the effectiveness of blog on students’ writing of narrative...
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THE EFFECTIVENESS OF BLOG ON STUDENTS’ WRITING
OF NARRATIVE TEXT
(A Pre-experimental Study at Tenth Year Students of SMAN 3 Tangerang Selatan)
By:
NURITA WULANDARI
1111014000065
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
THE EFFECTIVENESS OF BLOG ON STUDENTS’ WRITING
OF NARRATIVE TEXT
(A Pre-experimental Study at Tenth Year Students of SMAN 3 Tangerang Selatan)
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
In Partial Fulfilment of the Requirements for the Degree of S.Pd. (S-1) In the
Department of English Education
By:
NURITA WULANDARI
1111014000065
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
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ACKNOWLDEGEMENT
In the name of Allah, The Beneficent and The Merciful
All praises be to Allah S. W. T., Lord of the world, for the blessing, the
guidance and the strength given to the writer in completion this research. Peace
and blessing be upon to prophet Muhammad S.A. W., his family, his companion,
his adherence.
It is an honor the writer could finally accomplish a skripsi entitled “The
Effectiveness of Peer Feedback to Enhance Students’ Writing Skill through
Blogging (A Pre-Experimental Study at the TenthYear Students of SMAN 3 South
Tangerang City).This paper is submitted to fulfill one of the requirements for the
Degree of S.Pd. at the Department of English Education of Faculty of Tarbiyah
and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.
She is dedicated this skripsi to her beloved parents and brother, Azhari,
Kastati and Hardiansyah Putra Azhari for eternal love, great support and patience.
Furthermore, the writer would particularly thank to her wonderful and excellent
advisors, Dr. Fahriany, M.Pd. and Teguh Khaerudin, M.App.Ling., and her
examiners, Dr. Alek, M.Pd and Zaharil Anasy, M.Hum. for the guidance,
knowledge, patience, and motivation in helping the writer to accomplish this
skripsi. In this occasion, the writer would like to give her deepest gratitude and
salute to:
1. The lectures of English Education Department for the knowledge, dedication,
patience and motivation.
2. The Head of Department of English Education and the secretary of
Department of English Education, Dr. Alek, M.Pd. And Zaharil Anasy,
M.Hum.
3. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and
Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
4. All lectures in Department of English Education for the precious
knowledge,motivation, and patience during the writer’s study.
5. The Headmaster of SMAN 3 South Tangerang City who has given permission
of doing research at the school, Drs. H. P. A. Sopandy, M.Pd.Mrs. Siti
Umayah, S.Pd. as the English teacher who has given permission and helped to
the writer in conducting a research in her classes, and the students of X IPA 5
as the objects of research who have been very brilliant and excellent.
6. Mr. Azhari (beloved father) and Mrs. Kastati (beloved mother) who always
give their best motivation, everlasting love, wonderful patience, great trust to
the writer.
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7. Families, especially the writer’s brother, Hardiansyah Putra Azhari, who always been the reason the writer bears every struggle.
8. The very close friends, Nadia Karimah, S.Pd., Siti Khafidoh, S.Pd., and Syifa
Fauziah, S.Pd. for the laughs and tears.
9. Rury Gamal Paci, the writer’s partner in crime. Thanks for nothing and everything ever had. Her 2 last years of university would have been miserable
without his laughs.
10. English Education B Class family, for the greatest and bittererst moments ever
of writer’s university life.
11. The big family of UKM Bahasa-FLAT of Syarif Hidayatullah State Islamic
University, especially for La Flamme (member of year 2011), who have been
being the second family for the writer.
12. The writer’s special warm for those one who have given such great help, thank
you.
Jakarta, April, 11th
2016
The Writer
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ABSTRACT
Wulandari, Nurita (1111014000065). The Effectiveness of Blog onStudents’
Writing of Narrative Text(A Pre-experimental Study at the TenthYear Students of
SMAN 3 Tangerang Selatan). Skripsi, the Department of English Education,
Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic
University, 2015.This research aims to see the effectiveness of blog to enhance
students writing skill in narrative text. The sample was 37 of the tenth year
students of SMAN 3 South Tangerang City. The samples class is X MIA 5 which
is consisted of 13 males and 24 females. The effectiveness of blog can be seen
from students’ writing scores. The writer used a quantitative method and pre
experimental design as the research methodology with a convenience sampling
technique. The research instrument was a written test assessed using analytic
rubric that was adapted from Testing ESL Composition: A practical approach in
Assessing Writing. From the result of statistics calculation, it was obtained that
the value of Tvalue was 3.989 and degree of freedom (df) is 35. In the table of
significance 5% the value of the significance was 1.690 (Ttable). Comparing those
values, the result was 3.989 >1.690 which means Tvalue score was higher than Ttable
score. In conclusion, the Alternative Hypothesis (Ha) was accepted and the Null
Hypothesis (H0) was rejected. Therefore, there is effectiveness of blog to on
students’ writing of narrative text at tenth year of SMAN 3 Tangerang Selatan.
Keywords: Writing Skill, Narrative Text, Blog.
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ABSTRAK
Wulandari, Nurita (1111014000065). Keefektifan Blog dalam Teks Narasi
Siswa (Penelitian Pre eksperimen terhadap Siswa Kelas Sepuluh di SMA Negeri 3
Kota Tangerang Selatan).Skripsi jurusan Pendidikan Bahasa Inggris, Fakultas
Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah
Jakarta, 2015. Penelitian ini bertujuan untuk melihat keefektifan blog untuk
meningkatkan kemampuan menulis teks naratif oleh siswa. Sampel penelitian ini
adalah 37 siswa kelas X dari SMA Negeri 3 Kota Tangerang Selatan. Kelas
sampel adalah kelas Sepuluh MIA 5 yang terdiri dari 13 laki-laki dan 24
perempuan. Keefektifan siswa dapat dilihat berdasarkan nilai kompetensi menulis
Bahasa Inggris siswa.Penulis menggunakan metode kuantitatif dan desain pre
eksperimen sebagai metode penelitiannya dengan menggunakan teknik
convenience sampling. Instrumen penelitian ini adalah tes tertulis dengan
menggunakan rubrik yang diadaptasi dari Testing ESL Composition: A practical
approach in Assessing Writing untuk menilai kompetensi menulis Bahasa Inggris
siswa. Berdasarkan hasil dari hitungan statistik diperoleh hasil Tvalue yaitu 3.989
dan degree of freedom (df)adalah 35. Dimana pada signifikansi 5% nilainya
adalah 1.690 (Ttable). Dibandingkan dengan skornya, hasilnya adalah 3.989 >1.690
yang berarti Tvalue lebih besar daripada Ttable. Kesimpulannya, alternative hipotesis
(Ha) diterima dan Null Hypothesis (H0) ditolak. Maka dari itu, ada keefektifitasan
dalam penggunaan blog di teks narasi siswa di SMAN 3 Kota Tangerang Selatan.
Kata kunci: Kemampuan Menulis, Teks Narasi, Blog.
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TABLE OF CONTENTS
APPROVAL SHEET ........................................................................................ i
ENDORSEMENT SHEET ............................................................................... ii
SURAT PERNYATAAN KARYA ILMIAH .................................................. iii
ACKNOWLEDGMENT .................................................................................. iv
ABSTRACT ....................................................................................................... vi
ABSTRAK ......................................................................................................... vii
TABLE OF CONTENTS .................................................................................. viii
LIST OF TABLES ............................................................................................ xi
LIST OF FIGURES .......................................................................................... xiii
LIST OF APPENDICES .................................................................................. xiii
CHAPTER I. INTRODUCTION ..................................................................... 1
A. Background of the Study ........................................................... 1
B. Identification of the Problem .................................................... 3
C. Significance of the Study .......................................................... 4
D. Formulation of the Problem ...................................................... 4
E. Objective of the Study ............................................................... 4
CHAPTER II. THEORETICAL FRAMEWORK ........................................ 5
A. Blog ........................................................................................... 5
1. Definition of Blog ................................................................ 5
2. Features of Blog ................................................................... 7
3. Kinds of Blog ....................................................................... 8
4. Blog in Language Teaching ................................................. 9
5. Sampleof Blogs .................................................................... 11
B. Writing ...................................................................................... 14
1. The Nature of Writing ........................................................... 14
2. Purposes of Writing .............................................................. 14
3. Approach of Writing ............................................................. 15
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4. Narrative Text ....................................................................... 16
C. Previous Relevant Study ........................................................... 18
D. Conceptual Framework ............................................................. 19
E. Research Hypothesis ................................................................ 20
CHAPTER III. RESEARCH METHODOLOGY ......................................... 21
A. Place and Time of the Study ..................................................... 21
B. Method and Design of the Research ......................................... 21
C. Population and Sample of the Research .................................... 23
D. Instrument of the Research........................................................ 23
1. Validity .............................................................................. 27
2. Reliability .......................................................................... 28
E. The Technique of Data Collecting ............................................ 29
1. Pretest ................................................................................ 29
2. Posttest .............................................................................. 29
F. The Technique of Data Analysis ............................................... 30
1. Test of Normality ............................................................... 30
2. Test of Homogeneity .......................................................... 31
3. Statistical T-test Formulation ............................................. 32
4. Statistical Hypothesis ........................................................ 32
CHAPTER IV. FINDINGS AND DISCUSSION ........................................... 33
A. Data Description........................................................................ 33
1. The Score of Posttest and Pretest ...................................... 33
2. The Distribution of Students’ Comments .......................... 34
B. Data Analysis ............................................................................ 36
1. Normality Test ................................................................... 36
a. The Normality Test of Pretest ..................................... 36
b. The Normality Test of Postest ..................................... 37
2. Homogeneity Test ............................................................. 38
a. The Homogenity Test of Pretest ................................. 38
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b. The Homogenity Test of Postest ................................. 39
3. Statistical Hypothesis Test ................................................. 39
C. Data Interpretation .................................................................... 42
CHAPTER V. CONCLUSION AND SUGGESTIONS ................................. 48
A. Conclusion ................................................................................ 48
B. Suggestion ................................................................................. 49
REFERENCES .................................................................................................. 50
APPENDIX ........................................................................................................ 53
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LIST OF TABLES
Table 2.1 . Example of Narrative Text ........................................................... 17
Table 2.2 . Generic Structure of Narrative Text ............................................ 18
Table 3.1 . Blue Print of the Research Instrument ......................................... 25
Table 4.1 . Frequency Distribution, Mean Range, Variance, and Standard
Deviation of Pretest ...................................................................... 34
Table 4.2 . Frequency Distribution, Mean Range, Variance, and Standard
Deviation of Postest ...................................................................... 34
Table 4.3 . Distribution of Pretest and Postest Comments ............................... 35
Table 4.4The Normality Test Calculation of Pretest ....................................... 36
Table 4.5 . The Normality Test Calculation of Postest...................................... 37
Table 4.6 . Homogeneity Test of Pretest ........................................................... 38
Table 4.7Homogeneity Test of Postest ............................................................ 39
Table 4.8Students’ Gained Scores ................................................................... 40
Table 4.9Description of Instrument and Data Validity .................................... 46
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LIST OF FIGURES
Figure 2.1 Sample of Blogs Kidblog ............................................................... 11
Figure 2.2Sample of Blogs Blogger ................................................................ 11
Figure 2.3 Sample of Blogs Tumblr ................................................................. 12
Figure 2.4 Sample of Blogs Wordpress ........................................................... 12
Figure 2.5Sample of Blogs Classchatter ......................................................... 13
Figure 2.6Sample of Blogs Edublogs ............................................................. 13
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LIST OF APPENDIX
Appendix 1Lesson Plan (RPP) ......................................................................... 53
Appendix 2 Students’ Writing and Comments ................................................ 109
Appendix 3 Students’ Score ............................................................................ 123
Appendix 4 Distribution of Students’ Comments ........................................... 127
Appendix 5 The Data Calculation of Scorer 2 ................................................. 145
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CHAPTER I
INTRODUCTION
This chapter discusses about the background of the study, identification of
the problem, significance of the study, formulation of the problem and objective
of the study.
A. Background of the Study
Among macro language skills, writing appears to be the most difficult one for
some learners to acquire. Writing is different from speaking although both of them
are considered as productive skills. Raimes cites on her book, Technique in
Teaching Writing, “Many adult native speakers of a language find writing
difficult. The two processes, speaking and writing, are not identical.1
Writing comes to be one of difficult skills to master, so there are some
problems appear among learners. First, some learners assume writing is more
complicated than speaking because they need to pay attention in writing
processes. In addition, sometimes students find more difficulties writing using
target language rather than in their mother tongue. Other learners also believe that
the use of language learning media will affect their writing performance.
The aims of teaching writing in the Curriculum of 2013 are students must be
able to observe, to ask, to explore, to associate and to communicate properly in
written forms. To observe refers to the way students identify the information of
topic they learn about. To ask is defined as the ability to distinguish the
differences of the materials they talking about with another. To explore refers to
students’ abilities to examine the materials from the very general to specific
details. To associate means that student should be able to discuss and give
feedback towards other students about what they learn. The last one is the ability
to communicate or in other words to apply and correlate the materials in real life.
One of writing genres taught in senior high school is Narrative. In the
syllabus of the Curriculum of 2013, Narrative text is taught at tenth to
1Ann Raimes, Techniques in Teaching Writing, (New York: 1983, Oxford University
Press), p. 4.
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twelfthgrade of senior high school. Based on the Curriculum of 2013 syllabus,
portfolio assessment becomes one of instruments to assess students’ competence
especially in assessing Narrative text. Students need to collect their note taking,
paper and peer-assessment in the end of the class. This activity is considered as
portfolio which some people define it as a traditional method for grading.
In writing, several processes must be overcome to produce good writing. The
first step is prewriting and the next steps are drafting, peer/adult revising, editing
and publishing. Some people simplified the peer/adult revising as proof reading.
For some students, facing writing task is somehow frustrated. In fact, some
students are good in writing on their mother tongue. Besides, the others are better
write in target language. But sometimes, students are good to write in both mother
tongue and target languages. These facts lead to the asumption that translation
from mother tongue to target language or target language to mother tongue is
affected students’ performance in writing skill. In addition, the issues of cross
culture understanding are also believed that it will affect their writing using target
language.
Traditionally, writing is performed in pieces of papers. For some people, this
media claimed to be non-efficient, complicated and ineffective ways.
Unfortunately, some people somehow do less effort to master writing skill. So,
they conclude that writing considered as boring and uninteresting activities.
Today, especially in English learning, many teachers use ICT for language
learning. For some reasons, the use of ICT is preffered than others. Firstly, it
provides an innovation in teaching English instead of conventional method like
face to face class meeting, the use of paper based book and many more. Moreover,
its efficiency is also fascinating for some teachers to save their energy and time.
The use of ICT in language learning will raise students’ interest so it will be
more effective especially in learning Narrative. It leads to the fact that portfolio is
no longer effective in the middle of the expansion of technology because the lack
of teacher-student and student-student feedback. This is becoming one of the
disadvantages of using portfolio. In contrast, learning writing skill needs
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appropriate language learning media and feedback opportunity because students
need to reflect what they have done with.
Having deal with the writing issues, an appropriate approach in teaching
writing is obviously needed. In order to bridge the problems in developing writing
skill, the researcher offers blog as a language learning media to enhance students’
writing skill. The existence of blog becomes very useful in developing students
writing skill because it has many features, efficiency, and effectivity to be
conducted as language learning media to enhance students writing skill.
The expansion of technology drives people to use it as an alternative way in
learning writing skill. Blog is becoming familiar because of its features. Blog
allows people to access it everywhere in anytime which makes more efficient.
That’s why the use of blog as one of alternative language learning media has been
practicing around in education sector nowadays. Bull states in his article that blog
will challenge teacher and students to develop writing in authentic ways.2
Moreover, the use of blog as an online tool will be more efficient to be
accessed by everyone rather than hard tool as a conventional one. Usually, the
traditional one is lack in giving peer feedback because it merely read by the
teacher. Blog also offers an advantage which it can be an e-portfolio instead the
conventional portfolio. Beyond this reason, peer feedback through blogging will
simultaneously create an efficient and effective learning environment. In
conclusion, the use of blog as one of language learning media is affordable to
think writing in different way
B. Identification of Problems
There are three problems identified in this research, they are:
1. First, students find writing is more difficult than speaking especially in target
language writing.
2. Second, conventional portfolio does not provide sufficient feedback.
3. Third, the use of blog promises more feedbacks.
2 Glen Bull, Gina Bull and Sara Kajder, Writing with Weblogs: Reinventing Student
Journals, International Society for Technology in Education, Vol. 31, No. 1, 2003, p.35.
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C. Significance of the Study
The researcher conducted this “The Effectiveness of Blogon Students’
Writing of Narrative Text at Tenth Year Students of SMAN 3 Tangerang Selatan”
research because she considers that the result of this study will be fairly useful for
English teacher to choose and conduct blog as language learning media. This
research also will be useful to students in using language learning media
effectively. In addition, the researcher hopes that this study will be a useful
reference for the next study.
D. Formulation of the Problem
The researcher composes the research question as following: “Was there any
effectiveness of blog on students’ writing of narrative text at tenth year students of
SMAN 3 Tangerang Selatan?”
E. Objective of the Study
The purpose of the study was to obtain the empirical evidence aboutthe
effectiveness ofblogon students’ writing of narrative text at tenth year students of
SMAN 3 Tangerang Selatan.
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CHAPTER II
THEORITICAL FRAMEWORK
This chapter explains about the description the theory that related to the
research. It consists of theoretical description of blog, writing, narrative text,
previous relevant study, conceptual framework and research hypothesis.
A. Blog
1. Definition of Blog
The World Wide Web also widely known as the web can be defined as a
techno-social system to make humans communicate based on technological
networks which are different from internet but the most remarkable part of it.1 The
term of the techno-social system refers to a system that increases human
cognition, communication and cooperation: the necessary prerequisite to
communicate and the pre condition to cooperate cognition. Cooperations needs
communication and communication need cognition.
There are four generations of web which consist of Web 1.0, Web 2.0, Web
3.0, and Web 4.0. “Web 1.0 as a web of cognition, web 2.0 as a web of
communication, web 3.0 as a web of co-operation and web 4.0 as a web of
integration are introduced such as four generation of the web since the advent of
web.”2 The development shows that the web is moving forward to become
intelligent interaction in close future.
Blogs are included in the main technologies and services of web 2.0. There are
some outlines that characterize the Web 2.0 including a massively connected
world which most Web 2.0 software application rely on there being a vast number
of people connected to each other via internet. Other character is the role of users
as cocreator which people are no longer readers but also writers and creators. One
of the outlines is openness. It means that people are available to access data and
software in a little or no cost. Rich experience is also characterize the Web 2.0
1 Sareh Aghaei, Mohammad Ali Nematbakhash and Hadi Khosravi Farsani, Evolution of
the World Wide Web: From Web 1.0 to Web 4.0, International Journal of Web & Semantic
Technology (IJWesT), Vol. 3, No. 1, 2012, p. 1. 2Ibid.
