TEACHING WRITING THROUGH KWL (KNOW, WANT, AND LEARN) TECHNIQUE AT THE SECOND YEAR OF MAN 1 BANDAR LAMPUNG

Abstract

TEACHING WRITING THROUGH KWL (KNOW, WANT, AND LEARN) TECHNIQUE AT THE SECOND YEAR OF MAN 1 BANDAR LAMPUNG

By Herlina

Broadly, writing skill is considered as the most difficult language skill to be mastered because writing skill requires some elements such as content, organization, vocabulary, language use, and mechanics. Therefore, the students need to be given alternative strategy which provides the necessary stimulus and information required so that they could compose their paragraph easily. Referring to the suggestions, KWL Technique can be a solution for this problem by its steps in writing.

The objectives of the research were to find out whether KWL Technique improves students writing hortatory exposition text in class XI IPS 4 of MAN 1 Bandar Lampung, to find out which writing elements – content, organization, vocabulary, language use, and mechanics –KWL Technique gives better impact and to find out which topic – computer, internet, and facebook – has the best development in students’ writing hortatory exposition text applying KWL Technique. This research used one group time series design.

The results of the tests indicated that KWL Technique improves students writing hortatory exposition text in class XI IPS 4 of MAN 1 Bandar Lampung. Then, the three highest means were achieved by content, vocabulary, and language use. Finally, the result of the study shows that the topic which has the highest achievement in students’ writing hortatory exposition text applying KWL Technique is facebook.

ACKNOWLEDGEMENT

Praise is for Allah SWT, the Almighty God, for blessing the writer with health and determination to finish this script. Then, sholawat and salam are for the Prophet Muhammad SAW, his family and all Muslim worldwide. This script, entitled “Teaching Writing through KWL (Know, Want, and Learn) Technique at the Second Year of MAN 1 Bandar Lampung”, is presented to the Language and Arts of Teachers Training and Education Faculty of Lampung University as a partial fulfilment of the requirements for S-1 degree.

Among many individuals who gave generously suggestion for improving this script, first of all the writer would like to express her sincere gratitude and respect to her first advisor, Hery Yufrizal, M.A., Ph.D. and also to her second advisor, Drs. Basturi Hasan, M.Pd, who had contributed and given their evaluations, comments, and suggestions during the completion of this script. The writer also would like to express her great gratitude and respect to Budi Kadaryanto, M.A., for his encouragement and contribution during the examination until this script is finished. The writer also wants to express her deepest gratitude and respect to Drs. Sudirman, M.Pd. as her academic advisor along the writer’s college time.

Besides, the writer wants to extend her deep appreciation to Drs. H. Jamsari, M.Ag. as the headmaster of MAN 1 Bandar Lampung, Heny Astuti, S.Pd. as the

Most importantly her special gratitude should go to her beloved father, Herman and her beloved mother, Amnah, who always give their prayer, love, and support for every path the writer chose. Her thankfulness is also due to her family –

Hernawati, Jahwadi, Nurkomalsari, Ahmad Rifai, and Jihan Shafwa Raihana – for their encouragement.

The writer also would like to thank her beloved comrades English ’06, especially Winda Utami Putri, Meizi Fitriana, Ridho Istianto, Khoirun Nufus, Siska Evita, and Asri Puji Astuti. Thank you so much for giving great support along the way in finish this script. Besides, she must extend her gratitude for super motivation and care to her teachers and best friends: Detti Febrina, Tri Apriliani, Juanita, Devi Susilawati, Destiani, 4 Sekawan, Ekawati, Fitri Agustina and Perdana Yuni Astuti. Hopefully our fraternity is last forever.

Hopefully, this script would give a positive contribution to the educational development or to those who want to carry out further research.

Bandar Lampung, April 2013 The Writer

ADMITTED BY 1. Examination Committee

Chairperson : Drs. Hery Yufrizal, M.A., Ph.D.

Examiner : Budi Kadaryanto, S.Pd., M.A.

Secretary : Drs. Basturi Hasan, M.Pd.

2. The Dean of Teacher Training and Education Faculty

Dr. Hi. Bujang Rahman, M.Si. NIP 19600315 198503 1 003

WANT, AND LEARN) TECHNIQUE AT THE

SECOND YEAR OF MAN 1 BANDAR LAMPUNG

Student’s Name : HERLINA Student’s Number : 0613042028

Department : Language and Arts Education Study Program : English Education

Faculty : Teacher Training and Education

Bandar Lampung, April 2013

APPROVED BY:

Advisor Co-Advisor

Hery Yufrizal, M.A., Ph.D. Drs. Basturi Hasan, M.Pd. NIP. 19600719 1989511 1 001 NIP. 19540705 198603 1 003

The Chairperson of

Language and Arts Education Department

Dr. Muhammad Fuad, M.Hum. NIP. 19590722 198603 1 003

TEACHING WRITING THROUGH KWL (KNOW, WANT,

AND LEARN) TECHNIQUE AT THE SECOND YEAR OF

MAN 1 BANDAR LAMPUNG

(A Script)

By

HERLINA

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF LAMPUNG

CURRICULUM VITAE

The name of writer is Herlina. She was born in Panjang, on May 8, 1987. She is the second child of Herman and Amnah. She has two sisters – Hernawati and Nurkomalasari – and one brother – Ahmad Rifai.

She began her study at SD N 4 Jatimulyo in 1994 and graduated in 2000. In the same year, she continued her junior high school at MTs N 2 Bandar Lampung and graduated in 2003. She then decided to continue her study at MA N 1 Bandar Lampung and finished in 2006.

After finishing her school, she entered the S1 regular program at English

Department of Teacher Training and Education Faculty at Lampung University in 2006. On February-April 2010 she carried on Program Pengalaman Lapangan (PPL) at SMA N 5 Bandar Lampung. She conducted his research on April 2012.

DEDICATION

This script is proudly dedicated to

My beloved parents

Herman and Amnah

Thanks for your endless love

My beloved family

Hernawati, Nurkomalasari, Ahmad Rifai,

Jahwadi, and Jihan Shafwa Raihana

Thanks to colour my life

My super teachers

Tantrie Fidriansari, Detti Febrina, Tri Apriliani, and Juanita

Thanks for your super motivation and care

My beloved partners and children

Teachers and Students of PG & TK Islam Az Zahra

All Staff of Yayasan Fatimah Az Zahra Lampung

Thanks for the chance given

My Alma mater

University of Lampung

LIST OF GRAPHS

Graph Page

LIST OF TABLES

Table Page

Table 1 KWL Chart……….... 21

Table 2 KWL Chart with K Fulfilled………. 22

Table 3 KWL Chart with K and W Fulfilled……….. 23

Table 4 KWL Chart Fulfilled………. 24

Table 5 Description and Criteria of Content Component…………... 26

Table 6 Description and Criteria of Organization Component……... 27

Table 7 Description and Criteria of Vocabulary Component………. 28

Table 8 Description and Criteria of Language Use Component….... 30

Table 9 Description and Criteria of Mechanics Component……….. 32

Table 10 The Result of Test 1 and Test 4 based on Components of Writing………... 46

Table 11 The Result of Test 2 and Test 5 based on Components of Writing………... 50

Table 12 The Result of Test 3 and Test 6 based on Components of Writing………... 52

Table 13 Descriptive Statistic of Tests before Treatments…………... 56

Table 14 Descriptive Statistic of Tests after Treatments……….. 57

Table 15 Analysis of Hypothesis……….. 57

Table 16 Descriptive Statistic of Writing Components on Tests before Treatments ………. 59

Table 17 Descriptive Statistic of Writing Components on Tests after Treatments ……… 60

Table 18 Comparison of Writing Elements Means……….. 61

MOTTO

“

I am still learning”

