the effect of using quick-write strategy...
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THE EFFECT OF USING QUICK-WRITE STRATEGY ON
STUDENTS’ WRITING IN ANALYTICAL EXPOSITION TEXT
(A Quasi-Experimental Study at the Eleventh-Grade of MA Jam’iyyah Islamiyyah
Pondok Aren In Academic Year 2019/2020)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfilment of the
Requirement for the Degree of S.Pd. (Strata 1) in English Education
By
Indah Purnamasari
11150140000053
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HODAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2020
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ABSTRACT
Indah Purnamasari (11150140000053), 2019. The Effect of Using Quick Write
Strategy on Students’ Writing in Analytical Exposition Text (A Quasi-
Experimental Study at the Eleventh-Grade of MA Jam’iyyah Islamiyyah Pondok
Aren in Academic Year 2019/2020).
Skripsi of Department of English Education Science, State Islamic University Syarif
Hidayatullah Jakarta, 2020
Keywords: Quick Write Strategy, Writing Skill, Analytical Exposition Text.
This research was aimed to get the empirical evidence about the effect of using quick
write strategy on students’ writing in analytical exposition text. This study used
quantitative method and quasi-experimental design. The population of this study was
the eleventh-grade students of MA Jam’iyyah Islamiyyah. The sample of this study
was 56 students who were classified into two classes, experimental and controlled
class. The data of pre-test and post-test of this research were analyzed by t-test and
SPSS 22. Based on the result of pre-test that controlled class gained high mean score
(65.44) while the experimental class (69.18). However, the result of post-test from
experimental class consequently gained higher score (78.07). While the score of post
test in the controlled class gained (73.37). After the data were analysed by using the t-
test, the result showed that the significance was (0.003 < 0.05). Moreover, the
calculation of the effect size presented 0.85 which mean the result of this research is
moderate effect. Thus, it revealed that there is an effect of using quick write strategy
on students’ writing in analytical exposition text at the eleventh-grade of MA
Jam’iyyah Islamiyyah Pondok Aren in academic year 2019/2020.
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ABSTRAK
Indah Purnamasari (11150140000053), 2020. Efektivitas dari Penggunaan
Strategi Quick Write terhadap Kemampuan Siswa dalam Menulis Teks
Eksposisi Analitis (Penelitian Semi Eksperimen pada Siswa Kelas XI MA Jam'iyyah
Islamiyyah Pondok Aren pada Tahun Akademik 2019/2020)
Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Pendidikan, Universitas
Islam Negeri Syarif Hidayatullah Jakarta, 2020
Kata kunci: Strategi Menulis Cepat, Kemampuan Menulis, Teks Eksposisi Analitik.
Penelitian ini bertujuan untuk mendapatkan bukti empiris tentang efektivitas dari
penggunaan strategi menulis cepat pada kemampuan siswa dalam menulis teks
eksposisi analitis. Penelitian ini menggunakan metode penelitian kunatitatif dan
desain kuasi eksperimental. Populasi penelitian ini adalah siswa kelas XI MA
Jam'iyyah Islamiyyah. Sampel penelitian ini adalah 56 siswa yang diklasifikasikan
menjadi dua kelas, kelas eksperimen dan kelas kontrol. Data dari pre-test dan post-
test pada penelitian ini di analisis dengan t-test dan SPSS 22. Berdasarkan hasil pre-
test kelas kontrol memperoleh hasil skor rata-rata lebih tinggi (65.44) sedangkan
kelas eksperimen memperoleh (69.18). Namun, hasil post-test dari kelas eksperimen
berhasil mendapatkan nilai yang lebih tinggi (78.07). Setelah data dianalisis dengan
menggunakan t-test, hasilnya menunjukkan signifikansi yaitu (0,0003 < 0,05). Selain
itu, perhitungan dari besarnya pengaruh menggunakan rumus Cohen yang di
tunjukkan 0.85 yang berarti hasil dari penelitian ini adalah pengaruh sedang. Dengan
demikian, hasil diungkapkan bahwa terdapat pengaruh dari penggunan strategi quick
write pada kemampuan siswa dalam menulis teks eksposisi analitis pada siswa kelas
sebelas di MA Jam’iyyah Islamiyyah Pondok Aren pada tahun akademik 2019/2020.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and the Merciful.
Praise be to God, the Lord of the world, who has given and blessing until the
researcher can finish this research entitled “The Effect of Using Quick Write Strategy
on Students’ Writing Analytical Exposition Text (A Quasi-Experimental Study at
Eleventh Grade Students of MA Jamiyyah Islamiyyah Pondok Aren)” Peace and
salutation be upon to our Prophet Muhammad who has brought from the darkness
into the lightness.
The researcher would like to express her deepest honour and gratitude to her
beloved parents, who always give of motivation, guidance, prayers and everlasting
support all the time. The writer also thanks to her sister, Irma Kumalasari, who
always motivate her to finish her study.
The writer realizes that she would never accomplish this study without the
help of people around her. Therefore, she would like to express her gratitude to the
advisors, Mrs. Dr. Fahriany, M.Pd. and Mrs. Desi Nahartini M.Ed. for the valuable
advice, suggestion, guidance, comments and support in completing this research
paper.
Furthermore, the researcher would like to express her gratitude appreciation
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. The head of MA Jam’iyyah Islamiyyah Pondok Aren, H. S.Ag., and all
teachers of MA Jam’iyyah Islamiyyah Pondok Aren who have given
opportunity and permission to conduct the research.
6. The students of XI MIA and XI IIS 2 who are willing to help and
contribute in completing the research.
7. Her big family who has given the support, motivation, and prayers for the
researcher.
8. All beloved friends of the Department of English Education B 2015 For the
support during this research.
9. All her beloved friends of DW for the support, help, motivation and advice
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during this research.
10. All people, whose names cannot be mentioned, who have given supports,
suggestions, and motivation during completing this research.
Finally, the researcher hopes this research is not being useful for the writer,
but also the readers. Moreover, this research is far from perfection. It is a
pleasure for the writer to have any critiques and advices to make this
research to be better.
Jakarta, December 18th
2019
Indah Purnamasari
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TABLE OF CONTENT
APPROVAL SHEET .................................................................................................. ii
ENDORSEMENT SHEET ........................................................................................ iii
SURAT PERNYATAAN KARYA SENDIRI .......................................................... iv
ABSTRACT ................................................................................................................. v
ABSTRAK ................................................................................................................. vi
ACKNOWLEDGEMENT ........................................................................................ vii
TABLE OF CONTENTS ......................................................................................... viii
LIST OF TABLES ..................................................................................................... xi
LIST OF FIGURES .................................................................................................. xii
LIST OF APPENDICES ......................................................................................... xiii
CHAPTER I: INTRODUCTION .............................................................................. 1
A. Background of the Study ....................................................................................... 1
B. Identification of the Problem ................................................................................. 5
C. Limitation of the Problem ...................................................................................... 5
D. The Formulation of the Study ................................................................................ 5
E. The Objective of the Study .................................................................................... 5
F. Significance of the Study ....................................................................................... 6
CHAPTER II: LITERATURE REVIEW ............................................................... 7
A. Writing ................................................................................................................... 7
1. Definition of Writing .................................................................................... 7
2. The Purpose of Writing ................................................................................ 8
3. The Process of Writing ............................................................................... 9
B. Analytical Exposition Text .................................................................................. 10
1. Definition of Analytical Exposition Text ................................................... 10
2. The Function of Analytical Exposition Text .............................................. 11
3. Generic Structure of Analytical Exposition Text ....................................... 11
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4. Language Feature of Analytical Exposition Text ....................................... 12
5. The Example of Analytical Exposition Text .............................................. 13
C. Quick Write Strategy....................................................................................... 15
1. Definition of Quick Write Strategy ............................................................ 15
2. Procedure of Using Quick Write Strategy .................................................. 16
3. The Advantages of Using Quick Write Strategy ........................................ 17
D. Previous Related Studies ................................................................................. 18
E. Thinking Framework ....................................................................................... 19
F. Theoretical Hypothesis.................................................................................... 20
CHAPTER III: RESEARCH METHODOLOGY ................................................ 21
A. Place and time ................................................................................................ 21
B. Research Method and Design ......................................................................... 21
C. Population and Sample .................................................................................... 23
D. Technique of Data Collection ......................................................................... 23
E. Research Instrument ........................................................................................ 24
F. Technique of Data Analysis ............................................................................ 26
G. Statictical Hypothesis ...................................................................................... 27
CHAPTER IV: RESEARCH FINDING AND DISCUSSION .............................. 29
A. Research Finding ........................................................................................... 29
1. Description of the Data ............................................................................... 31
2. Data Analysis .............................................................................................. 34
B. Discussion ....................................................................................................... 40
CHAPTER V: CONSLUSION AND SUGGESTION ........................................... 44
A. Conclusion ...................................................................................................... 44
B. Suggestion ....................................................................................................... 45
REFERENCES .......................................................................................................... 46
APPENDICES ........................................................................................................... 51
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LIST OF TABLES
Table 2.1 Example of Analytical Exposition Text .......................................................... 14
Table 3.1 Design of the Study ........................................................................................... 24
Table 3.2 Rubric for Assessing Students’ Writing ........................................................... 26
Table 4.1 Students’ Score of Experimental Class .......................................................... 31
Table 4.2 Students’ Score of Controlled Class ................................................................ 33
Table 4.3 Normality Test Result of Pre-Test in Experimental
and Controlled Class ......................................................................................................... 37
Table 4.4 Normality Test Result of Post-Test in Experimental and
Controlled Class ................................................................................................................... 37
Table 4.5 Homogeneity Test Result of Pre-Test in Experimental and Controlled
Class ..................................................................................................................................... 45
Table 4.6 Homogeneity The Result of Post-Test in Experimental and Controlled
Class ..................................................................................................................................... 39
Table 4.7 The Result of T-test ........................................................................................... 40
Table 4.8 The Effect Size Result ....................................................................................... 41
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LIST OF FIGURES
Figure 2.1 The Writing Process ................................................................................11
Figure 4.1 Overview of Both Classes Scores Comparison ........................................35
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LIST OF APPENDICES
Appendix 1 Lesson Plan Experimental Class .................................................................. 49
Appendix 2 Lesson Plan Controll Class .......................................................................... 76
Appendix 3 Instrument of Pre-Test ............................................................................... 100
Appendix 4 Instrument of Post-test ............................................................................... 101
Appendix 5 The Result of Pre-test Experimental Class ............................................... 102
Appendix 6 The Result of Post-test Experimental Class ............................................ 105
Appendix 7 The Pre-test Result of Controlled Class .................................................... 108
Appendix 8 The Post-Test Result of Controlled Class ................................................ 111
Appendix 9 Surat Pengesahan Proposal Skripsi ........................................................... 114
Appendix 10 Surat Bimbingan Skripsi ....................................................................... 115
Appendix 11 Surat Izin Penelitian .................................................................................. 117
Appendix 12 Surat Keterangan Penelitian ..................................................................... 118
Appendix 13 Documentation .......................................................................................... 119
Appendix 14 References Examination Paper ................................................................ 120
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Writing skill is one of the necessary skill that used in everyday life by
people in the world for business, administration, media, and academic.
Additionally, writing skill is one of the most popular activity at school because
everyday students write something in the classroom such as in learning process,
assignments and examination. Writing includes creative thinking and it relates
new information with the prior knowledge and it makes new information
meaningful.1 Writing encourages students learning and can be assessed easily by
the teacher. Additionally, writing can improve learning and foster students in
critical thinking. While writing is a process complex, the student must think hard
to express their thought, then the student can represent their mind in writing form.
Writing is not only based on the topic without aim but what is meant by writing is
a continuous activity.2 It means, before we are going to write something, we must
through the process of writing first so we know what we are going to write on
paper.
Moreover, to develop student’s writing required a process and the students
need to practice their writing. To place a good writing for the writer through some
steps such as, practice, edit, and revise.3 The sequence of writing is necessary in
order the students be able to write well. Students do not write directly about what
they want, but they need process to write and they have to explore their ideas in
writing. Students thought that writing is a difficult skill to be mastered because it
1Sukran Tok and Anil Kandemir, Effect od Creative Writing Activities on Studets’
Achievement in Writing, Writing Disposition and Atitude to English, Procedia-Social and
Behavioral Sciences,174(2015), p. 1636. 2 Ariyanti, The Teaching of EFL Writing in Indonesia, Dinamika Ilmu, Vol. 16 No. 2,
2016, p. 265. 3Rifa’ Atul Mahmudah, An Analysis of Generic Structure in Students’ Writing of an
Analytical Exposition Text at Grade XI of MAN 2 Padang in the Academic Year 2015/2016.
JELT, Vol 6 No 1 Serie B, September 2017, p. 85.
2
needs vocabulary, grammar, punctuation, and elaborate idea. Thus, students do
not have the courage to write something because of the grammatical rules.
Moreover, the teacher taught the students in English learning to expand
their English writing with different kind of text based on their level in school.
There are various text type to introduce to the eleventh-grade senior high school
such as narrative text, descriptive text, report text, exposition text, etc. While there
are two kinds of exposition text; firstly, hortatory exposition text hich tends to
provide recommendations to the reader. Secondly, analytical exposition text
which has the aims to convince and persuade the reader to believe what the writer
believes.
Furthermore, in analytical exposition text students be able to make an
analytical exposition text to state their opinion about a thing in school, village, or
their city.4 It means, the students state their opinion to persuade the readers or
listeners related to the case or the topic. As stated in Curriculum 2013 syllabus
stated students should be able to differentiate a social function, text structure, and
language features of spoken and written by giving and asking information related
actual issues suitable with contextual usage.5 In learning analytical exposition
text, students are expected to express their opinion about the issue. To sums up,
one of the texts that should be learned by the eleventh-grade of senior high school
students is Analytical Exposition Text. Thus, the students must comprehend the
text especially about the actual issues.
The function of analytical exposition is to persuade the reader with the
writer’s opinion about the issue around. The general structure of analytical
exposition are thesis, arguments, and reinforcement of the thesis. The thesis
contains the outline of the main point to discuss and to elaborate in arguments and
reinforcement of the thesis is the conclusion of the writer.6 Thus, in writing
analytical exposition text, the students are required to comprehend the text and
4 Silabus SMA/MA/SMK/MAK Mata Pelajaran Bahasa Inggris, (Jakarta: Kementrian
Pendidikan dan Kebudayaan, 2016), p. 19. 5 Ibid., p. 18.
6 Dian Yuliana and Isti Siti Saleha Gandana, Writers’ Voice and Engagement Strategies
in Students’ Analytical Exposition Texts, Indonesian Journal of Applied Linguistics, Vol. 7, No. 3,
2018, p. 615.
3
expressing the ideas related to the topic in writing paragraph or essay. Besides the
students need to comprehend the text, they must be knowledgeable about the issue
that will be discussed in the classroom so the students can provide their opinion
about the issue.
Several students at school in Indonesia deal with difficulties in writing
Analytical Exposition Text. Students confess that they were hardly to discover
some ideas to put in their paper and the way to write an appropriate organization7.
