C. The Population and Sample
The population of this research was all the students of the eighth grade of SMPN 3 Tangerang Selatan, in academic year 20162017. They were divided into
nine classes namely VIII.1, VIII 2, VIII 3, VIII 4, VIII 5, VIII 6, VIII 7, VIII 8, and VIII 9. The population was selected considering the material “recount text” of
the study was addressed for them. Sampling technique used in this study was non-probability sampling which
was convenience sampling or accidental sampling. This technique was used because in convenience sampling the writer was allowed to select individuals
because they were available, convenient; moreover, they represented characteristics to be tested.
6
In addition, the writer chose this sampling because of the students‟ availability to be studied at the school. The availability came when
the school principle permitted the writer. Thus, the school principle only gave three classes namely VIII.7, VIII.8, VIII.9 to participate as sample of this study
and it was also based on the English teacher‟s suggestion. Therefore, the writer chose class VIII.7 and class VIII.8 because they had the same level in English
Subject.
D. Research Instrument
Instrument is a tool to gather the data. In this study, the writer used the form of test. The form of the test was essay in which the students needed to write
their past experiences based on the topic given. In this study, the writer administered pre-test and post-test. Pre-test and post-test were given to both
control group and experimental group.The pre-test was conducted before the treatment; the purpose was to know how is the students
‟ achievement in writing skill before the treatments were carried out. Meanwhile, post-test was
conducted after the treatments were conducted. It was also given to both control group and experimental group. It was taken as measurement tool to measure
6
John W. Creswell, Educational Research; Planning, Conducting, and Evaluating Quantitative and Qualitative Research
– 4
th
Ed, New York: Pearson Longman, 2011, pp. 145 –
146.
students‟
achievement after the treatments were conducted.
In this study the writer used rubric of written test assessment based on Arthur Hughes.
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Table 3.2 Rubric of Writing Assessment
No. Aspects
Scale Criteria
1
Grammar 6
Few if any noticeable errors of grammar or word order
5 Some errors of grammar or word order which
do not,
however, interfere
with the
comprehension 4
Errors of grammar or word order fairly frequent; occasional, rereading necessary for
full comprehension 3
Errors of grammar or word order frequent; efforts of interpretation sometimes required on
reader̓s part 2
Errors of grammar or word order very frequent; reader often has to rely on own interpretation
1 Errors of grammar or word order as severe as to
make comprehension virtually impossible. 2
Vocabulary 6
Use of vocabulary and idiom rarely if it all distinguishable from that of educated native
writer. 5
Occasionally uses inappropriate terms or relies on circumlocution; expression of ideas hardly
impaired. 4
Uses wrong or inappropriate words fairly frequent; expression of ideas may be limited
7
Arthur Hughes, Testing for Language Teachers – 2
nd
Ed. Cambridge: Cambridge University Press, 2003, pp. 101 - 102
because of inadequate vocabulary. 3
Limited vocabulary and frequent errors clearly hinder expression of ideas.
2 Vocabulary so limited and so frequently
misused that reader must often rely on own interpretation.
1 Vocabulary limitations so extreme as to make
comprehension virtually impossible. 3
Mechanics 6
Few if any lapses in punctuation or spelling.
5 Occasional lapses in punctuation or spellings
which do not, however, interfere with comprehension.
4 Errors in punctuation or spelling fairly frequent;
occasional rereading
necessary for
full comprehension.
3 Frequent errors in spelling or punctuation; lead
sometimes to obscurity. 2
Errors in spelling or punctuation so frequent that
reader must
often rely
on own
interpretation. 1
Errors in spelling or punctuation so severe as to make comprehension virtually impossible
4
Fluency style and ease of
communication 6
Choice of structure and vocabulary consistently appropriate like that educated native writer
5 Occasional lack of consistency in choice of
structures which does not, however, impair overall, ease of communication.
4 ͂Patchy̓ with some structures or vocabulary
items noticeably inappropriate to general style.
3 Structures or vocabulary items sometimes not
only inappropriate but also misused; little sense of ease communication.
2 Communication often impaired by completely
inappropriate or
misused structures
or vocabulary items.
1 A ͂hotchpotch̓ of half-learned misused
structures and vocabulary items rendering communication.
5
Form organization
6 Highly organized; clear progression of ideas
well linked; like educated native writer. 5
Material well
organized; links
could occasionally be clearer but communication not
impaired. 4
Some lack of organization; rereading required for clarification of ideas.
3 Little or no attempt at connectivity, though
reader can deduce some organization. 2
Individual ideas may clear, but very difficult to deduce connection between them.
1 Lack
of organization
so severe
that communication is serious impaired.
SCORE:
Gramm:____+ Voc:__+Mech:__+Fluency:__+Form:__=___
E. The Procedure of Research
Kategori