TABLE OF CONTENT

Page

ABSTRACT... i

APPROVAL... ii

ADMITTED... iii

CURRICULUM VITAE... iv

DEDICATION... v

MOTTO…... vi

ACKNOWLEDGEMENT... vii

TABLE OF CONTENT... ix

LIST OF TABLES... xi

LIST OF GRAPHS... xii

LIST OF APPENDICES... xiii

CHAPTER I INTRODUCTION 1.1 Background of the Problem... 1

1.2 Formulation of the Problem... 6

1.3 Objectives of the Research... 6

1.4 Uses of the Research... 7

1.5 Scope of the Research... 7

1.6 Definition of Terms... 8

CHAPTER II LITERATURE REVIEW 2.1 Notion of Writing... 10

2.2 Notion of Paragraph... 13

2.3 Notion of Hortatory Exposition Text... 15

2.4 Notion of Teaching Writing... 17

2.5 Notion of KWL Technique... 18

2.6 The Procedure of Teaching Writing through KWL Technique.... 20

2.7 Notion of Writing Evaluation... 26

3.2 Population and Sample... 35

3.3 Data Collecting Technique... 35

3.4 Research Procedures... 36

3.5 Instruments of the Research... 38

3.6 Data Analysis... 42

3.8 Hypothesis... 43

CHAPTER IV RESULT AND DISCUSSION 4.1 Result of the Tests... 45

4.2 Discussions of the Result... 56

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusions... 66

5.2 Suggestions... 69

REFERENCES... 72

CHAPTER I INTRODUCTION

In chapter I, introduction, there are six components would be discussed. They are background of the problem, formulation of the problems, objectives of the

research, uses of the research, scope of the research, and definition of terms.

1.1 Background of the Problem

English, as an international language, has been a part in our learning and teaching process. For its importance, it has been taught from elementary school level until university level. Relating to the English subject, there are four major skills must be mastered by students. They are listening, reading, speaking, and writing.

Among the skills, writing skill is considered as the most difficult language skill to be mastered because writing skill requires some elements. This is in line with Heaton’s (1991: 135) statement which states that the writing skills are complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgemental elements. Thus, besides the effective complex construction, tense, and punctuation, the abilities of

choosing the suitable word or idiom choice and usage in the context in which it is used is required in writing ability.

Heaton’s statement is supported by the study conducted by Tri Wulan Sari (2010:4). She stated that the students were not able to construct an effective and unified paragraph. Furthermore, Hernawati (2007:2) said that the student found it difficult to start their writing because they were handicapped by inadequate understanding of how to organize their ideas and interests into a written form especially if they were to write free composition task which took longer time.

The other problem on the writing class comes from the teacher. In accordance with the study conducted by Novianti (2010:4) which the problem on writing class which came from the teacher could be caused by (1) the teacher did not use appropriate techniques; (2) the teacher seldom giving modeling before giving the tasks; and (3) the teacher seldom gave group works or gives stimulus. This condition could be also found on study conducted by Tri Wulan Sari (2010:3). She stated that the teacher did not teach writing appropriately because she actually did not teach writing skill, but only reading comprehension. Consequently, the students were not able to construct an effective and unified paragraph.

In the other hand, in the curriculum of senior high school, the second grade students are expected to write paragraph in form of narrative, spoof and hortatory exposition text. Narrative relates to the passage which entertains the reader with a story; spoof relates to the passage which tells an event with a humorous twist; and hortatory exposition relates to the passage which persuades the reader that

something should or should not be the case.

Among the texts mentioned, hortatory exposition is considered as more serious one. It includes non fiction writing. It functions to influence the reader that something should or should not be the case. Since it is persuasive text, it needed

arguments to make the readers consider and think the importance of something which then to be more paid attention or done. In short, someone who will write this type of text should have strong arguments on the case discussed.

The difficulty often appears on this type of text was when the students lack of arguments. Relying only on their background knowledge makes their arguments limited. The result is their writings do not well develop. It is obvious that they need reference to make their arguments deeper.

Heaton (1991: 138) suggested the solution for the problems. He said that it is needed to provide the necessary stimulus and information required for writing, a good topic for a composition determines the register and style to be used in the writing task by presenting the students with a specific situation and context in which to write. Therefore, the students need to be given alternative strategy which provides the necessary stimulus and information required so that they could compose their paragraph easily.

KWL Technique can be a solution for this problem. According to Casey (2003: 41), the KWL technique is a method of creating a chart with three categories. The first column is what we already know about a topic, the next column is what we want to know and the last column is what we have learned. The objective is to have the students learn how to organize information and conduct simple research by using this technique. It helps students to make a good built paragraph. It explores the students’ ideas but relating ones. The students are encouraged to explore their previous information and relate it with the new one by reading reliable resources.

As we know that Krashen in Escribano (1999: 60) studied the power of reading on language acquisition on the basis than reading became comprehensible input provided that texts were both interesting and understandable so that they captured the learners’ attention. His research on reading exposure supported the view that it increased not only reading comprehension and vocabulary acquisition, but it improved grammatical development and writing style. From the evidence, we may conclude that through reading we have the opportunity of being exposed to well-organized and well-written pieces of writing which helped us to improve our language abilities and to build writing schemata.

To use KWL technique, we can follow the procedure. The students are asked to fulfil the columns in a KWL chart. There are three columns in the KWL Chart. The first column is labelled “What I Know”, the second is labelled “What I Want to or Need to Learn”, and the third one is labelled “What I Learned”. The students write down their current information about a topic in the first column. They, then, are asked to write down the possibility they want to or needed to learn/ know more about that topic, and write it down in the second column. After that, they read a text relating to the topic and write the information they get in the third column. The last process is arranging it into a good paragraph.

Writing is a process since this skill is opened with prewriting activities and closed with post writing activities. Students begin working on a topic at the beginning, ponder it while working, and perfect it at the end in a final writing assignment. Therefore, according to Oshima (1991:3), writing is a process. Edelstein and Pival in Novianti (2010: 26) stated that there are three steps of writing. They are

subject, generating the ideas and organizing the ideas; writing which denotes to setting on the paper the ideas in her or his mind into words, sentence, paragraph, and so son; and re-writing which concerned with evaluating her or his writing, dealing mainly with components of writing.

In language classroom, especially in writing class, we know something called brainstorming. Richards in Cullen (1998) said that brainstorming is activity such as free-association and word-mapping are often included as part of the pre-writing or warm-up phase. It provides a link between new and existing knowledge. The result is, as stated by Rubin and Thompson in Cullen (1998), the learners will be better oriented to the topic and better motivated to fill the gaps in their knowledge.

In the other hand, in KWL chart there is K column standing for Know (What I Know). The function is to list the information had by the students about a topic. It explores the students’ ideas but relating ones. It is like brainstorming. It is

continued by filling the W column. In this part, students write down the questions come in their minds relating to the deeper discussion of the topic they want to know or learn. After they list the questions, they are given a text relating to the topic discussed. It makes students more enthusiastic and would make their writing more develop. The students were encouraged to explore their previous

information and relate it with the new one by reading reliable resources. The last filling is L column. This column contains the information gotten from the text read.

In short, this strategy provides the solution to the writing problem suggested by Heaton above. He stated that students must be given necessary stimulus and information required in a specific situation and context to write. KWL Technique

provided them by its steps in writing. It sets in a specific situation and context to write by providing a topic and KWL chart. Then, it provides necessary stimulus and information required by inviting students to fills the chart and providing a text as additional information related to the topic.

In accordance with the explanations above, the writer was appealed to take a research entitled: “Teaching writing through KWL (Know, Want, and Learn) Technique at the second year of MAN 1 Bandar Lampung”

1.2 Formulation of the Problems

In reference to the background of the research, the problems are formulated as follows:

1. Does KWL Technique improve students writing hortatory exposition text in class XI IPS 4 of MAN 1 Bandar Lampung?

2. Which writing elements – content, organization, vocabulary, language use, and mechanics – KWL Technique give better impact?