It means, students lack of information about issues that happens in society so
students can not elaborate their ideas in writing form. Moreover, students
encountered difficulty to choose the word to develop their ideas. In writing
analytical exposition text, students need to express and explore their ideas but
most of the students are afraid to put their ideas into written form because they
cannot think clearly about the topic. According to Mahmudah, Analytical is a
challenging genre because learners are not needed to have a worthy writing skills,
but it required their critical thinking.8 It causes the student does not has the
freedom to write, they have to choose a correct word or vocabulary and dealt with
grammatical use. According to Sari, students unable to write an appropriate words
in English. They are disposed to use their first language to translate in English.9
So the students tend to have a limit in thinking their ideas to put into written form.
In this case, the teacher needs to encourage students to motivate them to increase
students writing achievement. The teacher also has an important role in the
teaching-learning process in the classroom especially to choose a good method to
apply in the classroom in English learning and to determine students’ success in
writing achievement.
Therefore, to resolve that problem, the teacher requires an appropriate
strategy to enhance their writing ability, especially in writing Analytical
Exposition Text. In this problem, the researcher used a Quick Write Strategy to
7 Nofita Sari, The Effect of Using The Think-Talk-Write Strategy in Teaching Writing an
Analytical Exposition Text Towards Garde XI Students’ Writing Achievement at SMAN 10
Padang, JELT, Vol. 2, No. 2 Serie C, March 2014, p. 210 8 Mahmudah, op.cit., p. 85.
9 Sari, loc.cit.
4
help the students in writing Analytical Exposition Text. Quick write is a short
reflection of the topic or a sh ort feedback. According to Dough Buehl, the quick-
writes strategy is an intermezzo that intended while the class begin to respond
their learning. When students express their thoughts and understanding into
writing with a short reflection, students make connections regarding to themselves
in writing by combining new vocabulary into their ideas and concepts .10
It means,
the short reflection is to respond in their writing. Beside, the short reflection is
used to warm-up students background knowledge related to the topic. Guillaume
et.al in Aorora stated, quick-writes strategy activates learners’ experience or
background knowledge related to the topic which student should not to worried on
spelling, grammar, and organization.11
This strategy also focuses on students’
response or short feedback about the specific topic. Thus, the students be able to
write many things without afraid of grammatical strucure and help them to
elaborate their ideas by writing anything they know regards to the certain topic. In
addition, this strategy provides the facility to the students in understanding of the
informational text through the use of integrated language activity.
The benefits of using Quick-Write Strategy is students can improve their
writing skill because this strategy provides students to write quickly and activate
prior knowledge of the students. Accordimg to Ministry of Education in Aorora,
the advantage of Quick Write strategy is help learner who has lack of self-
confident in verbally, they able to think and write, allows them easily to share
with partner12
. It means, the students would be confident to write anything on
their paper and easier to develop their ideas in writing. Moreover, according to
Mason, quick is a tent minutes built a paragraph responses to a question regarded
to the topic given and mostly used in some subjects in the classroom.13
Therefore,
10
Dough Buehl, Classroom Strategies for Interactive Learning 4th
Edition, (New Jersey:
International Reading Association, Inc. 2013), p. 168. 11
Putri Aorora, Teaching Reading Comprehension by Using “Quick Writte” Strategy for
Senior High School Students, Journal of English Language Teaching, Vol. 2 No. 1, September
2013, Serie D, p. 245. 12
Ibid., p. 246. 13
Linda H. Mason, Effects of Quick Writing Instruction for High School Students With
Emotional Disturbances, Journal of Emotional and Behavioral Disorders, 21(3), 2011, p. 164.
5
this strategy help students to write easier on their paper about everything related
to the topic they choose.
Considering the importance of writing above and some of the problem that
students encountered in writing, the writer found a good solution to improve
students writing skill in Analytical Exposition text and makes the student
interested in writing. One of the strategy that help students in writing Analytical
Exposition Text is a Quick Write strategy. Hence, the writer would like to conduct
the research with the title “The Effect of Using Quick-Writes Strategy on
Students’ Writing in Analytical Exposition Text” (A Quasi-Experimental Study at
the Eleventh Grade Students of MA Jam’iyyah Islamiyyah Pondok Aren in
academic year 2019/2020).
B. Identification of the Problem
As the background of the study above, the writer concludes the
identification of the problem as follows:
1. The teacher does not encourage students in their writing achievement.
2. Students have a problem to elaborate and express their ideas in analytical
exposition text.
3. Students have difficulties in grammatical aspects.
4. Students are afraid to put their ideas into written fom and lack of vocabualary.
C. Limitation of the Study
Based on the problem identification above, the writer limited this study to
investigate “The effect of Using Quick-Writes Strategy on Students’ Writing in
Analytical Exposition Text (A Quasi-Experimental Study at the Eleventh Grade
Students of MA Jam’iyyah Islamiyyah Pondok Aren)”
D. The Formulation of the Study
In order to solve the problem, the writer conduct the research to
investigate the stra tegy for writing. The research question can be formulated “Is
there any effect of Using Quick-Writes Strategy on Students’ Writing in
Analytical Exposition Text?”
6
E. The Objective of the Study
The objective of the study is to discover empirical evidence about the
effect of using Using Quick-Writes Strategy on Students’ Writing in Analytical
Exposition Text in Eleventh Grade Students at MA Jam’iyyah Islamiyyah Pondok
Aren.
F. Significance of The Study
The result of this study are expected to be useful knowledge about the
Quick-Writes Strategy on Students’ Writing in Analytical Exposition Text for the
students, teachers, and further researchers, the significance as follows:
1. Students
For students, the writer hopes the Quick-Writes Strategy can give a
significant effect on students in writing Analytical Exposition Text which students
can develop their ideas into writing paragraph or essay easier.
2. Teachers
For a teacher, the writer hopes the use of Quick-Writes Strategy can give a
benefit to teachers and sources for teaching English in the classroom especially
for teaching writing. This strategy can warm-up students writing or ideas related
to the topic.
3. Other Researchers
The writer hopes this strategy can be beneficial information to teach
writing in the classroom and they can conduct further researcher related to this
study.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Writing
1. Definition of Writing
Writing is not just putting the words on paper. Writing is a tool to express
opinion, ideas, feeling and for communication that represent of language.
Furthermore, writing is not only to express some ideas and thoughts. Writing has to
do with organized process of movements and thoughts because in written form
writing is try to connect ideas, feelings, and thoughts.1 Thus, in writing is essential to
through the process of writing to encourage their critical thinking. According to
Usman, writing is a progress of stating the ideas and thoughts of the author in which
use the knowledge of the organization and vocabulary to merge the author’s ideas to
communicate.2 So, writing is necessary skill because students can communicate the
aim of the writer. In addition, according to Sharples in Sabaruddin, writing skill
important to be mastered by learners since writing be able to make learner easier to
express and clarify their thoughts to others.3 Therefore, it can be concluded that
writing is a form of communication tool related to intellectual development and to
express our ideas, feelings, and thought.
Writing seemed difficult for the students. It is because students have limited
vocabulary and end up repeating the same words. Moreover, students have to
generate and organize their ideas in writing. To elaborate ideas in writing was
difficult for students, especially to find ideas to be written and to write it in a good
arrangement. To develop their writing is not only about the ideas but students should
have rich vocabulary. In addition, students cannot write on their paper in English
1 Bustami Usman, Using The Guided Writing Technique to Teach Writing of Analytical
Exposition Text, English Education Journal (EEJ), 7(1), January 2016, p. 32. 2 Ibid.
3 Sabaruddin, Facebook Utilization to Enhance English Writing Skill, English Language
Teaching, Vol. 12 No. 8. 2019, p. 37.
8
because they are accustomed to use their first language to translate the words.4 Thus,
the students should elaborate their vocabulary and choose an appropriate word into
written form.
Besides, writing is essential for students because it helps students in academics. It
can be said that students need to have a good writing skill in order to reach their goal.
According to Durga, students who have a good writing skill usually be able to
express their ideas and achieve their purpose.5 It can be said that writing skill is
crucial for students in which having good writing can make students successful in
their life. Durga also added the crucial of writing skill such as, (1) to write a
document, research papers, to reveal the fact and information; (2) looking for and
acquire a job; (3) make a presentation and report; (4) enhance communication skills;
(5) enhance creativity, exploration, and important for self-understanding.6 Thus,
students need to develop their writing skill besides it will help them in education and
professional levels.
2. The Purpose of Writing
Before we write something, usually we determine the purpose of writing. The
purpose of writing could be different depending on the writer’s motivation. Someone
would write on a paper in order to describe a thing, give some information, persuade
readers, and to express their ideas or feelings.
There are four purposes of writing which can be described that adapted by
Barton, as follows:7
a. To Explain
4 Nofita Sari, The Effect of Using the Think-Talk-Write Strategy in Teaching Writing an
Analytical Exposition Text Towards Grade XI Students’ Writing Achievement at SMAN 10 Padang,
JELT, Vol. 2, No. 2 Serie C, March 2014, p. 210. 5 V Satya Sri Durga, Developing Students’ Writing Skill in English – A Process Approach,
Journal for Research Scholars and Professionals of English Language Teaching, 6(2), 2018, p. 2. 6 Ibid., pp. 2—3.
7 Geoff Barton, Don‟t Call it Literacy! (New York: Routledge, 2013), pp. 148—156.
9
A writer tends to write in order to explain something about a subject and others
could understand which often begin with generalization in introducing the topic.
b. To Inform
Informative writing could produce to give some information about the topic with
clearly, factually, and impersonally.
c. To Persuade
Persuasive writing convinces the readers to have the same perspective as the writer
who starts presenting the topic by providing arguable proposition.
d. To Report
The writer provides some reports usually about finding or discovery which started
with a general statement followed by giving detailed and technical information.
3. The Process of Writing
Writing need a process before it having into a writing product. Moreover,
writing needs sequence of process to make and modify it until a writing product is
fixed. Thus in teaching writing, teacher should teach learners step by step of writing
process. According to Harmer, there are four steps of writing, as follows: 8
a. Planning
in this stage, the writer should think before need to write something, write
suitable word, and taking notes. Besides, the writer should think about the reader
for whom the writing.
b. Drafting
In this stage, the writer is able to begin the first draft of the writing
c. Reviewing
In this stage, the writer begins to review the first draft
d. Editing
8 Jeremy Harmer, Essential Teacher Knowledge, (England: Pearson Education Limited,
2012), pp. 128—129.
10
The last step, the writer edits the writing before to make the final of writing.
Figure 2.1
The Writing Process Adapted from Harmer9
B. The Nature of Analytical Exposition Text
1. Definition of Analytical Exposition Text
Analytical Exposition Text is a text that informs explanation about a
specific subject in which one of the text that used to express arguments about
something. Generally, this text can be found in newspaper, magazine, etc. According
to Refnaldi in Irwan, analytical exposition is an essay which there is an argument
9 Ibid., p. 129.
11
related to the something happen.10
It means, students can argue their opinions regard
to the given topic and support it with evidence.
Additionally, analytical exposition text is a text which provide the
writer’s opinion about an event that happens. This was in accordance with Djuharia in
Amilia, analytical exposition text is an argumentative essay in which deliver the
writer’s thoughts, ideas, or opinion for the readers or listener related to the case which
requires an information to convince the reader.11
Therefore, analytical exposition is
used to persuade the reader or listener which provide the writer’s point of view
regards to the issue happen surrounding.
Thus, based on the definition above of analytical exposition, it can be
concluded that analytical exposition is text that contains an argument related to the
problem happen surround. Moreover, the writer elaborates their arguments with their
ideas or opinions or thoughts which support it by evidence or fact or a data that
support the writer’s argument.
2. The Function of Analytical Exposition Text
The purpose of analytical exposition text eventually is to analyze the
topic and persuade the readers to have the same point of view as the writer.
According to enrichment module of English for eleventh-grade student in senior high
school stated that the purpose of analytical exposition is; (1) to invite the reader or
listener to get attention; (2) analyzing the topic and invite the reader to believe the
writer opinion which supported by the argument.12
10
Annisa Fitri Irwan, Students’ Ability in Writing an Analytical Exposition Text at English
Department of Universitas Negeri Padang, Journal of English Language Teaching, Vol. 7 No. 1 March
2018, p. 170. 11
Intan Kris Amilia, The Effect of Send a Problem Technique for Teaching Writing an
Analytical Exposition Text (A Quasi-Experimentl Study of the Eleventh Grade Students of SMA N 8
Semarang in the Academic Year 2015/2016), Journal of English Language Teaching, ELT FORUM
5(2) 2016, p. 3. 12
Matra Mahir Trampil, Modul pengayaan Bahasa Inggris untuk SMA/MA/SMK Kelas XI
Semester Gasal (Kurikulum 2013), Media Pressindo, p. 48.
12
3. Generic Structure of Analytical Exposition Text
In analytical exposition there is a generic structure of analytical
exposition text, they are the title, introduction, body, and conclusion. The first
paragraph is the introduction in which a thesis that introduces the topic and point of
the problem. In the body consist of explanation and argument with supporting
evidence. In conclusion, the writer makes repetition the thesis statement that supports
the writer towards the problem. In addition, another explanation of generic structure
are; (1) Thesis is introduction of an argument that contains of the topic and indicates
the author’s position; (2) Arguments, it contains of main the argument and expansion;
(3) The last is reiteration, the author make a conclusion of the writer’s arguments and
thesis.13
4. Language Features of Analytical Exposition Text
Language features in analytical exposition text as follows:14
a. In analytical exposition text, generally use descriptive persuasive
b. Use emotive connotation to emphasize viewpoint of the writer. The words
can be positive or negative.
c. Use an appropriate word such as use thesaurus. For example; instead of using
“bad” use appalling, unfavorable, ghastly, terrible
d. use the present tense for example lion live; I eat; cheetahs run
e. use mental verbs for example I believe; I prefer; I agree; I doubt; I disagree
f. use saying verbs for example people say; it is said; research indicates and so
on
g. use connecting words to make the arguments logic such as additionally;
furthermore; moreover; likewise; in addition; not only; also and so on
13
Dimas Yudha Putra Garintama, Analysis on Analytical Exposition Text Written by
Eleventh Graders of SMA Hang Tuah 4 Surabaya, Volume 06 Nomor 01 Tahun 2018, 09-16. p. 10. 14
Mahrukh Bashir, Bahasa Inggris SMA/MA/SMK/MAK KELAS XI (Jakarta: The Ministry of
Education and Culture, 2014), pp. 49—50.
13
h. use casual conjunction to point out a cause or reason of what is being stated.
For example, because; despite; due to; for that reason; in that case; even
though; yet; otherwise, and so on.
i. Use words that express the author’s attitude to confirm. For example,
frequently, will, must, may, usually, typically, habitually, commonly, doubles,
and so on.
j. Use persuasive techniques:
1) Use generalization to support the argument of the writer.
2) Use evidence and facts such as using research, quotes, expert opinion.
3) Use overstatement to make the issues appear better.