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which people can closely take and share videos, photos, audios via internet to
approximating real-life experience.
One of main technologies and service of Web 2.0 is called blog. The term of
blog comes from a blend of the words web and log. It is a web consisted of entries
called posts which published chronologically with the most recent first, in journal
style. The posts are automatically dated, archived and displayed in reverse
chronological order. The latest post is displayed at the top of the page and the
older one gets further down. Visitors of the blogs also can add comment below
post entries and link to other webs. Most blogs are textual but there are other sorts
such as photoblogs or photologs, videoblogs or vlogs and podcasts.
A source described that blogs are basic website allows users to post text,
upload pictures, videos and provide links on the internet.3 These features are
commonly ones provided in many blogs platform such as Blogger, Tumblr,
Wordpress and so on. Bloggers with unique and creative texts, pictures, videos or
links usually will be commonly visited by other bloggers.
Musburger defines blog as s diary of a person’s thoughts, opinions, and
activities with Web links accessible to certain people setup by the blogger.4 The
information people share may various from less informative one to reliable
information. Usually, the more interesting information, opinions, activities and
thoughts the more people visit the blog to add comments or merely read.
Furthermore, Ahluwalia concluded in her research that blog facilitates people
to interact and comment in other posts which make blog as an effective approach,
highly productive and meaningful tool.5 In addition, based on McBride research,
he cited that positive comments and reaction caused by global audience will be a
large scale of writing evaluation.6 The theory and result of research led to the fact
3Carol D. Rinke et. al., Using Blogs to Foster Inquiry, Collaboration, and Feedback in
Pre-Service Teacher Education, (New York: IGI Global, 2009), p. 306. 4Robert B. Musburger, An Introduction to Writing for Electronic Media, (Burlington:
Elsevier Inc., 2007), p. 259. 5 Gurleen Ahluwalia, Deepti Gupta, and Deepak Aggarwal, The Use of Blogs in English
Language Learning: A Study of Student Perceptions, PROFILE, Vol. 13, No. 2, 2011, p. 33. 6 Ronald McBride, Ph.D. and Valerie King, Ed. S., Improving Writing Skills Using
Blogging in the Elementary Classroom: Choosing Tools They Use, 2010, p. 3.
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that blog can facilitate students to do their peer feedback in evaluating their
writing.
2. The Features of Blog
Blog provides many features to facilitate the reader and writer. Usually, novel
blogger will choose easy managing hosted blog rather than premium one. But
professional blogger tends to upgrade their blog features in order to get additional
and premium features. Here some of main features of blog which easily found in
many hosted blogs: posts, archives, comments and templates.
Blog post includes a subject tittle and a body messages. Post length can be
relatively short or long such as one to dozens of paragraphs. It can comprise a
variety of media objects, including text, pictures, graphics, or multimedia. Entry
post will show a time stamp to make the author easier find the post she or he has
written.
Archives usually sorted in chronologically, alphabet and label of post
(custom). This feature helps author to manage their post to be easily found by
their reader. Moreover, the author can set the archives as they want. This feature is
a must feature provided in almost hosted blog.
The next feature of blog is comment box in the below of every post. This
feature facilitates the author and the reader to give comments about the post the
author has posted. In order to serve best service to the blogger, the hosted blog
allows other blog platform users to give comments as they want. In other words,
the authors will instantly receive feedback from the readers about their blog
entries. This blog feature gives the opportunity to build active interaction between
the authors and the readers. That’s why this feature give opportunities to people
who wants to enhance their productive skills especially writing skill to receive and
provide feedback related to their writing.
Another service provides by blog is templates. The blogger can choose many
layouts, typography and so on to customize their blog. This way will give a
feeling of personal to blogger without any technical expertise needed. In addition,
the hosted blogs allow user to customize their blog using their own code.
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3. Kinds of Blog
People today use blogs in many ways and for some purposes. So, there are a
number of kinds of blogs in internet that can be distinguished as personal blogs,
community blogs, journalism blogs, education and research blogs and also
knowledge blogs.
Blog authorized by individuals is calledpersonal blogs. Mostly, it is also can
be lined to other websites or web logs. This personal looked blog usually contains
posts of daily activities, experiences, ideas, knowledge, feelings, personal
information and so on.
Unlike personal blogs, community blogs managed and authorized by some
people included in particular community they belong. This blog supports
individual to be involved in higher level community participation. Usually, this
blog facilitated people of non-member to access information, news and many
things related to the community.
Another kind of blog is journalism which provides community critiques and
commentary on current journalism and news. People not only share the news but
also give their opinions. This blog shows many perspectives of subject matters
which critically discussed.
Education and research blogs also known as edublog are present advance
tools to user as learners. This media, students are allowed to publish their own
writing and develop a social network to collaborate. In this blog both students and
teacher elaborate to create effective language class.
The last is called knowledge blog which is can be used to store and codify
knowledge into a virtual online storage. It is usually maintained by personal or
community. Today, many people voluntarily run this blog to share knowledge and
relate their experiences.
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4. Blogs in Language Teaching
For a long time, blogs were seen as nothing more than an online journal or
diary where people could share their opinions, post anything interesting or merely
post their activities. But today is a very different world for blogging. Many people
involve blog in many aspects of their life, for instance, blogging for business,
education, self-promoted, passions and many others.
Nowadays, internet is widely use in a variety of ways for students to develop
their writing skill. Blogs can be used by students to develop their writing skills in
many ways. For instance, Boas states, blogs and ning networks are commonly
used online platform that can be researched and adapted to all stages of the
process approach easily.7 The process approach that Boas means is the use of blog
to conduct the series of writing process like pre-writing, drafting, peer review, and
proof reading.
Blogs used in education are known as edublogs. Edublogs cover a wide range
of topics related to education, from teaching materials, curricula, teaching method,
educational policy and many more. An edublog can be used and set up by
teachers, individual learners or a group of learning class. Dudeney and Hockly
mention that there are 3 kinds of edublogs including tutor, students and class
blogs.8
A blog set up and maintained by a teacher or tutor is known as tutor blog. The
teacher may allow students to comment on that blog. Moreover, some blog hosts
allow students’ parent see students’ activity. Today, there are plenty of hosted
blog that elaborate teacher, students and class blog in a blog. The using can be
easily set up based on its necessity. Teacher can manage a class blog which
students allow to sign in and contribute in an account. This way believed to create
effective and efficient learning through blogging.
7 Isabela Villas Boas, Process Writing and the Internet: Blogs and Ning Networks in the
Classroom, No. 2, English Teaching Forum, 2011, p.27. 8 Gavin Dudeney and Nicky Hockly, How to Teach English with Technology, (Essex:
Pearson Education Limited, 2007), p.87.
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There are plenty of advantages using blog as one of media language learning.
The availability in providing feedback, adaptation of authentic materials, and
autonomous learning are believed can boost students’ writing skill.
One of the advantages of blog, it is facilitated people to contribute by
providing feedback which is related to background of this research. In learning
English, the role of feedback especially from teacher and peer are needed. In
particular, blog contains a feature to give feedback for those who access it. It
means that people who are registered on that platform or not will be able to read
and give comment.
Secondly, authentic materials include anything that is used to communicate.
Nepomuceno argued that authentic text is provided by blog for students to observe
and analyze, making them aware of the convention of writing, for instance,
grammar, mechanics, unity, coherence, etc.9 It can be concluded that the authentic
material may affect students’ performance. In addition, using authentic material
will increase students’ anxiety and motivation to develop their learning ways.
In addition, blogging stimulate students to be autonomous learners. The
notion of autonomous learners has widely known within the language learning
context. Autonomous learner refers to the learners who take responsibility of their
own learning. This term also can be defined as learners willingness to do self-
reflection, take risk, involve in independent action, make decision and do self-
directed towards their own learning direction.The learners are demanded to reflect
and to enrich different point of views from other learners’ entries. They are
simultaneouslystimulated todo review and do correction on their own writing. In
addition, autonomous learning will createreinforcement to the learners to be
responsible and be brave to take risk towards blog contents they have written. The
learners will be absolutely involved in independent action which they have to
make decision and do self-directed while composing their blog contents.
9 Matthew M. Nepomuceno, Writing Online: Using Blogs as an Alternative Writing
Activity in Tertiary ESL Classes, Vol. 5, TESOL Journal, 2011, pp. 92-105.
11
5. Sample of Blogs
These following pictures are the sample of blog in various hosted blog:
Kidblog, Blogger, Tumblr, Wordpress, Classchatter and Edublogs.
Figure 2.1 Kidblog
Figure 2.2 Blogger
12
Figure 2.3 Tumblr
Figure 2.4 Wordpress
13
Figure 2.5 Classchatter
Figure 2.6 Edublogs
14
B. Writing
1. The Nature of Writing
Coulmas distinguished at least 6 meanings of the term of writing on his book
Writing Systems: An Introduction to their Linguistics Analysis which are
mentioned that writing is “(1) system of recording language by means of visible
or tactile marks; (2) the activity of putting such a system to use; (3) the result of
such activity, a text; (4) the particular form of such a result, a script style such as a
block letter writing; (5) artistic composition; (6) a professional occupation.”10
Nunan divides two different views on the nature of writing. The first is called
the product approach and the second can call the process approach.11
The product
focuses on the result and the product of the act of composing writing. Teacher
have to make sure that the product obeys the convention rules, appropriate
grammar, have good cohesion and coherence and also readable. The examples of
the products are essay, letter, poetry, and so on.
Unlike the product approach, the process approach emphasized on the steps
of a writing product is being composed. This approach focused on how the author
produces their writing product from the very first stage to the end. It means that
every single steps is being observed to develop the writing become the finest
product.
2. Purposes of Writing
Angle is a word that describes the author’s purpose for writing. To produce
one to another writing appropriate approach is required. Writing poetry may
different from writing essay in newspaper columns. The differences may vary: on
its purposes, conceptual processes and the products.
Boas stated that the main goal of ESL/EFL is in order to make students
become interactive and social, rather than individual. Moreover, processes of
planning, drafting and revising writing of different genres that will serve authentic
10
Florian Coulmas, Writing Systems:An Introduction to their Linguistics Analysis,
(Cambridge: Cambridge University Press, 2003), p. 1. 11
David Nunan, Designing Tasks for the Communicative Classroom, (Cambridge:
Cambridge University Press, 1989), p. 36.
15
communicative purposes.12
The authenticity will stimulate students to apply what
they have learned and associate it with numerous purposes outside class.
Traditionally, writing has four common purposes: to inform, to persuade, to
express and to entertain.13
Basically, people write to provide and share information
they had. But people today are not merely doing that but also in persuading
people. This way is important to think in particular way and or to convince that
the writing is reliable and factual. Writing may tend to be expressive by stating the
authors’ opinions, ideas, feelings and experiences. People also use writing to
entertain, for instance, short stories, romance novels and humorous newspaper
columns.14
3. Approaches to Writing
In order to produce a masterpiece of writing, some steps are required. Dietsch
mentions that there are four steps of writing process including prewriting,
drafting, revising and editing/proofreading.15
Prewriting is the first stage of
writing the purpose of which is to generate ideas. While drafting the process of
developing, expanding, and forming connection is required. This is the step when
you can rethink, refine and develop ideas which drastically reorganize the draft.
The final steps are aimed to examine ideas, check the organization, mechanics,
and language use.
Moreover, other sources explain stages of writing that may involve planning,
prewriting, drafting, revising your content, revising for structure and revising for
grammar and mechanics.16
Planning is focusing on consideration of generating
ideas, purposes and audiences. Prewriting is generating ideas for instance,
brainstorming, free writing, looping, clustering, and chart making. While drafting,
12
Boas, op. cit., p. 27. 13
Betty Mattix Dietsch, Reasoning and Writing Well: A Rethoric, Research Guide,
Reader, and Handbook, (New York: McGraw-Hill, 2006), fourth edition, p. 7. 14
Barbara Fine Clouse, A Troubleshooting Guide for Writer: Strategies and Process,
(New York: McGraw-Hill, 2008), fifth edition, p. 7. 15
Dietsch, op. cit., p. 11. 16
Donald Pharr and Santi V. Buscemi, Writing Today: Contexts and Options for the Real
Word, (New York: McGraw-Hill,2005), p. 22.
16
author starts to compose a whole writing from the very first to end. The next steps
arerevising the content, structure, grammar and mechanics.
Another source also mentions 3 stages of writing process; prewriting, drafting
and refision.17
In prewriting stage, there are 2 activities included generating ideas
and planning. Drafting activity refers to the actual writing of the paragraph or
essay. The last step is Revision which is consisted of two parts: revising and
editing. During revising, author rethinks to evaluate the whole paper. Editing is
the final stage of writing process to recheck sentence ambiguity, mechanic and
grammar.
4. Narrative Text
Narrative is one of writing genres that is taught in first grade of junior high
school to third grade of senior high school. It is a text used to entertain, amuse and
tell past stories. There are some forms of Narrative text such ballad, poetry, fable,
story, anecdote, legend, fantasy, myth, science fiction, fairy tales, and many more.
The generic structure of a Narrative text includesorientation, complication and
resolution. Orientation usually introduces the participants involved on the text.
Complication describesa series of crisis. Resolution reveals how the crisis is
solved.
The language features included in Narrative text are direct and indirect speech
action verbs, thinking verbs, connections, past tense, adjective and many more.
Here the example of Narrative text and the description of the generic structure.18
17
Regina L. Smalley, Mary K. Ruetten and Joann Rishel Kozyrev, Refining Composition
Skills: Academic Writing and Grammar, (Boston, Heinle: Cengage Learning, 2012) sixth edition,
p. 4. 18
http://englishadmin.com
17
Table 2.1 Example of Narrative Text
Myth Story of Aji Saka and Dewata Cengkar
Many, many years ago, the kingdom of Medangkamulan
was ruled by a king named Dewata-chengkar. This king had a
strange and frightening habit. He liked to eat human beings.
One day, a young traveler arrived in the kingdom.He was called
Ajisaka. Ajisaka took shelter in the house of a widow who quickly
came to look upon the young man as her own son. When he heard
of the king’s strange appetite, Ajisaka sympathized with the
villagers’ plight and immediately volunteered to become the
king’s next meal.
Ajisaka went directly to the king’s palace.“I am willing to
be your next meal. Your Highnees. However, I have a request“
said Aji Saka to the king. “Whatever you please, young man, I
will grant your request,“ the king replied. “Before you eat me,
grant me some land. Just enough length of my own headcloth.“
continued Aji Saka. “Come, Young Man. Let’s measure your
headcloth so that I can have my meal and you can have your
land“ agreed the king.
Ajisaka began to unwrap the cloth tied around his head.
The king got down from his throne and hold one end of the
headcloth. He stepped backward. What he didn’t know was that
this headcloth was much longer. The king kept going backward,
step by step, as the cloth kept unraveling. He stepped backward
through the palace square, backward across the village, holding
the end of Ajisaka’s headcloth. The king kept stepping backward
until reached the sea cliftts of the sea.
A great crowd of people had gathered. They held their
breath as their king took his final step backward over the cliff’s
edge and plunged into the waves crashing againts the rocks at the
foot of the sea wall.
18
Table 2.2 Generic Structure of Narrative Text
Generic
Structure Contents
Orientation The story introduces the participants. Those are main charracters,
Aji Saka and the king Dewata Cengkar. They lived in once time
Complication
The problem began when the king wanted to eat his people. That
king’s strange habit made Aji Saka face a major complication, how
to solve the problem. Aji Saka tried to stop the king frighting
habit.
Resolution The story has a happy ending as Aji Saka Successfully beats the
king. The king fell into the sea.
C. Previous Relevant Study
The first relevant study was a journal entitled Use of Peer Feedback to
Enhance Elementary Students’ Writing through Blogging written by Yu Liang
Chen, Eric Zhi Feng Liu, Ru Chu Shih, Chin Tsung Wu and Shyan Ming Yuan, a
journal of British Journal of Educational Technology, which was published on
2010, Volume 42 and Number 1. The objective of the research was to investigate
the effectiveness of using peer feedback to enhance elementary students’ writing
through blogging. A series of quantitative and qualitative techniques were
employed to analyze the data, including inter-rater reliability, content analysis, T-
test, analysis of covariance, observations and interviews. The result showed that
“The statistical results reached a significant level (t = 2.07, p < 0.05), indicating
that the posttest performance was higher than that of the pretest. As a result, the
use of peer feedback through the blogging model is effective for improving the
quality of writing.”19
The difference between this previous relevant study and the
researcher’s study are in the method which this study adopted a series of
quantitative and qualitative techniques. In addition, this study investigated the
19
Yu Liang Chen et al., Use of Peer Feedback to Enhance Elementary Students’ Writing
through Blogging, No. 1 Vol. 42, British Journal of Educational Technology, 2011, pp. EI--E4.
19
effectiveness of using peer feedback whereas the study researcher conducted is
investigated the effectiveness of blog.
A journal entitled The Effectivenes of Internet-Based Peer Feedback Training
on Chinese EFL College Students’ Writing Proficiency which published on 2014
was selected by the researcher to be the next related study. The aim of this
research was to investigate the effectiveness of the internet-based PFT on Chinese
EFL students writing proficiency.20
The results indicate that the progress of the
more-proficient group made in writing was rather slight because the mean scores
only rose from 79.64 on the pre-test to 81.76 on the post-test. But, this slight
difference has statistical significance (t= -2.14, p < .05). In contrast, the less-
proficient group’s mean scores had a significant increase, that is, from 63.85 on
the pre-test to 76.42 on the post-test. This difference also had statistical
significance (t= -6.18, p < .01).From the results of the study, it is clearly seen that
the internet-based PFT was positively effective on the improvement of EFL
students’ writing error correction quality. In this previous relevant study, the
CACL platform is constructed whereas in the researcher study, Blogger platform
is applied. Moreover, the effectiveness of internet based feedback is the concern
of this study. This study also applied mix method in conducting research.
D. Conceptual Framework
Some people assume that writing through paper based is a conventional way.
They speculate that writing is a boring, unchallenging, and underrated activity.
Moreover, in this technology expansion, there are many ways to enhance writing
skill in innovatively effective ways. The researcher offers blog as one of language
learning media because of many reasons.
Firstly, blog facilitates learners to provide feedback. In writing, feedback is
important to boost and monitor the work of writing during teaching and learning
process. In this research the researcher emphasized providing feedback through
blogging as a way to enhance students writing. The effectiveness of blogging can
20
Jiahong Jiang and Yibing Yu, The Effectiveness of Internet-Based Peer Feedback
Training on Chinese EFL College Students’ Writing Proficiency, No. 10 Vol 3, International
Journal of Information and Communication Technology Education, 2014, pp. 34--36.