3. Which topic – computer, internet, and facebook – has the highest achievement in students’ writing hortatory exposition text applying KWL Technique?

1.3 Objectives of the Research

In line with the research questions above, the objective of the research are:

1. To find out whether KWL Technique improves students writing hortatory exposition text in class XI IPS 4 of MAN 1 Bandar Lampung.

2. To find out which writing element – content, organization, vocabulary, language use, and mechanics –KWL Technique gives better impact. 3. To find out which topic – computer, internet, and facebook – has the best

development in students’ writing hortatory exposition text applying KWL Technique.

1.4 Uses of the Research

Hopefully, this research can be useful both theoretically and practically. They are:

1.4.1 Theoretically

The result of this research may contribute useful information for the future research of writing. The writer believes that next will be further research in writing using KWL Technique by other. Hopefully, the result of this research will be one of references for the next researcher to accomplish his study.

1.4.2 Practically

1.4.2.1 The Teacher

There are many techniques in teaching writing can be applied by the teacher in the class. One of them is KWL Technique. Hopefully, the result of this research can be a view for the teacher to use KWL Technique in teaching paragraph writing.

1.4.2.2 The Students

The treatments given to the students can help them to write paragraph, especially hortatory exposition paragraph.

1.5 Scope of the Research

This research was done at second year of MAN 1 Bandar Lampung. Actually, there were ten classes of second year. However, the researcher took only one class for the sample by using simple probability sampling.

This research used one-group time series design in one class. It was begun by conducting series of teaching and test by using lesson plans which did not use the technique. These took three meetings. Then, it was continued by applying series of treatments and tests. The treatments were done by teaching writing through KWL Technique as prewriting activity. Then, it was followed by the test. This repeated until three times. These treatments used three different topics i.e. computer, internet and facebook. So, there were six tests in this research. These tests were done to know the influence of teaching and treatments on students’ writing ability. The data of this research was gotten from the result of the tests.

1.6 Definition of Terms

Some terms are defined here in order to make the same perception connecting to their application in this script and to avoid misunderstanding about the terms.

1. Writing is an extremely complex cognitive activity in which the writer is required to demonstrate control a number of variables simultaneously (Bell and Burnaby in Nunan, 2000: 36). The variables is content – the substance of writing and how the ideas express; organization which shows the form of the content; vocabulary – the choice of word/idiom in the context; language use – effectiveness and complexity in construction, agreement, tense, number, word

order/function, articles, pronoun, and preposition; and mechanic – the use of the graphic conventions of the language.

2. Paragraph is a series of sentences about one idea called the topic (Reid, 1994: 29). It is divided into three parts. They are (1) topic sentence – which states the main idea of the paragraph, (2) developing or supporting sentences – which develop, prove, explain or cover completely the idea presented, (3) concluding sentences – signal the end of the paragraph and leave the reader with important points to remember.

3. KWL Technique is a technique that independent writers at all proficiency levels can use (Bloom in Hurd, 2008: 109). The categories of KWL chart are K stand for Know denoting what the students know about the topic; W stand for Want denoting what the students want to know more about the topic; and L stands for Learn denoting what the students learn about the topic after reading.

CHAPTER II LITERATURE REVIEW

This chapter contained the theories which support the script. It included the notion of writing, paragraph, hortatory exposition text, teaching writing, KWL

Technique, procedure of teaching writing through KWL Technique, and writing evaluation.

2.1 Notion of Writing

When we communicate to other, we use language to be in touch. Communication itself can be both directly and indirectly. Tarigan in Hernawati (2007:7) states that writing is a language skill that is used for indirect communication. Writing, according to Bell in Nunan (2000:36), is an extremely complex cognitive activity in which the writer is required to demonstrate control a number of variables simultaneously. According to Jacob in Reid (1993:236-237), these simultaneous variables cover five components of writing. They are:

1. Content which relates to the substance of writing and how the ideas expressed shows by the information relaying on the subject is discussed by several main points and details to illustrate, define, compare, or contrast factual information supporting the thesis. In the other words, the details should be clearly pertinent to the topic.

2. Well organization which shows the form of the content demonstrates whether the ideas flow and build on one another; all the ideas are directed concisely to

the central focus of the paper; and the overall relationship of ideas within and between paragraphs is clearly indicated. The organization should be a

beginning, a middle, and an end to the paper. In this case, the organization used is about hortatory exposition text which contains thesis, argumentation, and recommendation constructed logically and fluently

3. Vocabulary which relates the choice of word/idiom in the context should convey intended information, attitudes, feelings, shades, and differences of meaning which express the logic ideas and sufficiently vary in the arrangement and interrelationship of words. For example, the sentence: “Internet is very necessity for school because students can give information which complete.” should be “Internet is much needed for school because students can get information completely.” The word “very” is changed by much because it is incorrect to use very in front of certain verb. Then, necessity and give is substituted by needed and get since the usage of necessity, its meanings, does not express the logic ideas. Finally, “which complete” is changed by

completely as it should be an adverb.

4. Language Use should show there are effectiveness and complexity in

construction, agreement, tense, number, word order/function, articles, pronoun, and preposition. For example, the sentence: “Second, internet can help students for search what I need, because internet have networks which can make easy students get what need . ” should be “Second, internet can help students to search what they need because it has networks which can make them easy to get it . ” It is changed because the construction, pronoun, and agreement are not effective.

5. Mechanics which is demonstrated by how the writer use the graphic conventions of the language such as spelling, punctuation, capitalization, paragraphing, and handwriting. For example, the sentence: “First , Computer is Very Important for students because Computer is place we give impomasion.” should be “First, computer is very important for students because it is a media to get information.” The words Computer, Very, and Important are substituted by computer, very, and important because their capitalizations do not used properly.

In summary, writing is indirect communication and complex language skill which covers five aspects include the substance of the writing (content), parts of writing (organization), a way of describing how a language works to make meaning within a particular culture (language use), manipulation of sentences and paragraphs to give flavour to the writing (vocabulary), and use of graphic

convention of the language (mechanics). The entire aspect should be available on the writing so the information can be received by the readers.

According to Nunan (2000:36), there are two different views on the nature of writing have emerged i.e. the process and product approach. The process approach to writing focuses as much on the means whereby the completed text was created as on the end product itself. Besides, those who advocate the product approach to writing focus on the result of the act of the composition. These concern on

readable and grammatically correct writing that obeys discourse convention which relates to main points, supporting details, and soon. These two approaches

obviously have different perspective in research. The first approach sees the students’ effort to compose their writing. In other word this concerns on the act of

composing evolves through several stages on writing. However, the second one relate to the students’ writing which is seen their writing completeness by the components of writing. So, in this research, the researcher tried to see the students’ writing by using these two approaches i.e. the process and the product approach.

2.2 Notion of Paragraph

There are many experts who try to explain about what paragraph is. According to Reid (1994:29), a paragraph is a series of sentences about one idea called the topic. It means that one paragraph must have only one idea that expresses in topic sentence and is developed by several sentences. This is also supported by Coffey (1987:2) who points out that a paragraph is a group of sentences that clearly and concisely expresses one basic idea. In addition, Oshima (1991:16) stated that a paragraph is a basic unit of organization in writing in which a group of related sentences develops one main idea. From those statements, it can be said that a paragraph is a collection of sentences related each other which focuses on one main idea.

There are three basic parts of a paragraph. They are topic sentence, developing or supporting sentences, and concluding sentence. They have their own functions and roles. This is to make the paragraph good in order. The first part of paragraph is topic sentence. Oshima (2006:3) says that the topic sentence states the main idea of the paragraph. It is the core of a paragraph. It will lead all the sentences in the paragraph into one discussion.

reader to the topic of the paragraph, stating the main idea of the paragraph, focusing the paragraph. As the limitation of the topic to one specific area, it contains words called state controlling ideas. He states that controlling ideas are words or phrases in a topic sentence that need further explanation. Therefore, it needs to be explained, described, and supported in the sentences that follow in the paragraph.