5. The Example of Analytical Exposition Text
6.
Table 2.1
Example of Analytical Exposition Text15
Text organization Banning of motorbikes is necessary in
hosing areas
Introduction (thesis statement) Motorbikes are nuisance and a cause for a
great distress. Even though motorbikes are
considered as the most convenient form of
transportation, I think they are a hazard to
humans, animals as well as the
environment. I think motorbikes should be
banned in housing areas due to the
following reasons; cause of reasonable
amount of noise, air pollution, disease, and
15
Mahrukh Bashir, Bahasa Inggris SMA/MA/SMK/MAK KELAS XI (Jakarta: The Ministry of Education
and Culture, 2014), pp. 50—51.
14
accidents.
Argument 1 + elaboration First of all, I would like to point out that
motorbikes are major contributor to the
pollution in the world. Research has shown
Text Organization Banning of motorbikes is necessary in
hosing areas
that motorbikes emit a deadly gas that is
dangerous for the environment.
Consequently, long-term emission of gas
from motorbikes is a major contributor of
global warming (Science Daily).
Argument 2 + elaboration Secondly, according to a report from BBC
News Channel, motorbikes are also
responsible for causing disease such as
bronchitis, cancer and are major trigger of
asthma and high blood pressure. Some of
the diseases are so ghastly that they can kill
people (BBC News, 2009)
Argument 3 + elaboration Furthermore, motorbikes create so much
noise. There is „vroom vroom” noise
everywhere. It is extremely difficult to
sleep. Parents with infants find it extremely
challenging. The moment their babies fall
asleep, one or another motorbikes passes by
and the baby wakes up. It is also
arduous for children to concentrate on their
homework. Experts are of the opinion that if
15
there is extreme noise, it can lead to
deafness and lack of concentration in
children and adults (Fields, 1993).
Text Organization Banning of motorbikes is necessary in
hosing areas
Argument 4 + elaboration Finally, motorbikes are responsible for
horrible accidents. In some cases, there are
deaths. Motorbike raiders go so fast that
they are unable to stop on time thus they
end up hitting other people or animals.
Many times a lot of animals are trampled
and found dead on the road. Motorbikes are
known to be the biggest killers on the road
(Fields, 1993).
Conclusion (Reiteration of thesis
statement)
In conclusion, from the arguments above, I
strongly believe that motorbikes should be
banned from housing areas.
C. Quick-Writes Strategy
1. Definition of Quick-Writes Strategy plan interlude
Quick-writes is a strategy to check students’ background knowledge or
understanding about the topic related to the material. This strategy is used to review
students’ learning in the classroom. According to Buehl, quick write is a designed
gap for learner during class a break to react their learning.16
It means, this strategy
enable students to build their background knowledge related to the text. Moreover,
Moore in Aorora, the quick-writes strategy is a good way to prepare the learner to
integrate new material by asked them emotionally to take and write previous learning
16
Dough Buehl, Classroom Strategies for Interactive Learning (Fourth Edition), (USA:
International Reading Association, Inc.2014), p. 168.
16
material.17
In addition, quick-writes is a strategy which student can start to write
without focusing on grammar.
Quick Write is determined with a brief time in order the students are able to
gather their thought that related to their learning. Furthermore, a quick-writes strategy
could be used in the beginning, middle, and at the end of the learning in order to
know their understanding of the material. Additionally, a quick-write strategy can
enhance students’ fluency in writing. This strategy stimulates background knowledge
of students related to the topic, thereby can help the connection between new and
existing knowledge.
2. The Procedure for Using Quick-Writes Strategy
To apply this strategy in the classroom, there are some steps According to
Kucer and Silva, as follows:18
a. Into
1) The teacher explains to the students about the aim of a quick write strategy is
support them to find the ideas in writing, convince them this strategy
elaborates the writer’s idea.
b. Through
2) The students are asked by the teacher to begin to write whatsoever they know
relates to the topic.
3) If students have a problem to think, the teacher asked the students to write ―I
cannot think of anything to write‖ until the students’ ideas is emerge.
c. Beyond
4) The students have a chance to share their ideas that have been explored in
their Quickwrites.
17
Putri Aorora, Teaching Reading Comprehension by Using ―Quick-Writes‖ Strategy for
Senior High School Students. Journal of English Language Teaching., Vol. 2 No. 1, 2013, p. 245. 18
Stephen B. Kucer and Cecilia Silva, Teaching the Dimension of Literacy, (London:
Lawrence Erlbaum Associates, Inc), 2008, p. 169.
17
5) The students discuss with the teacher if they have a difficulty about how to
write next, when they have a problem to think of a writing the topic and
expressing their thoughts. It may help the students to involve in this strategy.
In addition, Buehl on his Book also stated the procedure of using a quick-
writes strategy as follows:19
1. The teacher tells the students about the time (mostly the teacher arrange
the time is about one or three minutes)
2. The teacher was expecting that students be able to write immediately
and use their whole time to write.
3. Learners rapidly comprehend their thought that comes up to their
responsibilities in writing prompt.
4. Learners do not to be worried about their writing (the aim of this
strategy is fluency of their utterance)
5. The teacher asked the learners to share their writing with chair-mate.
A suitable time to providing a Quick-Write strategy is depending on the
learners and the topic in the classroom. Furthermore, this strategy uses a short time
in order to involve students in their thinking. By using a short time, students cannot
reflect and procrastinate before they start to write, and students are asked to writes
immediately when the students are asked to begin to writes. Based on the procedure
above, the writer chooses the strategy according to Kucer and Silva to be applied in
this research.
3. The advantages of Using Quick-Writes Strategy
According to Kucer and Silva, the benefit of using quick write strategy, as
follows:20
a. Students be able to explore kinds of topic in class
19
Buehl. loc.cit.. 20
Kucer and Sliva, op.cit., pp. 169—170.
18
b. Students were asked to focus in one topic and students are free to write anything
they know related to the topic.
c. This strategy helps them when they are hardly to think and what they want to
write.
d. This strategy helps students to write easier their work because this strategy allows
students to write anything and understand about the topic they choose.
D. Previous Related Studies
The researcher found some relevant studies which can be a reference to help this
study. The first previous study was conducted by Pohan.21
The aimed of her research
was to know the comparative between Quick-Write Strategy and Indirect Feedback
on the Students’ Ability in Writing Descriptive Text at the Tenth Grade Students at
MAS Ponpes At-Taufiqurrahman Labuhan Batu Utara in Academic Year 2016/2017.
The sample of her study were two classes which consisted for each classes were 27
and 25 students. The researcher used experimental research and quantitative as a
method for her study. The researcher used a written test to collect the data and to
analyze the data the researcher used the t-test. The result of her research was found
that Ho was rejected and Ha was accepted. It concluded that teaching-learning by
using Quick-Write strategy was more effective to enhance students’ ability in writing
descriptive text than using indirect feedback strategy.
Furthermore, another previous study was conducted by Saliyah. The object of the
research was to know The Effect of Using Quick-Writes Towards Students’ Writing
Ability in Descriptive Text at Eight-Grade Students of SMPN 1 Bandar Petalangan
Kabupaten Pelalawan. She used quasi-experimental as the design of her study. The
sample of the study was 40 students of second year students. The researcher used
cluster sampling for her study. The researcher used a test to collecting the data. To
21
Juniatik Pohan, A Comparative between Quick-Write Strategy and Indirect Feedback
Startegy on the Students‟Ablity in Writing Descriptive Text at MAS Ponpes At-Taufiqurrahman
Labuhan Batu Utara. (Medan: State Islamic University of North Sumatera, 2017), pp. 28—67.
19
analyzed the data, the researcher used t-test by using SPSS 16.0 version. The result
showed that 2.02 < 5.498 > 2.72.22
It means, there was a significant effect by using
Quick-Write Strategy on Students’ Writing Ability in Descriptive Text .
The last previous study which was conducted by Aorora.23
The objective of her
study was to find out student’s comprehension in reading for senior high school
students by using quick-write strategy in teaching reading comprehension. Her study
used a qualitative method. The purpose of the study was to introduce the strategy to
the teachers for teaching reading comprehension for senior high school. The teacher
used pre-teaching, whilst-teaching, post-teaching activities in her study. Then, the
researcher used a picture related to the topic. To know the result of the study, the
teacher used pre-reading and post-reading in her study. She asked the students to do a
quick write related to the topic before the student read the text. after the students read
their text, the teacher gave them questions to check their comprehension about the
text. Based on the result of her research, the quick-write strategy is an effective
strategy to teach reading comprehension for senior high school students. Furthermore,
this strategy can solve the problem in reading skill.
Based on the previous related study above, it can be concluded that those studies
used Quick-Write strategy as their strategy to improve students’ writing skill in the
classroom. The differences among the studies are the first and the second used a
quantitative research. Additionally, the third previous study used pre-teaching, whilst-
teaching, post-teaching activity in students’ ability in reading and used a qualitative
research. Therefore, it can be concluded that the object of this study is similar of
those previous studies that is to gain the proof of using a quick write strategy on
students’ writing while this study is focusing the effect of using quick write strategy.
22
Saliyah, The Effect of Using Quick-Write Strategy on Students‟ Writing Ability in
Descriptive Paragraph at the Second Year of SMPN 1 Bandar Petalangan Pelalawan Regency,
(Pekanbaru: State
Islamic University of Sultan Syarif Kasim Riau, 2013), pp. 28—9. 23
Putri Aorora, Teaching Reading Comprehension by Using ―Quick-Writes‖ Strategy for
Senior High School Students. Journal of English Language Teaching., Vol. 2 No. 1, 2013, pp. 244—
251.
20
E. Thinking Framework
Writing skill is one of the essential skill to be mastered by the students. It because
writing is used in everyday life especially at school such as in learning process and so
on. Writing can be said as creative thinking which is transmit new information. In
addition, writing encourage students’ learning and able to increase and foster students
in critical thinking. Though, writing is a process complex, students must think hard to
express their ideas in written form. To put their thoughts or ideas in written form,
students should use the sequence of writing such as planning, prewriting, drafting,
revising, editing, and publishing. Those process of writing are essential to use in
order to make students’ writing are better. Additionally, students feel that they have
some problems to explore their thought in writing because it needs vocabulary,
grammar, and punctuation. it makes the students lack of courage to write something
because of grammatical rules. Furthermore, students are lack of motivation and
interest in writing analytical exposition text.
Considering some problems above, the teacher should provide an appropriate
strategy to help students to develop their writing skill, increase their interest and
motivation in writing. From the statement above, the writer decided to use Quick
Write Strategy in order to improve students’ writing skill in analytical exposition text.
In this case, quick write strategy is assumed can develop students in writing analytical
exposition text and able to motivate students to interest in writing analytical
exposition text.
F. Theoretical Hypothesis
Based on the explanation and theory above, the writer assumes that there is no
significant effect of using Quick Write Strategy on Students’ Writing in Analytical
Exposition Text at the eleventh grade students of MA Jam’iyyah Islamiyyah Pondok
Aren in academic year 2019/2020.
21
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes how the research study was designed and where the
study was conducted. It presents some points about the research such as place and
time, method and research designed, population and sample, techniques of data
collection, research instrument, technique of data analysis, and statistical
hypothesis.
A. Place and Time
The research was conducted at eleventh-grade student at MA Jam’iyyah
Islamiyyah Pondok Aren which was located in Jl. Pesantren Jurang Mangu Timur,
Pondok Aren, South Tangerang 15222. The research was held from 18th
October
18th
, 2019 until November 16th
, 2019 in the academic year 2018/2019.
B. Research Method and Design
1. Research Method
In this study, the researcher used quantitative method. A quantitative method
in which categorized as a quasi-experimental research. According to Creswell,
quasi experiment includes assignment, except random assignments of members to
the group. It because the experiment itself cannot create a group for the
experiment1.
2. Research Design
This study used an experimental design. The experimental design generally
included two groups of subject, an experimental group and a control group,
although it was possible to conduct an experiment with only one group by
providing all treatments to the same subjects or with three or more groups. The
experimental group receive a treatment of some sort such as a new textbook or a
different method of teaching. Meanwhile, the control group is a group without
1 John W. Creswell , Educational research:
Planning, Conducting, and Evaluating Quantitative and Qualitative Research 4th Edition,
(Boston: Pearson Education, Inc. 2012), p. 309.
22
using treatment. The control group was essential in all experimental research
because it allows the researcher to decide whether the treatment get an effect than
another or not.2 It means, the control group is completely does not accept a
treatment from the researcher so the control group may accept a different
treatment.
Moreover, two variables involved in this research, those are quick write
strategy as an independent variable and analytical exposition text as dependent
variable. In this study, the writer conducted the research at the eleventh grade in
MA Jamiyyah Islamiyyah Pondok Aren. There are two classes group that was
compared. Furthermore, quick write strategy as a treatment that applied in
experimental class which was not used in control class. The pre-test and post-test
was given to the experimental class and control class as the following table:
Table 3.1
Research Design
Control Group Pre-Test No Treatment (lecturing,
and individual task)
Post-Test
Experimental
Group
Pre-Test Experimental Treatment
(Lecturing and using
Quick Write Strategy)
Post-Test
As shown the table above, the researcher need to find out if there was a
significance effect by using Quick Write strategy on students’ writing in
analytical exposition text. It involves two classes which divided into experimental
class and controlled class. In the experimental class, the students were given the
treatment by using Quick Write strategy while the controlled class was not trained
by using Quick Write strategy.
2 Jack R Fraenkel, Norman E Wallen, and Helen H. Hyun, How to Design and Evaluate
Research, (New York: Mc Graw Hill Companies, Inc. 2012), p. 266.
23
C. Population and Sample
The population of this study were all the eleventh-grade students in MA
Jam’iyyah Islamiyyah Pondok Aren in academic year 2019/2020. The researcher
took two classes for eleventh grade which was the sample of the research. The
first class was XI-MIA which consist of 29 students, and the second was XI-IIS 2
which consist of 27 students. For the experimental class was XI-IIS 2 and XI-MIA
as the controlled class of this research. The researcher used purposive sampling
which refers to the process of selecting these individuals. According to Nuemman,
purposive sampling concentrated on assessment of the research to choose the
sample with detailed purpose in conducting the research.3 Both classes of XI-IIS 2
and XI-MIA were chosen to be the sample of the research and identified to have
similar characteristic in term of skill or proficiency in English. The selection of
both classes was deliberated with an English teacher at school, considering
average of English score and some other cases.
D. Technique of Data Collection
The writer used the writing test to collect the data. The test was given to both
classes, pre-test, and post-test.
1. Pre-Test
The pre-test was given to both classes and conducted at the beginning of the
research to know the background knowledge of the students before the students
are given the treatment. The students were asked to write something related to the
topic.
2. Post-Test
After the pre-test, treatment was implemented to experimental class. The
treatment to implemented in the classroom was Quick Write strategy. During
treatment, he controlled class was taught analytical exposition text without any
treatment. After given the treatment post-test was given in order to know the
effect on students’ writing in analytical exposition after they receiving the
treatment.