20
be seen by assessing students’ writing in pre and posttest. Using blog as one of
online portfolio can simply facilitate students to receive feedback from their
teacher. In traditional portfolio, students gather their work to be assessed by their
teacher in particular time which usually in the end of semester. This way simply
blocks students to receive feedback from their teacher and other students. In
contrast, writing is one of language skills that need two communication ways in
both sides either from students to teacher and or students to students. So, using
blog to facilitate both teacher and students are significantly important to provide
feedback in order to boost students’ writing skill.
Secondly, writing through blogging is extensively used in this technology
expansion era. Nowadays, technology expansion surprisingly develops in many
sectors including language teaching. Especially in writing, the use of technology
is preffered rather than the conventional one. Its efficiency and effectivity are
beyond the reasons. Moreover, writing through blogging is an innovative way to
enhance writing skills because blog possess many services and features. So, it will
stimulate people to be less boring and creative in conducting writing.
E. Research Hypothesis
For testing the statistical hypothesis of this research, the formulation used was
t-test. The purpose is to see to obtain the empirical evidence about the
effectiveness of blog on students’ writing of narrative text at Tenth Year Students
of SMAN 3 Tangerang Selatan.
21
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the place and time of the study, method and design of
the research, population and sample of the research, instrument of the research,
technique of data collecting, and technique of data analysis.
A. Place and Time of the Study
This study was conductedinSMA Negeri 3 Kota Tangerang Selatan. It is
located at Jl. Benda Timur XI Komplek Pamulang Permai, South Tangerang City,
Banten. The researcher chose this school because it is using Kurikulum 2013
curriculum for tenth year students. The research started on April 15th
to 20th
May
2015. It was done by giving pretest, treatment and posttest to the tenth year
students. The writer has 4 meetings for treatment and 2 meetings for pretest and
post-test.
B. Method and Design of the Research
The method usedin this research was a quantitative method. “In quantitative
research the investigator identifies a research problem based on trends in field
or on the need to explain why something occurs.”1 This research directly
attemps to influence a particular variable. When it is properly applied, it is the
best type for testing hypothesis about cause and effect relationship.
Experimental design is apllied in this research. Creswell mentions that
experiment is used to establish possible cause and effect between dependent and
independent variables.2
This research adopted a single-group pre and postests design to investigate the
effectiveness of using blog. In this design, a single case is observed at two time
points; pre-test and post-test. Changes in the end of study are presumed to be the
result of treatment. In this design, no comparison group is employed. In this study,
1John W. Creswell, Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research, (Boston: 2012, Pearson Education Inc.), Fourth Edition, p.
13. 2Ibid.
22
the dependent variable is blog and writing skill is as an independent variable. The
experiment procedure starts with a pre-test and ends with a post-test. Researcher
need to analyze the findings based primarily on differences in the post-test scores
of the sample group. Singh states, “The single individual or one-group experiment
is the most elementary and least rigorous design.”3 So, the researcher believed
this design will meet to the objective of the research. In addition, “It consist of
comparing the growth of a single group under two different sets of condition-that
is, of subjecting of the group successively to an experimental and to a control
factor for equivalent periods of time and comparing the outcomes”4
In the first meeting, the researcher invited the participants to language
laboratory and asked them to create an account in Blogger platform. The
researcher chose that blog provided because it is easy to be used and the features
support for writing. The next meeting was pretest to see their current writing skill
level. The researcher asked students to write Narrative text including fable,
legend, myth, fairy tales, folklore and many more. The students were asked to
write at least 3 paragraphs. They are divided into 10 groups to make easier in
commenting others writing. The four students who have first registered number
commented to each other writing among the fourth and the following registered
number will do the same. Based on the kinds of participant comment, the students
were divided into two groups in analyzing peer feedback which are the elaborated
and basic feedback group. Elaborated feedback refers to useful feedback which
provides detail items from students and basic feedback is merely led to good or
poor comments. The following weeks, the researcher started the treatment for
2x45 minutes. Then, they have been given treatment during that time. In the next
week, the student did post-test using computer in the language library. The
researcher picked categorized participants based on their kinds of comment to be
interviewed. Then the researcher correlated between the results of participants’
writing and interview.
3Yogesh Kumar Singh, Fundamental of Research Methodology and Statistics, (New
Delhi: 2006, New Age International (P) Ltd., Publisher), p. 141. 4Ibid.
23
C. Population and Sample of the Research
The population in this research was students of SMA Negeri 3 Kota Tangerang
Selatan. There were 293 students tenth year in eight classes; X MIA, X MIA 2, X
MIA 3, X MIA 4, X MIA 5, X MIA 6, X IIS 1 and X IIS 2. The samples class is
X MIA 5 which is consisted of 13 male and 24 female.
The technique of sampling used in this research was a convenience sampling.
“A convenience sample is motivated by analytical interest in an available body of
texts that is known not to include all texts of the population that the analysts are
concerned with.”5 The availability to select participants as a sample because of
students’ availability to be studied at school is the reason beyond the researcher
chose this sampling. The principle of the school gave permission and instructed
the teacher to give English class accessibility to do research.
D. Instrument of the Research
To measure data in quantitative study, the researcher used instrument. In
quantitative data, a tool for measuring, observing documenting is called
instrument.6 Instrument also can be defined as device to collect data and the
process of collecting data is called instrumentation. In addition, Brown
emphasized that a set of techniques, procedures, or items that requires
performance on the part of the test taker refers to an instrument.7
The instrument used in this research was a written test. The researcher gave
instruction to write Narrative text by written test. In addition, the instruction can
be seen on appendix. It is done because to see the writing ability is better to get
the students write. The written test conducted in the research including pretest and
posttest. The researcher gave instruction to make blog account using Blogger
platform. Whether students already owned blog or not, they should create a blog
account.
5Klauss Krippendorff, Content Analysis: An Introduction to its Methodology, (California:
2004, Sage Publications, Inc.), p. 120. 6Creswell, op. cit., p. 14.
7 H. Duglas Brown, Language Assessment Principles and Classroom Practices, (New
York: 2004, Pearson Education, Inc.), p. 3.
24
Since the problem of the research is to see the students’ writing ability in
Narrative text, so the instrument used is analytic scoring rubric. Moreover, peer
feedback provided by the participants is also counted and divided into elaborated
feedback and basic feedback both individual and in group. There was only a
single group in this study and it was doing pretest and posttest. The researcher
gave pretest to gather data before treatment applied. Posttest is given after
treatment is applied to see the effectiveness of the treatment which given.
25
CO
NT
EN
T
OR
GA
NIZ
AT
ION
Table3.1Blue Print of the Research Instrument
Analytic Scoring
(The rubric was adapted from Testing ESL Composition: A practical
approach in Assessing Writing8)
ESL COMPOSTION PROFILE
STUDENT DATE TOPIC
SCORE LEVEL CRITERIA COMMENTS
8 Sara Cushing Weigle, Assessing Writing, (Cambridge: 2002, Cambridge University
Press), p. 116.
30-27 EXCELLENT TO VERY GOOD: knowledgeable • substantial
• thorough development of thesis • relevant to assigned topic
26-22 GOOD TO AVERAGE: some knowledge of subject • adequate
range • limited development of thesis • mostly relevant to topic,
but lacks detail
21-17 FAIR TO POOR: limited knowledge of subject • little
substance • inadequate development of topic
16-13 VERY POOR: does not show knowledge of subject • non-
substantive • non pertinent • OR not enough to
evaluate
20-18 EXCELLENT TO VERY GOOD: fluent expression • ideas
clearly started/supported • succinct • well-organized • logical
sequencing • cohesive
17-14 GOOD TO AVERAGE: somewhat choppy • loosely
organized but main ideas stand out • limited support • logical
but incomplete sequencing
13-10 FAIR TO POOR: non fluent • ideas confused or
disconnected • lacks logical sequencing and
development
9-7 VERY POOR: does not communicate • no organization •
OR not enough to evaluate
26
VO
CA
BU
LA
RY
L
AN
GU
AG
E U
SE
M
EC
HA
NIC
HS
20-18 EXCELLENT TO VERY GOOD: sophisticated range •
effective word/idiom choice and usage• word form mastery •
appropriate register
17-14 GOOD TO AVERAGE: adequate range • occasional errors
of word/idiom form, choice, usage •but meaning not
obscured
13-10 FAIR TO POOR: limited range • frequent errors of
word/idiom form, choices • meaning confused or
obscured
9-7 VERY POOR: essentially translation • little knowledge
of English vocabulary, idioms, words form • OR
not enough to evaluate
25-22 EXCELLENT TO VERY GOOD: effective complex
constructions • few errors of agreement, tense, number,
word order/function, articles, pronouns, preposition
21-18 GOOD TO AVERAGE: effective but simple constructions •
minor problems in constructions • several errors of
agreement, tense, number, word order/function, articles,
pronouns, preposition but meaning seldom obscured
17-11 FAIR TO POOR: major problems in simple/complex
constructions • frequent errors of negation, agreement,
tense, number, word order/function, articles, pronouns,
preposition and/or fragments, run-ons, deletions • meaning
confused or obscured
10-5 VERY POOR: virtually no mastery of sentence construction
rules • dominated by errors • does not communicate • OR
not enough to evaluate
5 EXCELLENT TO VERY GOOD: demonstrated mastery of
conventions • few errors of spelling, punctuation,
capitalization, paragraphing
4 GOOD TO AVERAGE: occasional errors of spelling,
punctuation, capitalization, paragraphing but meaning not
obscured
3 FAIR TO POOR: frequent errors of spelling, punctuation,
capitalization, paragraphing • poor handwriting • meaning
confused or obscured
2 VERY POOR: no mastery conventions • dominated by
errors of spelling, punctuation, capitalization,
paragraphing • handwriting illegible • OR not
enough to evaluate
27
The quality of instrument used in a research is very important. Validity and
reliability are essential requirements should be fulfilled to ensure the instrument is
qualified.
1. Validity
One of important principles in language assessment is validity. It is very
important in choosing and using instruments. Validity refers to the
appropriateness in examining the extent to which a test calls for performance that
matches that of the course or unit of study is being tested.9 In brief, instrument
should test what should be tested.
To attain the validity, the researcher used content validity. Content validity
referred to requires the test takers to perform the behavior that is being measured.
The researcher did written test to examine students’ writing test through blogging.
In addition, this research also registered to blog platform to support required
condition in writing through blogging activity. Providing comments is available in
blogging activity so, it is support peer feedback activity included in blogging in a
time.
The researcher gave instruction to students to write Narrativetext through
blogging activity. The test used is written test because to best way to see the
students’ writing capability is asking them to write. As the consideration of the
instrument properness, the researcher had made the relevance of the topic writing;
the writing instruction, the peer feedback instruction and analytical writing rubric.
The lesson plan can be seen on appendix.
The activity of providing feedback is also through blogging. The students gave
feedback after they wrote the Narrative text. Providing feedback is one of features
of blog. So, writing and providing feedback is done through blogging.
9Brown, op. cit., p. 22.
28
2. Reliability
Reliability refers to the consistency in giving the same tests to the same
students or matched students on two different occasions.10
In order to attain the
reliability of the instrument the researcher used an analytic scoring rubric to score
students’ writing pretest and posttest and did inter rater reliabilityto ensure the
reliability of the data. “Inter-rater reliability is an index of consistency across
raters calculated using correlations.”11
Analytic scoring provides more detailed information about test takers
performance in different aspect of writing as content, organization, cohesion,
register, vocabulary, grammar or mechanics.12
The scale of analytic composition
is derived by Jacobs et. al. adopted by Sara Cushing Weigle in her book,
Assessing Writing. The primary advantage of an analytic scoring is that it
provides more useful diagnostic information about students’ writing ability over a
holistic scoring. The disadvantage of this scoring is time consuming.
Moreover, the researcher also did inter-rater reliability to see the consistency
of the data. This step is done to ensure that the rubric used by any scorers is
reliable. So, the researcher conducted inter rater reliability to compare the scoring
result by scorer 1 and 2 was not significantly different. It means that the rubric
scoring is consistence. The researcher and the English teacher scored pretest and
posttest using the same scoring rubric and in the same time. In case the rater gives
different scores, the mean scores will be provided. Moreover, the researcher
should ensure that the perception about what is being assessed between the other
rater and the researcher is should be the same.The table scores can be seen on the
Chapter 4.
10Ibid.
11Judy R.Wilkerson and William Steve Lang, Assesing Teacher Competency: Five
Standards-Based Steps to Valid Measurement Using the CAATS Model, (California: Corwin Press,
2007), p. 243. 12
Sara, op. cit., p. 114.
29
E. Technique of Data Collecting
After making the instrument, the researcher will collect the data by giving a
test to the students. The test technique was one of the data collecting techniques in
aquantitative research.13
In collecting data, the researcher conducted written test to
test students’ writing ability. There was only 1 group of students that being
researched. This group did pretest, 4 meetings of treatment and posttest. Students
wrote in personal and gave peer feedback among group member. In the end of the
research, students divided into 2 categories for those ones who were giving
elaborated and basic feedback.
1. Pretest
On the first week, the researcher gave explanation about blog such as blog
platform, how to create account and how to maintain it. The researcher conducted
pretest on 22nd
April or the first week of research time. The researcher gave
instruction to students to write and give feedback among group member. Students
were divided into 10 groups which is consisted 3 to 4 students. They did written
test and gave peer feedback in language laboratory. The next following weeks the
researcher did 4 times treatment on 22nd
April to 13th
May 2015. The lesson plan
can be seen on appendix.
2. Postest
On the last week, 20th
May, the researcher did postest. Posttest is given after
the treatment. With the same procedure as pretest, the students were asked to write
and provide feedback on blog platform. After conducting pretest, the researcher
and the English teacher did score the students’ writing. This way can be referred
as inter rater reliability to see the reliability of the instrument. The score describes
in the following chapter.
13
Tim Penyusun Pedoman Penulisan Skripsi FITK, Pedoman Penulisan Skripsi,
(Jakarta:FITK,2014),p.65.
30
F. Technique of Data Analysis
The next process of the research is data analysis. The researcher analyzed data
by counting pretest and postest scores. Moreover, the researcher processed
participants’ comments and analyzed the interviewed result. The researcher had
the normality and homogeneity test to ensure that students’ writing was normal
and homogeneous. The parametric statistic used is T-test formulation to analyze
the data that gained from pretest and postest.
1. Test of Normality
The researcher used SPSS to analyzed normality to ensure that the data is
normally distributed. Normality test is used to know whether the data come from
the normal distribution or not. The normality test is done with Liliefors test with
requirement as follows: If score of Lvalue ≤ Ltable , so the data comes from the
normal population, but if it is not fulfilled this requirement, so the data does not
come from normal population. Score of Lvalue is got from Liliefors formula as
follows:
in which,
Zi= normality
Xi= data from every sample
= deviation standard
= mean
The criteria of determining the normality of the data was:
a. If Lvalue was smaller than Ltable (Lvalue < Ltable), it means that the data were
distributed normally
b. If Lvalue greater than Ltable (Lalue > Ltable), it means that the data were not
distributed normally.
31
2. Test of Homogenity
Homogeneity test is used to know whether the data come from the
homogeneous variance or not. After normality test gives indication that the data is
distributed normally, so it needs to do homogeneity test with Fisher test/ F test.
The steps of determining homogeneity are:
a. Dividing the larger variance by the smaller one. If the variances are similar to
each other, the F-value will be close to 1. The more the variances differ, the
larger the F-value will be.
b. Comparing the obtained F-value to the appropriate one in the table. If the
obtained F-value is equal to or larger from the table value, then the data is lack
homogeneity of variance
Hypothesis:
Ho: The condition of experiment class is not different from controlled class.
H1: The sample of experiment class is different from controlled class.
If F < F1/2α (n1-1)(n2-2), Ho is accepted
If F F1/2α(v1,v2), Ho is rejected
32
3. Statistical T-test Formulation
The researcher conducted this test was to obtain the empirical evidence about
the effectiveness of blog on students’ writing of narrative text. The researcher
calculated the data using the appropriate formula adopted one group pretest and
posttest design so the formulation used below.14
t =
SD =
√
SD = √
4. Statistical Hypothesis
The hypotheses of this research are:
H0 (Null hypothesis) X1 < X2: There is no effectiveness of blog on students’
writing of narrative text.
H1 (Alternative hypothesis) X1 > X2: There is effectiveness of blog on students’
writing of narrative text.
The formulation of the statistical hypothesis is as follows:
H0 : tvalue< ttable
H1 : tvalue> ttable
14
Budi Susetyo, Statistika untuk Analisa Data Penelitian, (Bandung: PT. Refika Aditama,
2010), p. 208.
33
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of data description, data analysis and data interpretation
of the research.
A. Data Description
The research finding will be presented in the following description. The
finding was obtained from the pretest and postest of the students.
1. The Score of Posttest and Pretest
In this research, the experimental class was the students of class X MIA 5 at
SMAN 3 South Tangerang City. This class had 40 students including 16 males
and 24 females. But the data that the researcher composed included only 37
students because the writing of the 3 students did not fulfill the requirements that
the researcher asked.
Based on the test given, the pretest mean score achieved was 72.432.
Moreover, the students’ lowest score achieved was 57 and the maximum one was
88. In addition, the standard deviation showed 57.086 and the variance pointed
57.086. After treatment, the mean score achieved was 76.378. It pointed that the
means score of posttest was higher that pretest. The students’ lowest score of
posttest achieved was 60 and the maximum one was 91. In addition, the data
showed that the standard deviation pointed 72.509 and the variance was 52.575.
The Calculation of frequency distribution, mean, range, variance, and standard
deviation of pretest and posttest can be seen on the table 4.1 and 4.2.
34
Table 4.1
Frequency Distribution, Mean, Range, Variance, and Standard Deviation of
Pretest
N Range Minimum Maximum Mean Std. Deviation Variance
Final Score 37 31.0 57.0 88.0 72.432 7.5555 57.086
Valid N (listwise) 37
Table 4.2
Frequency Distribution, Mean, Range, Variance, and Standard Deviation of
Postest
N Range Minimum Maximum Mean Std. Deviation Variance
Final Score 37 31.0 60.0 91.0 76.378 7.2509 52.575
Valid N (listwise) 37
2. The Distribution of Students’ Comments
In this research, students were asked to assess and give comment among other
students in a group. The participants divided into 10 groups. Each of them consist
3 to 4 students which commented to each other posts. The comments were divided
into 2 kinds. The first is basic feedback which students only give statement
whether the post is good or bad without any explanation beyond. Then elaborated
feedback refers to useful and meaningful comments given by students. In
providing elaborated feedback, usually students explain and describe errors and
mistakes other students did. The table showed the distribution of pretest basic and
elaborated feedback provided by the participants can be seen on Appendix.
The participants divided into 10 groups in order to make easier in giving
feedback to each other. In addition, other participants of other groups were freely
commented in other participants’ post. The distribution of participants presented
in the table 4.3 below.