The second part of paragraph is developing sentences. This is also called supporting sentences. As its name, this part of paragraph is to develop, prove, explain or cover completely the idea presented. In line with Oshima (2006:3) says that its ways to develop the topic sentence can be done by giving more

information about it.

The last part of paragraph is concluding sentences. It signals the end of the paragraph and leaves the reader with important points to remember (Oshima, 2006:3). In addition, Reid (1994:42) states that the important points in conclusion can be summary of the material in the paragraph, a solution to the problem stated in paragraph, a situation that results or occurs from the statements made in the paragraph, a recommendation concerning material presented in the paragraph, or a conclusion to information given in the paragraph

Here is the example of the paragraph covering those parts of paragraph. A good driver “drives ahead of himself.” (topic sentence) His eyes rove constantly not only from the road surface to the mirror to the car immediately ahead and from side to side, but also as far ahead as he can readily see. On the highway, this may be a quarter of a mile or a mile; in town it may be three cars lengths, a half a block, or two blocks. But whatever the driving conditions and whatever the range of his vision, he tries always to be aware of the behavior and adjust his own plans safely in advance. Flashing brake lights, for example, on car after car, mean some obstruction for him, whether it is caused by repair work or a

stalled motor. Swerving by many drivers ahead may mean a bad pothole. Overhead signal lights of contrasting colors warn him that he is approaching a left-turn or a right turn lane. A one-way flow or cross traffic indicates a one-way street. (supporting sentences) The absence of all such signs cannot promise clear traffic, and he never assumes that it does; but the driver who drives ahead of himself is rarely surprised by the traffic conditions that confront him. (concluding sentence) (Moore, 1965:101)

2.3 Notion of Hortatory Exposition Text

Hortatory exposition is a text which persuades the reader or listener that

something should or should not be the case (Sudarwati, 2007:204). There are two aspects must be noticed in hortatory exposition text: generic structure and

language feature of hortatory exposition text.

Generic structure of hortatory exposition text is divided into three parts. The first part is thesis while the second is argument and the last is recommendation. Thesis tells the issue stated under discussion. It functions to introduce the topic of the hortatory exposition text. Argument states the reason why we must be paid attention of it. It functions to describe the thing which will be discussed in detail. The last is recommendation that states how we should or should not react of the issue.

Language feature is other aspect in hortatory exposition text. There are some terms must be paid attention in this text. First, it uses emotive words e.g. alarmed, worried, etc. Second, it uses words that qualify statements e.g. usual, probably, etc. Third, it uses words that links arguments e.g. firstly, however, on the other hand, therefore. Fourth, it uses compound and complex sentences. Fifth, it uses present tense with subjective opinion using pronouns I and we e.g. I think they

should be stopped for a number of reason. Sixth, it uses modal and adverb e.g. can, may, certainly, get, stop).

Here is the example of hortatory exposition text:

Should Ads be Banned from TV Programs?

I am writing complain about ads on TV. There are so many ads, especially during my favourite programs. I think they should be stopped for a number of reasons. First, ads are nuisance. They go on for a long time and there are so many. Sometimes there seems to be more ads than programs.

Second, ads are bad influence on people. They try to encourage people to buy unhealthy food like beers, soft drinks, candies, and chips. In other words, they make people want things they do not really need and cannot afford.

Finally, ads play role in what programs people watch. That is because there are lots ads on popular programs that a lot of people watch. Some programs which are not so popular get stopped because they do not attract enough ads, even though those programs may be someone’s favourite.

For those reasons, i think TV stations should stop showing ads. They interrupt programs. They are a bad influence on people and they sometimes put a stop to people’s favourite shows. I am sick of ads and now mostly watch movie in cinema.

(Sudarwati, 2007:198) And here is the organization of the hortatory exposition text:

Should Ads be Banned from TV Programs? Thesis:

I am writing complain about ads on TV. There are so many ads, especially during my favourite programs. I think they should be stopped for a number of reasons. Arguments

First, ads are nuisance. They go on for a long time and there are so many. Sometimes there seems to be more ads than programs.

Second, ads are bad influence on people. They try to encourage people to buy unhealthy food like beers, soft drinks, candies, and chips. In other words, they make people want things they do not really need and cannot afford.

Finally, ads play role in what programs people watch. That is because there are lots ads on popular programs that a lot of people watch. Some programs which are not so popular get stopped because they do not attract enough ads, even though those programs may be someone’s favourite.

Recommendation:

For those reasons, I think TV stations should stop showing ads. They interrupt programs. They are a bad influence on people and they sometimes put a stop to people’s favourite shows. I am sick of ads and now mostly watch movie in cinema.

(Sudarwati, 2007:198)

2.4 Notion of Teaching Writing

In line to teaching writing, Cohen (1990:103) mentions several purposes for writing in the classroom, among others are:

1. To have the learner imitate some model of writing by, for example, copying a series of sentences. Particularly at early stages of language learning, this may give learners a sense how to write the language. At more advanced stages, imitation would be intended to help learners become familiar with certain grammatical and stylistic forms.

2. To train the learner in the use and manipulation of linguistic and rhetorical forms. A teacher or textbook may have a series of sentences for the learners to complete or generate as a way of practicing writing skills, e.g. the learners may have to transform a series of sentences from present tense to past tense, or from statements into questions.

3. To reinforce some material that has already been learned, e.g. the students are asked to write a summary of an article they had read. This task may help the students to solidify their initial learning of the vocabulary.

4. To improve the learner’s writing fluency. The purpose would be to engage in writing without worrying about accuracy of language form.

impart new information to somebody else, with the assumption being that the writer really wants to impart that information and that the reader is genuinely interested in receiving it.

All of these aspects - imitation, training, reinforcement, fluency and

communication with the emphasis on improving the whole performance – should be the purposes for writing in the classroom. In the other word, teaching writing means that teaching the students how to write by imitating model of writing available, training them to use and manipulate linguistic and rhetorical forms, and reinforcing materials that have already been learned in order to improve the student’s writing fluency and create authentic communication.

2.5 Notion of KWL Technique

KWL is a teaching strategy that helps pupils develop tactical ways to learn new material with the use of questioning and accessing information from reliable sources. Bright (2007:48) states that KWL chart can be a great way to begin researching a topic. Researcher Donna Ogle introduced KWL chart as a way to help students organize their thought during content learning, and it is valuable in a variety of subject area. Casey (2003:41) states that KWL Technique is a method of creating a chart with three categories. The first column is what we already know about a topic, the next column is what we want to know and the last column is what we have learned. Andrews at al says that students write before, during and after reading, and they make connections between their prior knowledge and new content information. So, KWL technique is a teaching strategy that integrates students’ prior knowledge and their current information.

KWL represents three principle components:

 K = what is "known" [K] according to prior knowledge

 W = determining what pupils "want" [W] to learn/know

 L = identifying what pupils "learn" [L] after reading a passage



Lipson (2003:10) states that the KWL Chart (what I know; what I want to know; and what I learned) is a well-utilized strategy teachers use to start students

thinking about a topic before new learning occur. Bloom in Hurd (2008:109) adds that KWL Technique is a technique that independent writers at all proficiency levels can use. In the „K’ step, independent language learners write down everything that they know already about the topic of their writing and/or the writing style. In the „W’ step, learners write questions based on their background knowledge about what they still need to find out about the topic and/or the genre before they begin writing. This step helps guide their research process by creating clear objectives.

Finally, in the „L’ step, learners note what they learned from their research on the topic and/or style. Here they will answer the questions that they wrote in the „W’

Graph 1. KWL Technique

What pupils know about the

topic.

What pupils want to know/learn about the topic.

