the same. The topic is about “My Unforgetable MomentEventExperience that Happened in My Life”
C. Population and Sample
The population of this research is the eighth grade students of SMP Nusantara Plus Ciputat in academic year 20142015 which consist of 4 classes. The total
number of population is 146 students. Class 8-1 consists of 39 students, class 8-2 consists of 34 students, class 8-3 consists of 36 and class 8-4 consists of 37
students. In selecting the sample, the researcher used purposive sampling technique. This technique is used to determine the sample with certain
consideration
3
. There are two classes as the sample. The first class is 8-3 as the experiment class and the second class is 8-2 as the control class. The researcher
choose 8-3 and 8-2 as the sample, because the researcher was suggested by the English teacher of SMP Nusantara Plus Ciputat to do the research at both classes.
D. The Research Instrument
The research instrument used in this research is a test. The researcher gave the writing test in pre-test and post-test. Pre-test was given to the students to
measure their skill in writing recount text before the treatment while the post-test was given to the students to measure their writing skill in recount text after getting
the treatment. The topic that was given to the students both in experimental and control class is the same. The topic of pre-test is
about “My Experience When I Went to My Hometown”, and the topic of post-test is about “My Unforgetable
MomentEventExperience that Happ ened in My Life”
E. The Technique of Data Collection
The technique of collecting data in this research used quantitative data. The quantitative data
obtained from the students’ score in pre-test and post-test. In
3
Sugiono, Metode Penelitian Kuantitatif, Kualitataif dan RD, Bandung: Alfabeta, 2012, p. 124.
analyzing and assessing the students’ writing test in pre-test and post-test, the analytic scale was used as described in table 3.1.
4
Table 3.1 Scale for Assessing the students’ writing test
Categories Score
Criteria Content
30 —27
EXCELLENT TO
VERY GOOD:
Knowledge. 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, non pertinent, or
not enough to evaluate. Organization
20 —18
EXCELLENT TO VERY GOOD: fluent expression. Ideas clearly statedsupported.
Succinct. Wellorganized.
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
4
Arthur Hughes, Testing for Language Teacher, Second Edition, United Kingdom: Cambridge University Press, 2005 p. 104
.
development. 9
—7 VERY POOR: does not communicate. No
organization.or not enough to evaluate. Vocabulary
20 —18
EXCELLENT TO
VERY GOOD:
sophisticated range. Effective wordidiom choice and usage. Word form mastery.
Appropriate register. 17
—14 GOOD TO AVERAGE: adequate range.
Occasional errors of wordidiom form, choice, usage but meaning not obscured.
13 —10
FAIR TO POOR: limited range. Frequent errors of wordidiom 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 Use 25
—22 EXCELLENT TO VERY GOOD: efffective
complex constructions. Few errors of agreement,
tense, number,
word orderfunction,
articles, pronouns,
prepositions. 21
—18 GOOD TO AVERAGE: effective but simple
constructions. Minor problems in complex constructions. Several errors of agreement,
tense, number, word orderfunction, articles, pronouns, prepositions but meaning seldom
obscured. 17
—11 FAIR TO POOR: major problems in
simplecomplex constructions.
Requent errors of negation, agreement, tense, number,
word orderfunction, articles, pronouns, prepositions andor 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. Mechanic
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. 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.
F. The Technique of Data Analysis
The researcher analyzed the data by using statistical analysis. In analyzing the data, the t-test was used to find out the effectiveness of using photograph towards
students’ skill in writing recount text. The formula of t-test is as follows:
5
t = M − M
SEᴍ − SEᴍ
5
Anas Sudjono, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada 2014,p. 314.
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