35
Table 4.3 Distribution of Pretest and Post test Comments
No. Pretest Elaborated Basic
1. Comments of Each
Group
92 63
2. Comments of Other
Groups
18 6
110 69
Total Pre Test
Comments
179
No. Post Test Elaborated Basic
1. Comments of Each
Group
86 60
2. Comments of Other
Groups
2 1
88 61
Total Post Test
Comments
149
The table 4.3 showed distribution of elaborated and basic feedback in pretest
and postest. In pretest the data pointed 110 elaborated feedbacks which are 92
feedbacks from each group and 18 feedbacks from other groups. In addition, there
were 62 basic feedbacks from each group and 6 feedbacks from other groups. The
distribution of pretest feedback is greater than postest. The data presented 86
elaborated comments delivered by students each group and only 2 from other
groups. Moreover, basic feedback showed 60 points in each group and only 1
comment from other group.
36
B. Data Analysis
1. Normality Test
The normality was tested by using Liliefors test. The result of normality test
was presented in table 4.4
a. The Normality Test Calculation of Pretest
Table 4.4The Normality Test Calculation of
Pretest
One-Sample Kolmogorov-Smirnov Test
Final
Score
N 37
Normal Parametersa,b
Mean 72.432
Std.
Deviation 7.5555
Most Extreme
Differences
Absolute .061
Positive .061
Negative -.061
Test Statistic .061
Asymp. Sig. (2-tailed) .200c,d
The result test showed on the table 4.4 used one sample Kolmogorov-Smirnov
showed Asymp, Sig. (2-tailed) was 0.200 greater than significance level α 0.05
then it can be concluded that the data is normal.
37
b. The Normality Test Calculation of Postest
Table 4.5The Normality Test Calculation of
Postest
One-Sample Kolmogorov-Smirnov Test
Final
Score
N 37
Normal Parametersa,b
Mean 76.378
Std.
Deviation 7.2509
Most Extreme
Differences
Absolute .072
Positive .065
Negative -.072
Test Statistic .072
Asymp. Sig. (2-tailed) .200c,d
.
The result test used one sample Kolmogorov-Smirnov showed Asymp, Sig. (2-
tailed) was 0.200 greater than significance level α 0.05 then it can be concluded
that the residual required distribute assumption is normal.
38
1. Homogeneity Test
The next test used is homogeneity test. The purpose is to see whether the data
is distributed in homogeneous or heterogeneous way.
The criteria of the test:
H0: < : means the data is homogeneous.
H₁: > : means the data is not homogeneous.
: 1.74 in the significance degree 0.05
The calculation of data presented in the following table.
a. The Homogenity Test of Pretest
Table 4.6 Homogenity Test of Pretest
Based on the table 4.6, the Levene’s showed 0.025 in the significance degree
0.05. It means the researcher found H0 is accepted and stated that the variance is
same. H0 is accepted if the significant value of homogeneity test is higher than
significant value α (0.05). The result of the homogeneity test is significant value is
higher than 0.05 (0.025 > 0.05). It means that the data were homogenous.
Levene's Test of Equality of Error
Variancesa
F df1 df2 Sig.
3.716 20 16 .025
39
b. The Homogenity Test of Postest
Table 4.7 Homogenity Test of Postest
Based on the table, the Levene’s showed 0.034 towards significance value
0.05. It means the researcher found H0 is accepted and stated that the variance is
same. H0 is accepted if the significant value of homogeneity test is higher than
significant value α (0.05). The result of the homogeneity test is significant value is
higher than 0.05 (0.034 > 0.05). It means that the data were homogenous.
2. Statistical Hypothesis Test
For testing the statistical hypothesis of this research, the formulation used was
t-test.
Levene's Test of Equality of Error
Variancesa
F df1 df2 Sig.
2.494 20 16 .034
40
Table 4.8 Students’ Gained Scores
No. PRETEST
(X₁) POSTTEST
(X₂) D D-D (D-D )²
1 78 76 -2 -5.95 35.40
2 62.5 85.5 23 19.05 362.90
3 80 85.5 5.5 1.55 2.40
4 69.5 83 13.5 9.55 91.20
5 75 72.5 -2.5 -6.45 41.60
6 83 76 -7 -10.95 119.90
7 64.5 70.5 6 2.05 4.20
8 77 72.5 -4.5 -8.45 71.40
9 69.5 82 12.5 8.55 73.10
10 75 76.5 1.5 -2.45 6.00
11 68 77 9 5.05 25.50
12 77 74.5 -2.5 -6.45 41.60
13 82.5 88 5.5 1.55 2.40
14 82 78 -4 -7.95 63.20
15 84.5 84.5 0 -3.95 15.60
16 60 70.5 10.5 6.55 42.90
17 81.5 84 2.5 -1.45 2.10
18 87 90.5 3.5 -0.45 0.20
19 69.5 76.5 7 3.05 9.30
20 63.5 66 2.5 -1.45 2.10
21 73 71.5 -1.5 -5.45 29.70
22 73 88.5 15.5 11.55 133.40
23 72.5 79 6.5 2.55 6.50
24 66 77 11 7.05 49.70
25 57 60 3 -0.95 0.90
26 64 65.5 1.5 -2.45 6.00
27 70 71 1 -2.95 8.70
28 70.5 70.5 0 -3.95 15.60
29 65 67.5 2.5 -1.45 2.10
30 79 80.5 1.5 -2.45 6.00
31 75 74.5 -0.5 -4.45 19.80
32 73.5 76.5 3 -0.95 0.90
33 76 79.5 3.5 -0.45 0.20
34 72.5 75 2.5 -1.45 2.10
35 70.5 74 3.5 -0.45 0.20
36 61 68.5 7.5 3.55 12.60
37 61 66.5 5.5 1.55 2.40
2669 2815 146 -0.15 1309.89
41
D= 146
= 3.95
SD = √
SD = √
=√
= 6.031
SD =
√
SD =
√ = 0.99
t =
t =
= 3.989
The degree of freedom of the hypothesis used is n1-2=35 with the significance
degree 0.05 or 5%. According to the significance degree and degree freedom
described the Ttablevalue 1.690.
Ho: Tvalue<1.690
H1: Tvalue>1.690
Based on the data gained Tvalue 3.989 is higher than Ttable. It means that H1 is
accepted thatthere is a positive effect of using blog to enhance students’ writing
skill in narrative text.
t =
SD =
√
SD = √
From the calculation above can be concluded that mean of posttest first scorer
is 76.38 and the second scorer 75.78. The difference of posttest statistic result
significantly showed from t statistic 2.160 greater from t table 5% = 1.688.
42
The statistical hypotheses of this research are:
a. H0 (Null hypothesis): There is no effectiveness of blog onstudents’ writing of
narrative text at tenth year of SMAN 3 Tangerang Selatan.
b. Ha (Alternative hypothesis): There is effectiveness of blog on students’
writing of narrative text at tenth year of SMAN 3 Tangerang Selatan.
The criteria used as follows:
a. If (t0) > (tt) in significant degree of 0.05, H0 (the null
hypothesis) is rejected.
b. If (t0) < (tt) in significant degree of 0.05, H0 (the null
hypothesis) is accepted.
c. To answer the statistical hypothesis that whether there is effectiveness of blog
on students’ writing of narrative text at tenth year of SMAN 3 Tangerang
Selatan the researcher used t-test formula in the significance degree (α) of 5%.
The result showed that ttest (to) < ttable (tt) or (0.59 < 1.67).
C. Data Interpretation
In data description above the data was taken from 37 students in a group of
pretest and postest study. Table 4.1 and 4.2 presented the pretest mean score by
first scorer achieved was 72.432. Moreover, the students’ lowest score achieved
was 57 and the maximum one was 88. In addition, the standard deviation showed
57.086 and the variance pointed 57.086. After treatment, the mean score achieved
was 76.378. It pointed that the means score of postest was higher that pretest. The
students’ lowest score of postest achieved was 60 and the maximum one was 91.
In addition, the data showed that the standard deviation pointed 7.2509 and the
variance was 52.575. In the appendix the data showed the detailed scored that
students achieved during pretest and postest according to first scorer. The
calculation of frequency distribution, mean, range, variance, and standard
deviation of pretest and postest rated by the second scorer showed in table 4.5 and
4.6. The pretest score achieved was 71.838. Moreover, the students’ lowest score
43
achieved was 57 and the maximum one was 86. In addition, the standard deviation
showed 71.838 and the variance pointed 64.973. After treatment given, the mean
score achieved was 75.784. It showed that the means score of posttest scored by
the second scorer was higher that pretest. The students’ lowest score of posttest
achieved was 60 and the maximum one was 90. The data showed that the standard
deviation pointed 7.0480 and the variance was 49.674.The distribution of pretest
and postest of second scorer is presented in the following table.
The next table presented the distribution of feedback by first group of pretest.
There were 12 elaborated feedbacks and 5 basic feedbacks provided among first
group students in pretest. The next table is pointed the distribution of feedback
presented by second group of pretest. 9 elaborated feedbacks and 12 basic
feedbacks presented among second group of students. Students exclude group
presented 4 elaborated feedbacks in that group. In the third group showed in the
following table there were 12 elaborated feedbacks and 5 basic feedbacks within
group. 3 elaborated feedback and 1 basic feedback presented by students excluded
group. The next table presented students within group who provided 12 elaborated
feedbacks and 6 basic feedbacks. In addition, 5 elaborated feedbacks and 2 basic
feedbacks are presented by excluded students group. The table 4.13 was fifth
group which provided 12 elaborated feedbacks and 11 basic feedbacks within
group. Besides, only 1 elaborated feedback and 1 basic feedback provided by
students excluded group. The following table showed 10 elaborated feedbacks and
4 basic feedbacks by the sixth group. There were no elaborated feedback or basic
feedback excluded group. The next table presented 2 elaborated feedbacks and 5
basic feedbacks from seventh group. There were no elaborated feedback or basic
feedback provided excluded group. The following table presented 5 elaborated
feedbacks and 6 feedbacks within group and 2 elaborated feedback and 2 basic
feedbacks from excluded group. The ninth group distribution feedback presented
in the next table. There were 6 elaborated feedbacks and 5 basic feedbacks. In
contrast, there were only 2 elaborated feedback provided by excluded group. The
following table showed 12 elaborated feedbacks and 3 basic feedbacks. There was
only 1 feedback provided by excluded group.
44
The next table presented 12 elaborated feedbacks and 7 basic feedbacks in
posttest of the first group. In contrast, there were no any feedbacks from excluded
group. The following table provided 9 elaborated feedbacks and 8 basic feedbacks
in the second group. There were 2 elaborated feedbacks and 6 basic feedbacks
from exclude of group. The next table described 12 the distribution of 12
elaborated feedbacks and 1 basic feedback from third group. There was only 1
basic feedback from excluded group. The fourth group provided 9 elaborated
feedbacks and 7 basic feedbacks described in the next table. There were no
elaborated feedback and basic feedback from other group.The next table showed
11 elaborated feedbacks and 12 basic feedback of fifth group. There were no
elaborated feedbacks or basic feedback from other group provided. The sixth
group presented 8 elaborated feedbacks and 5 basic feedbacks on the next table.
There were no elaborated feedbacks or basic feedback from other group provided.
The seventh group showed in the next table. There were 3 elaborated feedbacks
and 4 basic feedbacks. There were no elaborated feedbacks or basic feedback
from other group provided. The following table showed 5 elaborated feedbacks
and 6 basic feedback of eighth group. There were no elaborated feedbacks or
basic feedback from other group provided. There were 6 elaborated feedback and
3 basic feedback from ninth group presented on table. There were no elaborated
feedbacks or basic feedback from other group provided. The last one was the tenth
group provided 11 elaborated feedbacks and 8 basic feedbacks provided on table.
The next table presented overall distribution of elaborated feedback and basic
feedback. There were 92 elaborated feedbacks and 63 basic feedbacks of group in
pretest. Besides, there were 18 elaborated feedbacks and 6 basic feedbacks from
other group in pretest. Overall there were 110 elaborated feedbacks and 69
feedbacks of group and excluded group. There were 179 both elaborated
feedbacks and basic feedbacks provided in pretest. In addition, there were 86
elaborated feedbacks and 60 basic feedbacks of group in pretest. Moreover, there
were only 2 elaborated feedbacks and 1 basic feedback presented by other group.
In sum, there were 88 elaborated feedbacks and 61 basic feedbacks presented by
participant in group and excluded group. Total elaborated feedback and basic
45
feedback of group and excluded group in postest was 149. The students’ presented
feedback in many aspects. There were some students mentioned about
grammatical error, content, spelling, tenses, plagiarism and many more.
To unite the reliability of the research the researcher connected the reliability
of instrument and data. The reliability of instrument used is analytic scoring
rubric. Moreover, inter-rater reliability is done to ensure that the rubric is reliable.
The result is showed that in the pretest mean score calculate by scorer 1 and 2
were 72.432 and 71.838. In addition, postest mean score calculate by scorer 1 and
2 were 76.378 and 75.784. The data showed that there was no significant
difference between provided by scorer 1 and 2. It means that the analytical rubric
used is reliable because the calculation produced using the rubric by different
scorer was consistent. The calculation of students’ gained score is provided in
Appendix.
In addition, the validity used is content validity. It refers to the appropriateness
of instrument towards what should be measured. In making sure the instrument is
valid, he researcher conducted written test to examine student’s writing skill.
Moreover, students’ writing is published in blog to create blogging environment.
The researcher required students to create chosen blogging platform, Blogger, to
create blogging activity. The activity of providing feedback is also concluded in
blogging activity. To ensure the instrument and the data is valid, the validity of
data is required. To see the appropriateness, the researcher set checklist between
competence standard listed from lesson plan and the data that produced. The
checklist box can be seen below.
46
Table. 4.9Checklist of Instrument and Data Validity
No. Criteria Content Validity Data Interpretation
1. Writing
Competence
Standard
(according to
lesson plan and
syllabus)
1. Students will conduct
written test to see writing
ability.
2. Students are able to
identify generic structure
and language features of
Narrative text.
3. Students can differentiate
kinds of Narrative text.
1. Students did written test
to see their writing skill in
narrative text.
2. Students produced
Narrative text in appropriate
generic structure and
language features.
3. Students wrote one of
Narrative kinds such
folklore, fairytale, legend,
fable and many more.
2. Blogging Activity 1. Students were asked to
create Blogger account.
2. Students were asked to
post their writing in their
own blog.
3. Students are allowed to
see other students’ writing
by visiting their bog URL.
1. Each student created
Blogger account.
2. Students published their
writing through blogging.
3. Students visited other
students’ URL to read and
or give comments.
3. Peer Feedback
Activity
1. Students use the blog
service to provide
comments.
2. Students visit other
students’ blog to give
comments.
1. Students provided
comments through
blogging.
2. Students visited other
students’ blog to provide
comments.
47
Meanwhile, before composing the hypothesis the researcher calculate the
normality which shown on table 4.30 to 4.33. The aim of this test was to ensure
that the data is normally distributed. The result of normality can been by
comparing the value of Lvalue to Ltable of Kolmogrov-Smirnov. The next test is
homogeneity test which provided on table 4.34 and 4.35. The purpose of the test
is to see whether the data is homogeneous or heterogeneous. The researcher used
SPSS to calculate the normality and homogeneity score. The result of normality
and homogeneity test showed that the data normally distributed and
homogeneous. Both the data of postest in experiment class also showed that they
were distributed normally. According to the criteria of the test, it can be seen in
the result that Lvalue post-test < Ltable (0.200 < 0.224). It means that all of postest
data in both scorer 1 and scorer 2 data were distributed normally. The test of
homogeneity test was the next test the researcher done. The result of the pretest of
homogeneity test is significant value is higher than 0.05 (0.025 > 0.05). It means
that the data were homogenous. The result of postest of homogeneity test is
significant value is higher than 0.05 (0.034 > 0.05). It means that the data were
homogenous.
The final calculation was determining the hypothesis. This is the main
calculation to answer the research hypothesis, was there any effectiveness of blog
on students’ writing of narrative text at tenth year of SMAN Tangerang Selatan.
The researcher used t-test formula in the significance degree (α) of 5%. The result
showed that Ttest (To) < Ttable (Tt) or (0.59< 1.67). The difference of postest
statistic result significantly showed from t statistic 2.160 greater from t table 5% =
1.688. So, the null hypothesis (Ho) is rejected. It means that the alternative
hypothesis (H1) is accepted that there is effectiveness of blog on students’ writing
of narrative text at tenth year of SMAN 3 Tangerang Selatan.
48
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter includes conclusion and suggestion of the studygiven from the
researcher.
A. Conclusion
According to the finding described in the previous chapter, it can be
concluded that from the statistic calculation, it is achieved that the value of T0 is
0.59 and he degree of freedom of the hypothesis used is n1-2=35 with the
significance degree 0.05 or 5%. From the result of statistics calculation, it was
obtained that the value of Tvalue was 3.989 and degree of freedom (df) is 35. In the
table of significance 5% the value of the significance was 1.690 (Ttable).
Comparing those values, the result was 3.989 >1.690 which means Tvalue score
was higher than Ttable score. In conclusion, the Alternative Hypothesis (Ha) was
accepted and the Null Hypothesis (H0) was rejected. Therefore, there is
effectiveness of blog on students’ writing of narrative text at tenth year of SMAN
3 Tangerang Selatan.
It also can be seen from the mean of gain score in the pretest both scorer 1
and scorer 2 were 72.432 and 71.838. Moreover, the posttest score gained were
76.378 and 75.784 scored by first and second scorer. It means that the score after
treatment was higher than before one. It is indicated that the treatment is effective.
From the research result that the researcher have done there are some
improvement done by the participants. Firstly, there were some students found
new experience by writing through blogging. It showed from the comments
provided by some of them that they got many useful lessons from other learners’
writing. From the participants’ writing it can be interpreted that writing through
blogging stimulate them to be creative because they simply added pictures, video,
links and so on to provide their best writing. By providing feedback to each other,
the students were more aware about what they have written because the other
students will examine their works. It can be seen from their writing which they
performed better in posttest. It means that they reflected and examined their
49
worksto improve their writing in the next opportunity. In addition, feedback
service gives the opportunity to students in colaborating their thoughts. Students
writing are improved and showed from posttest score. In post test they performed
better because they have been trained to make better writing. From the result it
can be interpreted that the students were aware about what they have written like
avoiding plagiarism, paying attention to mechanics, grammatical and so on by
reflecting based on other learners’ comments and entries.
B. Suggestion
Based on the researcher conducted, the researcher suggests several points:
1. In teaching writing, teacher should be able to exploit information and
communication technology (ICT) in conducting appropriate language learning
media.
2. Teacher should provide feedback both teacher to students or students to
students to facilitate collaborative learning especially in learning writing as
one of productive skill.
3. In teaching English as a second language, teacher should be able to create
different approach like autonomous learning to increase students’ self-
evaluation.
4. Teacher should be able to be flexible in order to adjust with students’ mindset
and in real life especially all things related to the development of students’
learning habit.