What pupils learned about the topic

step and also revise any of their background knowledge that they found to be erroneous or incomplete. Using this technique, independent language learners can activate their background knowledge, elaborate on that knowledge by asking appropriate questions that guide their research, and relate new information discovered in their research to their previous knowledge.

The KWL teaching technique is a good technique to help students stimulate their previous knowledge and integrate it with their current information by questioning and accessing information. Lipson (2003:10) states that just as readers use prior knowledge to make meaning of new text, new learning best takes place when students reflect on what they already know about a subject. Melanie Bloom in Hurd (2008:109) says that KWL Technique, which includes elaboration, may be an essential pre-writing strategy as it encourages learners to activate their

background knowledge and apply it to the writing task at hand. Although it is originally developed for the reading context, K-W-L charts can be applied to the writing context to help independent language learners activate their background knowledge and help in the planning process. In addition, students connect and integrate ideas as they write. Their background knowledge must be used in learning process especially in writing. So, by using KWL technique, they elaborate their prior and current knowledge so that their writing can be more developed.

2.6 The Procedure of Teaching Writing through KWL Technique

There are some steps in using KWL Technique, they are: (1) the teacher spreads KWL Chart to the students and explain to the students about what they have to do;

(2) the teacher asks the students about what they know about a given topic, invites them to generate ideas relating to the topic and write it down in the K column; (3) the teacher asks the students about what they want to or need to learn/know and write it down in the second column; (4) the teacher gives the students a passage, asks them to read it, and write the information taken from the passage; and (5) the teacher asks the students to compose the information on the column into a text.

To be concrete, here is the example how to apply the procedure of teaching writing through KWL Technique using material taken from the curriculum of second grade of senior high school.

1. The students are received KWL Chart from the teacher and paid attention to the teacher’s explanation about what they have to do with the chart.

Here is the example of expression:

T : I have a chart for you. It is called KWL Chart. It is used as a help for you to compose your writing by filling it.

Table 1. KWL Chart K

(What I Know)

W

(I Want to Learn/Know)

L

2. The students are asked by the teacher about what they know about a given topic e.g. internet. They share all the ideas they have relating to this topic and write it down in the first column.

Here is the example of expression:

T : The topic for today is internet. Let’s see what you know about internet and write them on the K column. Who will be the first to give the idea? S1 : (raising her hand) Sir, internet is a computer program.

T : Well, let’s write it at the K column. Is there any other? S2 : It is used to search data, Sir.

S3 : We have to pay to access it, Sir.

T : Good. Let’s write them. You, (asking other student) what do you know about internet?

S4 : Ummm... Is it wi-fi, Sir? We use wi-fi. Ummm... Special equipment for access

internet.

T : Do you mean it uses special equipment to access it for example wi-fi? S4 : Yes, Sir. Thank you.

T : Let’s list it into K column.

Here is the chart after generating ideas process. Table 2. KWL Chart with K fulfilled

K

(What I Know)

W

(I Want to Learn/Know)

L

(What I learned) Internet is a computer

program.

It is used to search data.

We have to pay to access it.

It uses special

equipment to access it e.g. wi-fi.

3. The students are asked by the teacher about what they want to or need to learn/know and write it down in the second column.

Here is the example of expression:

T : Let’s move to the second column. Remember, it should be in form of question. What do you want to know more about internet? For example, its relation to the students.

S5 : Ummm... the function for students, Sir. T : Fine. How is it in form of question? S6 : What are its functions for students? T : Right. Let’s write on W column. S7 : Why... Why do students need internet? T : Good job. Write them on the second column.

Here is the chart after investigating process. Table 3. KWL Chart with K and W fulfilled

K

(What I Know)

W

(I Want to Learn/Know)

L

(What I learned) Internet is a computer

program.

It is used to search data.

We have to pay to access it.

It uses special

equipment to access it e.g. wi-fi.

What are its functions for students?

Why do students need internet?

4. The students are given a passage by the teacher, asks them to read it, and write the information taken from the passage.

Here is the example of expression:

T : I have a passage for you. Your duty is reading it and writing the information you get from the passage on the L column.

S : Yes, Sir! Thank you.

Here is the passage:

Internet

The Internet _{is a global system of interconnected computer}

networks that use the standard Internet protocol suite (often called TCP/IP, although not all protocols use TCP) to serve billions of users worldwide. It is a network of networks that consists of millions of private, public, academic, business, and

government networks, of local to global scope, that are linked by a broad array of electronic, wireless and optical networking technologies. The Internet carries an extensive range of information resources and services, such as the inter-linked hypertext documents of the World Wide Web (WWW) and the

infrastructure to support email.

There are some advantages of internet for students. First, students are accustomed with computer and information technology. Students not only stutter on technology if they do not master the internet but also they will be left behind toward future which is full competition. Besides that, most college gives the online lecture. Second, learning material delivered by teacher in the class sometimes does not complete. It can be caused by the time limitation. The students can enrich and broaden the material by using internet. Learning is not only done to get the score but also to reach the success on the future. Then, internet broadens insight. Much information, locally and globally, which can be gotten via internet more broaden students’ insight. Finally, it can be a communication instrument.

Communication service as e-mail and social networking facilitates student to communicate to other students on different school, city, or country

Here is the chart filled after the students read the passage Table 4. KWL Chart fulfilled

K

(What I Know)

W

(I Want to or Need to Learn/Know)

L

(What I learned) Internet is a computer

program.

It is used to search data. We have to pay to access it.

What are its functions for students?

Why do students need internet? Students are accustomed with computer and information technology.

It uses special

equipment to access it e.g. wi-fi.

other resources of learning material. Internet can enrich students’ knowledge. It can be a

communication instrument for students from different schools. 5. The students compose a hortatory exposition paragraph by teacher’s command

based on the information on the column. Here is the example of expression:

T : If your chart has been completed, you can compose your own paragraph by the information on the K and L column.

Here is the example of paragraph composed

Internet is Needed at School

Internet is a computer program used to search data. It is important for students to access internet because they can get additional learning material. Unfortunately, students have to pay some money to access it. It can be free if the school owns their internet access. I think internet on school is needed for some reasons. First, students are accustomed with computer and information technology. Nowadays in full competition world, people are required to master computer and information technology. Someone who does not master computer and information technology will be left behind. Second, the students can find other resources of learning material. Sometimes, the explanation of book and teacher is limited. So, the students need more information on their learning. They can enrich their knowledge by learning materials available on internet. Third, internet can be a communication instrument for students from different school. They can be friend or discuss and share the learning material or information relating to their school. For those reasons, I think that it is good if internet is available on school. They students will get some benefits that can improve their learning achievement. The school will be proud of their well-learned students.

2.7 Notion of Writing Evaluation

Jacob in Hikmawati (2010:75) gives composition profile criteria to score the writing test on five components of writing. The components include content, organization, vocabulary, language use, and mechanic. These aspects are concerned with description and criteria.

Firstly, component of writing which suggested by Jacob is content. Here is the description and criteria proposed by him to evaluate students’ writing.

Table 5. Description and criteria of content component. Description Criteria

Knowledgeable Is there understanding of the subject?

Are facts or other pertinent information used?

Is there recognition of several aspects of the subject? Are the interrelationships of this shown?

Substantive Are several main point discussed? Is there sufficient details?

Is there originality with concrete details to illustrate, define, compare, or contrast factual information supporting the thesis?

Through

development of process

Is the thesis expanded enough to convey a sense of completeness?

Is there specific method of development, (such as comparison/contrast, illustration, definition, example, description, fact or personal experience)?

Is there an awareness of different points of view Relevant to

Assigned Topic

Is all information clearly pertinent to the topic? Is extraneous material excluded?