3 W. Lawrence Neuman, Social Research Methods: Qualitative and Quantitative
Approaches,(USA:Pearson New International Edition, 2014). pp.273—274.
24
E. Research Instrument
The writer used a written test for the instrument of this study. The writer was
given the writing test in pre-test and post-test to experimental and controlled class.
The students were asked to write anything they know in their form about a
phenomenon surrounding. The pre-test was given to know students’ background
knowledge of writing an analytical exposition text before they get the treatment.
In the post-test, the researcher was given a topic and write everything they know
within tenth minutes then write into a paragraph. The post-test was given to the
students after they get the treatment in both experimental and controlled class.
The post-test was to measure their skill in writing an analytical exposition text
after the treatment. The students were given the test form by the teacher to do a
quick-write strategy. It was proposed to compare whether the treatment is going to
affect students’ writing in analytical exposition text or not. Before calculating the
data, the students’ writing pre-test and post-test should be analyzed and assessed
by using writing rubric. The writer used the analytical scale by Weigle which
consists of grammar, vocabulary, mechanics, fluency, and form.
Table 3.2
Rubric for Assessing Students’ Writing4
Aspects Scoring Criteria
Content 30-27
26-22
21-17
16-13
Excellent to very good:
knowledgeable, substantive, etc.
Good to average: some knowledge
of subject, adequate range, etc.
Fair to poor: limited knowledge of
subject, little substance, etc.
Very poor: does not show any
knowledge of subject, non-
substantive, etc.
4 Sara C. Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2002), pp.
116.
25
Organization 20-18
17-14
13-10
9-7
Excellent to very good: fluent
expression, idea clearly stated, etc.
Good to average: somewhat choppy,
loosely organize but main ideas
stand out, etc.
Fair to poor: non-fluent, ideas
confused or disconnected, etc.
Very poor: does not communicate,
no organization, etc.
Vocabulary 20-18
17-14
13-10
9-7
Excellent to very good: sophisticated
range, effective word/idiom choice
and usage, etc.
Good to average: adequate range,
occasional errors of word/idiom
form, choice, usage but meaning not
obscured.
Fair to poor: limited range, frequent
errors of word/idiom form, choice
usage- etc.
Very poor: essentially
transportation, little knowledge of
English vocabulary
Language Use 25-22
21-19
17-11
10-5
Excellent to very good: effective
complex constructions, etc.
Good to average: effective but
simple/complex constructions, etc.
Fair to poor: major problems in
simple/complex constructions, etc.
Very poor: nearly no mastery of
sentence construction rules, etc.
26
Mechanics 5
4
3
2
Excellent to very good:
demonstrates mastery of
conventions, etc.
Good to average: occasional errors
od spelling, punctuation, etc.
Fair to poor: frequent errors of
spelling, punctuation, capitalization,
etc.
Very poor: no mastery of
conventions, dominated by errors of
spelling, punctuation, capitalization,
paragraphing, etc.
After analyzing and assessing the data by the rubric, the result analyzed
and calculated by using statistical calculation system with significant level 0.05
with the formulations of statistical calculation as follows:
to =
to = The values of ‘t’ count
M1 = Mean of variable of experimental class
M2 = Mean of variable of controlled class
SEM1 = Standard error of experimental class
SEM2 = Standard error of controlled class.
F. The Technique of Data Analysis
This research used preliminary analysis to analyzing the data for experimental
class and control class. The analysis used IBM SPSS Statistics 22.
1. Normality Test
A normality test was conducted to find out whether the score of the
distribution of the data is normal or not.
2. Homogeneity Test
27
Homogeneity test used whether the data distribution of two classes are equal
or had different variant.
3. T-test
T-test is the principal data analysis process. The aim of the t-test is to test the
significant differences between experimental class and controlled class which can
be identified. The use of t-test is to determine whether the null hypothesis or
alternative hypothesis is accepted or rejected. The researcher used independent
sample t-test in this research. The t-test is formulated as follow:
In order to determine of the effect is strong or weak, the writer used Cohen’s
formula to find out whether the effect size of the strategy is strong. The formula as
follows:5
d=
pooled SD=
After calculate the data by the formula, there are the guideline from Cohen
to determine the effect size of the independent variable of this study;6
0-0.20 = weak effect
0.21-0.50 = modest effect
0.51-1.00 = moderate effect
> 1.00 = strong effect
G. Statistical Hypothesis
Statistical Hypotheses is used to know if there is an effect of using Quick
Write Strategy on Students’ Skill in Writing Summary. The hypotheses of the
study can be analyzed as follows:
H1= t0 > tt
Ho = t0 < tt
5 Daniel Mujis, Doing Quantitative Research in Education with SPSS, (London: Sage
Publication Ltd, 2004), p. 136—137. 6 Ibid., p. 139.
28
H1 : There is an effect of using Quick Write strategy on students’ writing in
analytical exposition text.
Ho : There is no effect of using Quick Write strategy on students’ writing in
analytical exposition text.
The criteria were used as follows:
1. Alternative Hypothesis (H1): There is an effect of using Quick Write strategy
on students’ writing in analytical exposition text at the eleventh-grade student
of MA Jam’iyyah Islamiyyah Pondok Aren or if p-value < sig ɑ = 0.05 (5%).
It means that the alternative hypothesis (H1) is accepted and the null
hypothesis (H0) is rejected.
2. Null Hypothesis (H1): There is no effect of using Quick Write strategy on
students’ writing in analytical exposition text at the eleventh-grade student of
MA Jam’iyyah Islamiyyah Pondok Aren or if p-value > sig ɑ = 0.05 (5%). It
means that the alternative hypothesis (H1) is rejected and the null hypothesis
(H0) is accepted.
29
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Description of the Data
The writer was conducted this study at the eleventh grade of MA Jam’iyyah
Islamiyyah Pondok Aren. In this research, the writer was used a test as a tool to
collect the primary data. The tests were divided into pre-test and post-test which were
equally given to the controlled and experimental class. XI MIA 1 was chosen as the
experimental class which consisted of 27 students, while XI IIS 2 was chosen as the
controlled class. The selection of the experimental and controlled class was
determined by an English teacher recommendation from school. Data score collected
from experimental and controlled class were presented in tables and described as
follows:
a. Students’ Writing of Experimental Class
Table 4.1
Students’ Score of Experimental Class
Students Pre-Test Post-Test Gained Score
1 69 73 4
2 78 79 1
3 71 81 10
4 66 73 7
5 81 86 5
6 75 79 4
7 66 73 7
8 65 70 5
30
Students Pre-Test Post-Test Gained Score
9 81 82 1
10 64 70 6
11 70 79 9
12 78 90 12
13 65 79 14
14 64 75 11
15 60 78 18
16 75 80 5
17 70 81 11
18 64 73 9
19 59 75 16
20 75 82 7
21 78 84 6
22 60 75 15
23 60 78 18
24 65 75 10
25 71 80 9
26 69 78 9
27 69 80 11
Total 1868 2108 240
Maximum
score
81 90
Minimum
score
59 70
Mean 69.18 78.07 8.89
The data in the Table 4.1, showed the score of pre-test and post-test of
experimental class in which the pre-test mean score was 69.18 and the post-test mean
score was 78.07. Moreover, the maximum score of pre-test was 81 and 90 was the
31
maximum score of post-test. Meanwhile, the minimum score showed 59 for pre-test
and 70 was the minimum score of post-test. The pre-test showed 1868 as the total
score of pre-test and 2108 as the total score of post-test. In addition, the gained score
from the total showed was 240. It means, the total showed above had an
improvement. In other words, it can be stated that there are differences between
students’ achievement of pre-test and post-test. Most students successfully gained
their writing score after they were given the treatments.
b. Students’ Writing Score of Controlled Class
Table 4.2
Students’ Score of Controlled Class
Student Pre-Test Post-Test Gained Score
1 59 57 -2
2 70 71 1
3 61 75 14
4 77 79 2
5 73 73 0
6 61 80 19
7 60 60 0
8 64 70 6
9 59 77 18
10 63 69 6
11 60 78 18
12 73 77 4
13 61 75 14
14 64 72 8
15 67 75 8
16 62 69 7
32
17 62 78 16
Students Pre-Test Post-Test Gained Score
18 66 78 12
19 77 80 3
20 62 71 9
21 66 81 15
22 67 79 12
23 59 60 1
24 77 80 3
25 45 70 25
26 73 77 4
27 69 73 4
28 75 75 0
29 66 69 0
Total 1898 2128 230
Maximum
score
77 81
Minimum
score
59 57
Mean 65.44 73.37 7.93
The data of students’ score of controlled class showed in the Table 4.1 also
indicate improvement although based on the increased mean score it cannot be
categorized as significant improvement. The mean score of pre-test showed 65.44,
while increased become 73.37 of the mean score of post-test. Meanwhile, the total
score of pre-test was 1898 and 2128 of the total score of post-test. The gained score
showed was 230 which the total score from the pre-test and post-test. Compared to
the scores from experimental class, the improvement in controlled class was less
significant. It means, the standard method of teaching as the treatment given to this
class was not effective as the treatment given to the experimental class.
33
69,18
65,44
78,07
73,37
58
60
62
64
66
68
70
72
74
76
78
80
Experimental Class Controlled Class
Chart Title
Pre-test Post-test
Based on the data in the Table 4.1 and 4.2 above, the mean score of pre-test
and post-test from both classes were probability increased. However, the students
from experimental class showed better performance in improving their score than the
students from controlled class. It can be interpreted by looking at the gained score or
the mean score of the post-test from both classes. Despite the pre-test score of
experimental class was lower than the controlled class, experimental class was able to
achieve higher score in the post test after given the treatments. The experimental class
increased the mean of gained score by 8.89 points while the controlled class could
only increase by 7.93 points.
c. Overview of the Data Result
Figure 4.1
Overview of Both Classes Scores Comparison
Based on the data in Figure 4.1 above, it showed that the pre-test mean scores
of the experimental class is 69.18 which is a bit higher that the controlled class that is
65.44. It means, the students in experimental class have almost the same writing
ability with the control class. Meanwhile, the figure also show chart of the pre-test
34
mean scores. Even both classes of experimental and control classes showed
improvement in the post-test score result. To sums up, the mean shows that the
students of experimental class achieved higher score in post-test compared to the
control class.
2. Data Analysis
In data analysis, there were a collected score from pre-test and post –test from
experimental and controlled class. Both of them were analysed by using t-test. Before
calculating the t-test value, to look the difference of significant level, it was necessary
to find out the normality and homogeneity value of the data. The normality test was
needed to know whether the data has been normally distributed or not. Then, after get
the normality result, the next step was calculating the data homogeneity. It was used
to find out that the data homogeneous or not. For conducting the test, the researcher
used SPSS 22 to analysed the data which showed in the following description.
a. Normality Test
The normality test was aimed to find whether the data from both classes, the
experimental and controlled class were normally distributed or not. It was also to
know if the data were in the same variance. The significance of the data by using
Kolmogorov-Smirnov from pre-test in experimental class is (0.200 > 0.05) and
controlled class is (0.109 > 0.05). From the significance of data in pre-test, the data is
normally distributed because the significance is higher than ɑ = 0.05. The result can
be seen in the Table 4.3 as follows:
35
Table 4.3
Normality Test Result of Pre-Test
Tests of Normality
Group
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Pre-Test Experimental Class .130 27 .200* .944 27 .154
Controlled Class
.147 29 .109 .925 29 .042
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Moreover, the researcher used Kolmogorov-Smirnov for the normality test by
using SPSS 22. The result of the data in the Table 4.3, the normality test of post-test
in both experimental class and controlled class indicates the significance of the data
from post-test in experimental class is (0.200 > 0.05) while the controlled class is
(0.75 > 0.05). It sums up that both of pre-test and post-test in experimental and
controlled class is higher than ɑ = 0.05 which mean the data is distributed normally.
The result can be seen in the Table 4.4 as follows:
Table 4.4
Normality Test Result of Post-Test
Tests of Normality
Group
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Post-Test Experimental Class .123 27 .200* .964 27 .444
Controlled Class .154 29 .075 .881 29 .004
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
36
b. Homogeneity Test
After conducted the normality test, the next step was the test of homogeneity
test. The aimed of this test was to find out that the sample of the data were
homogeneous. The data of pre-test and post-test from experimental class and
controlled class were also presented in the Table 4.5. The homogeneity test can be
seen as follows:
Table 4.5
Homogeneity Test Result of Pre-Test
The researcher used Levene Statistic to analyzed the homogeneity test of pre-
test. Based on the data in Table 4.5, the result indicated that the significance of pre-
test was (0.921 > 0.05) which is higher than ɑ = 0.05. Then, Ho is accepted.
Consequently, it can be concluded that the data in this research from pre-test in
experimental class and controlled class are homogeneous.
Meanwhile, the homogeneity test on the post-test showed (0.196 > 0.05) as
the significance value of the data. Both the result of pre-test and post-test are higher
that the significance level ɑ = 0.05 which mean that the data are homogeneous. The
result can be seen in the Table 4.6 as follows:
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
Pre-Test Based on Mean .010 1 54 .921
37
Table 4.6
Homogeneity Test Result of Post-Test
c. Statistical Hypothesis Test
After conducting the normality and homogeneity test, the result showed that
the data were qualified to be analysed by using t-test in order to test the hypothesis.
The hypothesis test was conducted to examine the existence of significant differences
in the result of the post-test between experimental and controlled class after the
treatment was given. This test would determine is there any effects of Quick Write
strategy which used in the treatments on students’ writing analytical exposition text.
The researcher used SPSS 22 to analysed the hypothesis. The result can be seen in
Table 4.7 as follows:
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
Post-Test Based on Mean 1.711 1 54 .196
38
Table 4.7
The Result of T-Test
Independent Samples Test
Levene's Test for
Equality of
Variances t-test for Equality of Means
F Sig. T Df
Sig.
(2-
tailed)
Mean
Differen
ce
Std.
Error
Differen
ce
95% Confidence
Interval of the
Difference
Lower Upper
Post-
Test
Equal variances
assumed 1.711 .196 3.166 54 .003 4.695 1.483 1.721 7.668
Equal variances
not assumed 3.197 51.827 .002 4.695 1.468 1.748 7.641
Based on data in the Table 4.7, the researcher used t-test in calculating the
data. The researcher used independent sample t-test for analysing the data in the post-
test. The result above indicated the t-test from post-test in both of the experimental
class and controlled class. The independent samples t-test results sig (2-tailed) (0.003
< 0.05) while significant standard used is ɑ = 0.05. It means, (0.003) is lower than ɑ =
0.05. Moreover, the purpose of independent sample t-test to know the effect of using
Quick Write Strategy at the eleventh-grade students of MA Jam’iyyah Islamiyyah
Pondok Aren. Therefore, it can be concluded, there is a statistical effect from the
result of post-test.
d. Effect Size
The researcher used the effect size to analyzed the effect size of the t-test
result in order to know the significance of the effect whether it is strong or weak. To
get the result of the effect size, the researcher used Cohen’s formulation. In this
calculation, the mean and standard deviations of post-test in both experimental class
39
and controlled are required which have been gained earlier in t-test result. The effect
size result is summarized in the Table 4.8 as follows:
Table 4.8
The Effect Size Result
Statistic of Post-Test Controlled Class Experimental Class
Mean 73.38 78.38
Std. Deviation 6.230 4.698
Effect Size 0.85*
*the result of the effect size was calculated manually by Cohen’s formula
The calculation as follows:
d=
; pooled SD=
(1) pooled SD=
= 5.464
Determining the effect size:
(2) d=
Based on Cohen’s criterion, it can be seen in which the position of the
result above as follows:1
0-0.20 = weak effect
0.21-0.50 = modest effect
0.51-1.00 = moderate effect
> 1.00 = strong effect
1 Daniel Mujis, Doing Quantitative Research in Education with SPSS, (London: Sage
Publication Ltd, 2004), p. 139.