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http://www.englishadmin.com
53
Appendix 1
Lesson Plan
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMA Negeri 3 Kota Tangerang Selatan
Kelas : X MIA 5 / Semester 2
Mata Pelajaran : Bahasa Inggris
Materi Pokok : Announcement
Skills : Writing
Waktu : 2 JP x 45 minutes
A. Kompetensi Inti SMA Kelas X
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,
ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, pro
aktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan
sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian
serta menerapkan pengetahuan prosedurl pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah.
54
4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan diri yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah
keilmuan.
B. Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.3. Menunjukkan perilaku tanggung jawab, pedui, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
pemberitahuan (announcement), sesuai dengan konteks penggunaannya.
4.11.Menangkap makna pemberitahuan (announcement)
4.12. Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan
sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi
1.Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur
kebahasaan pada teks announcement.
2.Menghasilkan announcementsederhana tentang yang sesuai dengan struktur
teks, unsur kebahasaan dan format penulisan.
3. Siswa dapat membuat akun dan mengoperasikan blog.
4.Siswa dapat menggunakan blog sebagai sarana untuk mempublikasikan
hasil belajarnya.
5.Siswa aktif dan berpartisipasi dalam kegiatan belajar dikelas.
D. Tujuan Pembelajaran
Setelah mempelajari bab ini siswa diharapkan mampu:
55
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks
announcement.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks announcement.
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari
teks announcement.
4. Merespon makna teks announcement
E. Materi Pembelajaran
Reading Text
56
57
58
F. Model/Metode Pembelajaran
1. Scientific approach.
2. Cooperative learning
3. Autonomous learning
59
G. Kegiatan Pembelajaran
Kegiatan
Deskripsi Kegiatan
Alokasi Waktu
Orientation
dan structuring
1. Guru menjelaskan pelajaran
yang akan dipelajari.
2. Guru menyampaikan
kegiatan pembelajaran yang
akan dilaksanakan hari itu.
3. Guru menyampaikan tujuan
pembelajaran yang ingin
dicapai yaitu memahami
fungsi sosial, struktur teks
dan unsur kebahasaan.
4. Guru memberikan quiz
absent untuk warming up.
10 menit
Modelling Mengamati:
1. Untuk merangsang siswa
dalam mengemukakan
idenya, guru bertanya kepada
siswa tentang announcement
dan meminta salah satu dari
mereka menceritakannya.
2. Siswa yang lain
memperhatikan cerita
disampaikan oleh salah satu
temannya.
3. Guru membimbing siswa
untuk menganalisis fungsi
sosial, struktur teks, dan
unsur kebahasaan dalam
70 menit
60
sebuah teks announcement.
Siswa berlatih menemukan
gagasan utama dan informasi
yang ada dalam teks
announcement ..
Mempertanyakan:
1. Guru merangsang siswa
untuk menanyakan perbedaan
antara teks announcement
dan teks advertisement, serta
dalam berbagai teks Bahasa
inggris.
Mengeksplorasi:
1. Siswa membaca teks
announcement yang
diberikan oleh guru.
2. Siswa berlatih menganalisis
fungsi sosial, struktur teks,
dan unsur kebahasaan dalam
teks announcement tersebut.
3. Siswa mengamati struktur
teks announcement dalam
contoh yang diberikan guru.
Mengasosiasi:
1. Siswa berlatih menganalisis
announcementdan
membedakannya dengan teks
announcement yang lain.
2. 2. Siswa menganalisisfungsi
sosial, struktur teks, dan unsur
61
kebahasaannya
.Mengkomunikasikan:
1. Siswa menyampaikan
informasi fungsi sosial.
Struktur dan unsur
kebahasaan yang ditemukan
setelah membaca dan
menyusun announcement.
2. Guru dan siswa membahas
unsur kebahasaan dan
struktur yang ada di
announcement.
3. Siswa membuat teks
announcement
sederhanadengan
memperhatikan fungsi sosial,
struktur dan kebahasaannya
yang dipubliksikan melalui
blog.
Closing 1. Guru membimbing siswa
dalam menyimpulkan tentang
bagaimana mengidentifikasi
fungsi sosial, struktur teks
dan unsur kebahasaan teks
announcement
2. Guru mengakhiri
pembelajaran dan
memberikan pesan untuk
mengulang lagi materi yang
sudah dipelajari dirumah.
10 menit
62
H. Alat/Media/Sumber Pembelajaran
1. Slides presentation (picture series)
2. Buku teks siswa.
3. Kamus
4. Instruksi Pembuatan blog
Form A
CAUTION
1. Check your internet connection to make easier in continuing the next
following steps.
2. Make sure you have Google email account to connect to Blogger platform
(sign up first if you have none).
3. Feel free to ask the advisor if you have any questions related to the
instruction.
INSTRUCTION
1. Visit www.blogger.com on the taskbar.
2. Log in to your Google account.
3. Insert your blog display name.
Description : This form contains instruction in creating blog account. Please be aware
about each step. Make sure you are done with all instruction in this form
before continuing to the next one.
63
4. Click New blog or Blog baru
5. Fill your blog tittle and its URL (ex: Rey’s
Blog/www.reysblog.blogspot.com)
64
6. Your account is already active.
65
I. Penilaian Hasil Belajar
1. Penilaian sikap
2. Penilaian tes menulis
J. Instrumen Penilaian Hasil Belajar
1. Penilaian Sikap
Nama : ____________________________
Kelas : ____________________________
No.
Aspek yang
Diamati dan
Dinilai
Sangat Baik
Baik
Cukup
Point 4 3 2
1. Serius dalam
menerima pelajaran.
2. Bertanggungjawab
dan serius dalam
menjalakan tugas
3. Santun terhadap
guru.
4. Menghargai
pendapat teman.
5. Terlibat aktif dalam
KBM
66
2. Penilaian Writing
Table3.1. Blueprint of the Research Instrument
Analytic Scoring
(The rubric was adapted from Testing ESL Composition: A practical
approach in Assessing Writing1)
1 Sara Cushing Weigle, Assessing Writing, (United Kingdom: 2002, Cambridge
University Press), p. 116.
ESL COMPOSITION PROFILE
STUDENT DATE TOPIC
SCORE LEVEL CRITERIA
COMMENTS
Content 30-27 EXCELLENT TO VERY GOOD: knowledgeable • substantive • thorough development of thesis • relevant to assigned topic
26-22 GOOD TO AVERAGE: some knowledge of subject • adequate range • limited development of thesis • mostly relevant to topic, but lacks detail
21-17 FAIR TO POOR: limited knowledge of subject • little substance • inadequate development of topic
16-13 VERY POOR: does not show knowledge of subject • non-substantive • not pertinent • OR not enough to evaluate
Vocabulary 20-18 EXCELLENT TO VERY GOOD: fluent expression • ideas clearly stated/ supported • succinct • well-organized • logical sequencing • cohesive
17-14 GOOD TO AVERAGE: somewhat choppy • loosely organized but main ideas stand out • limited support • logical but incomplete sequencing
13-10 FAIR TO POOR: non-fluent • ideas confused or disconnected • lacks logical sequencing and development
9-7 VERY POOR: does not communicate • no organization • OR not enough to evaluate
Organization 20-18 EXCELLENT TO VERY GOOD: sophisticated range • effective word/ idiom choice and usage • word form mastery • appropriate register
17-14 GOOD TO AVERAGE: adequate range • occasional errors of word/idiom form, choice, usage but meaning not obscured
13-10 FAIR TO POOR: limited range • frequent errors of word/idiom form, choice, usage • meaning
confused or obscured
9-7 VERY POOR: essentially translation • little knowledge of English vocabulary, idioms, word form • OR not enough to evaluate
Language 25-22 EXCELLENT TO VERY GOOD: effective complex constructions • few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions
21-18 GOOD TO AVERAGE: effective but simple constructions • minor problems in complex constructions • several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured
17-11 FAIR TO POOR: major problems in simple/complex constructions • frequent errors of negation, agreement, tense, number, word order/ function, articles, pronouns, prepositions and/or fragments, run-ons, deletions • meaning confused or obscured
10-5 VERY POOR: virtually no mastery of sentence construction rules • dominated by errors • does not communicate • OR not enough to evaluate
Mechanics 5 EXCELLENT TO VERY GOOD: demonstrates mastery of conventions • few errors of spelling, punctuation, capitalization, paragraphing
4 GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but
meaning not obscured
3 FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing • poor handwriting • meaning confused or obscured
2 VERY POOR: no mastery of conventions • dominated by errors of spelling, punctuation, capitalization, paragraphing • handwriting illegible • OR not enough to evaluate
67
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMA Negeri 3 Kota Tangerang Selatan
Kelas : X MIA 2 / Semester 2
Mata Pelajaran : Bahasa Inggris
Materi Pokok : “Keeping Diary” Recount Text
Skill : Writing, reading
Waktu : 2 JP x 45 minutes
A. Kompetensi Inti SMA Kelas X
1. Menghayati dan mengamalkan ajaran agama yanag dianutnya.
2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli,
santun, ramah lingkungan, gotong royong, kerjasama, cinta damai,
responsive, pro aktif) dan menunjukkan sikap sebagai bagian dari
solusi atas berbagai permasalahan bangsa dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam serta dalam menempatkan
diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan factual,
konseptual, procedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
fenomena dan kejadian serta menerapkan pengetahuan prosedurl pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
68
4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan diri yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah
keilmuan.
B. Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.3. Menunjukkan perilaku tanggung jawab, pedui, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
Recount tentang pengalaman, kejadian, peristiwa dan biografi sederhana
sesuai dengan konteks penggunaannya.
4.13.Menangkap makna teks Recount lisan dan tulis tentang pengalaman,
kejadian, peristiwa, biografi sederhana sesuai dengan konteks
penggunaannya.
4.14.Menyusun teks Recountlisan dan tulis sederhana tentang
pengalaman/kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
dengan konteks.
C. Indikator Pencapaian Kompetensi
1. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur
kebahasaan pada teks Recount tentang pengalaman, kejadian, peristiwa
dan biografi sederhana sesuai dengan konteks penggunaannya.
2. Siswa aktif dan berpartissipasi dalam kegiatan belajar dikelas.
3. Menghasilkan teks Recountsederhana tentang
pengalaman/kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi
69
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
dengan konteks.
4. Siswa mampu membedakan teks naratif dengan teks recount.
D. Tujuan Pembelajaran
Setelah mempelajari bab 11, siswa diharapkan mampu:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks Recount
sederhana tentang pengalaman/kejadian/peristiwa.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks Recount sederhan tentang
pengalaman/kejadian/peristiwa.
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari
teks Recount sederhana tentang pengalaman/kejadian/peristiwa.
4. Merespon makna teks Recount sederhana tentang
pengalaman/kejadian/peristiwa.
5. Menyusun teks Recount sederhana tentang
pengalaman/kejadian/peristiwa.
E. Materi Pembelajaran
1. Reading Text
70
A Trip to the National Zoo and Aquarium
Yesterday, my family and I went to the National Zoo
and Aquarium to visit the new Snow Cubs and the
other animals.
In the morning, when we got to the Zoo and Aquarium
there was a great big line, so we had to wait awhile
to get in.
After we entered the zoo, we went straight to the
enclosure for the Snow Cubs. My brother and I were
so excited to see them. They were so cute and
playful.
At lunchtime Dad decided to cook a bbq. He cooked
sausages so we could have sausage sandwiches. Mum
forgot the tomato sauce so we had to eat them plain.
In the afternoon, we visited the aquarium. My
brother was excited to see the sharks and the
tropical fish.
At the end of the day when we left we were going to
go and get ice cream but we decided we were too
tired so we drove straight home.
(First steps 1st edition p.47)
71
2. Contoh teks naratif
NARRATIVE
When do I use it?
To tell a story, to provide entertainment, or make an audience think about
an issue, teach the reader a lesson or excite their emotions.
Novels, short stories, diaries, biographies, some songs, dramatic
monologues, plays, narrative films, poems can all use this format.
SCAFFOLD
1. Orientation
Tell the audience who is in the story, when is it happening, where it is
happening and what is going on.
2. Complication
This is the part of the story where something happens, usually a
problem for the main character, which triggers a chain of events.
3. Series of events
This tells how the characters react to the complication; rising tension
occurs, leading to a climax (high point/major drama). It includes their
feelings and what they do. The events can be told in chronological
order (the order in which they happen) or with flashbacks
4. Resolution
The complication is sorted out or the problem is solved.
72
EXAMPLE OF A RECOUNT
A Trip to the National Zoo and Aquarium Yesterday, my family and I went to the National Zoo and Aquarium to visit the
new Snow Cubs and the other animals.
In the morning, when we got to the Zoo and Aquarium there was a great big line,
so we had to wait awhile to get in.
After we entered the zoo, we went straight to the enclosure for the Snow Cubs.
My brother and I were so excited to see them. They were so cute and playful.
At lunchtime Dad decided to cook a bbq. He cooked sausages so we could have
sausage sandwiches. Mum forgot the tomato sauce so we had to eat them plain.
In the afternoon, we visited the aquarium. My brother was excited to see the
sharks and the tropical fish.
At the end of the day when we left we were going to go and get ice cream but we
decided we were too tired so we drove straight home. (First steps 1st edition p47)
73
RECOUNT TEMPLATE
TOPIC:
SETTING: WHO? WHERE? WHEN? WHAT? WHY?
EVENTS IN TIME ORDER:
EVENT 1
EVENT 2
EVENT 3
EVENT 4
CONCLUDING STATEMENT/ENDING
74
K. Model/Metode Pembelajaran
1. Scientific approach.
2. Cooperative learning
L. Kegiatan Pembelajaran
Kegiatan
Deskripsi Kegiatan
Alokasi Waktu
Orientation
dan structuring
1. Guru menjelaskan pelajaran
yang akan dipelajari.
2. Guru menyampaikan kegiatan
pembelajaran yang akan
dilaksanakan hari itu.
3. Guru menyampaikan tujuan
pembelajaran yang ingin
dicapai yaitu memahami
fungsi sosial, struktur teks dan
unsur kebahasaan.
10 menit
Modelling Mengamati:
1. Untuk merangsang siswa
dalam mengemukakan
idenya, guru bertanya kepada
siswa tentang pengalaman
atau peristiwa dan meminta
salah satu dari mereka
menceritakannya.
2. Siswa yang lain
memperhatikan pengalaman
atau peristiwa yang
disampaikan oleh salah satu
temannya.
60 menit
75
3. Guru membimbing siswa
untuk membedakan naratif
dengan recount.
4. Guru membimbing siswa
untuk menganalisis fungsi
sosial, struktur teks, dan
unsur kebahasaan dalam
sebuah teks Recount.
5. Siswa berlatih menemukan
gagasan utama dan informasi
yang ada dalam teks Recount.
Menanya:
1.Guru merangsang siswa untuk
menyebutkan jenis-jenis teks
writing.
2.Guru merangsang siswa untuk
menanyakan perbedaan antara
teks Recount dan teks
Narrative.
Mengeksplorasi:
1. Siswa membaca beberapa teks
Recount yang diberikan oleh
guru.
2. Siswa berlatih menganalisis
fungsi sosial, struktur teks,
dan unsur kebahasaan dalam
teks Recount tersebut.
3. Siswa mencari kosakata yang
belum dipahami.
Mengasosiasi:
76
1. Siswa berlatih menyusun
sebuah teks Recount yang
acak menjadi teks Recount
yang utuh secara berkelompok
2. Siswa menganalisisfungsi
sosial, struktur teks, dan unsur
kebahasaannya secara
berkelompok.
Mengkomunikasikan:
1. Siswa menyampaikan
informasi fungsi sosial.
Struktur dan unsur kebahasaan
yang ditemukan setelah
membaca dan menyusun teks
Recount.
2. Guru dan siswa membahas
kosakata yang belum
dipahami siswa di masing-
masing grup.
3. Siswa membuat teks
Recountsederhanadengan
memperhatikan fungsi sosial,
structur dan kebahasaannya
dan mempublikasikannya
melalui blog.
Closing 1. Guru membimbing siswa
dalam menyimpulkan tentang
bagaimana mengidentifikasi
fungsi sosial, struktur teks dan
unsur kebahasaan teks
Recount.
10 menit
77
M. Alat/Media/Sumber Pembelajaran
1. Slides presentation
2. Buku teks siswa
3. Kamus
N. Penilaian Hasil Belajar
1. Penilaian sikap
2. Penilaian tes menulis
O. Instrumen Penilaian Hasil Belajar
1. Penilaian Sikap
Nama : ____________________________
Kelas : ____________________________
No.
Aspek yang
Diamati dan
Dinilai
Sangat Baik
Baik
Cukup
Point 4 3 2
1. Serius dalam
menerima pelajaran.
2. Guru mengakhiri
pembelajaran dan memberikan
pesan untuk mengulang lagi
materi yang sudah dipelajari
dirumah.
78
2. Bertanggungjawab
dan serius dalam
menjalakan tugas
3. Santun terhadap
guru.
4. Menghargai
pendapat teman.
5. Terlibat aktif dalam
KBM
2. Penilaian Tes Menulis
Rubrik menulis di adaptasi dari Writing Assessment and Evaluation
Rubrics Grade 6 oleh Glencoe/McGraw-Hill (A Division of The McGraw-Hill
Companies)
Name ……………………………….. Class ………………Date …………….
Personal Writing
Analytic Evaluation Rubric
Focus/Organization
The writing expresses the views,
thoughts, or feelings of the writer.
The significance or main idea of the
views, thoughts, or feeling is clear.
The writing is organized in a way
appropriate to the purpose and
audience.
Comments
Score ……. / 35
79
Elaboration/Support/Style
Ideas, opinions, and general
statements are supported by
specific details.
Vivid language is used to ad
interest to the writing.
Transition words help make the
organization clear.
Comments
Score ……. / 35
Grammar, Usage and
Mechanics
The writing is free of misspellings,
an words are capitalize correctly.
Sentences are punctuated correctly,
and the piece is free of fragments
and run-ons.
The paper is neat, legible, and
presented in an appropriate format.
Comments
Score ……. / 35
OverallScore ……. / 100
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
80
Satuan Pendidikan : SMA Negeri 3 Kota Tangerang Selatan
Kelas : X MIA 5 / Semester 2
Mata Pelajaran : Bahasa Inggris
Materi Pokok : Writing Narrative Text
Skills : Writing, listening,
Waktu : 2 x 45 menit
P. Kompetensi Inti SMA Kelas X
5. Menghayati dan mengamalkan ajaran agama yang dianutnya.
6. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,
ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, pro
aktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan
sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
7. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian
serta menerapkan pengetahuan prosedurl pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah.
8. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan diri yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah
keilmuan.
81
Q. Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.3. Menunjukkan perilaku tanggung jawab, pedui, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks
penggunaannya.
4.15.Menangkap makna teks narative lisan dan tulis berbentuk legenda
sederhana.
R. Indikator Pencapaian Kompetensi
6.Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur
kebahasaan pada teks narrative tentang dongen, legenda, mite, fable, cerita
rakyat sesuai dengan konteks penggunaannya.