Then, the writer would describe Jacob’s criteria on content above as follow. The descriptions on the content are knowledgeable, substantive, through development of process, and relevant to assigned topic. The criteria of each description can be as follow. Knowledgeable is denoted by the understanding of the subject; facts or other pertinent information used; recognition of several aspects of the subject; and interrelationships of this shown. Substantive is indicated by several main point

discussed; sufficient details; and originality with concrete details to illustrate, define, compare, or contrast factual information supporting the thesis. Through development of process appears if the thesis expanded enough to convey a sense of completeness; specific method of development, (such as comparison/contrast, illustration, definition, example, description, fact or personal experience); and an awareness of different points of view. Relevant to assigned topic are indicated by all information clearly pertinent to the topic; extraneous material excluded.

Secondly, the writer would provide the description and criteria of organization which suggested by Jacob here.

Table 6. Description and criteria of organization component. Description Criteria

Fluent expression

Do the ideas flow, building on one another?

Are there introductory and concluding paragraphs? Are there effective transition element-words, phrase or sentences- which link and move ideas both within and between paragraphs?

Is enough written adequately develop the subject? Ideas clearly

stated/supported

Is there a clearly stated controlling idea or central focus (a thesis) to the paper?

Do the topic sentences in each paragraph support, limit, and direct the thesis?

Succinct Are all the ideas directed concisely to the central focus of the paper, without digression?

Well-organized Is the overall relationship of ideas within and between paragraphs clearly indicated?

Is there a beginning, a middle, and an end to the paper? Logical

sequencing

Are the points logically developed, using a particular sequence such as time order, space order, or importance? Is this development indicated by appropriate transitional markers?

Cohesive Does each paragraph reflect a single purpose? Do the paragraphs form a unified paper?

The description and criteria above can be described as follow. the descriptions on the organization includes fluent expression, ideas clearly stated/supported,

succinct, well-organized, logical sequencing, and cohesive. The criteria of each description can be as follow. Fluent expression is signified by the ideas flow, building on one another; there is introductory and concluding paragraphs; there are effective transition element-words, phrase or sentences- which link and move ideas both within and between paragraphs; written is enough adequately

developed the subject. Ideas clearly stated/supported are denoted by there is a clearly stated controlling idea or central focus (a thesis) to the paper; and the topic sentences in each paragraph support, limit, and direct the thesis. Succinct is indicated by all the ideas are directed concisely to the central focus of the paper, without digression. Well-organized seems on the overall relationship of ideas within and between paragraphs is clearly indicated; and there is a beginning, a middle, and an end to the paper. Cohesive appears if each paragraph reflects a single purpose; and the paragraphs form a unified paper.

Thirdly, Jacob advocates the description and criteria to evaluate vocabulary on writing as available in the following table.

Table 7. Description and criteria of vocabulary component. Description Criteria

Sophisticated range

Is there facility with word and idiom to: convey intended information, attitudes, and feelings? Distinguish subtleties among ideas and intentions? Convey shades and

differences of meaning? Expresses the logic of ideas? Is the arrangement and interrelationship of words sufficiently varied?

Effective word/idiom choice and usage

In the context in which it is used, is the choice of vocabulary accurate? Idiomatic? Effective? Concise? Are strong, active verbs and verbal used where possible? Are phrasal and prepositional idioms correct? Do they convey the intended meaning?

Does word placement give the intended message? Emphasis?

Homonyms?

Are denotative and connotative meaning distinguished? Is there effective repetition of keywords and phrases? Do transition elements mark shift in thought? Pace? Emphasis? Tone?

Word form mastery

Are prefixes, suffiexes, roots, and compounds used accurately and effectively?

Are words correctly distinguished as to their function (adjective, adverb, noun, and verb)?

Appropriate register

Is the vocabulary appropriate to the topic? To the audience? To the tone of the paper? To the methods of development?

Is the vocabulary familiar to the audience?

Does the vocabulary make the intended impression?

The descriptions on the vocabulary above are sophisticated range, effective word/idiom choice and usage, word form mastery, and appropriate register. The criteria of each description can be as follow. Sophisticated range is denoted by there is facility with word and idiom to: convey intended information, attitudes, and feelings, distinguish subtleties among ideas and intentions, convey shades and differences of meaning, expresses the logic of ideas; and the arrangement and interrelationship of words are sufficiently varied. Effective word/idiom choice and usage are indicated by the choice of vocabulary in the context in which it is used is accurate, idiomatic, effective, and concise; strong, active verbs and verbal are used where possible; phrasal and prepositional idioms are correct and convey the intended meaning; word placement gives the intended message and emphasis of the content; there is an understanding of synonyms, antonyms, or homonyms; denotative and connotative meaning are distinguished; there is effective repetition of keywords and phrases; and transition elements mark shift in thought, pace, emphasis, or tone. Then, word form mastery seems on prefixes, suffiexes, roots, and compounds are used accurately and effectively; and words correctly are

distinguished as to their function (adjective, adverb, noun, and verb). Appropriate register is cleared by the vocabulary is appropriate to the topic, to the audience, to the tone of the paper, and to the methods of development; the vocabulary is familiar to the audience; and the vocabulary makes the intended impression.

Fourthly, it is language use. Jacob gives the description and criteria to evaluate the writing based on the component of writing i.e. language use as follow.

Table 8. Description and criteria of language use component. Description Criteria

Effective complex construction

Are sentences well-formed and complete, with appropriate complements?

Are single-words modifiers appropriate to the function? Properly formed, placed, and sequences?

Are phrases and clauses appropriate to the function? Complete? Properly placed?

Are introductory it and they used correctly to begin sentences and clauses?

Are main and subordinate ideas carefully distinguished? Are ordinate and subordinate elements linked to other elements with appropriate conjunction, adverbials, relative pronouns, or punctuation?

Are sentence types and length varied? Are elements parallel?

Are techniques of substitutes, repetition, and deletion used effectively?

Agreement Is there basic agreement between sentence elements: auxiliary verb? Subject verb? Pronoun-antecedent? Adjective noun? Noun quantifiers?

Tense Are verb, tense correct, properly, sequenced? Do modal convey intended meaning? Time?

Number Do nouns, pronouns and verbs convey intended quantity? Word

order/function

Is normal word order followed except for special emphasis?

Is each word, phrase, and clause sited to its intended function?

Articles Are a, an and the used correctly?

Pronouns Do pronouns reflect appropriate person? Gender? Number? Function? Referent?

Preposition Are prepositions chosen carefully to introduce modifying elements? Is the intended meaning conveyed?

The descriptions on the language use above are effective complex construction, agreement, tense, number, word order/function, articles, pronoun, and preposition. The criteria of each description can be as follow. Effective complex construction is denoted by sentences are well-formed and complete, with appropriate

complements; single-words modifiers are appropriate to the function, properly formed, placed, and sequences; phrases and clauses are appropriate to the function, complete, and properly placed; introductory it and they are used

correctly to begin sentences and clauses; main and subordinate ideas are carefully distinguished; ordinate and subordinate elements are linked to other elements with appropriate conjunction, adverbials, relative pronouns, or punctuation; sentence types and length are varied; elements are parallel; and techniques of substitutes, repetition, deletion are used effectively. Agreement seems on there is basic agreement between sentence elements: auxiliary verb, subject verb, pronoun-antecedent, adjective noun, and noun quantifiers. Tense seem is indicated by verb tense is correct, properly, and sequenced; and modal convey intended meaning and time. Number is denoted by nouns, pronouns and verbs convey intended quantity. Word order/function is cleared by normal word order is followed except for special emphasis; and each word, phrase, and clause is sited to its intended function. Articles seem on the appropriate using of a, an and the. Pronouns are signified by pronouns reflect appropriate person, gender, number, function, or referent. Preposition means prepositions are chosen carefully to introduce modifying elements; and the intended meaning is conveyed.

Finally, Jacob advocates some descriptions and criteria to evaluate the last component of writing, mechanic, as follows.

Table 9. Description and criteria of mechanics component. Description Criteria

Spelling Are words spelled correctly?

