The effectiveness of using scaffolding technique towards students’ skill in writing descriptive text: a quasi-experimental study of eight grade of SMP Al-Zahra Indonesia

(A Quasi-Experimental Study of Eight Grade of SMP Al-Zahra Indonesia)

Compiled By:

Yulis Yasinta 1110014000065

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

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Grade

of

SMP Al-Zalva),

written

by Yulis

Yasinta, student's registration number

1110014000065 was examined by the committee on 15 December 2014. The "skripsi" has

been accepted and declared to have fulfrlled one of the requinnents for the degree of "S.Pd." (Bachelor of Arts) in English Language Education of Department of English Education.

Jakarta, I 5 December 2014

CHAIRMAN : Drs; Syauki. M.Pd

NIP. 19641212 199103 1 002

SECRETARY: Zaharil Anasy.lVI.Hum

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EXAMINER

I:

Fariela Hamid. M.Pd

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EXAMINER

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Ertin. M.A TESOL

Acknowledged by

Dean of Faculty of Tarbiya and Teachers' Training

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ABSTRACT

Yulis Yasinta (NIM: 1110014000065). The Effectiveness of Using Scaffolding Technique towards Students’ Skills in Writing Descriptive Text.(A Quasi-Experimental Study at the Eighth Grade Students of SMP Al-Zahra Indonesia).

Skripsi of Department of English Education at Faculty of Tarbiyahand Teachers‟ Training of State Islamic Syarif Hidayatullah Jakarta University, 2014.

Advisor I : Ismalianing Eviyuliwati, M.Hum Advisor II: Yenny Rahmawati, M.Ed

Key words: Scaffolding technique, writing, descriptive text.

The objective of the study was to find the empirical evidence of whetherscaffolding is effective towards students’ skill in writing descriptive text. The samples of this research were the eighth grade students of SMP Al-Zahra Indonesia. They were class 8A as the controlled class and class 8C as the experimental class. Each class consisted of 17 students.

The writer used purposeful sampling technique to choose the sample from the whole students or population. The method used in this research was a quantitative method. In addition, the design used was a quasi experimental study and the instrument of this research was a written test. To attain the reliability of the test instrument, the researcher used rubric of scoring namely an analytic scoring which was adopted from John Anderson to score the students’ writing on the pre-test and the post-test. The result of this research was that the students’ pre-test mean score (x) of the experimental class was 69.47 while the students’ post-test mean score (x)was 77.02. In the contrary, the students’ pre-test mean score (x) of the controlled class was 71.73 and the post-test mean score (x)was 73.79. The significant effect was shown by the students’ post-test mean score (x)of the experimental class which was treated by scaffolding technique was greater than the post-test mean score of the controlled class which was not treated by scaffolding technique.

The result of statistical hypothesis test found that on significance level 5%, tvaluewas 3.837 while ttable was .2.120 or tvalue>ttable. Thus, the H0 (Null Hypothesis)

was rejected and The H1 (alternative hypothesis) was accepted. It proved that the application of scaffolding technique is effective towards the students’ skill in writing descriptive text.

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ABSTRAK

Yulis Yasinta (NIM: 1110014000065). The Effectiveness of Using Scaffolding Technique towards Students’ Skills in Writing Descriptive Text. (A Quasi-Experimental Study at the Eighth Grade Students of SMP Al-Zahra Indonesia).Skripsi pada Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Penguji I : Ismalianing Eviyuliwati, M.Hum Penguji II: Yenny Rahmawati, M.Ed

Kata kunci: Teknik scaffolding, writing, descriptive text.

Tujuan penelitian ini adalah untuk mengetahui apakah scaffolding dapat memberikan efek yang signifikan pada kemampuan siswa dalam menulis teks deskriptif. Dalam penelitian ini sampel yang digunakan adalah siswa kelas 8 SMP Al-Zahra Indonesia. Sampel tersebut berasal dari kelas 8A sebagai kelas kontrol dan kelas 8C sebagai kelas eksperimen. Masing-masing kelas terdiri dari 17 siswa. Penulis menggunakan teknik purposeful sampling dalam menentukan jumlah sampel dari populasi yang ada.

Metode yang digunakan adalah kuantitatif, dan disain yang digunakan adalah quasi-experimental study. Instrumen dalam penelitian ini adalah test tertulis. Untuk memastikan reliabilitas instrumen, penulis menggunakan rubrik dalam penilaian yang dinamakan analytic scoring yang diadopsi dari John Anderson untuk menilai tulisan siswa dalam pre-tes dan pos-tes. Temuan dari penelitian ini berupa nilai rata-rata pre-tes siswa kelas eksperimen adalah 69.47 serta nilai rata-rata pos-tes siswa kelas tersebut adalah 77.02. berbeda dengan kelas kontrol, nilai rata-rata pre-tes siswa di kelas kontrol adalah 71.73, dan nilai rata-rata untuk pos-tes adalah 73.79. Pengaruh yang signifikan terlihat dari nilai rata pos-tes siswa kelas eksperimen yang diberi perlakuan daripada nilai rata-rata siswa di kelas kontrol yang tidak diberi perlakuan berupa scaffolding.