40
Based on the calculation resulted above is 0.85 as the value of the effect size.
Meanwhile, based on the Cohen’s criteria of measuring the effect whether is strong or
weak, the result is in between 0.51 - 1.00. Therefore, it can be concluded that Quick
Write strategy has moderate effect on students’ writing in Analytical Exposition Text
at the eleventh-grade student of MA Jam’iyyah Islamiyyah Pondok Aren.
B. Discussion
Based on the finding and the result of the research above, it revealed that Quick
Write strategy had an effect on students’ writing in analytical exposition text. This
research is intended to answer the research question of whether the use of Quick
Write strategy is effective to be applied in students’ writing of analytical exposition
text. Quick Write strategy is a strategy in which used a short time and students write
everything they know related to the topic. Moreover, from the research above is
proved that Quick Write strategy be able to make students easier to develop their
ideas and their writing fluency. The researcher was taken the data of the result from
pre-test and post-test of experimental class and controlled class. To prove whether the
strategy is effective or not, the researcher indicated the result based on the research
above.
After calculating and analyzing the data obtained, the researcher was collected
some information. Firstly, based on the hypothesis testing and the calculation of the
effect size, there is an effect of using Quick Write strategy on students’ writing in
analytical exposition text at the eleventh-grade student of MA Jam’iyyah Islamiyyah
Pondok Aren. This strategy was acknowledged as one of the strategy that has an
impact to be implemented on writing in analytical exposition text. This strategy also
was designed to develop students’ writing fluency. In other words, this strategy is
appropriate to be implemented in learning and teaching in the classroom.
Secondly, the Quick Write strategy has an effect on students’ writing skill at
the eleventh grade students of MA Jam’iyyah Islamiyyah Pondok Aren. It was proved
by the result of the data analysis. Based on the result, it was showed that the pre-test
41
of the experimental class had 69.18 and the controlled class was 65.44. It means, the
result of the experimental class had higher mean score compared to the controlled
class. In other words, the experimental class had better writing skill. Additionally, the
mean score of the post-test of the experimental class was 78.07 while the mean score
of the controlled class was 73.37. The result from both classes showed some
improvement on their writing in analytical exposition text but the experimental class
showed better performance. It was proved by the result that the experimental class
had higher scores in the post-test compared to the scores of the pre-test.
After the pre-test was given, the experimental class was implemented the
Quick Write strategy, then it showed the result between both classes of experimental
class and controlled class. The result of the experimental class which given the
treatment have higher scores in their writing ability in analytical exposition text
compared to the controlled class. This is showed by the changes in their scores that
gained 8.89 points, compared to the controlled class was gained 7.93. It means, that
after the class was given the treatment of Quick Write strategy, the experimental class
made an improvement on their performance in writing analytical exposition text,
unlike the controlled class who were not trained with the same treatment as the
experimental class.
In addition, the independent sample t-test that was analyzed statistically the
effectiveness of using Quick Write strategy used in experimental class. To get a
statistical impact the researcher analyzed the post-test data that resulted in the sig (2-
tailed) that is shown 0.003 which means lower than the significance level sig ɑ = 0.05
(5%). The statistical result showed that the null hypothesis is rejected and the
alternative hypothesis is accepted. Therefore, it is implied that there is an effect on
the use of Quick Write strategy on students’ writing in analytical exposition text at
the eleventh-grade student of MA Jam’iyyah Islamiyyah Pondok Aren. Furthermore,
the effect size is also to calculated to know the level of effectiveness of the use of
Quick Write strategy that was implemented at the eleventh-grade students of MA
Jam’iyyah Islamiyyah Pondok Aren. The data was calculated by using Cohen’s
42
formula. After calculated the data, the result is 0.85, which showed that Quick Write
strategy is in middle of 0.51-1.00. It means that Quick Write strategy is a moderately
effective in this research. Even though the result indicated the positive statistic, it can
be concluded that the effect size is not very strong enough. Besides, this study
supported some relevant result to some previous studies that the Quick Write strategy
is an effective strategy to be implemented in the classroom to developing students’
ideas.
Firstly, the design and method which conducted by Pohan were similar to this
study. It because, her study used an experimental design and used quantitative
experiment as the method for her research. However, the population of the research
was different with this study. It because the researcher took the population for tenth
grade students of MAS Ponpes At-Taufiqurrahman Labuhan Batu Utara in Academic
Year 2016/2017. Moreover, the sample of her study were 27 student for experimental
class and 25 students for controlled class.2 Meanwhile, the population of this study
are the eleventh grade student while her research were eight grade students and
consisted of 27 and 29. Besides, the sample of students in the experimental class have
similar quantity as this study. Furthermore, the procedure of this research was the
same with the two previous studies in which the sample of this research also divided
into two classes.
Moreover, the aim of the research which was conducted by Saliyah was a
similar as this research in which to find out the effect of using Quick Write strategy.
However, the way the researcher took the sample was different from this research in
which Saliyah used cluster sampling for her study. Then the study also focusing in
students’ writing ability in descriptive text and the population of the study were the
2 Juniatik Pohan, A Comparative between Quick-Write Strategy and Indirect Feedback
Startegy on the Students’Ablity in Writing Descriptive Text at MAS Ponpes At-Taufiqurrahman
Labuhan Batu Utara. (Medan: State Islamic University of North Sumatera, 2017), pp. 28—67.
43
eight-grade students of SMPN 1 Bandar Petalangan Kabupaten Pelalawan.3
However, the sample of this research used purposive sampling and focusing on
students’ writing in analytical exposition text while the population of this research are
the eleventh-grade students of MA Jam’iyyah Islamiyyah Pondok Aren..
Based on the result that calculated by using SPPS that the writer explains
before, this study proved that Quick Write strategy is one of a good strategy to be
implemented in the writing process. This study focused in using Quick Write strategy
to elaborate their ideas in writing and make a connection related to the topic. It is also
supported by research conducted by Pohan in which the Quick Write strategy help
students to think clearly related about the given topic.4 It means, this strategy was
investigated in order to prove that it was statistically to be used as a helping strategy
for the writing. Based on the result, it can be seen that Quick Write strategy can
increase the students’ writing which focused to develop their ideas in writing related
to the topic. It is supported by research conducted by Saliyah in which the result of
effect size in her study proved has an effect 5.498 in interpreting data.5 Hence, it
proved that using Quick Write strategy is quite effective to enhance students’ fluency
in writing of analytical exposition text at the eleventh-grade students of MA
Jam’iyyah Islamiyyah Pondok Aren in academic year 2019/2020.
3 Saliyah, The Effect of Using Quick-Write Strategy on Students’ Writing Ability in
Descriptive Paragraph At the Second Year of SMPN 1 Bandar Petalangan Pelalawan Regency,
(Pekanbaru: State Islamic University of Sultan Syarif Kasim Riau, 2013), pp. 28—5. 4 Pohan., loc.cit.
5 Saliyah. Op.cit., p. 59.
44
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The aim of this research is to know the empirical evidence of an effect of
using quick write strategy in students’ writing on analytical exposition text at the
eleventh grade students of MA Jam’iyyah Islamiyyah Pondok Aren. Based on the
calculation of the data and the discussion in chapter iv, it showed that there was no
significant effect of using quick write strategy on students’ writing skill on analytical
exposition text. The researcher used quasi-experimental class which divided into pre-
test and post-test by implemented the strategy to the experimental class while the
controlled class was taught by using communicative language teaching (CLT)
approach.
The result of experimental class was gained since applied quick write strategy
to the class. The score showed that the experimental class result is higher that the
result of controlled class. Moreover, the result of experimental class gave an effect on
students’ writing of analytical exposition text. It was showed in the independent
sample test where this research got 0.003 which was lower than determined in the sig
ɑ = 0.05. It can be seen that the p<a which meant the null hypothesis (H0) was
rejected and the alternative hypothesis (H1) was accepted. Moreover, the effect size
result also presented the effect size level was 0.85 which meant in a moderate level. It
can be concluded that quick write strategy gave moderate effect in students’ writing
on analytical exposition text at the eleventh grade students of MA Jam’iyyah
Islamiyyah Pondok Aren in academic year 2019/2020.
45
B. Suggestion
Based on the research and observation above, the write would give some
suggestions as follows:
1. The teacher may use quick write strategy as an alternative way for teaching
learning in the classroom. Besides, this strategy can be applied in any kinds of
subject. Moreover, this strategy is effective to be implemented in the classroom.
2. Quick Write strategy can develop students’ writing skill. Moreover, students are
able to explore their ideas without hesitation of grammar errors. Thus, it is an
advice that the teacher must be creative and provide an interesting topic for
students in order to make students easier to elaborate their ideas related to the
topic given.
3. School should provide some tools in order to support teachers while teaching in
the classroom. Thus, the teaching and learning could be more interesting and
effective either for teacher and students.
4. The writer found that students need to improve their writing skills in order they
can be success in academic and in a workspace. In addition, students does not
have to be afraid to write in English. Besides, this strategy help students in
writing fluency.
5. For other researcher, the result of this study can help them who will conduct
further research related to the topic. This study can give them additional
information about the use of Quick Write strategy in analytical exposition text.
46
REFERENCES
Aorora, P. (2013, September). Teaching Reading Comprehension by Using
“Quick Writte” Strategy for Senior High School Students. JELT, 2.
Ariyanti. (2016). The Teaching of EFL Writing in Indonesia. Dinamika Ilmu, 16.
Barton, G. (2013). Don’t Call it Literacy! New York: Routledge.
Bashir, M. (2014). Bahasa Inggris SMA/MA/SMK/MAK KELAS XI. Jakarta: The
Ministry of Education and Culture.
Buehl, D. (2013). Classroom Strategies for Interactive Learning 4th Edition. New
Jersey: nternational Reading Association, Inc.
Creswell, J. W. (2012). Educational research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research 4th Edition. Boston:
Pearson Education, Inc.
Durga, V. S. (2018). Developing Students’ Writing Skill in English – A Process
Approach. Journal for Research Scholars and Professionals of English
Language Teaching, 6.
Gandana, D. Y. (2018). Writers’ Voice and Engagement Strategies in Students’
Analytical Exposition Text. Indonesian Journal of Applied Linguistics, 7.
Garintama, D. Y. (2018). Analysis on Analytical Exposition Text Written by
Eleventh Graders of SMA Hang Tuah 4 Surabaya. 6.
Harmer, J. (2012). Essential Teacher Knowledge. England: Pearson Education
Limited.
Irwan, A. F. (2018, March). Students’ Ability in Writing an Analytical Exposition
Text at English Department of Universitas Negeri Padang. Journal of
English Language Teaching, 7.
47
Jack R Fraenkel, N. E. (2012). How to Design and Evaluate Research. New York:
McGraw Hill Companies, Inc.
Kandemir, S. T. (2015). Effect od Creative Writing Activities on Studets’
Achivement in Writng, Writing Disposition and Atitude to English.
Procedia-Social and Behavioral Sciences, 174, 1636.
Mahmudah, R. A. (2017, September). An Analysis of Generic Structure in
Students’ Writing of an Analytical Exposition Text at Grade XI of MAN 2
Padang in the Academic Year 2015/2016. JELT, 6.
Mason, L. H. (2011). Effects of Quick Writing Instruction for High School
Students With Emotional Disturbances. Journal of Emotional and
Behavioral Disorders, 21.
Mc Graw Hill Companies, I. (2002). ssessing Writing. Cambridge: Cambridge
University Press.
Mujis, D. (2004). Doing Quantitative Research in Education with SPSS. London:
Sage Publication Ltd.
Pohan, J. (2017). A Comparative between Quick-Write Strategy and Indirect
Feedback Startegy on the Students’Ablity in Writing Descriptive Text at
MAS Ponpes At-Taufiqurrahman Labuhan Batu Utara. Medan: State
Islamic University of North Sumatera.
Sabaruddin. (2019). Facebook Utilization to Enhance English Writing Skill.
English Language Teaching, 12.
Saliyah. (2013). The Effect of Using Quick-Write Strategy on Students’ Writing
Ability in Descriptive Paragraph at the Second Year of SMPN 1 Bandar
Petalangan Pelalawan Regency. Pekanbaru: State.
Sari, N. (2014). The Effect of Using The Think-Talk-Write Strategy in Teaching
Writing an Analytical Exposition Text Towards Garde XI Students’
Writing Achievement at SMAN 10 Padang. JELT, 2.
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Silabus SMA/MA/SMK/MAK Mata Pelajaran Bahasa Inggris. (2016). Jakarta:
Kementrian Pendidikan dan Kebudayaan.
Silva, S. B. (2008). eaching the Dimension of Literacy. London: Lawrence
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Writing of Analytical Exposition Text. English Education Journal (EEJ),
7.
49
APPENDICES
APPENDIX 1
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP EXPERIMENTAL CLASS)
Nama Sekolah : MA Jam’iyyah Isalmiyyah Pondok Aren
Mata Pelajaran : Bahasa Inggris
Kelas dan Semester : XI/Ganjil
Pokok Bahasan : Analytical Exposition Text
Alokasi waktu : 12 x 40 menit
Pertemuan : 6
A. Kompetensi Inti
KI 1 Menghargai dan menghayati agama yang dianutnya
KI 2 Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri dalam
berinteraksi dengan lingkungan social dana lam dalam jangkauan
pergaulan dan keberadaannya
KI 3 Memahami, menerapkan, menganalisis dan mengevaluasi
pengetahuan factual, konseptual, procedural, dan metakognitif
berdasakan 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 procedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk
50
memecahkan masalah.
KI 4 Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan sari yang dipelajarinya di
sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan
mampu menggunakan metode sesuai dengan kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
1.1 Mensyukuri kesempatan dapat
mempelajari Bahasa inggris sebagai
Bahasa pengantar komunikasi
internasional yang di wujudkan dalam
semangat belajar.
2.1 Menghargai perilaku santun dan
peduli dalam melaksanakan
komunikasi antar pribadi dengan guru
dan teman.
2.1. Menunjukkan perilaku santun dan
peduli dalam melaksanakan
komunikasi interpersonal dengan
guru dan teman.
2.2. Menujukkan perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawan dalam
melaksanakan komunikasi
transaksional dengan guru dan
teman.