Punctuation Are periods, commas, semicolons, dashed, question marks used correctly?

Are words divided correctly at the end of the lines? Capitalization Are capital letter used where necessary and appropriate? Paragraphing Are paragraph intended to indicate when one sequence of

thought ends and another begins?

Handwriting Is handwriting easy to read, without impeding communication?

The descriptions on the mechanics are spelling, punctuation, capitalization, paragraphing, and handwriting. The criteria of each description can be as follow. Spelling is denoted words are spelled correctly. Punctuation are signified by periods, commas, semicolons, dashed, question marks are used correctly; and words are divided correctly at the end of the lines.

Capitalization seems on capital letter is used where necessary and appropriate. Paragraphing means paragraph is intended to indicate when one sequence of thought ends and another begins. Handwriting is scored whether handwriting is easy to read, without impeding communication.

It is now clear that writing is a complex skill. Besides the components, it includes various criteria to evaluate it. Each component has its own description to score the writing test. They are content – focusing on knowledgeable, substantive, through development of process, and relevant to assigned topic; organization – focusing on fluent expression, ideas clearly stated/supported, succinct, well-organized, logical sequencing, and cohesive; vocabulary – focusing on sophisticated range, effective word/idiom choice and usage, word form mastery, and appropriate register; language use - effective complex construction, agreement, tense, number,

word order/function, articles, pronouns, and preposition; mechanics – focusing on spelling, punctuation, capitalization, paragraphing, and handwriting.

2.8 Hypothesis

In reference to the theoretical assumption above, the hypothesis can accordingly be formulated as: KWL Technique improves students writing hortatory exposition text in class XI IPS 4 of MAN 1 Bandar Lampung.

CHAPTER III RESEARCH METHODS

In this chapter, there were seven points would be explained namely research design, population and sample, data collecting technique, research procedures, instruments of the research, data treatment, data analysis, and hypothesis testing.

3.1 Research Design

In this research, the researcher applied one-group time series design. In this research design, control group and experiment group were the same. Setiyadi (2006:137) said that although the effect of repeating treatment can reduce its internal validity, the use of one group as control and experiment group can decrease the influence of extra variable through the test result. Furthermore, this kind of research requires the series of data or test. So, in this research the

researcher tried to compare some test results. This research design can be presented as follows:

T1 T2 T3 X T4 T5 T6

(Setiyadi, 2007:137)

Where:

T1, T2, T3: These were the tests which were given after teaching writing skill by using lesson plan which did not use the technique. It was used to see the students’ ability (in this research, it focused on writing ability) after teaching and learning

process. These tests used three different topics. They were computer, internet, and facebook.

X: This was treatment which was given to the students. In this research, the teacher treated the students by applying KWL Technique in teaching hortatory exposition text by three different topics i.e. computer, internet, and facebook.

T4, T5, T6: These were the tests which are given after the treatments. It was aimed to know the students’ ability of certain skill (writing ability) after they are given treatment (KWL Technique). These tests conducted three different topics on its process namely computer, internet, and facebook.

3.2 Population and Sample

The population of this research is MAN 1 (Model) Bandar Lampung that had ten classes of the second year. The sample was only one class and it had been selected by using simple probability sampling. The writer wrote these ten classes on a small piece of paper, one class for one piece. Then, she took only one paper randomly as the sample.

3.3 Data Collecting Technique

In order to collect the data, there were two kinds of tests were tested.

3.3.1 The Tests before Treatments

These three tests were done in order to see students’ ability on writing hortatory exposition text in terms of content, organization, vocabulary, language use, and

mechanics. These were applied after teaching by using lesson plans which did not use the technique. Each test was administered in 45 minutes. In this test, the students were given writing test sheets which had been stated by clear instructions and directions. The students were asked to create hortatory exposition text of the topics computer, internet, and facebook.

3.3.2 The Test after Treatments

These three final tests were also done in 45 minutes. The purpose of these tests was done to know students’ test results on writing hortatory exposition text in terms of five writing components applied after treatments (KWL Technique). In administering these tests, the researcher gave the students writing test sheets which state clear instructions and directions. The topics of the tests were also computer, internet, and facebook.

3.4 Research Procedures

The procedures which are done in this research are:

3.4.1 Determining Population and Sample

The population of this research was the second year of MAN 1 (Model) Bandar Lampung in the 2011/2012 learning year that consists of ten classes. However, only one class was taken as the sample. It was selected by using simple

probability sampling. The chosen class was XI IPS 4.

3.4.2 Selecting Writing Material

year of SMA based on KTSP (School Based Curriculum) and the students’ handbook. The type of text which was used in this research was hortatory exposition text.

3.4.3 Conducting the Series of Teachings and Tests

These series of teaching and test took three meetings where those were done in 2 45 minutes per meeting. On each meeting, the first 45 minutes was used to apply teaching writing by using lesson plans which did not apply the technique. Then, 45 minutes left was used to conduct the test.

3.4.4 Applying the Series of Treatments (KWL Technique) and Tests

These treatments of KWL Technique and tests were applied in the class for three meetings. It took 2 45 minutes for each meeting where the researcher divided it 45 minutes for treatment and 45 minutes for test. The purpose of treatments which were conducted in three meetings was to see the improvement of students’ writing ability on hortatory exposition text by using KWL Technique on three different topics: computer, internet and facebook. The researcher herself conducted the class. The activities of these treatments could be seen in appendices.

Meanwhile, the researcher conducted the tests after the students were given treatments of KWL Technique. It also took 45 minutes in test. It was aimed to know the progress of students’ writing ability on hortatory exposition text after applying KWL Technique in their writing class.

3.4.5 Analyzing the Data

three steps in analyzing the data. First, the data in the form of score gained from beginning tests and final tests were tabulated and calculated its inter-rater reliability. Second, she calculated mean, standard deviation, minimal score and maximum score which were gotten from the students’ scores calculated. Those data were used by the researcher to measure students’ attainment. Then, the researcher interpreted those data to get the description of students’ ability in writing hortatory exposition text by using Repeated Measures. The writer used Repeated Measures T-Test to test the hypothesis.

3.4.6 Making conclusion

The last point that would be done in the research procedure was making conclusion. It was considered based on the result of the study relating to the research questions.

3.5 Instruments of the Research

The instruments of this research were writing tests. There were six writing tests in this research i.e. three tests before treatments and three tests after treatments. The tests were carried out by detail instructions and directions including time

allocation. In this research, the students were asked to write a hortatory exposition text using KWL Technique.

Here were some points that considered in the instruments of research. They were validity, reliability and scoring system.

3.5.1 Validity

Heaton (159:1991) says that validity of a test is the extent to which it measures what it is supposed to measure and nothing else. In the other word the test must aim to provide a true measure of the particular skill. The validity of the test of this research relates to face validity, construct validity, and content validity.

3.5.1.1 Face Validity

Heaton (1991:159) states that a test has this type of validity if the test item looks right to other testers, teachers, moderators, and testees. In order to reach this face validity, the test contained instructions and directions which were examined by researcher’s advisors and English teacher until the test looked right and

understandable.

3.5.1.2 Construct Validity

A test is said to have construct validity if it is capable of measuring certain specific characteristics in accordance with a theory of language behavior and learning (Heaton, 1991:161). In this research, the researcher measured the students’ ability in hortatory exposition text by using writing test.

3.5.1.3 Content Validity

According to Heaton (1991:160), on the construction of a test should describe in very clear and precise terms the particular language skills and areas to get content validity. In this research, content validity was reached by constructing the test which reflects writing components by considering the writing evaluation criteria and scoring system of writing suggested by Jacob.