Hasil dari hipotesis statistik menemukan tingkat signifikansi sebesar 5%, tvaluesebesar 3.837 sedangkan ttable sebesar 2.120 atau tvalue>ttable. Dengan demikian, H0(Hipotesis Null) ditolak dan H1 (Hipotesis Alternatif) diterima. Hal ini menandakan bahwa penggunaan teknik scaffolding efektif pada kemampuan siswa dalam menulis teks deskriptif.

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ACKNOWLEDGEMENT

In the name of Allah, The Beneficent and The Merciful

All praise be to Allah the Lord of the universefor the health, the strength, and the guidance to the researcher in completion of this study. Peace and blessing from Allah SWT be upon to the Prophet Muhammad SAW, his families, his companions and his followers.

It is a moment which is waited for the writer, a precious thing that she

finally accomplishes her „skripsi‟ entitled “The Effectiveness of Using

Scaffolding Technique towards Students‟ Skill in Writing Descriptive Text” (A Quasi-Experimental Study at the Eight Grade of SMP Al-Zahra Indonesia. It is presented as a partial fulfillment of the requirements for the Degree of Strata I (Bachelor of Art) in English Language Education.

In this good opportunity, the writer would like to give the deepest gratitude and thegreatest honor to:

1. All lectures in Department of English Education for teaching many things, and giving motivation to the writer during her study at State Islamic Syarif Hidayatullah Jakarta University.

2. Drs. Syauki, M.Pd., the Head of Department of English Education. 3. Mr. Zaharil Anasy, M.Hum., the Secretary of Department of English

Education, and also our beloved Academic Guide.

4. Mrs. Nurlena Rifa‟I, M.A, Ph.D., the Dean of Faculty of Tarbiyah and

Teachers‟ Training.

5. Mrs. Ismalianing Eviyuliwati, M.Hum and Mrs. Yenny Rahmawati, M.Ed, the advisors who have given guidance, advice, motivation and patience to the writer in accomplishment of her „skripsi‟.

iv

6. The Headmaster of SMP Al-Zahra Indonesia who has given allowance

of study at the school and Mr. Djundan S.Pd., the English teacher of the school who has given permission to the writer in conducting a study in his classes and the students of 8A and 8C as the sample of the study.

7. Mas Farhan Dwitama, S. Sos who always supports the writer; spiritually and also materially. The person who are ready to be ignored for a moment during the writer accomplishes the sweet script named

„skripsi‟. Thanks and forgive for everything honey.

8. Mama Hj. Sulasminahwho never ever stop praying for her beloved daughter. Sometimes they do arguing, another moment they laugh when watching television, and they also cry together when she said that she miss her through a phone. Bapak H. Sukasno (beloved dad)

who never ever tired to fulfill his beloved daughter‟s need. He does

everything to make her happy. Thanks for everything you give Mama and Bapak. Allah always be with you all.

9. All of her families, especially for Andri Asmoro Wati and Sunu Sujaka

Atma who always ask and remind her to finish the „skripsi‟.

10.All of beloved friends in Department of English Education. Thank you for so many contribution; sharing e-books, sharing ideas, picking her up and stiil many things they did for her.

Finally the researcher really realizes that the „skripsi‟ cannot be considered as aperfect masterpiece. Therefore, it is a very precious thing for her to get suggestion and criticism which can make this better.

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TABLE OF CONTENT

Letter of Writing Authenticity Approval Letter

Endorsement Sheet

Abstract ... i

Acknowledgement ... iii

Table of Content ... v

List of Table ... vii

List of Figure ... viii

List of Appendix ... ix CHAPTER I. INTRODUCTION A. Background of the Study ... 1

B. Identification of the Problem ... 4

C. Limitation of the Problem ... 4

D. Formulation of the Problem ... 5

E. Objective of the Study ... 5

F. Significance of the Study ... 5

CHAPTER II. THEORETICAL FRAMEWORK A. Writing 1. The Understanding of Writing ... 6