7. Siswa aktif dan berpartissipasi dalam kegiatan belajar dikelas.
8. Menghasilkan teks narrative sederhana tentang
pengalaman/kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan
konteks.
S. Tujuan Pembelajaran
Setelah mempelajari bab 14, siswa diharapkan mampu:
5. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks
Narativesederhana berbentuk legenda rakyat.
6. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks Narative sederhana berbentuk
legenda rakyat.
7. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari
teks Narativesederhana berbentuk legenda rakyat.
82
8. Merespon makna teks narrative sederhana tentang
pengalaman/kejadian/peristiwa.
T. Materi Pembelajaran
Listening Guiding Text
Snow White and the Seven Dwarfs
Once upon a time, there lived a princess named Snow White. She was beautiful and her skin
was as white as snow. Snow White’s stepmother, the queen, was very jealous of Snow White.
The queen did not love her but Snow White never complained. She only dreamt of a handsome
prince who would come one day and take her away with him.
The queen asked her magic mirror, “Mirror, mirror on the wall, who is the fairest one of all?”
Every day the mirror had the same reply. “You are the fairest,” he told her. And the Queen was content
for another day.
But as Snow White grew older, she also grew more beautiful. And one day the magic mirror
told the Queen that Snow White was the fairest of all. In a jealous rage, the Queen called her royal
huntsman and said “Take Sow White far into the forest and kill her,”
But the hunter was loyal man. He said to the princess “I cannot kill you. You must run away
and hide from the Queen!” Snow White ran away from the castle into the woods. At last she came to a
cottage. “Who lives here?” Snow White wondered.
Then she heard voices singing in the distance. The seven dwarfs who lived in the cottage were
coming from a hard day of work.
They invited Snow White to share their supper. Snow White felt so safe with the dwarfs that
she decided to stay with them. But the evil queen soon found out that Snow White was still alive. She
would have to take matters into her own wicked hands.
She took an apple and dipped it into poison. “One bite of this poisoned apple and Snow White
will close his eyes forever!” she cackled.
When the dwarfs were away at work, the queen disguised as an old woman appeared at Snow
White’s window. “Hello, dearie,” she said. “Taste one of my delicious apples.” Then she held the
poisoned apple to Snow White.
The birds tried to warn Snow White away from the poisoned fruit. They fluttered and flew
around the hag, trying to make her drop the apple. But Snow White did not listen and took a bit of the
apple. She fell down on the floor instantly.
When the seven dwarfs returned to the cottage, they found Snow White lying lifeless on the
floor. The sad little dwarfs built a bed of gold and glass for their beloved Snow White. They kept
83
watch over her, day and night but she did not wake up.
Then one day a handsome Prince rode into the forest. When he saw Snow White, he knelt down
and kissed Snow White tenderly. His kiss awakened her. Snow White and the Prince road off to his
kingdom where they lived happily ever after.
Snow White and the Seven Dwarfs
Once upon a time, there lived a princess named Snow White. She was beautiful and her skin
was as white as snow. Snow White’s _____ (1), the queen, was very jealous of Snow White.
The queen did not love her but Snow White never complained. She only dreamt of a handsome
prince who would _____ (2) one day and take her away with him.
The queen asked her magic mirror, “Mirror, mirror on the wall, who is the _____ (3) one of
all?” Every day the mirror had the same reply. “You are the fairest,” he told her. And the Queen was
content for another day.
But as Snow White grew older, she also _____(4) more beautiful. And one day the magic
mirror told the Queen that Snow White was the fairest of all. In a jealous rage, the Queen called her
royal huntsman and said “Take Sow White far into the forest and kill her,”
But the hunter was loyal man. He said to the princess “I cannot kill you. You must run away
and hide from the Queen!” Snow White ran away from the castle into the woods. At last she came to a
_____(5). “Who lives here?” Snow White wondered.
Then she heard voices singing in the _____(6). The seven dwarfs who lived in the cottage were
coming from a hard day of work.
They invited Snow White to share their_____(7). Snow White felt so safe with the dwarfs that
she decided to stay with them. But the evil queen soon found out that Snow White was still alive. She
would have to take matters into her own wicked hands.
She took an apple and dipped it into _____(8). “One bite of this poisoned apple and Snow
White will close his eyes forever!” she cackled.
When the dwarfs were away at work, the queen disguised as an old woman appeared at Snow
White’s window. “Hello, dearie,” she said. “Taste one of my delicious apples.” Then she _____(9) the
poisoned apple to Snow White.
The birds tried to warn Snow White away from the poisoned fruit. They _____(10) and flew
around the hag, trying to make her drop the apple. But Snow White did not listen and took a bit of the
apple. She fell down on the floor _____(11).
When the seven dwarfs returned to the cottage, they found Snow White lying _____(12) on the
floor. The sad little dwarfs built a bed of gold and glass for their beloved Snow White. They _____(13)
watch over her, day and night but she did not wake up.
Then one day a handsome Prince rode into the forest. When he saw Snow White, he knelt down
and _____(14) Snow White tenderly. His kiss awakened her. Snow White and the Prince _____(15) off
84
to his kingdom where they lived happily ever after.
85
Prewriting
Decide on: • a topic
• audience
a) Make sure you understand the purpose of the task. b) Brainstorm what you know and what you need to know. c) Gather information you need. Keep a record of the references you have
used as you go. d) Plan your ideas, layout and structure
e) Take notes by using mind map or a graphic organizer
Drafting
a) Decide on a writing template that you will use. b) Follow the structure of the template. c) Write down your ideas in note form (if you wish you could use a template or
a graphic organizer). d) Transfer your notes into sentences.
If you are constructing paragraphs make sure you have followed the structure of a paragraph. For example, do you need a topic sentence?
Editing and proofreading your work
a) Read your writing. Does it make sense?
b) Have you used specific words to support your ideas?
c) Have you got someone else to check your work?
d) Or have you shown your teacher?
e) Do you need to add more?
f) Have you written it for your chosen audience?
g) Have you checked for mistakes, such as punctuation, spelling and grammar?
h) Have you followed the structure of that particular text type?
i) Are you ready to write your final copy?
Have you used the correct tense (e.g. past, present or future) throughout your writing?
Publishing
a) Write your final/good copy
b) Is this your best work?
c) Is it presented well?Have you included references/glossary and diagrams? (Where applicable)
86
Punctuation refers to the marks used to separate words so that a writer’s meaning is clear.
Capital letters
Capital letters are used:
to start a sentence to begin speech
Kim said, “Are we there yet?”
for the first letter of proper nouns
James lives in Baldwin Drive, Kaleen.
to indicate the word “I’
for titles of books, movies, songs, magazines etc.
Tomorrow When the War Began
Full stops
Full stops are used:
at the end of a sentence
when numbers are used to show the time
The lesson starts at 9.00am.
to end abbreviations (shortened versions of words that don't end with the same
letter as the original word) ed. (editor)
* Abbreviations like Mr and St (Saint)don't need full stops because they end with
the same letter as the original word. Commas separate items in a list instead of using “and”
I ate bread, lettuce, tomato, cheese and carrot.
separate figures
The winner received $5,000,000.
separate names from the rest of the sentence
Jake, I'd like you to meet my sister, Emily.
tag direct speech
Sarah said, “This is my house.”
avoid confusion
Have you eaten, Jessica?
are used before some conjunctions
I would like to go for a walk, but it is raining.
separate words that give additional information
Sir Donald Bradman, the famous cricketer, was Australian.
Apostrophes show that letters have been left out
don't (do not) 6 o’clock (6 of the clock) must've (must have) G'day (good day) it's (it
is)
indicate possession or ownership
Lisa’s pen
Question
marks are used at the end of a sentence that asks a question. What time is it?
Exclamation
marks indicate intense emotion Ouch! Shh! Help!
Colons introduce lists, series or quotations Luke plays the following sports: tennis, cricket, basketball and volleyball.
87
How to avoid plagiarism
DO: 1. Acknowledge correctly the source of any quotations, paraphrases,
summaries, or other information that is not common knowledge.
2. Place quotation marks around any information that is directly
quoted from a source
3. Ensure that paraphrased information is accurate.
4. Remember to record the source of information when you are taking
notes.
5. Differentiate between direct quotes and paraphrases when taking
notes.
6. Develop your own writing style and voice.
7. Indicate that the source was “quoted in....” if you do not have the
original source that was referred to another source.
8. Learn how to detect and prevent plagiarism.
DO NOT: 1. Copy, buy, steal or borrow another person's work in part or in
whole and present it as your own - even your friend's ideas.
2. Use material directly from books, journals, CDs or the internet
without reference to the source.
3. Build on the ideas of another person without reference to the
source.
4. Submit work which another person (e.g.: parent or teacher) has
substantially contributed.
5. Use words, ideas, designs or the workmanship of others in practical
and performance tasks without appropriate acknowledgement.
6. Pay someone to write or prepare material for you.
7. Allow other students to use or copy your assessment material
and information to complete their assessment tasks. When it is
suspected that students have shared information for
assessment students involved will be deemed to have
plagiarized.
88
School Policy on
Plagiarism If your
classroom teacher
believes that you have
plagiarised work, you
will be required to have a
formal interview with
Executive teachers to
discuss the seriousness of
the matter. You will also
be asked to re submit
your work within two
days with all appropriate
researching notes and
drafts attached.
89
EXAMPLE OF A PARAGRAPH PLAN
90
U. Model/Metode Pembelajaran
4. Scientific approach
5. Autonomous learning
V. Kegiatan Pembelajaran
Kegiatan
Deskripsi Kegiatan
Alokasi Waktu
Orientation
dan structuring
1. Guru menjelaskan
pelajaran yang akan
dipelajari.
2. Guru menyampaikan
kegiatan pembelajaran
yang akan dilaksanakan
hari itu.
3. Guru menyampaikan
tujuan pembelajaran yang
ingin dicapai yaitu
memahami fungsi sosial,
struktur teks dan unsur
kebahasaan.
10 menit
Modelling Mengamati:
1. Siswa menyimak contoh
teks yang diberikan oleh
guru.
2. Siswa mengamati fungsi
sosial, struktur dan unsur
kebahasaannya.
3. Guru membimbing siswa
untuk menganalisis
keteladaan dari cerita
70 menit
91
naratif tersebut.
4. Siswa berlatih menemukan
gagasan utama dan
informasi yang ada dalam
teks Narrative.
Mempertanyakan:
1. Guru merangsang siswa
untuk menanyakan
perbedaan antara teks
Recount dan teks
Narrative, serta dalam
berbagai teks Bahasa
inggris.
2. Siswa mempertanyakan
gagasan utama, informasi
rinci dan informasi tertentu
dalam teks tersebut.
3. Siswa mempertanyakan
tentang mekanisme
penulisan naratif.
Mengeksplorasi:
1. Siswa mendengarkan teks
Narrative yang diberikan oleh
guru untuk menyimak
pengucapan pada teks
tersebut.
2. Siswa berlatih mengisi kata
yang hilang dalam teks
Narrative tersebut dengan
kata-kata yang telah
disediakan.
92
3. Siswa mencari kosakata yang
belum dipahami.
4. Siswa melengkapi dan
memperbaiki tanda baca yang
kurang tepat.
Mengasosiasi:
1.Siswa berlatih menganalisis
sebuah teks Narrative fungsi
sosial, struktur teks, dan unsur
kebahasaannya secara
berkelompok.
2.Siswa memperoleh feedback
dari guru dan temannya
tentang hasil analisisnya.
Mengkomunikasikan:
1. Siswa menyampaikan
informasi fungsi sosial,
struktur dan unsur kebahasaan
yang ditemukan setelah
membaca dan menyusun teks
Narrative .
2. Guru dan siswa membahas
kosakata yang belum
dipahami siswa di masing-
masing grup.
3. Siswa menyalin teks naratif
dari berbagai sumber.
Closing 1. Guru membimbing siswa
dalam menyimpulkan tentang
bagaimana mengidentifikasi
fungsi sosial, struktur teks dan
10 menit
93
W. Alat/Media/Sumber Pembelajaran
5. Video/ materi listening
6. Buku teks siswa.
7. Kamus
8. Handoutteks naratif.
X. Penilaian Hasil Belajar
3. Penilaian sikap
4. Penilaian tes menulis
Y. Instrumen Penilaian Hasil Belajar
a. Penilaian Sikap
Nama : ____________________________
Kelas : ____________________________
No.
Aspek yang
Diamati dan
Dinilai
Sangat Baik
Baik
Cukup
Point 4 3 2
unsur kebahasaan teks
Narrative.
2. Guru mengakhiri
pembelajaran dan
memberikan pesan untuk
mengulang lagi materi yang
sudah dipelajari dirumah.
94
1. Serius dalam
menerima pelajaran.
2. Bertanggungjawab
dan serius dalam
menjalakan tugas
3. Santun terhadap
guru.
4. Menghargai
pendapat teman.
5. Terlibat aktif dalam
KBM
b. Penilaian Tes Writing
The writing rubric below adopted from the teacher’s lesson planning.
No.
Name
Content
20
Organization
20
Vocabulary
20
Grammar
20
Mechanic
20
Total
Score
1.
2.
3.
4.
5.
6.
7.
95
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
c. Penilaian Tes Listening
Ada 15 butir soal yang disediakan oleh guru. Masing-masing soal
berbobot 10. Nilai listening siswa didapat dari total jumlah benar siswa dibagi 15
lalu dikalikan 10.
96
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMA Negeri 3 Kota Tangerang Selatan
Kelas : X MIA 5 / Semester 2
Mata Pelajaran : Bahasa Inggris
Materi Pokok : Simple Past Tense dan Present Perfect
Tense.
Skills : Writing
Waktu : 2 JP x 45 minutes
A. Kompetensi Inti SMA Kelas X
1. Menghayati dan mengamalkan ajaran agama yanag dianutnya.
2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli,
santun, ramah lingkungan, gotong royong, kerjasama, cinta damai,
responsive, pro aktif) dan menunjukkan sikap sebagai bagian dari
solusi atas berbagai permasalahan bangsa dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam serta dalam menempatkan
diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan factual,
konseptual, procedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
fenomena dan kejadian serta menerapkan pengetahuan prosedurl pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
97
4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret
dan ranah abstrak terkait dengan pengembangan diri yang
dipelajarinya di sekolah secara mandiri, dan mampu menggunakan
metode sesuai kaidah keilmuan.
B. Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggungjawab
dalam melaksaakan komunikasi transaksional dengan guru dan teman.
3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
pernyataan dan pertanyaan tindakan/kejadian yang dilakukan/terjadi di waktu
lampau yang merujuk waktu terjadinya dengan yang merujuk pada
kesudahannya, sesuai dengan konteks penggunaannnya.
4.6. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang
tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk
waktu terjadinya dengan yang merujuk pada kesudahannya, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar
dan sesuai konteks.
C. Indikator Pencapaian Kompetensi
1. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur
kebahasaan pada simple past tense dan present perfect tense.
2. Siswa aktif dan berpartisipasi dalam kegiatan belajar dikelas.
3. Menyatakan kegiatan/kejadian/peristiwa, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan
sesuai dengan konteks simple past tense dan present perfect tense.
98
D. Tujuan Pembelajaran
Setelah mempelajari bab ini, siswa diharapkan mampu:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait simple past tense
dan present perfect tense.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam
melaksanakan komunikasi terkait simple past tense dan present perfect
tense.
3. Mengidentifikasi ciri-ciri kalimat simple past tense dan present perfect
tense.
4. Merespon makna simple past dan present perfect tense.dalam
penggunaannya dalam bahasa inggris.
E. Materi Pembelajaran
99
1. A: Did you like the movie "Star Wars?"
B: I don't know. I (see, never) have never seen that movie.
2. Sam (arrive) arrived in San Diego a week ago.
3. My best friend and I (know) have known each other for over fifteen years. We still get together once a
week.
4. Stinson is a fantastic writer. He (write) has written ten very creative short stories in the last year. One
day, he'll be as famous as Hemingway.
5. I (have, not) have not had this much fun since I (be) was a kid.
6. Things (change) have changed a great deal at Coltech, Inc. When we first (start) started working here
three years ago, the company (have, only) only had six employees. Since then, we (expand) have
expanded to include more than 2000 full-time workers.
7. I (tell) told him to stay on the path while he was hiking, but he (wander) wandered off into the forest and
(be) was bitten by a snake.
8. Listen Donna, I don't care if you (miss) missed the bus this morning. You (be) have been late to work
too many times. You are fired!
9. Sam is from Colorado, which is hundreds of miles from the coast, so he (see, never) has never seen the
ocean. He should come with us to Miami.
10. How sad! George (dream) dreamt of going to California before he died, but he didn't make it. He (see,
never) never saw the ocean.
11. In the last hundred years, traveling (become) has become much easier and very comfortable. In the
19th century, it (take) took two or three months to cross North America by covered wagon. The trip (be) was
very rough and often dangerous. Things (change) have changed a great deal in the last hundred and fifty
years. Now you can fly from New York to Los Angeles in a matter of hours.
12. Jonny, I can't believe how much you (change) have changed since the last time I (see) saw you. You
(grow) have grown at least a foot!
13. This tree (be) was planted by the settlers who (found) founded our city over four hundred years ago.
14. This mountain (be, never) has never been climbed by anyone. Several mountaineers (try) have tried
to reach the top, but nobody (succeed, ever) has ever succeeded. The climb is extremely difficult and
many people (die) have died trying to reach the summit.
100
15. I (visit, never) have never visited Africa, but I (travel) have traveled to South America several times.
The last time I (go) went to South America, I (visit) visited Brazil and Peru. I (spend) spent two weeks in
the Amazon, (hike) hiked for a week near Machu Picchu, and (fly) flew over the Nazca Lines.
Nouns are the names of people, places, things or feelings. Common nouns are the names for general people, places, things or feelings eg boy, house, car, anger. They make sense when the words “a”, “an” or “the” are placed in front of them. Proper nouns are the names of specific people, places or things and are always written with a capital letter e.g. Taylor, Benjamin Way, Belconnen.
Pronouns take the place of nouns e.g. I gave Jessica the apple and she ate it.
Adjectives add extra meaning to nouns. Descriptive adjectives My house is white. The white house is mine. Demonstrative adjectives point out particular nouns. That house is mine. Numerative adjectives indicate how much or how many. Jordan has two sisters. There were a few drops of rain.
Verbs are “being”, “having” or “doing” words e.g. I am human and I have feelings, so please run away. Note that the verb can change based on the tense (refer to tense).
Adverbs add extra meaning to verbs e.g. He ate slowly. I will eat much later.
Prepositions show position (below, up, over, under, into, down) e.g. Justin went up the hill.
Conjunctions
are joining or connecting words. Coordinating conjunctions (and, but, or) connect words or phrases that are of similar importance e.g. The dog ate the bone and some meat. Subordinating conjunctions (because, if, though, that, when, where, while) start clauses that are dependent on the rest of the sentence for their meaning and do not make sense on their own e.g. Jade auditioned for the school play because she loves acting.
