating stage Suasana belajar
Creating stage Suasana belajar
123
Discussing stage Group work
Reflecting stage Group work
Post-test Post-test
Hasil dari creating stage Hasil dari creating stage
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APPENDIX 13
TABEL T
125
126
127
128
129
APPENDIX 14
EXAMPLES OF STUDENTS’ PRE-TEST
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131
APPENDIX 15
EXAMPLES OF STUDENTS’ POST-TEST
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133
APPENDIX 16
SURAT PENGESAHAN PROPOSAL SKRIPSI
134
APPENDIX 17
SURAT BIMBINGAN SKRIPSI
135
136
APPENDIX 18
SURAT PERMOHONAN IZIN PENELITIAN
137
APPENDIX 19
SURAT BALASAN IZIN PENELITIAN DARI SEKOLAH
138
APPENDIX 20
THE ANALYSIS OF CONTENT VALIDITY
WRITING TEST: When giving a writing task, it must be reflected in the
five elements: operation, types of text, address of texts, topics, dialect and
length of the text.
*Source: Hughes, Arthur. Testing for Language Teachers Second Edition.
Cambridge: Cambridge University Press, 2003. P. 85
Text : Explanation Text (1) Types of Text
Theme: Phenomena
(Pre-test: Flood and Post-test: Earthquake) (2) Topics
Instruction:
1. Write the name, class, and date
2. Write the explanation text about phenomenon based on the given
topic. Write it by following the criteria, such as introduction
(general statement), content (explanation), and conclusion
3. Write down at least 150 words in three paragraphs
4. If students write less than 150 words, they will not be included in the
research data
(3) Operations
(4) Addresses of Texts: The addresses here is the teacher or the researcher
of the course (native or non-native)
(5) Dialect and Length of Text
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APPENDIX 21
REFERENCES EXAMINATION PAPER
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141
142
143
144
145
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