2. Stages in Writing ... 7

3. The Purpose of Writing ... 8

B. Descriptive Text 1. The Understanding of Descriptive Text ... 9

2. The Generic Structure and Features of Descriptive Text ... 10

C. Scaffolding Technique 1. The Understanding of Scaffolding Technique ... 11

vi

3. The Advantage of Using Scaffolding ... 15

4. The Application of Scaffolding in Writing ... 17

D. Previous Related Studies ... 20

E. Theoretical Framework ... 22

F. Research Hyphotheses ... 23

CHAPTER III. STUDY METHODOLOGY A. Place and Time of the Study ... 24

B. The Method of the Study... 24

C. The Population and Sample of the Study ... 25

D. The Instrument of the Study ... 25

E. Data Collection... 25

F. Data Analysis 1. Test Normality ... 29

2. Test Homogeneity ... 29

3. T-test ... 29

CHAPTER IV. FINDINGS AND DISCUSSION A. Data Description 1. The Score of Pre-Test and Post-Test of the Experimental Class ... 31

2. The Score of Pre-Test and Post-Test of the Controlled Class ... 32

3. The Frequency Distribution of Students‟ Pre-Test Scores ... 34

4. The Frequency Distribution of Students‟ Post-Test Scores ... 36

5. Normality Test ... 38

6. Homogeneity Test ... 39

B. Statistical Hyphotheses ... 42

CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ... 43

B. Suggestion ... 43

Bibliography ... 44

vii

LIST OF TABLE

TABLE 3.1 The Rubric of Writing Assessment ... 26

TABLE 4.1 The Score of Pre-Test & Post-Test Experimental Class... 31

TABLE 4.2 The Score of Pre-Test & Post-Test Controlled Class ... 33

TABLE 4.3 The Frequency distribution of Students‟ Pre-test Scores of Experimental Class ... 34

TABLE 4.4 The Frequency distribution of Students‟ Pre-test Scores of Controlled Class ... 35

TABLE 4.5 The Frequency distribution of Students‟ Post-test Scores of Experimental Class ... 36

TABLE 4.6 The Frequency distribution of Students‟ Post-test Scores of Controlled Class ... 37

TABLE 4.7 The Result of Normality Test of the Pre-Test ... 38

TABLE 4.8 The Result of Normality Test of the Post-Test ... 39

TABLE 4.9 The Result of Homogeneity Test of the Pre-Test ... 40

TABLE 4.10 The Result of Homogeneity Test of the Post-Test ... 41

viii

LIST OF FIGURE

FIGURE 2.1 The Steps in Writing ... 8 FIGURE 4.1 Diagram of the Frequency distribution of Students‟ Pre-test

Score of Experimental Class ... 32 FIGURE 4.2 Diagram of the Frequency distribution of Students‟ Pre-test

Score of Controlled Class ... 33 FIGURE 4.3 Diagram of the Frequency distribution of Students‟ Post-test

Score of Experimental Class ... 34 FIGURE 4.4 Diagram of the Frequency distribution of Students‟ Post-test

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LIST OF APPENDICES

Appendix 1. Instrument of Pre-test and Post-test ... 47

Appendix 2. Scaffolding Writing Phase ... 48

Appendix 3. Lesson Planning of the Experimental Class ... 49

Appendix 4. Format of Peer Feedback ... 70 Appendix 5.Samples of Students‟ Writing

1

CHAPTER I

INTRODUCTION

This chapter describes the background of the study, the identification of problem, the formulation of the problem, the scope and the limitation of the study, the objective of the study, and the significance of the study.

A.

Background of the Study

Assessment is a common thing in teaching and learning process. “The term assessment refers to all information gathered about pupils in the classroom by their teachers, either through formal testing, essays and homework or informally through observation or interactions.”1 Assessment can be done during the teaching and learning process (formative) or at the end of program (summative).

In curriculum 2013, students of junior high school are assessed for writing a descriptive text, where is written in Kompetensi Inti, “Mengolah, menyaji, dan

menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan

sumber lain yang sama dalam sudut pandang/teori” and Kompetensi Dasar, ”

Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, tentang orang/binatang/benda, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.” Based on Kompetensi Inti

and Dasar in Curriculum 2013, we can see that writing play a big role in learning English at Junior High School. Writing for a fourteen year old child is not an easy thing, moreover English in Indonesia is as a Foreign Language. Vygotsky in his concept named Zone of Proximal Development define that development as the

space between the child‟s level of independent performance and the child‟s level

1

Daniel Muijs and David Reynolds, Effective teaching, (London: Sage Publications, 2005), p.230.

of maximally assissted performance.2 From the concept we know that the students

need teachers‟ to help them in developing their knowledge or skill.

Because the need of teacher, so the teacher should help the students. Mostly, teacher just focus in giving instruction without giving any hints, any ideas, any suggestion, etc which help the students to understand what they are asked to do. From this practice, the students do not learn a real-learning because learning is a never-ending process, then they can not be an independent learner. The students should pass some phases to become an independently learner. To be an independent learner is an ultimate goal of the learning process.