3.5.2 Reliability

measure. A test is said to be reliable if its score remain relatively stable from one administration to another. Moreover, Heaton (1991:162) argues that in order to be reliable, a test must be consistent in its measurements. This denotes the extent to which the same marks or grades are awarded if the same test papers are marked by (1) two or more different examiners or (2) the same examiner on different

occasions. The first way names inter-rater reliability while the second one is called intra-rater reliability. The researcher, however, applied only the first way in measuring the test in order to get reliability. That is inter-rater reliability. First, the researcher invited her classmate as the second rater. Then, both researcher and her classmate marked the result of the test. The scores from both researcher and her classmate were used as the data of the research.

3.5.3 Scoring System of Writing

The scoring system of this research is adopted from Jacob et al in Reid (1993: 236-237). It could be described as follows:

Content

30-27 Excellent to very good: knowledge substantive, development of thesis/topic relevant to assign topic.

26-22 Good to average: some knowledge of subject, adequate range, limited development thesis, mostly relevant to topic but lack detail.

21-17 Fair to poor: limited knowledge of subject, little substance, inadequate development of topic

16-13 Very poor: limited knowledge of subject, non-substantive, not pertinent or not enough to evaluate.

Organization

20-18 Excellent to very good: fluent expression, ideas clearly stated/supported, well organized, logical sequencing, cohesive.

17-14 Good to average: somewhat choppy, loosely organized but ain ideas stand out, limited support, logical but incomplete sequencing.

13-10 Fair to poor: non-fluent, ideas confused or disconnected, lack logical sequencing and 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 word/idiom choice and usage, word from 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 words/idiom form, choice, usage but meaning confused or obscured.

9-7 Very poor: essentially translation, little knowledge of English vocabulary, idioms, words form, or not enough to evaluate.

Language Use

25-22 Excellent to very good: effective complex construction, few errors of agreement, tense number, word order/function, articles, pronoun, and preposition.

simple construction, several errors of agreement, tense, word order/function, articles, pronoun, preposition, but meaning seldom obscure.

17-11 Fair to poor: major problems in complex/simple construction, frequent errors of negation, agreement, tense, number, word order/function, article, pronoun, preposition and/or fragments, run-ons, deletion, 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: demonstrated mastery of conventions, few errors 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 hand writing, meaning confused or obscured. 2 Very poor: no mastery convention, dominated by errors of spelling,

punctuation, capitalization, paragraphing, hand writing illegible, or not enough to evaluate.

3.6 Data Analysis

In analyzing the data, the researcher used the data of mean, standard deviation, minimum and maximum score which were gotten from the students’ scores

calculated. Those data were used by the researcher to measure students’ attainment. Then, the researcher interpreted those data to get the description of students’ ability in writing hortatory exposition text by using One Way Anova, Repeated Measures T-Test, and Two Way Anova. The writer used Repeated Measures T-Test to test the hypothesis.

3.8 Hypothesis Testing

To demonstrate if the hyphothesis of this research was sustained, the data was calculated and interpreted by using Repeated Measures T-Test. The hyphothesis testing which showed that KWL (Know, Want, and Learn) Technique can improve students’ ability in writing hortatory exposition text would be approved at the significant level of 0.05 in which α<0.05 (Setiyadi, 2006:97). The

hypothesis would be analyzed by using statistical computerization (SPSS 16.0), the formula is:

̅̅̅̅ ̅ ̅̅̅̅ in which

Where:

̅̅̅ = mean of pretest

̅̅̅ = mean of posttest

= standard error differences between two means

Sd _{= standard deviation}

(Hatch and Farhady in Nova, 2010:40)

HI: KWL (Know, Want, and Learn) Technique improves students’ ability in writing hortatory exposition text.

: KWL (Know, Want, and Learn) Technique cannot improve students’ ability in writing hortatory exposition text.

The criteria are:

(Alternative hypothesis) is accepted if alpha level is lower than 0.05 (α<0.05)

hortatory exposition text; which one is thesis, argumentation, and recommendation.

c. For vocabulary component, KWL Technique is able to improve students’ writing because this technique invites the students to read the material. Then, they are asked to write the information from the article they had read. This task may help the students to solidify their initial learning of the vocabulary.

d. While language use component, KWL Technique is able to increase students’ writing because by this technique the students are allowed to imitate some model of writing by copying a series of sentences from the passage into L column in KWL Chart. This gives them a sense how to write the language and helps them become familiar with certain grammatical and stylistic form.

e. In the case of mechanics component, KWL Technique is slightly able to increase students’ writing skill because this technique invites the students to be independent learner. The students are encouraged to activate their

background knowledge and integrate it with their current information by questioning and accessing information. So, if the students do not have good background knowledge about the mechanic component of writing and they do not pay attention to the mechanic on the passage given, their writings will not have really good improvement in this component.

It can be concluded that the way of KWL Technique in increasing students’ ability in writing hortatory exposition text is dominantly by improving three elements of writing namely content, vocabulary, and language use.

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3. There are three topics applied in this research. They are computer, internet, and facebook. The result of the study shows that the topic which has the highest achievement in students’ writing hortatory exposition text applying KWL Technique is facebook. The mean difference of Topic 3 and Topic 1 is 4.750 (0.000) and the mean difference of Topic 3 and Topic 2 is 2.524 (0.011). These are significant at the 0.05 level.

5.2 Suggestions

In accordance with the findings and the uses of the research, the suggestions are recommended as the following:

1. For Further Researcher

This research is advisable to be replicated by further researcher. There are some suggestions for the next researcher. First, he should apply another more interesting article or topic which closes to students’ daily life and can stimulate their interest to explore their background knowledge, make discussion, and develop their paragraph. Second, he also should use another way to fill the chart, especially in fulfilling L column. He may use direct research –which the students directly observe– or internet –which students search the answers of their questions in W column by browsing on internet–. Finally, since it has been proved that KWL (Know, Want, and Learn) Technique can improve students’ ability to compose hortatory exposition text in second year of senior high school, further research can be investigate whether this technique can also be used in different type of text or different level of students.

2. For Teacher

Considering the advantages of KWL (Know, Want, and Learn) Technique, it is recommended to English teachers to apply this technique as one alternative technique for teaching hortatory exposition text. However, there are two points should be determined in applying KWL (Know, Want, and Learn) Technique. a. Because there are many activities conducted by the students in this technique

that makes this technique this technique time consuming, it is suggested to teachers to find the way to make the procedure shorter.

b. Among the five elements of writing, there are two elements which do not well develop. They are organization and mechanic. Then, the suggestions for the development of these two elements are referred to the following.

1. Organization

The final result of the aspect of organization shows that the increase of

organization score is not good enough. For this problem, the writer suggests the teacher to explain and discuss deeply about the organization of hortatory

exposition text with his students before applying this technique. He may show the example of hortatory exposition text available on text book and invite the students to pay attention to this text. Then, they discuss the parts of hortatory exposition text; which one is thesis statement, argumentation, and

recommendation. He may also explain the function and characteristic of each part. Finally, he may check students understanding about the organization of this text by questioning. After these steps are done, the teacher may invite the students to compose their writings by applying this technique as pre writing activity.

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2. Mechanics

This component indicated some weaknesses particularly are related to capitalization, punctuation, and spelling. For the first problem, relating to capitalization and punctuation, it is suggested to the teacher to remind and explain to the students how to use capital letter and punctuation by, for example, explaining and discussing in the same with discussion about organization of the text. Then, he must also remind the students to use the capital letter and punctuation correctly in their writings before the students compose their texts. Secondly, for the problem relating to misspelling words, it is advocated that the teacher asks the students to bring the dictionary. He may invite the students to open their dictionary while they find doubt in spelling a word.

3. For Students

As stated in the previous chapter, the treatments of KWL (Know, Want, and Learn) Technique given to the students hopefully can help them to write paragraph, especially hortatory exposition paragraph. This technique may also help them to learn various subjects. It can activate their background knowledge, elaborate on that knowledge by asking appropriate questions that guide their research, and relate new information discovered in their research to their previous knowledge. So, it is suggested to the students to apply this technique during learning process to be independent learner.

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