2.3. Menunjukkan perilaku tanggung
jawab, peduli, kerjasama, dan cinta
damai dalam melaksanakan
komunikasi fungsional.
Kompetensi Dasar KI 3 (Pengetahuan) Kompetensi Dasar KI 4 (Keterampilan)
3.4 Membedakan funsi social, struktur
teks, dan unsur kebahasaan beberapa
teks eksposisi analitis lisan dan
tulisann dengan memberi dan
4.4 Teks eksposisi analitis
4.4.1. Menangkap makna secara
kontekstual terkait fungsi social,
struktur teks, dan unsur
kebahasaan teks eksposisi analitis
51
meminta informasi terkait isu aktual,
sesuai dengan konteks
penggunaannya.
lisan dan tulis, terkait isu aktual.
4.4.2. Menyusun teks eksposisi analitis
tulis terkait isu aktual dengan
memperhatikan fungsi social,
struktur teks, dan unsur
kebahasaan secara benar dan
sesuai konteks.
C. Indikator
1.1.1. Siswa dapat menghargai teman
yang berbeda keyakinan
1.1.2. Siswa dapat menunjukan
semangat belajar Bahasa inggris
yang tinggi.
2.1.1. Siswa dapat menjunjung tinggi
senyum, sapa dan salam
terhadap guru maupun sesama
teman.
2.1.2. Siswa menunjukkan sikap
ramah dan sopan santun
terhadap guru maupun teman.
2.2.1. Siswa dapat menjujung tinggi
nilai kejujuran dengan tidak
mencontek saat ujian.
2.2.2. Siswa mampu selalu dating
tepat waktu.
2.2.3. Siswa selalu mengerjakan tugas
tepat waktu.
2.2.4. Siswa dapar tampil di depan
kelas tanpa rasa tidak percaya
diri, malu atau takut.
2.2.5. Siswa selalu berpakaian rapi
dan menjaga kesehatan.
52
2.2.6. Siswaa mampu bekerjasama
dalam tim/kelompok belajar di
dalam maupun di luar kelas.
2.2.7. Siswa dapat menjaga perilaku
dengan tidak berkata kasar atau
melakukan tindak kekerasan di
dalam maupun di luar kelas
3.4.1. Siswa dapat menyebutkan
pengertian teks eksposisi analitis.
3.4.2. Siswa dapat mengidentifikasi
unsur kebahasaan dalam teks
eksposisi analitis
3.4.3. Siswa dapat mengidentifikasi
generic structure dalam teks
eksposisi analitis
3.4.4. Siswa dapat menjelaskan unsur
kebahasaan dalam teks eksposisi
analitis
3.4.5. Siswa dapat menjelaskan generic
structure dalam teks eksposisi
analitis.
4.4.1.1. Siswa mampu mengurutkan
teks menjadi paragraf yang
utuh dalam teks eksposisi
analitis.
4.4.1.2. Siswa mampu membuat teks
eksposisi analitis sederhana.
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa di harapkan mampu:
1. Menyebutkan pengertian teks eksposisi analitis
2. Mengidentifikasi unsur kebahasaan dalam teks eksposisi analitis
3. Mengidentifikasi generic structure dalam teks eksposisi analitis.
53
4. Menjelaskan unsur kebahasaan dalam teks eksposisi analitis
5. Menjelaskan generic structure dalam teks eksposisi analitis.
6. Mengurutkan teks menjadi paragraf yang utuh dalam teks eksposisi analitis.
7. Membua teks eksposisi analitis sederhana.
E. Materi Pembelajaran
1) Definition of analytical exposition text:
Analytical exposition is a text that elaborate the writer’s idea about the
phenomenon surrounding. It contains of some arguments that persuade the reader to
deal with something happen around them.
2) Purpose of the analytical exposition are:
To persuade the reader or listener that there is something that, certainly, needs
to get attention.
To analyse a topic and to persuade the reader that his opinion is correct and
supported by arguments.
3) Generic structure of analytical exposition text
Thesis Statement: Introducing the topic and indicating the writer’s point of
view.
Arguments : Explaining the argument to support the writer’s position. The
number of arguments may vary, but each argument must be supported by
evidence and explanation.
Elaboration: develops and supports each point of argument.
Conclusion : reiteration (restatement), restate the writer’s point of view.
4) Language features of analytical exposition
Focus on generic human and nonhuman participants
Use simple present tense
Use mental processes. It is used to state what the writer or speak thinks or
feels about something, for example: realize, feel, etc.
54
Need material processes. It is used to state what happens, for example: has
polluted, etc.
Use of adverb (first, secondly, thirdly, etc.)
Use of relation processes (therefore, consequently, based on the arguments,
etc.)
Use nominal or plural with or without a, the, this, those, my, their, etc.
Use of internal conjunction to state the argument
Reasoning through casual conjunction or normalization.
5) Example of analytical exposition text
Thesis Statement
Arguments (1
and 2) and
Elaboration
Global Warming
Global warming is a phenomenon used to describe the
gradual increase in the temperature of Earth’s
atmosphere and oceans. Global warming is not a new
problem but lately people are acknowledging that we
are facing a serious problem. Climate change is
apparent everywhere. Failed crops, economic
slowdown, and deforestation are among the several
impacts of global warming.
First of all, there is irrefutable evidence that human
activities have changed the atmosphere of our earth.
Since the time we have been releasing greenhouse
gases that contribute to global warming. Secondly,
according to research by the Greenpeace
organization, there is evidence of extensive
deforestation being carried out in Indonesia and other
tropical countries around the world. These forest are
used to grow crops like palm sugar, palm oil, and
55
Conclusion
coffee-the lifeline of Western society (Green-piece
report, 2007). The impact of climate change is
noticeable throughout Asia-Pacific, either during hot
days or too much rain accompanied by wind and
thunderstorm. This has started to effect the economy
as well.
Furthermore, the shifting weather patterns have made
it difficult for farmers to grow crops. A recent study
has shown that due to unpredictable weather patterns,
there have been a lot of failed crops. (Reuters, 2007)
Use Formalin and Additives in Foods
The use of formalin and other dangerous preservatives in foods has
been a serious problem for three reasons.
Firstly, formalin is not for human beings, but it is for biological
specimen and experiments. Formalin in Biology is a 10% solution of
formaldehyde in water which is usually used as a disinfectant or to
preserve biological specimens. Thus, it is not for food, preservative. Of
course when it used for food preservative, it will be very dangerous to
human’s body.
The second reason is that there is no tight control from the
government. This condition makes the people’s health is really in threat.
When the control is weak and the use of formalin was spread wide all over
the Indonesian regions, and these days it has really happened, the citizen’s
56
body will be badly contaminated with the poisons. Fish or food traders
still sell their products which contain formalin and dangerous
preservatives. Can you imagine that our digestive system absorbs the
substance that should be for the human and animal corpses?
The third is that the difficult economy seems not end. This can
make situation worse. We all people buy daily products and fulfil their
need with high costs. Things are getting more and more expensive.
Consequently, the food production cost increases. For example, the
preservation process for fish will be much cheaper if the producers use
formalin. They know the danger of formalin, but they don’t care about the
other’s health. What is in their mind is only how to get profit.
Considering the reasons, we can make a conclusion that the use of
formalin and other preservatives is really a serious problem, if it is not
resolved immediately.
F. Metode Pembelajaran
1. Pendekatan : 5 M (Mengamati, menanya, mencoba, mengasosiasi,
mengkomunikasi)
2. Strategy : Quick Write
G. Sumber dan Media Pembelajaran
1. Buku LKS Bahasa Inggris XI Kurikulum 2013 Edisi revisi
2. Powerpoint
3. Laptop
4. Proyektor
5. Whiteboard
6. Sumber lain yang relevan
57
H. Kegiatan Pembelajaran
(Pertemuan Pertama)
Kegiatan Deskripsi Kegiatan Aspek 5M Alokasi
Waktu
Pendahuluan Guru masuk, mengucapkan, dan
menyapa siswa
Guru memeriksa kehadiran siswa
Guru melakukan apersepsi
Guru menjelaskan tentang tujuan
pembelajaran atau kompetensi
dasar yang akan di capai.
Guru menyampaikan cakupan
materi dan uraian kegiatan sesuai
silabus.
10
menit
Inti Guru menjelaskan pengertian,
fungsi, generic structure dan
tujuan teks eksposisi analitis
yang di sajikan dalam
powerpoint.
Guru menjelaskan yang di
maksud dengan topic, thesis
statement, argumen, dan
kesimpulan.
Guru memberikan contoh teks
eksposisi analitis berjudul
Mengamati
Mengamati
Mengamati
60
menit
58
“Global Warming”.
Guru menjelaskan terlebih
dahulu tentang Quick Write
Strategy dan tujuannya dalam
melaksanakan strateginya dan
membagikan lembar kerja.
Guru memberikan contoh lain
dari teks eksposisi analitis yang
berjudul “Use of Formalin and
Additives in Food”
Siswa diminta untuk menulis apa
yang mereka ketahui terkait
“The Bad Effect of Air
Pollution”.
Siswa diminta untuk menulis “I
can not think of anything to
write” jika siswa merasa
kesulitan saat berpikir terkait
topik.
Siswa diminta untuk
mengembangkan ide yang telah
mereka buat ke dalam teks
eksposisi analitis (paragraph)
Mengamati
Mengamati
Mencoba
Mencoba
Mengkomunikasikan
Mencoba,
Mengaitkan
59
(Pertemuan Kedua)
Siswa di berikan kesempatan
untuk bertanya jika mereka
memiliki kesulitan terkait apa
yang akan mereka tulis
Mengamati,
Menanyakan,
Mengkomunikasikan
Kegiatan akhir Guru dan siswa menyimpulkan
bersama materi pelajaran yang
sudah di pelajari
Guru meberikan motivasi pada
siswa
Guru menyampaikan informasi
terkait materi yang akan di
pelajari berikutnya.
Guru dan siswa berdoa bersama
dan ditutup dengan salam.
10
menit
Kegiatan Deskripsi Kegiatan Aspek 5M Alokasi
Waktu
Pendahuluan Guru masuk, mengucapkan, dan
menyapa siswa
Guru memeriksa kehadiran
siswa
Guru melakukan apersepsi
Guru menjelaskan tentang
tujuan pembelajaran atau
kompetensi dasar yang akan di
10
menit
60
capai.
Guru menyampaikan cakupan
materi dan uraian kegiatan
sesuai silabus.
Inti Guru menjelaskan pengertian,
fungsi, generic structure dan
tujuan teks eksposisi analitis
yang di sajikan dalam
powerpoint.
Guru menjelaskan yang di
maksud dengan topic, thesis
statement, argumen, dan
kesimpulan.
Guru menjelaskan terlebih
dahulu tentang Quick Write
Strategy dan tujuannya dalam
melaksanakan strateginya dan
membagikan lembar kerja.
Siswa diminta untuk menulis
apa yang mereka ketahui
terkait“The Advantages of
Reading for Students”
Siswa diminta untuk menulis “I
can not think of anything to
Mengamati
Mengamati
Mengamati
Mencoba
60
menit
61
write” jika siswa merasa
kesulitan saat berpikir terkait
topik.
Siswa diminta untuk
mengembangkan ide yang telah
mereka buat ke dalam teks
eksposisi analitis (paragraph)
Siswa di berikan kesempatan
untuk bertanya jika mereka
memiliki kesulitan terkait apa
yang akan mereka tulis
Mencoba,
Mengkomunikasikan
Mencoba,
Mengaitkan
Mengamati,
Menanyakan,
Mengkomunikasikan
Kegiatan akhir Guru dan siswa menyimpulkan
bersama materi pelajaran yang
sudah di pelajari
Guru mmeberikan motivasi
pada siswa
Guru menyampaikan informasi
terkait materi yang akan di
pelajari berikutnya.
Guru dan siswa berdoa
bersama dan ditutup dengan
salam.
10
menit
62
(Pertemuan Ketiga)
Kegiatan Deskripsi Kegiatan Aspek 5M Alokasi
Waktu
Pendahuluan Guru masuk, mengucapkan, dan
menyapa siswa
Guru memeriksa kehadiran
siswa
Guru melakukan apersepsi
Guru menjelaskan tentang
tujuan pembelajaran atau
kompetensi dasar yang akan di
capai.
Guru menyampaikan cakupan
materi dan uraian kegiatan
sesuai silabus.
10
menit
Inti Guru menjelaskan pengertian,
fungsi, generic structure dan
tujuan teks eksposisi analitis
yang di sajikan dalam
powerpoint.
Guru menjelaskan yang di
maksud dengan topic, thesis
statement, argumen, dan
kesimpulan.
Guru menjelaskan terlebih
dahulu tentang Quick Write
Mengamati
Mengamati
Mengamati
60
menit
63
Strategy dan tujuannya dalam
melaksanakan strateginya dan
membagikan lembar kerja.
Siswa diminta untuk menulis
apa yang mereka ketahui terkait
“Why Smoking is Bad for your
Health?”
Siswa diminta untuk menulis “I
can not think of anything to
write” jika siswa merasa
kesulitan saat berpikir terkait
topik.
Siswa diminta untuk
mengembangkan ide yang telah
mereka buat ke dalam teks
eksposisi analitis (paragraph)
Siswa di berikan kesempatan
untuk bertanya jika mereka
memiliki kesulitan terkait apa
yang akan mereka tulis
Mencoba
Mencoba,
Mengkomunikasikan
Mencoba,
Mengaitkan
Mengamati,
Menanyakan,
Mengkomunikasikan
Kegiatan akhir Guru dan siswa menyimpulkan
bersama materi pelajaran yang
sudah di pelajari
10
menit
64
(Pertemuan ke empat)
Guru memeberikan motivasi
pada siswa
Guru menyampaikan informasi
terkait materi yang akan di
pelajari berikutnya.
Guru dan siswa berdoa
bersama dan ditutup dengan
salam.
Kegiatan Deskripsi Kegiatan Aspek 5M Alokasi
Waktu
Pendahuluan Guru masuk, mengucapkan, dan
menyapa siswa
Guru memeriksa kehadiran
siswa
Guru melakukan apersepsi
Guru menjelaskan tentang
tujuan pembelajaran atau
kompetensi dasar yang akan di
capai.
Guru menyampaikan cakupan
materi dan uraian kegiatan
sesuai silabus.
10
menit
Inti Guru menjelaskan pengertian,
fungsi, generic structure dan
tujuan teks eksposisi analitis
Mengamati
60
menit
65
yang di sajikan dalam
powerpoint.
Guru menjelaskan yang di
maksud dengan topic, thesis
statement, argumen, dan
kesimpulan.
Guru menjelaskan terlebih
dahulu tentang Quick Write
Strategy dan tujuannya dalam
melaksanakan strateginya dan
membagikan lembar kerja.
Siswa diminta untuk menulis
apa yang mereka ketahui terkait
“The Importance of Learn
English”
Siswa diminta untuk menulis “I
can not think of anything to
write” jika siswa merasa
kesulitan saat berpikir terkait
topik.