Interjections are exclamations e.g. Ouch! Hey! Stop!
Articles are really adjectives, but deserve a separate explanation because we use them all the time. The is the definite article e.g. The dog ate my lunch. A/an is the indefinite article e.g. A dog ate my lunch.
Tense Refer to the capacity of verbs to express time. We often work with 3 forms of tense - past, present and future Past - I jumped, I did jump, I was jumping Present - I jump, I do jump, I am jumping Future - I will jump, I will be jumping
101
Subject-Verb Agreement
The verb form can change depending on whether the subject is singular or plural. e.g. The car park (singularsubject)was (verb) full. The car parks (plural subject)were (verb) full. In these sentences each of the verbs agrees with its subject. The correct verb form has been used. The verb must always agree with its subject. Single subject = single, verb, plural subject = plural verb.
102
ENGLISH VERB TENSES
TYPES
SUB-TYPES
EXAMPLES
Simple
1. The Simple Past
Tense
2. The Simple
Present Tense
3. The Simple
Future Tense
a) He livedin
Jakarta last
year.
b) He lives in
Jakarta.
c) He will live in
Jakarta next
year.
Continuous
1. The Past
Continuous Tense
2. The Present
Continuous Tense
3. The Future
Continuous Tense
a) He was living in
Jakarta in March
last year.
b) He is living in
Jakarta now.
c) He will be living in
Jakarta for one
month next year.
Perfect
1. The Past Perfect
Tense
2. The Present
Perfect Tense
3. The Future
Perfect Tense
a) He had lived in
Jakarta for two
years in 2008.
b) He has lived in
Jakarta for ten years
now.
c) He will have lived
in Jakarta for
fifteen years in
2014.
Perfect Continuous
1. The Past Perfect
Continuous Tense
2. The Present
Perfect
Continuous Tense
3. The Future
Perfect
Continuous Tense.
a) He had been living
in Jakarta for two
years in 2008.
b) He has been living
in Jakarta for ten
years in 2007.
c) He will have been
living in Jakarta
fifteen years in
2014.
103
F. Model/Metode Pembelajaran
1. Scientific approach.
2. Autonomous learning
G. Kegiatan Pembelajaran
Kegiatan
Deskripsi Kegiatan
Alokasi Waktu
Orientation
dan structuring
1.Guru menjelaskan pelajaran
yang akan dipelajari.
2.Guru menyampaikan kegiatan
pembelajaran yang akan
dilaksanakan hari itu.
3.Guru menyampaikan tujuan
pembelajaran yang ingin
dicapai yaitu memahami
fungsi sosial, struktur teks dan
unsur kebahasaan dalam
simple past tense.
10 menit
Modelling Mengamati:
1.Siswa mendengarkan dan
membaca beberapa contoh
kalimat simple past dalam
berbagai konteks di internet
2.Guru membimbing siswa
untuk menganalisis fungsi
sosial, struktur teks, dan unsur
kebahasaan dalam simple past
tense.
3.Guru membimbing siswa
70 menit
104
untuk membedakan
penggunaan simple past
dengan tenses yang lain.
Mempertanyakan:
1. Guru merangsang siswa untuk
menanyakan perbedaan antar
tenses simple past, simple
past contionus, past perfect
continuous dan simple past
perfect.
Mengeksplorasi:
1. Siswa menyatakan
tindakan/kejadian dengan
menggunakan simple past
menggunakan slides
presentation secara
berkelompok.
Mengasosiasi:
1. Siswa membandingkan
penggunaan simple past
dalam Bahasa inggris dengan
Bahasa ibu.
Mengkomunikasikan:
1.Siswa menyatakan dan
menanyakan kejadian di
waktu lampau dengan
menggunakan simple past
tense.
2.Guru dan siswa permasalahan
yang ditemui dalam belajar
simple past tense.
105
H. Alat/Media/Sumber Pembelajaran
1. Buku teks siswa.
2. Kamus
3. Slides presentation
I. Penilaian Hasil Belajar
1. Penilaian sikap
2. Penilaian tes menulis
Closing 1. Guru membimbing siswa
dalam menyimpulkan tentang
bagaimana mengidentifikasi
fungsi sosial, struktur teks dan
unsur kebahasaan simple past
tense.
2. Guru mengakhiri
pembelajaran dan
memberikan pesan untuk
mengulang lagi materi yang
sudah dipelajari dirumah.
10 menit
106
J. Instrumen Penilaian Hasil Belajar
a. Penilaian Sikap
Nama : ______________
Kelas : ______________
No.
Aspek yang
Diamati dan
Dinilai
Sangat Baik
Baik
Cukup
Point 4 3 2
1. Serius dalam
menerima pelajaran.
2. Bertanggungjawab
dan serius dalam
menjalakan tugas
3. Santun terhadap
guru.
4. Menghargai
pendapat teman.
5. Terlibat aktif dalam
KBM
107
b. Penilaian Tes Writing
The writing rubric below adopted from the teacher’s lesson planning.
No.
Name
Content
20
Organization
20
Vocabulary
20
Grammar
20
Mechanic
20
Total
Score
1.
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108
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109
Appendix 1
Students’ Writing and Comments
Rabu, 22 April 2015
Cinderella.
Cinderella
Once upon a time, lived a happy family. A father, a mother, and a daughter. T
he daughter name was Ella. When Ella was child, her mother was sick.After suffer
ing from her sick, her mother died. Ella felt sad. Then, She lived with her father.
When she grew up her father decided to marry a widow from the city called Lady
Tremaine. Lady Tremaine had two daughters. Their names were Drisella and Ana
stasia.
Ella’s Father went to the city for business. While her father went for business,
Lady Tremaine asked Ella to sleep in the attic. The attic was very cold. Lady Tre
maine and her daughters persecuted Ella as a slave. Soon, they received a letter th
at told them that Ella’s father died. So, they had many debt. Lady Tremaine fired a
ll the workers in her house.
Feeling desperate Ella went to the forest and met a man called Kit. They both
fell in love. Before long, there was a party in the castle. The party opened for all p
eople. But, Lady Tremaine didnt let Ella to attend the party.
At night, Ella met a fairy and turned her into a beautiful princess, with a beaut
iful gown. So Ella could attend the party and met the prince. The prince knew Ella
and asked her to dance with him. However the magic could only remain until mid
night.
At the midnight, Ella left the party and her shoe was left behind. Knowing tha
t Ella went to the party, Lady Tremaine locked her in the attic.
The prince was looking for a woman who suit with the shoe. Suddenly he fou
nd Ella was singing in the attic. With no doubt the prince put the shoe on her. The
shoe was fit to Ella’s foot. Then the prince believed that Ella was the woman he w
as looking for. Then, they married and live happily ever after.
110
8 komentar:
1.
sabrina ap22 April 2015 08.43
cinderELLA wuihihih that's a great nickname ncut
Balas
2.
Jellita Kumala22 April 2015 09.08
great storyline! even if I have watch and read cinderella for like
10000000000 times, I am still interested with it.
Balas
3.
deandra zaneta22 April 2015 09.18
Komentar ini telah dihapus oleh pengarang.
Balas
4.
deandra zaneta22 April 2015 09.18
Havent watch the newest cinderella movie yet. Idk i just not into
princesses story. But this is such a good synopsis tho. bye kembaran bu
nurita :D
Balas
5.
Fathur Rohman22 April 2015 09.25
111
Cinderella? I dont know why but I don't like it. Maybe it's too drama and
an impossible story that could be in reality.
Balas
Balasan
1.
deandra zaneta22 April 2015 09.43
Komentar ini telah dihapus oleh pengarang.
Balas
6.
Idaroyanti22 April 2015 09.44
I like Cinderella , when I was little my mom tell me this. Cinderella very
beautiful like me.
Balas
Balasan
1.
Idaroyanti22 Apri 2015 09.52
Hehehehe
Balas
112
Rabu, 22 April 2015
tugas narrative bahasa inggris
Once upon a time in a far away land, lived two families called the Auliya family
and the Adriana family. The Auliya family had a daughter named Rere, while the
Adriana family had a son named Taro. Rere and Taro had been friends since
childhood and had lived in the country side for sixteen years of their life.
One day, The Adriana family had to move to the town because of the Kings
demand. So Rere and Taro for the first time said goodbye to each other. Secretly,
Taro vowed to work hard so that he could also work in town and finally meet Rere
again.
Two years later, Taro had mastered some skills he thought he could put in good
use in the town. Fulfilling his promise, he traveled to town and started to search
for Rere. It was not a hard task, Rere's father had been granted the title of Duke by
the King! He visited Naya's own castle, but to his dismay, Naya did not want to
meet him. "Maybe she is busy," he said to himself.
Taro found work as a builder in town. Each day, after work he would visit Rere's
castle, but each day Rere refused to meet him. A few weeks passed by, Taro
became sick, sick because he could not meet the childhood friend he so dearly
loved. He had abandoned his work, making his friends he made at the working
place concerned. His friends decided to visit Rere's castle themselves, to tell her
that Taro his childhood friend, who fell in love with her is in an ill state. To their
surprise, Rere agreed to meet them and heared that Taro was sick.
"Tell him to go to the forest and find a wooden house," said Rere.
"And after that? What should he do my Lady?" asked one of Taro's friend.
"He will find the answer once he finds the house," answered Rere mysteriously.
The friends came back to Taro and told him about the happy news.
113
The next day Taro came to the forest and found the wooden house Rere had
mentioned. An old lady, with hideous boils on her face, crooked body, and white
tangled hair that was very filthy greeted Taro.
"Excuse me, is Lady Rere here? She told me to come here," asked Arman.
"No, Lady Naya is not here. But she left a message I must tell you," said the old
lady with a croaky voice.
"What is it?"
"She said, if you really love her, you must prove it. And to prove it, you must
marry me!"
Because of his love, the love he had felt since childhood for Naya, Arman did not
hesitate to answer.
"If that is what she wants, I would do it. I would do it for love!"
Suddenly, the old lady ran towards a small lake in front of the house. She cleaned
up her face with water and to Taro's surprise, it was Rere staring back at him.
"Taro, I was only testing you. And now I know what I must do. I will share the
rest of my life with you. Because, because I would do it for love!"
5 komentar:
1.
Azka Salsabila22 April 2015 09.14
Komentar ini telah dihapus oleh pengarang.
Balas
2.
Azka Salsabila22 April 2015 09.58
Can you tell me the moral story? Anyway, It's a good story tari:)
114
Balas
Balasan
1.
Azka Salsabila22 April 2015 10.00
Well the story kinda hilarious too, the Auliya and Adriana f a m i l
y =))))))
Balas
3.
Chansa Nabilla22 April 2015 10.04
the family was using your name??i think you are so creative! i like your
story:)
Balas
4.
Dzaky Ahmad Fari22 April 2015 10.10
why the family name using your name ?? -_- Where you get that genius
idea ??!! anyway, your story is attractive
Balas
115
Wednesday, April 22, 2015
THE STORY OF TELAGA WARNA
Once upon a time there was a kingdom in West Java named Kutatanggeuhan.
Kutatanggeuhan a prosperous and peaceful kingdom. People live in peace and
prosperity as led by the wise king. Kutatanggeuhan king named Prabu
Suwartalaya and queen named Prabusumanah. Unfornatelly, the king and the
queen have not child so they always feel lonely. People are very concerned about
this situation, because who is going to replace the king and queen one day?
King finally decided to meditate. He went to the mountain and found a cave.
It was where he meditated, prayed to God. After days of King Suwartalaya pray,
one day suddenly heard a divine voice.
"Did you want to have a child?" Said the voice divine.
"Yes! I'd love to have children! "Replied the king Suwartalaya.
"All right! Your prayers will be answered. Now go home! "Said the voice of the
divine.
So he went home happily. Sure enough, a few weeks later, the queen was
pregnant. All rejoice. Moreover, when nine months later the Queen gave birth to a
beautiful daughter. Her name is Putri Gilang Rukmini. Prabu Suwartalaya festive
116
feast to celebrate the birth of their daughter. Putri Gilang Rukmini became
beloved princess of Kutatanggeuhan people.
Several years have passed, Putri Gilang Rukmini grow into a very beautiful
girl. Putri Gilang Rukmini is very spoiled and not well behaved, possibly because
the King and Queen are very spoiled to her because she is the only child.
Whatever is asked by her daughter would soon followed. Otherwise daughter will
be very angry and abusive. But people still love him. They hope one day princess
temperament will change by itself.
Next week, Putri Gilang Rukmini is 17 years old. Prabu Suwartalaya will
hold a celebration party at the palace. All people can come and give a prayer for
her daughter. People plan a special gift for their beloved princess. Finally it was
agreed that they would present a very beautiful necklace. The necklace was made
of the best gold and sprinkled with precious stones of various colors. The people
willingly put aside their money and collect for the cost of making the gift. They
call on the government's best goldsmith to make it.
Finally the long-awaited day came. People flocked to the courtyard where
Putri Gilang Rukmini's birthday party held. In front of the palace had stood a
magnificent stage. People cheered when the king and queen ascended the stage.
Especially when it finally the princess out of the palace and waved. We were very
happy to see the beautiful princess.
Now is the time people to give their special gifts. They give a box containing
a gift to the princess. Prabu Suwartalaya opened the box and pulled out a beautiful
colorful necklace and gave it to his daughte. The princess looked at the necklace
with a frown. Prabu Suwartalaya looked her, "Come on, wearing the necklace! It
is a sign of love to the people. Do not hurt them! "
"Yes, my daughter. It was a beautiful necklace instead. Let's wear! Let make the
people happy, "said the Queen.
"Good for what? This necklace is ugly as hell. The color is tacky! I do not want to
wear it! " said the princess.
117
She slammed it to the floor necklaces to pieces. The king, the queen and
people can just stunned witnessed the incident. Then the tears burst Purbamanah.
She was very sad to see her daughter’s behavior. Eventually all were moved to
tears, to the palace was wet with tears them. They continued to cry until their tears
flooded the palace, and suddenly came out of the ground water rapids, more and
more. Kutatanggeuhan government to finally sank and created a very beautiful
lake.
Now the lake can still be found in the area of Puncak, West Java. The lake
was named Telaga Warna, because if the day is sunny, the water will reflect
sunlight to look colorful. He said it was a reflection of colors derived from
Petrolina of Putri Gilang Rukmini’s necklace.
4 comments:
1.
Maria FransiscaApril 22, 2015 at 9:48 AM
Hello, I'm gonna say that your story is good. Well, I had read that story
before, but I couldn't understand because the language is so complicated.
I'm really thankful because you posted this, so I can finally understand the
story :D
Well you made some mistakes though..
First, we go with the tenses.
According to the story, it took place in the past, so you had to write the
narrative with past tense(simple past, past continuous, past perfect, etc.).
But you wrote the story with mixed tenses.
And this sentence 'Unfornatelly, the king and the queen have not child'
suppose to be 'Unfortunately, the king and the queen have no child'
This sentence: '"Did you want to have a child?" Said the voice divine'
118
suppose to be '"Do you want to have a child?" Said the voice divine',
because in the story, it's in present.
Maybe you can change this sentence ' Whatever is asked by her daughter
would soon followed' to this: 'They would follow whatever she asked'
because I'm kinda confused hehe. and also you wrote this 'But people still
love him' it's suppose to be 'her' XD
And this: 'Next week, Putri Gilang Rukmini is 17 years old' suppose to be
'Next week, Putri Gilang Rukmini would be 17'
This sentence, 'Now is the time people to give their special gifts', you
should put 'for' between 'time' and 'people', and change 'is' to 'was'
This sentence: 'Come on, wearing the necklace!' you should change the
word 'wearing' to 'wear'
This sentence: 'Let's wear! Let make the people happy' you can't add in
'let's' there, because 'let's' actually is 'let us'. According to the situation, the
queen was begging the princess to wear the necklace, so if you write "Let
us wear", it's kinda illogical, because the princess is the one who should
wear the necklace, not both the princess and the queen.
I think that's all, please forgive my long-comment :') Hope it helps xx
Reply
2.
Meysia KurniawanApril 22, 2015 at 9:50 AM
wow... i love your story.. i never read this story before... and you post this
story today..now i know about this story haha.. thanks Laras...
Reply
119
3.
resawati intanApril 22, 2015 at 10:04 AM
Oh Gog my so serious sis? but it may help. anyway thats a good story!
Reply
4.
Marshel LinoApril 22, 2015 at 10:12 AM
the story is good and I became know the stroy of telaga warna. I want to
ask you, telaga warna stroy of which province ?
Reply
120
Rabu, 20 May 2015
narrative text
A LONG NAME
Once upon a time in faraway Korea there lived two brothers, one named Sam,
which means "nothing or little" and one named Kim In Bong Hyun-Shik Hwan
Bobae Chin, which means "the most wonderful boy in the whole world and shine
like a diamond".
One day the two brothers were playing near the well in their garden when Sam
fell into the well, and Kim In Bong Hyun-Shik Hwan Bobae Chin ran to his
mother, shouting, "Quick, Sam has fallen into the well.What shall we do?"
"What?" cried the mother, "Sam has fallen into the well? Run and tell father!".
Together they ran to the father and cried, "Quick, Sam has fallen into the well.
What shall we do?"
"Sam has fallen into the well?" cried the father. "Run and tell the gardener!".
Then they all ran to the gardener and shouted, "Quick, Sam has fallen into the
well. What shall we do?"
"Sam has fallen into the well?" cried the gardener, and then he quickly fetched
a ladder and pulled the poor boy from the well, who was wet and cold and
frightened, and ever so happy to still bealive.
Some time afterward the two brothers were again playing near the well, and
this time Kim In Bong Hyun-Shik Hwan Bobae Chin fell into the well, and Sam
ran to his mother, shouting, "Quick, Kim In Bong Hyun-Shik Hwan Bobae Chin
has fallen into the well. What shall we do?"
"What?" cried the mother, "Kim In Bong Hyun-Shik Hwan Bobae Chin
has fallen into the well? Run and tell father!". Together they ran to the father and
cried, "Quick, Kim In Bong Hyun-Shik Hwan Bobae Chin has fallen into the well.
What shall we do?"
121
"Kim In Bong Hyun-Shik Hwan Bobae Chin has fallen into the well?" cried
the father. "Run and tell the gardener!". Then they all ran to the gardener and
shouted, "Quick, Kim In Bong Hyun-Shik Hwan Bobae Chin has fallen into the
well.What shall we do?"
"Kim In Bong Hyun-Shik Hwan Bobae Chin has fallen into the well?" cried the
gardener, and then he quickly fetched a ladder and pulled Kim In Bong Hyun-
Shik Hwan Bobae Chin from the well, but the poor boy had been in the water so
long that he had drowned.
And nowadays you will find that people in Korea give all their children little,
short names instead of great, long, important ones.
