F. The Research Procedure 1. Lesson Planning
Lesson Planning is made by considering the applied Lesson Planning which is used in the school. It is also based on the syllabus of curriculum
2013.
2. Administering Pilot Test
Pilot Test is held by the researcher outside the two classes, experimental and control groups. The class of pilot test is second grade of the social class
in another school. The pilot test goes through two steps. First, the instrument was validated by an English Teacher. Second, the instrument was
administered to five students who did not included in both control and experimental groups in academic year 20142015.
3. Administering Pre-Test
As mentioned before, the pre-test is administered by using written test. Both the experimental and control groups were asked to compose an
argumentative text by typing it in microsoft word computer program based on the topic and instruction given. Thereupon, it would be assessed by the
teacher of the English subject from that school. The scoring rubric proposed by Brown is used to assess the composition.
4. Conducting the Treatment
After performing pre-test, the next step was given treatment for experimental group. The treatment was the program of applying Style Writer
computer software to assist student in revising argumentative text result. The design of the lesson plan based on the standard comptetence and the basic
syllabus of the school which was developed by the teacher. Control group was thought by using the conventional method.
5. Administering Post-Test
Equal to pre-test, post-test was held after the treatment to the experimental group. The score of post-test would be used as a final comparison to
dete rmine any difference between students’ achievement in experimental
group and control group.
G. Techniques of Data Analysis 1. Scoring Technique
To acquire valid score that defines students’ writing ability, it needs clear
criteria to assess their work. To qualify this need, the research adopts the rubric of Brown.
2
Scale of numbers to evaluate students’writing work sheet areas follows; content, vocabulary, generic structure, and language features.
The point of each criterion was in range 1 up 5, the maximum raw score is 20.
Table 3.1 Scoring Aspects
Aspect Score
Criteria Content
1 The content is not indeed relevant with the topic at all
2 There are many confusing things; many contents are not relevant
with the topics so that the meaning cannot be easily comprehend 3
The content that is not relevant still exists but it is understandable and it is not too bad
4 There are several words that are used irrelevantly but do not
influence the intended meaning much 5
The topic and the content are very relevant
Vocabulary 1
Poor and irrelevant words; they do not fit the sentences meaning related to the topic and the situation given
2 There are still many words used in properly
3 The words have already been related to the topic and situation;
2
Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, London: Eddison Wesley Longman, Inc, 2001, p. 76
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