Siswa diminta untuk
mengembangkan ide yang telah
mereka buat ke dalam teks
Mengamati
Mengamati
Mencoba
Mencoba,
Mengkomunikasikan
Mencoba,
Mengaitkan
66
(Pertemuan ke lima)
eksposisi analitis (paragraph)
Siswa di berikan kesempatan
untuk bertanya jika mereka
memiliki kesulitan terkait apa
yang akan mereka tulis
Mengamati,
Menanyakan,
Mengkomunikasikan
Kegiatan akhir Guru dan siswa menyimpulkan
bersama materi pelajaran yang
sudah di pelajari
Guru mmeberikan motivasi
pada siswa
Guru menyampaikan informasi
terkait materi yang akan di
pelajari berikutnya.
Guru dan siswa berdoa
bersama dan ditutup dengan
salam.
10
menit
Kegiatan Deskripsi Kegiatan Aspek 5M Alokasi
Waktu
Pendahuluan Guru masuk, mengucapkan, dan
menyapa siswa
Guru memeriksa kehadiran
siswa
Guru melakukan apersepsi
Guru menjelaskan tentang
tujuan pembelajaran atau
kompetensi dasar yang akan di
capai.
10
menit
67
Guru menyampaikan cakupan
materi dan uraian kegiatan
sesuai silabus.
Inti Guru menjelaskan pengertian,
fungsi, generic structure dan
tujuan teks eksposisi analitis
yang di sajikan dalam
powerpoint.
Guru menjelaskan yang di
maksud dengan topic, thesis
statement, argumen, dan
kesimpulan.
Guru menjelaskan terlebih
dahulu tentang Quick Write
Strategy dan tujuannya dalam
melaksanakan strateginya dan
membagikan lembar kerja.
Siswa diminta untuk menulis
apa yang mereka ketahui terkait
“The Bad Effect of Bullying”
Siswa diminta untuk menulis “I
can not think of anything to
write” jika siswa merasa
kesulitan saat berpikir terkait
topik.
Mengamati
Mengamati
Mengamati
Mencoba
Mencoba,
Mengkomunikasikan
60
menit
68
(Pertemuan ke enam)
Siswa diminta untuk
mengembangkan ide yang telah
mereka buat ke dalam teks
eksposisi analitis (paragraph)
Siswa di berikan kesempatan
untuk bertanya jika mereka
memiliki kesulitan terkait apa
yang akan mereka tulis
Mencoba,
Mengaitkan
Mengamati,
Menanyakan,
Mengkomunikasikan
Kegiatan akhir Guru dan siswa menyimpulkan
bersama materi pelajaran yang
sudah di pelajari
Guru mmeberikan motivasi
pada siswa
Guru menyampaikan informasi
terkait materi yang akan di
pelajari berikutnya.
Guru dan siswa berdoa
bersama dan ditutup dengan
salam.
10
menit
Kegiatan Deskripsi Kegiatan Aspek 5M Alokasi
Waktu
Pendahuluan Guru masuk, mengucapkan, dan
69
menyapa siswa
Guru memeriksa kehadiran
siswa
Guru melakukan apersepsi
Guru menjelaskan tentang
tujuan pembelajaran atau
kompetensi dasar yang akan di
capai.
Guru menyampaikan cakupan
materi dan uraian kegiatan
sesuai silabus.
10
menit
Inti Guru menjelaskan pengertian,
fungsi, generic structure dan
tujuan teks eksposisi analitis
yang di sajikan dalam
powerpoint.
Guru menjelaskan yang di
maksud dengan topic, thesis
statement, argumen, dan
kesimpulan.
Guru menjelaskan terlebih
dahulu tentang Quick Write
Strategy dan tujuannya dalam
melaksanakan strateginya dan
membagikan lembar kerja.
Mengamati
Mengamati
Mengamati
60
menit
70
Siswa diminta untuk menulis
apa yang mereka ketahui terkait
“The Advantages or
Disadvantages of Social Media”
Siswa diminta untuk menulis “I
can not think of anything to
write” jika siswa merasa
kesulitan saat berpikir terkait
topik.
Siswa diminta untuk
mengembangkan ide yang telah
mereka buat ke dalam teks
eksposisi analitis (paragraph).
Siswa di berikan kesempatan
untuk bertanya jika mereka
memiliki kesulitan terkait apa
yang akan mereka tulis
Mencoba
Mencoba,
Mengkomunikasikan
Mencoba,
Mengaitkan
Mengamati,
Menanyakan,
Mengkomunikasikan
Kegiatan akhir Guru dan siswa menyimpulkan
bersama materi pelajaran yang
sudah di pelajari
Guru mmeberikan motivasi
pada siswa
Guru menyampaikan informasi
10
menit
71
I. Penilaian
1. Teknik dan Bentuk
Sikap dan Pengetahuan : unjuk kerja
Keterampilan : unjuk kerja
2. Instrument
Worksheet (terlampir)
3. Rubric for Assessing Students’ Writing
No Name Assessed Aspects Total
Score Content Organization Vocabulary Language
Use
Mechanics
1
2
3
Kriteria Penilaian
Aspects Scoring Criteria
Content 30-27
26-22
21-17
16-13
Excellent to very good
Good to average:
Fair to poor
Very poor:
Organization 20-18
17-14
13-10
9-7
Excellent to very good
Good to average
Fair to poor
Very poor
terkait materi yang akan di
pelajari berikutnya.
Guru dan siswa berdoa
bersama dan ditutup dengan
salam.
72
Vocabulary 20-18
17-14
13-10
9-7
Excellent to very good
Good to average
Fair to poor
Very poor
Language Use 25-22
21-19
17-11
10-5
Excellent to very good
Good to average
Fair to poor
Very poor:
Mechanics 5
4
3
2
Excellent to very good
Good to average
Fair to poor
Very poor:
73
LAMPIRAN
(Instrument Experimental Class)
1. Pertemuan pertama
Name :
Class :
Date :
Instruction!
1. Please write a short of an analytical exposition text based on the given topic and
write an analytical exposition text based on the criteria (Thesis statement,
Arguments, Conclusion)
2. Write down the text at least 300 words in five paragraphs.
3. Avoid plagiarism by not copying friend’s ideas
4. This essay should include your own point of view.
Topic : The Bad Effect of Air Pollution
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
74
2. Pertemuan ke dua
Name :
Class :
Date :
Instruction!
1. Please write a short of an analytical exposition text based on the given topic and
write an analytical exposition text based on the criteria (Thesis statement,
Arguments, Conclusion)
2. Write down the text at least 300 words in five paragraphs.
3. Avoid plagiarism by not copying friend’s ideas
4. This essay should include your own point of view.
Topic : The Advantages of Reading for Students
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
75
3. Pertemuan ke tiga
Name :
Class :
Date :
Instruction!
1. Please write a short of an analytical exposition text based on the given topic and
write an analytical exposition text based on the criteria (Thesis statement,
Arguments, Conclusion)
2. Write down the text at least 300 words in five paragraphs.
3. Avoid plagiarism by not copying friend’s ideas
4. This essay should include your own point of view.
Topic : Why Smoking is Bad for Your Health?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
76
APPENDIX 2
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN
(CONTROLL CLASS)
Nama Sekolah : MA Jam’iyyah Isalmiyyah Pondok Aren
Mata Pelajaran : Bahasa Inggris
Kelas dan Semester : XI/Ganjil
Pokok Bahasan : Analytical Exposition Text
Alokasi waktu : 12 x 40 menit
Pertemuan : 6
A. Kompetensi Inti
KI 1 Menghargai dan menghayati agama yang dianutnya
KI 2 Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri dalam
berinteraksi dengan lingkungan social dana lam dalam jangkauan
pergaulan dan keberadaannya
KI 3 Memahami, menerapkan, menganalisis dan mengevaluasi
pengetahuan factual, konseptual, procedural, dan metakognitif
berdasakan 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 procedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4 Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan sari yang dipelajarinya di
77
sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan
mampu menggunakan metode sesuai dengan kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.1 Mensyukuri kesempatan dapat
mempelajari Bahasa inggris sebagai
Bahasa pengantar komunikasi
internasional yang di wujudkan dalam
semangat belajar.
4.1 Menghargai perilaku santun dan
peduli dalam melaksanakan
komunikasi antar pribadi dengan guru
dan teman.
2.4. Menunjukkan perilaku santun dan
peduli dalam melaksanakan
komunikasi interpersonal dengan
guru dan teman.
2.5. Menujukkan perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawan dalam
melaksanakan komunikasi
transaksional dengan guru dan
teman.
2.6. Menunjukkan perilaku tanggung
jawab, peduli, kerjasama, dan cinta
damai dalam melaksanakan
komunikasi fungsional.
Kompetensi Dasar KI 3 (Pengetahuan) Kompetensi Dasar KI 4 (Keterampilan)
3.4 Membedakan funsi social, struktur
teks, dan unsur kebahasaan beberapa
teks eksposisi analitis lisan dan
tulisann dengan memberi dan
meminta informasi terkait isu aktual,
sesuai dengan konteks
penggunaannya.
4.4 Teks eksposisi analitis
4.4.3. Menangkap makna secara
kontekstual terkait fungsi social,
struktur teks, dan unsur
kebahasaan teks eksposisi analitis
lisan dan tulis, terkait isu aktual.
4.4.4. Menyusun teks eksposisi analitis
tulis terkait isu aktual dengan
78
memperhatikan fungsi social,
struktur teks, dan unsur
kebahasaan secara benar dan
sesuai konteks.
C. Indikator
1.1.3. Siswa dapat menghargai teman
yang berbeda keyakinan
1.1.4. Siswa dapat menunjukan
semangat belajar Bahasa inggris
yang tinggi.
2.1.3. Siswa dapat menjunjung tinggi
senyum, sapa dan salam
terhadap guru maupun sesama
teman.
2.1.4. Siswa menunjukkan sikap
ramah dan sopan santun
terhadap guru maupun teman.
2.2.8. Siswa dapat menjujung tinggi
nilai kejujuran dengan tidak
mencontek saat ujian.
2.2.9. Siswa mampu selalu dating
tepat waktu.
2.2.10. Siswa selalu mengerjakan
tugas tepat waktu.
2.2.11. Siswa dapar tampil di depan
kelas tanpa rasa tidak percaya
diri, malu atau takut.
2.2.12. Siswa selalu berpakaian rapi
dan menjaga kesehatan.
2.2.13. Siswaa mampu bekerjasama
dalam tim/kelompok belajar di
dalam maupun di luar kelas.
79
2.2.14. Siswa dapat menjaga perilaku
dengan tidak berkata kasar atau
melakukan tindak kekerasan di
dalam maupun di luar kelas
3.4.6. Siswa dapat menyebutkan
pengertian teks eksposisi analitis.
3.4.7. Siswa dapat mengidentifikasi
unsur kebahasaan dalam teks
eksposisi analitis
3.4.8. Siswa dapat mengidentifikasi
generic structure dalam teks
eksposisi analitis
3.4.9. Siswa dapat menjelaskan unsur
kebahasaan dalam teks eksposisi
analitis
3.4.10. Siswa dapat menjelaskan generic
structure dalam teks eksposisi
analitis.
4.4.1.3. Siswa mampu mengurutkan
teks menjadi paragraf yang
utuh dalam teks eksposisi
analitis.
4.4.1.4. Siswa mampu membuat teks
eksposisi analitis sederhana.
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa di harapkan mampu:
1. Menyebutkan pengertian teks eksposisi analitis
2. Mengidentifikasi unsur kebahasaan dalam teks eksposisi analitis
3. Mengidentifikasi generic structure dalam teks eksposisi analitis.
4. Menjelaskan unsur kebahasaan dalam teks eksposisi analitis
5. Menjelaskan generic structure dalam teks eksposisi analitis.
6. Mengurutkan teks menjadi paragraf yang utuh dalam teks eksposisi analitis.
7. Membua teks eksposisi analitis sederhana.
80
E. Materi Pembelajaran
1) Definition of analytical exposition text:
Analytical exposition is a text that elaborate the writer’s idea about the
phenomenon surrounding. It contains of some arguments that persuade the reader to
deal with something happen around them.
2) Purpose of the analytical exposition are:
To persuade the reader or listener that there is something that, certainly, needs
to get attention.
To analyse a topic and to persuade the reader that his opinion is correct and
supported by arguments.
3) Generic structure of analytical exposition text
Thesis Statement: Introducing the topic and indicating the writer’s point of
view.
Argument : Explaining the argument to support the writer’s position. The
number of arguments may vary, but each argument must be supported by
evidence and explanation.
Elaboration: develops and supports each point of argument.
Conclusion : reiteration (restatement), restate the writer’s point of view.
4) Language features of analytical exposition
Focus on generic human and nonhuman participants
Use simple present tense
Use mental processes. It is used to state what the writer or speak thinks or
feels about something, for example: realize, feel, etc.
Need material processes. It is used to state what happens, for example: has
polluted, etc.
Use of adverb (first, secondly, thirdly, etc.)
Use of relation processes (therefore, consequently, based on the arguments,
etc.)
81
Use of internal conjunction to state the argument
Reasoning through casual conjunction or normalization.
5) Example of analytical exposition text
Thesis Statement
Arguments (1
and 2) and
Elaboration
Global Warming
Global warming is a phenomenon used to describe the
gradual increase in the temperature of Earth’s
atmosphere and oceans. Global warming is not a new
problem but lately people are acknowledging that we
are facing a serious problem. Climate change is
apparent everywhere. Failed crops, economic
slowdown, and deforestation are among the several
impacts of global warming.
First of all, there is irrefutable evidence that human
activities have changed the atmosphere of our earth.
Since the time we have been releasing greenhouse
gases that contribute to global warming. Secondly,
according to research by the Greenpeace
organization, there is evidence of extensive
deforestation being carried out in Indonesia and other
tropical countries around the world. These forest are
used to grow crops like palm sugar, palm oil, and
coffee-the lifeline of Western society (Green-piece
report, 2007). The impact of climate change is
noticeable throughout Asia-Pacific, either during hot
days or too much rain accompanied by wind and
thunderstorm. This has started to effect the economy
as well.
82
Conclusion
Furthermore, the shifting weather patterns have made
it difficult for farmers to grow crops. A recent study
has shown that due to unpredictable weather patterns,
there have been a lot of failed crops. (Reuters, 2007)
G. Metode Pembelajaran
Communicative Language Teaching
H. Sumber dan Media Pembelajaran
1. Buku LKS Bahasa Inggris XI Kurikulum 2013 Edisi revisi
2. Powerpoint
3. Laptop
4. Proyektor
5. Whiteboard
6. Sumber lain yang relevan
J. KEGIATAN PEMBELAJARAN
(Pertemuan Pertama)
Kegiatan Deskripsi Kegiatan Aspek 5M Alokasi
Waktu
Pendahuluan Guru masuk, mengucapkan, dan
menyapa siswa
Guru memeriksa kehadiran siswa
Guru melakukan apersepsi
Guru menjelaskan tentang tujuan
pembelajaran atau kompetensi
10
menit
83
dasar yang akan di capai.