3 comments:
1.
adam rafidinanda20 May 2015 at 09:39
I think i've heard this one before. Its pretty funny tho xD
Reply
2.
Artika Sari22 May 2015 at 09:44
Wow it was amazing story i like it so much
Reply
3.
Gao22 May 2015 at 09:55
122
Kim In Bong Hyun-Shik Hwan Bobae Chin
TOP :)) I love this story I laughed harder than i should. Did you know that
a Swedish couple tried to name their child
“Brfxxccxxmnpcccclllmmnprxvclmnckssqlbb11116″ as a protest to the
Naming law in Sweden? They called him 'Albin'
Reply
123
Appendix 3
Score of Pre Test Scorer 1
No. Students' Code Criterion Final Score
C O V LU M
1 AR 21 13 14 18 4 84
2 AM 21 11 10 12 3 67
3 AO 27 15 18 18 4 76
4 AK 25 13 14 17 3 70
5 AA 25 14 13 18 4 74
6 AS 27 14 18 21 4 84
7 CN 23 13 11 18 2 67
8 DA 27 14 13 19 3 76
9 DZ 22 13 15 17 3 70
10 EA 23 15 14 18 4 74
11 EI 22 14 13 16 3 68
12 FN 27 15 14 18 3 77
13 FS 28 15 18 18 4 83
14 IR 27 18 16 18 3 82
15 JI 27 14 18 22 3 84
16 KA 21 13 13 11 3 61
17 LZ 27 16 17 17 4 81
18 MF 28 15 18 23 4 88
19 MS 21 14 15 18 3 71
20 MK 22 13 12 13 3 63
21 MV 25 16 13 17 3 74
22 MI 27 14 17 11 3 72
23 MA 27 15 17 11 2 72
24 MR 27 10 15 12 3 67
25 MS 22 11 10 11 3 57
26 NA 22 13 13 12 3 63
27 NZ 22 14 14 11 4 65
28 PD 24 15 14 17 3 73
29 RI 23 14 14 12 2 65
30 RA 27 14 16 19 3 79
31 RR 25 14 15 18 3 75
32 SA 27 15 12 18 3 75
33 SP 25 14 16 18 4 77
34 SD 21 13 14 21 3 72
35 TR 25 14 13 15 3 70
36 VR 21 13 11 14 3 62
37 YD 23 13 12 11 3 62
124
Score of Post Test Scorer 1
No. Students'
Code
Criterion Final Score
C O V LU M
1 AR 22 14 14 20 4 75
2 AM 27 18 15 21 4 85
3 AO 27 16 19 21 3 86
4 AS 27 17 18 18 4 84
5 AA 26 13 13 18 3 73
6 AK 27 14 17 18 4 80
7 CN 24 14 13 17 3 71
8 DA 25 14 13 18 3 73
9 DZ 27 15 19 20 2 83
10 EA 25 15 14 18 4 76
11 EI 27 13 17 16 4 77
12 FN 16 15 12 17 4 74
13 FS 28 18 18 21 4 89
14 IR 27 14 16 18 3 78
15 JI 27 15 19 22 2 85
16 KA 21 16 13 17 3 70
17 LZ 27 16 18 21 3 85
18 MF 28 15 20 24 4 91
19 MS 24 14 16 20 3 77
20 MK 22 14 13 14 3 66
21 MV 23 15 14 17 3 72
22 MI 29 15 18 22 4 88
23 MA 28 15 18 15 3 79
24 MR 28 17 14 15 4 78
25 MS 23 12 11 11 3 60
26 NA 24 14 13 12 3 66
27 PD 23 14 14 17 3 71
28 RN 26 15 14 13 3 71
29 RI 23 15 14 14 2 68
30 RA 28 14 16 19 3 80
31 RR 25 15 17 16 2 75
32 SA 27 15 13 18 3 76
33 SP 26 15 16 19 4 80
34 SD 21 13 16 21 4 75
35 TR 26 15 14 16 4 75
36 VR 22 15 14 14 3 68
37 YD 23 13 13 14 3 66
125
Table 4.7 Score of Pre Test Scorer 2
No. Students'
Code
Criterion Final Score
C O V LU M
1 AR 21 12 15 20 4 72
2 AM 21 10 10 14 3 58
3 AO 28 16 18 18 4 84
4 AS 24 12 14 16 3 69
5 AA 25 15 13 19 4 76
6 AK 27 14 17 20 4 82
7 CN 22 14 11 13 2 62
8 DA 27 15 13 20 3 78
9 DZ 21 13 14 18 3 69
10 EA 23 16 14 19 4 76
11 EI 22 13 13 17 3 68
12 FN 27 16 14 17 3 77
13 FS 27 15 18 18 4 82
14 IR 27 18 16 18 3 82
15 JI 27 14 19 22 3 85
16 KA 20 12 13 11 3 59
17 LZ 27 15 18 22 4 82
18 MF 27 15 18 22 4 86
19 MS 20 14 14 17 3 68
20 MK 23 13 11 14 3 64
21 MV 24 15 14 16 3 72
22 MI 27 15 18 11 3 74
23 MA 26 16 18 11 2 73
24 MR 27 10 14 11 3 65
25 MS 22 10 11 11 3 57
26 NA 22 14 13 13 3 65
27 PD 25 15 14 18 3 75
28 RN 27 14 13 12 2 68
29 RI 24 13 13 13 2 65
30 RA 27 14 15 20 3 79
31 RR 26 14 14 18 3 75
32 SA 26 14 11 18 3 72
33 SP 24 13 16 18 4 75
34 SD 21 14 14 21 3 73
35 TR 26 14 13 15 3 71
36 VR 21 12 11 13 3 60
37 YD 22 12 12 11 3 60
126
Table 4.8 Score of Post Test Scorer 2
No. Students' Code Criterion Final Score
C O V LU M
1 AR 23 14 15 21 4 77
2 AM 27 19 15 21 4 86
3 AO 27 15 18 22 3 85
4 AS 27 16 17 18 4 82
5 AA 26 12 13 18 3 72
6 AK 26 12 13 18 3 72
7 CN 27 15 16 18 4 70
8 DA 24 14 13 18 3 72
9 DZ 27 14 18 20 2 81
10 EA 25 16 14 18 4 77
11 EI 28 13 16 16 4 77
12 FN 25 15 13 18 4 75
13 FS 28 17 18 20 4 87
14 IR 23 13 17 18 3 78
15 JI 27 15 18 22 2 84
16 KA 21 17 13 17 3 71
17 LZ 27 16 17 20 3 83
18 MF 27 16 20 23 4 90
19 MS 24 14 16 18 3 76
20 MK 22 14 13 14 3 66
21 MV 25 14 14 17 3 71
22 MI 29 15 19 22 4 89
23 MA 28 16 18 15 2 79
24 MR 28 16 14 15 3 76
25 MS 23 11 12 11 3 60
26 NA 23 13 13 13 3 65
27 PD 24 16 14 13 4 71
28 RN 26 15 14 13 2 70
29 RI 23 14 14 14 2 67
30 RA 28 15 16 19 3 81
31 RR 25 15 16 16 2 74
32 SA 27 16 13 18 3 77
33 SP 26 15 16 18 4 79
34 SD 21 13 16 21 4 75
35 TR 25 15 14 15 4 73
36 VR 22 16 14 14 3 69
37 YD 23 13 13 15 3 67
127
Appendix 4
Distribution of Students Comments
Distribution of First Group Pre Test Feedback
Students’ Code AR
Other Students Elaborated Feedback Basic Feedback
AM √ √
AO √ √
AS √ √
Total 3 3
Students’ Code AM
Other Students Elaborated Feedback Basic Feedback
AR √ -
AO √ -
AS √ -
Total 3 0
Students’ Code AO
Other Students Elaborated Feedback Basic Feedback
AR √ -
AM √ -
AS √ -
Total 3 0
Students’ Code AS
Other Students Elaborated Feedback Basic Feedback
AR √ √
AM √ -
AO √ √
Total 3 2
128
Distribution of Second Group Pre Test Feedback
Students Code AA
Other Students Elaborated Feedback Basic Feedback
AK √ √
CN √ √
DA √ √
Total 3 3
Students Code AK
Other Students Elaborated Feedback Basic Feedback
AA √ √
CN √ √
DA - √
Total 2 3
Students Code CN
Other Students Elaborated Feedback Basic Feedback
AA √ √
AK √ √
DA - √
Total 2 3
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
SA √ -
DA √ -
Total 2 0
Students Code DA
Other Students Elaborated Feedback Basic Feedback
AA √ √
AK √ √
CN - √
Total 2 3
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
SA √ -
DA √ -
Total 2 0
129
Distribution of Third Group Pre Test Feedback
Students Code DZ
Other Students Elaborated Feedback Basic Feedback
EA √ √
EI √ √
FN √ √
Total 3 3
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
JI √ √
AK √ -
SA √ -
Total 3 1
Students Code EA
Other Students Elaborated Feedback Basic Feedback
DZ √ √
EI √ -
FN √ -
Total 3 1
Students Code EI
Other Students Elaborated Feedback Basic Feedback
DZ √ -
EA √ -
FN √ -
Total 3 0
Students Code FN
Other Students Elaborated Feedback Basic Feedback
DZ √ √
EA √ -
EI √ -
Total 3 1
130
Distribution of Fourth Group Pre Test Feedback
Students Code FS
Participants Elaborated Feedback Basic Feedback
IR √ √
JI √ -
KA √ -
Total 3 1
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
SD - √
Total 0 1
Students Code IR
Other Students Elaborated Feedback Basic Feedback
FS √ -
JI √ -
KA √ -
Total 3 0
Students Code JI
Other Students Elaborated Feedback Basic Feedback
FS √ -
IR √ √
KA √ -
Total 3 2
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
DZ √ -
SA √ -
AK √ -
Total 3 0
Students Code KA
Other Students Elaborated Feedback Basic Feedback
FS √ √
IR √ √
JI √ √
Total 3 3
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
Participant 9 √ √
Participant 35 √ -
Total 2 1
131
Distribution of Fifth Group Pre Test Feedback
Students Code LZ
Other Students Elaborated Feedback Basic Feedback
MF √ √
MS √ √
MK √ √
Total 3 3
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
RN √ √
Total 1 1
Students Code MF
Other Students Elaborated Feedback Basic Feedback
LZ √ √
MS √ √
MK √ √
Total 3 3
Students Code MS
Other Students Elaborated Feedback Basic Feedback
LZ √ √
MF √ √
MK √ √
Total 3 3
Students Code MK
Other Students Elaborated Feedback Basic Feedback
LZ √ √
MF √ √
MS √ -
Total 3 2
132
Distribution of Sixth Group Pre Test Feedback
Students Code MV
Other Students Elaborated Feedback Basic Feedback
MI - √
MA - √
MR √ -
Total 1 2
Students Code MI
Other Students Elaborated Feedback Basic Feedback
MV √ √
MA √ -
MR √ -
Total 3 1
Students Code MA
Other Students Elaborated Feedback Basic Feedback
MV √ √
MI √ -
MR √ -
Total 3 1
Students Code MR
Other Students Elaborated Feedback Basic Feedback
MV √ -
MI √ -
MA √ -
Total 3 0
133
Distribution of Seventh Group Pre Test Feedback
Students Code MR
Other Students Elaborated Feedback Basic Feedback
NA √ -
PD √ √
Total 2 1
Students Code NA
Other Students Elaborated Feedback Basic Feedback
MR - √
PD - √
Total 0 2
Students Code PD
Other Students Elaborated Feedback Basic Feedback
MR - √
NA - √
Total 0 2
Distribution of Eighth Group Pre Test Feedback
Students Code RN
Other Students Elaborated Feedback Basic Feedback
RI √ √
RA - √
Total 1 2
Students Code RI
Other Students Elaborated Feedback Basic Feedback
RN √ √
RA √ -
Total 2 2
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
RN √ √
RA √ √
Total 2 2
Students Code RA
Other Students Elaborated Feedback Basic Feedback
RN √ √
RI √ √
Total 2 2
134
Distribution of Ninth Group Pre Test Feedback
Students Code RR
Other Students Elaborated Feedback Basic Feedback
SA √ √
SP √ √
Total 2 2
Students Code SA
Other Students Elaborated Feedback Basic Feedback
RR √ √
SP √ -
Total 2 1
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
RR √ -
SP √ -
Total 2 0
Students Code SP
Other Students Elaborated Feedback Basic Feedback
RR √ √
SA √ √
Total 2 2
135
Distribution of Tenth Group Pre Test Feedback
Students Code SD
Other Students Elaborated Feedback Basic Feedback
TR √ -
VR √ -
YD √ √
Total 3 1
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
DA √ -
Total 1 0
Students Code TR
Other Students Elaborated Feedback Basic Feedback
SD √ √
VR √ -
YD √ -
Total 3 1
Students Code VR
Other Students Elaborated Feedback Basic Feedback
SD √ -
TR √ -
YD √ -
Total 3 0
Students Code YD
Other Students Elaborated Feedback Basic Feedback
SD √ √
TR √ -
VR √ -
Total 3 1
136
Distribution of First Group Post Test Feedback
Students Code AR
Other Students Elaborated Feedback Basic Feedback
AM √ √
AO √ √
AS √ √
Total 3 3
Students Code AM
Other Students Elaborated Feedback Basic Feedback
AR √ -
AO √ √
AS √ √
Total 3 2
Students Code AO
Other Students Elaborated Feedback Basic Feedback
AR √ √
AM √ -
AS √ -
Total 3 1
Students Code AS
Other Students Elaborated Feedback Basic Feedback
AR √ √
AM √ -
AO √ -
Total 3 1
137
Distribution of Second Group Post Test Feedback
Students Code AA
Other Students Elaborated Feedback Basic Feedback
AK √ √
CN √ √
DA √ -
Total 3 2
Students Code AK
Other Students Elaborated Feedback Basic Feedback
AA - √
CN √ √
DA - √
Total 1 3
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
DZ √ -
Total 1 0
Students Code CN
Other Students Elaborated Feedback Basic Feedback
AA √ √
AK √ √
DA √ -
Total 3 2
Students Code DA
Other Students Elaborated Feedback Basic Feedback
AA √ √
AK - √
CN √ √
Total 2 3
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
SA √ √
Total 1 0
138
Distribution of Third Group Post Test Feedback
Students Code DZ
Other Students Elaborated Feedback Basic Feedback
EA √ -
EI √ -
FN √ -
Total 3 0
Other Students
Exclude Group
Elaborated Feedback Basic Feedback
SA - √
Total 0 1
Students Code EA
Other Students Elaborated Feedback Basic Feedback
DZ √ -
EI √ -
FN √ -
Total 3 0
Students Code EI
Other Students Elaborated Feedback Basic Feedback
DZ √ -
FA √ -
FN √ -
Total 3 0
Students Code FN
Other Students Elaborated Feedback Basic Feedback
DZ √ -
EA √ -
EI √ √
Total 3 1
139
Distribution of Fourth Group Post Test Feedback
Students Code FS
Other Students Elaborated Feedback Basic Feedback
IR √ √
JI √ -
KA - √
Total 2 2
Students Code IR
Other Students Elaborated Feedback Basic Feedback
FS √ √
JI √ -
KA √ -
Total 3 1
Students Code JI
Other Students Elaborated Feedback Basic Feedback
FS √ √
IR √ -
KA - √
Total 2 2
Students Code KA
Other Students Elaborated Feedback Basic Feedback
FS √ -
IR - √
JI √ √
Total 2 2
140
Distribution of Fifth Group Post Test Feedback
Students Code LZ
Other Students Elaborated Feedback Basic Feedback
MF √ √
MS √ √
MK √ √
Total 3 3
Students Code MF
Other Students Elaborated Feedback Basic Feedback
LZ √ √
MS √ √
MK √ √
Total 3 3
Students Code MS
Other Students Elaborated Feedback Basic Feedback
LZ √ √
MF √ √
MK - √
Total 2 3
Students Code MK
Other Students Elaborated Feedback Basic Feedback
LZ √ √
MF √ √
MS √ √
Total 3 3
141
Distribution of Sixth Group Post Test Feedback
Students Code MV
Other Students Elaborated Feedback Basic Feedback
MI √ -
MA - √
MR √ -
Total 2 1
Students Code MI
Other Students Elaborated Feedback Basic Feedback
MV √ √
MA √ -
MR √ -
Total 3 1
Students Code MA
Other Students Elaborated Feedback Basic Feedback
MV - √
MI √ -
MR - √
Total 1 2
Students Code MR
Other Students Elaborated Feedback Basic Feedback
MV √ -
MI - √
MA √ -
Total 2 1
142
Distribution of Seventh Group Post Test Feedback
Students Code MS
Other Students Elaborated Feedback Basic Feedback
NA √ √
PD - √
Total 1 2
Students Code NA
Other Students Elaborated Feedback Basic Feedback
MS √ -
PD - √
Total 1 1
Students Code PD
Other Students Elaborated Feedback Basic Feedback
MS √ -
NA - √
Total 1 1
Distribution of Eighth Group Post Test Feedback
Students Code RN
Other Students Elaborated Feedback Basic Feedback
RI √ √
RA - √
Total 1 2
Students Code RI
Other Students Elaborated Feedback Basic Feedback
RN √ √
RA √ -
Total 2 1
Students Code RA
Other Students Elaborated Feedback Basic Feedback
RN √ √
RI √ √
Total 2 2
143
Distribution of Ninth Group Post Test Feedback
Students Code RR
Other Students Elaborated Feedback Basic Feedback
SA √ -
SP √ -
Total 2 0
Students Code SA
Other Students Elaborated Feedback Basic Feedback
RR √ √
SP √ -
Total 2 1
Students Code SP
Other Students Elaborated Feedback Basic Feedback
RR √ √
SA √ √
Total 2 2
144
Distribution of Tenth Group Post Test Feedback
Students Code SD
Other Students Elaborated Feedback Basic Feedback
TR √ √
VR - √
YD √ -
Total 2 2
Students Code TR
Other Students Elaborated Feedback Basic Feedback
SD √ √
VR √ -
YD √ -
Total 3 1
Students Code VR
Other Students Elaborated Feedback Basic Feedback
SD √ -
TR √ -
YD √ -
Total 3 0
Students Code YD
Other Students Elaborated Feedback Basic Feedback
SD √ √
TR √ √
VR √ √
Total 3 3
145
Appendix 5
The Data Calculation of Scorer 2
The Calculation of Frequency Distribution, Mean, Range,
Variance, and Standard Deviation of Pretest Scorer 2
N Range Minimum Maximum Mean Std. Deviation Variance
Final Score 37 29.0 57.0 86.0 71.838 8.0606 64.973
Valid N (listwise) 37
The Calculation of Frequency Distribution, Mean, Range,
Variance, and Standard Deviation of Posttest Scorer 2
N Range Minimum Maximum Mean Std. Deviation Variance
Final Score 37 30.0 60.0 90.0 75.784 7.0480 49.674
Valid N (listwise) 37