Inti Guru menjelaskan pengertian,
fungsi, dan tujuan teks eksposisi
analitis yang di sajikan dalam
powerpoint.
Guru menjelaskan yang di
maksud dengan topic, thesis
statement, argumen, dan
kesimpulan serta unsur
kebahasaan.
Guru memberikan contoh teks
eksposisi analitis berjudul
“Global Warming”.
Siswa diminta untuk
memperhatikan dan memahami
unsur kebahasaan dan struktur
teks yang terdapat pada teks
eksposisi analisis.
Siswa diminta untuk
mengidentifikasi unsur
kebahasaan dan struktur teks
pada teks eksposisi analisis.
Mengamati
Mengamati,
menanyakan
Mengamati
Mengamati
Mencoba,
mengaitkan,
mengkomunikasikan
60
menit
84
Siswa diberikan kesempatan
untuk bertanya terakit materi
yang telah di sampaikan.
Siswa diminta untuk membuat
teks eksposisi analitis dengan
topic “The Bad Effect of Air
Pollution”
Siswa di berikan kesempatan
untuk bertanya terkait eksposisi
analitis yang telah disampaikan
oleh guru
Siswa diminta untuk
mengumpulkan hasil kerja
mereka
Menanyakan,
mengkomunkasikan
Mencoba,
mengaitkan,
mengkomunikasikan
Menanyakan,
Mengkomunikasikan
Mengkomunikasikan
Kegiatan akhir Guru dan siswa menyimpulkan
bersama materi pelajaran yang
sudah di pelajari
Guru mmeberikan motivasi
pada siswa
Guru menyampaikan informasi
terkait materi yang akan di
pelajari berikutnya.
Guru dan siswa berdoa bersama
dan ditutup dengan salam.
10
menit
85
(Pertemuan Kedua)
Kegiatan Deskripsi Kegiatan Aspek 5M Alokasi
Waktu
Pendahuluan Guru masuk, mengucapkan, dan
menyapa siswa
Guru memeriksa kehadiran siswa
Guru melakukan apersepsi
Guru menjelaskan tentang tujuan
pembelajaran atau kompetensi
dasar yang akan di capai.
10
menit
Inti Guru menanyakan pada siswa
apa yang mereka ketahui dari
teks eksposisi analisis yang di
tampilkan di powerpoint.
.
Guru memberikan penjelasan
tentang pengertian teks eksposisi
analitis, unsur kebahasaan dan
struktur teks yang terdapat pada
teks eksposisi analisis.
Guru menjelaskan yang di
maksud dengan thesis statement,
argument, and conclusion.
Siswa diminta untuk,
mengidentifikasi unsur
Mengamati
Mengamati
Mengamati
Mencoba,
60
menit
86
kebahasaan dan struktur teks
pada teks eksposisi analisis.
Siswa diberikan kesempatan
untuk bertanya terakit materi
yang telah di sampaikan.
Siswa diminta untuk membuat
teks eksposisi analitis dengan
topic “The Importance of
Reading”
Siswa diminta untuk
mengumpulkan hasil kerja
mereka
mengaitkan
Menanyakan,
mengkomunikasikan
Mencoba,
mengaitkan,
mengkomunikasikan
Mengkomunikasikan
Kegiatan akhir Guru dan siswa menyimpulkan
bersama materi pelajaran yang
sudah di pelajari
Guru mmeberikan motivasi
pada siswa
Guru menyampaikan informasi
terkait materi yang akan di
pelajari berikutnya.
Guru dan siswa berdoa bersama
dan ditutup dengan salam.
10
menit
87
(Pertemuan Ketiga)
Kegiatan Deskripsi Kegiatan Aspek 5M Alokasi
Waktu
Pendahuluan Guru masuk, mengucapkan, dan
menyapa siswa
Guru memeriksa kehadiran siswa
Guru melakukan apersepsi
Guru menjelaskan tentang tujuan
pembelajaran atau kompetensi
dasar yang akan di capai.
10
menit
Inti Guru menanyakan pada siswa
apa yang mereka ketahui dari
teks eksposisi analisis yang di
tampilkan di powerpoint.
.
Guru memberikan penjelasan
tentang pengertian teks eksposisi
analitis, unsur kebahasaan dan
struktur teks yang terdapat pada
teks eksposisi analisis.
Guru menjelaskan yang di
maksud dengan thesis statement,
argument, and conclusion.
Siswa diminta untuk,
mengidentifikasi unsur
Mengamati
Mengamati
Mengamati
Mencoba,
mengaitkan
60
menit
88
kebahasaan dan struktur teks
pada teks eksposisi analisis.
Siswa diberikan kesempatan
untuk bertanya terakit materi
yang telah di sampaikan.
Siswa diminta untuk membuat
teks eksposisi analitis dengan
topic “Why smoking is Bad for
Your Health?”
Siswa diminta untuk
mengumpulkan hasil kerja
mereka
Menanyakan,
mengkomunikasikan
Mencoba,
mengaitkan,
mengkomunikasikan
Mengkomunikasikan
Kegiatan akhir Guru dan siswa menyimpulkan
bersama materi pelajaran yang
sudah di pelajari
Guru mmeberikan motivasi
pada siswa
Guru menyampaikan informasi
terkait materi yang akan di
pelajari berikutnya.
Guru dan siswa berdoa bersama
dan ditutup dengan salam.
10
menit
89
(Pertemuan ke empat)
Kegiatan Deskripsi Kegiatan Aspek 5M Alokasi
Waktu
Pendahuluan Guru masuk, mengucapkan, dan
menyapa siswa
Guru memeriksa kehadiran siswa
Guru melakukan apersepsi
Guru menjelaskan tentang tujuan
pembelajaran atau kompetensi
dasar yang akan di capai.
10
menit
Inti Guru menanyakan pada siswa
apa yang mereka ketahui dari
teks eksposisi analisis yang di
tampilkan di powerpoint.
.
Guru memberikan penjelasan
tentang pengertian teks eksposisi
analitis, unsur kebahasaan dan
struktur teks yang terdapat pada
teks eksposisi analisis.
Guru menjelaskan yang di
maksud dengan thesis statement,
argument, and conclusion.
Siswa diminta untuk,
mengidentifikasi unsur
Mengamati
Mengamati
Mengamati
Mencoba,
60
menit
90
kebahasaan dan struktur teks
pada teks eksposisi analisis.
Siswa diberikan kesempatan
untuk bertanya terakit materi
yang telah di sampaikan.
Siswa diminta untuk membuat
teks eksposisi analitis dengan
topic “The Importance of Learn
English”
Siswa diminta untuk
mengumpulkan hasil kerja
mereka
mengaitkan
Menanyakan,
mengkomunikasikan
Mencoba,
mengaitkan,
mengkomunikasikan
Mengkomunikasikan
Kegiatan akhir Guru dan siswa menyimpulkan
bersama materi pelajaran yang
sudah di pelajari
Guru mmeberikan motivasi
pada siswa
Guru menyampaikan informasi
terkait materi yang akan di
pelajari berikutnya.
Guru dan siswa berdoa bersama
dan ditutup dengan salam.
10
menit
91
(Pertemuan ke lima)
Kegiatan Deskripsi Kegiatan Aspek 5M Alokasi
Waktu
Pendahuluan Guru masuk, mengucapkan, dan
menyapa siswa
Guru memeriksa kehadiran siswa
Guru melakukan apersepsi
Guru menjelaskan tentang tujuan
pembelajaran atau kompetensi
dasar yang akan di capai.
10
menit
Inti Guru menanyakan pada siswa
apa yang mereka ketahui dari
teks eksposisi analisis yang di
tampilkan di powerpoint.
.
Guru memberikan penjelasan
tentang pengertian teks eksposisi
analitis, unsur kebahasaan dan
struktur teks yang terdapat pada
teks eksposisi analisis.
Guru menjelaskan yang di
maksud dengan thesis statement,
argument, and conclusion.
Siswa diminta untuk,
mengidentifikasi unsur
Mengamati
Mengamati
Mengamati
Mencoba,
60
menit
92
kebahasaan dan struktur teks
pada teks eksposisi analisis.
Siswa diberikan kesempatan
untuk bertanya terakit materi
yang telah di sampaikan.
Siswa diminta untuk membuat
teks eksposisi analitis dengan
topic “The Bad Effect of
Bullying”
Siswa diminta untuk
mengumpulkan hasil kerja
mereka
mengaitkan
Menanyakan,
mengkomunikasikan
Mencoba,
mengaitkan,
mengkomunikasikan
Mengkomunikasikan
Kegiatan akhir Guru dan siswa menyimpulkan
bersama materi pelajaran yang
sudah di pelajari
Guru mmeberikan motivasi
pada siswa
Guru menyampaikan informasi
terkait materi yang akan di
pelajari berikutnya.
Guru dan siswa berdoa bersama
dan ditutup dengan salam.
10
menit
93
(Pertemuan ke enam)
Kegiatan Deskripsi Kegiatan Aspek 5M Alokasi
Waktu
Pendahuluan Guru masuk, mengucapkan, dan
menyapa siswa
Guru memeriksa kehadiran siswa
Guru melakukan apersepsi
Guru menjelaskan tentang tujuan
pembelajaran atau kompetensi
dasar yang akan di capai.
10
menit
Inti Guru menanyakan pada siswa
apa yang mereka ketahui dari
teks eksposisi analisis yang di
tampilkan di powerpoint.
.
Guru memberikan penjelasan
tentang pengertian teks eksposisi
analitis, unsur kebahasaan dan
struktur teks yang terdapat pada
teks eksposisi analisis.
Guru menjelaskan yang di
maksud dengan thesis statement,
argument, and conclusion.
Siswa diminta untuk,
mengidentifikasi unsur
Mengamati
Mengamati
Mengamati
Mencoba,
60
menit
94
kebahasaan dan struktur teks
pada teks eksposisi analisis.
Siswa diberikan kesempatan
untuk bertanya terakit materi
yang telah di sampaikan.
Siswa diminta untuk membuat
teks eksposisi analitis dengan
topic “Social Media (The
advantages or Disadvantages)”
Siswa diminta untuk
mengumpulkan hasil kerja
mereka
mengaitkan
Menanyakan,
mengkomunikasikan
Mencoba,
mengaitkan,
mengkomunikasikan
Mengkomunikasikan
Kegiatan akhir Guru dan siswa menyimpulkan
bersama materi pelajaran yang
sudah di pelajari
Guru mmeberikan motivasi
pada siswa
Guru menyampaikan informasi
terkait materi yang akan di
pelajari berikutnya.
Guru dan siswa berdoa bersama
dan ditutup dengan salam.
10
menit
95
K. Penilaian
1. Teknik dan Bentuk
Sikap dan Pengetahuan : unjuk kerja
Keterampilan : unjuk kerja
2. Instrument
Worksheet (terlampir)
3. Rubric for Assessing Students’ Writing
No Name Assessed Aspects Total
Score Content Organization Vocabulary Language
Use
Mechanics
1
2
3
Kriteria Penilaian
Aspects Scoring Criteria
Content 30-27
26-22
21-17
16-13
Excellent to very good
Good to average:
Fair to poor
Very poor:
Organization 20-18
17-14
13-10
9-7
Excellent to very good
Good to average
Fair to poor
Very poor
Vocabulary 20-18
17-14
Excellent to very good
Good to average
96
13-10
9-7
Fair to poor
Very poor
Language Use 25-22
21-19
17-11
10-5
Excellent to very good
Good to average
Fair to poor
Very poor:
Mechanics 5
4
3
2
Excellent to very good
Good to average
Fair to poor
Very poor:
97
LAMPIRAN
(Instrument of Controlled Class)
1. Pertemuan pertama
Name :
Class :
Date :
Instruction!
1. Please write an analytical exposition text based on the given topic and write an
analytical exposition text based on the criteria (Thesis statement, Arguments,
Conclusion)
2. Write down the text at least 300 words in five paragraphs.
3. Avoid plagiarism by not copying friend’s ideas
4. This essay should include your own point of view.
Topic : The Bad Effect of Air Pollution
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
98
2. Pertemuan ke dua
Name :
Class :
Date :
Instruction!
1. Please write an analytical exposition text based on the given topic and write an
analytical exposition text based on the criteria (Thesis statement, Arguments,
Conclusion)
2. Write down the text at least 300 words in five paragraphs.
3. Avoid plagiarism by not copying friend’s ideas
4. This essay should include your own point of view.
Topic : The Importance of Reading for Students
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
99
3. Pertemuan ke tiga
Name :
Class :
Date :
Instruction!
1. Please write an analytical exposition text based on the given topic and write an
analytical exposition text based on the criteria (Thesis statement, Arguments,
Conclusion)
2. Write down the text at least 300 words in five paragraphs.
3. Avoid plagiarism by not copying friend’s ideas
4. This essay should include your own point of view.
Topic : Why Smoking is Bad for Your Health?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
100
APPENDIX 3
INSTRUMENT OF PRE-TEST
Name :
Class :
Instruction!
1. Please write an analytical exposition text based on the given topic and
write an analytical exposition text based on the criteria (Thesis
statement, Arguments, Conclusion)
2. Write down the text at least 300 words in five paragraphs.
3. Avoid plagiarism by not copying friend’s ideas
4. This essay should include your own point of view.
Topic : Why Eat Healthy Food is Important to us?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
101
APPENDIX 4
INSTRUMENT OF POST-TEST
Name :
Class :
Instruction!
1. Please write an analytical exposition text based on the given topic and write an
analytical exposition text based on the criteria (Thesis statement, Arguments,
Conclusion)
2. Write down the text at least 300 words in five paragraphs.
3. Avoid plagiarism by not copying friend’s ideas
4. This essay should include your own point of view.
Topic : Gadget (The Advantages or Disadvantages of Gadget)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
102
APPENDIX 5
THE PRE-TEST RESULT OF EXPERIMENTAL CLASSS
(STUDENT 22)
103
(STUDENT 18)
104
(STUDENT 16)
105
APPENDIX 6
THE POST-TEST RESULT OF EXPERIMENTAL CLASS
(STUDENT 22 )
106
(STUDENT 18)
107
(STUDENT 16)
108
APPENDIX 7
THE PRE-TEST RESULT OF CONTROLLED CLASS
(STUDENT 19)
109
(STUDENT 25 )
110
(STUDENT 18)
111
APPENDIX 8
THE POST-TEST RESULT OF CONTROLLED CLASS
(STUDENT 25)
112
(STUDENT 19)
113
(STUDENT 18)
114
APPENDIX 9
SURAT PENGESAHAN PROPOSAL SKRIPSI
115
APPENDIX 10
SURAT BIMBINGAN SKRIPSI
116
117
APPENDIX 11
SURAT IZIN PENELITIAN
118
APPENDIX 12
SURAT KETERANGAN PENELITIAN
119
APPENDIX 13
DOCUMENTATION
120
APPENDIX 14
REFERENCES OF EXAMINATION PAPER
121
122
123
124
125
126
127
128