Talking about process, writing is also a process. Many experts try to difine and divide the stages in writing, some of them are Bob Brannan, Ann Raimes, Dirk Siepmann et all., which is the explanation could be seen at chapter II. From all those experts, they point that to compile a proper writing, students should pass some stages. The some stages are prewriting, organizing ideas, drafting, revising, editing and proofreading. Students can also include some artifact or picture to ease in finishing their writing.

Teaching and assessment are integrated, the student is an active participant in the process of developing assessment criteria and standards. As an active participant, students face so many responsibility. The responsibility are challanged for how to learn, apply what is learned and connect their learning to the complex problem in order to be successful.

Relevant to the students‟ responsibility in learning, on curriculum in 2013, the students are assessed authentically. Authentic assessment means students should be assessed based on what they have already learnt, what they have seen, faced and anything are relevant to them. For getting an authentic assessment, firstly we should find the authentic technique. The writer suggests that scaffolding can be an authentic technique because by using scaffolding, the

2

Elena Bodrova, Scaffolding Emergent Writing in the Zone of Proximal Development, An International Journal of Early Reading and Writing, 2012, p.2.

students try to find out as many as information and pass some phases in learning in order to prove an authentic assessment. Scaffolding is a technique which is used to gain score in formative assessment. Using scaffolding will help students master each step in the process proceeding further.3

Scaffolding is one kind of technique in learning. It is a process by which a teacher provides students with a temporary framework for learning.4 It could be

defined as the role of teachers and others in supporting the learner‟s development

and providing support strutures to get to that next stage or level.5 By understanding the definition and the use of scaffolding technique, we can use the technique in teaching writing. Scaffolded writing is intended to be a temporary technique in order to make the learner be an independent writer. In teaching writing, the teacher do modelling what should the students do to compile a proper writing. The modelling will be usefull for students‟ learning.

Actually, the nature of writing is a process, it means pupils need more time to create a good writing. Lack of time in the class makes pupils‟ works does not run well. Actually, they need more time in creating good writing. Hence, a proper writing need more time to reach every single step. Students should know what exactly they have to write. Then, they do prewriting to brainstorm their ideas. Not stop at the step, they should construct a good framework before starting their draft. Then, proving their writing, finally their writings are ready to read. It can be said that using scaffolding is an effective way to see students‟ processes in writing, moreover the products will be better because they passed some steps.

In applying scaffolding as an alternative techniques of writing may help teacher to know the weakness of the pupils so he can build up the pupils‟ knowledge. Furthermore, it supports the notion that writing is process that involve

3

Allyson Skene and Sarah Fedko, Assignment Scaffolding, Centre for Teaching and Learning, 2012, p.1.

4

Veeramuthu, Wei Hui Suan and Tajularipin Sulaiman, The Effect of Scaffolding Technique in Journal Writing among the Second Language Learners, Journal of Language and Research, 2, 4, 2011, p. 934.

5

Wang Yuanying, College English Writing on Scaffolding Theory, Studies in Literature and Language, 3, 2011, p.46.

growth, development, and learning as well as a product. It also helps students to become actively involved in assessing their needs, progress, achievement and effort.6

Based on the background of the study above, the writer would like to do a study on teaching the students‟ descriptive writing skill through scaffolding in the eight grade of SMP Al-Zahra Indonesia to look for the empirical evidence.

B. Identification of the Problem

The writer did a preliminary study in February 2014, she found some problems in teaching and learning writing especially in descriptive text in the eight grade. Some factors came from teachers, and students:

1. From Teacher

The writer could see there were some teachers who are not aware with

students‟ writing process. They just focus on the product without pay attention in

how the students finish it. Hence, they just ask the students to make a good writing before doing some steps in writing process.

2. From Students

Most the students could not write a descriptive text as teacher‟s instruction because they lack of time, they spend a lot of time just for getting an idea. As the result, they got bad scores in their writing tasks.

From all those reasons, the writer thinks of another technique in teaching students‟ writing especially in writing descriptive text.

C. Limitation of the Problem

The writer limited the problem in the effectiveness of scaffolding technique toward students‟ ability in writing descriptive text. Hence, the teacher asked students to find out as many as sources which can be helpful in finishing their writing. Then, the students will be asked to write descriptive text through some steps which will be designed by the writer.

6

Rose, et.all., Scaffolding Academic Reading and Writing at the Koori Centre, The Australian Journal of Indigenous Education, 32, 2003, p.42.

D. Formulation of the Problem

According to the limitation of the study, the writer makes some study questions, they are:

“Is scaffolding technique effective in teaching writing of descriptive text in the eight grade of SMP Al-Zahra Indonesia?”

E. Objective of the Study

The objective of the study is to find out whether the scaffolding technique is effective in teaching descriptive text for junior high school level.

F. Significance of the Study

The significance of this study is conveyed to: 1. Teacher

The writer hopes it will give the alternative technique in teaching writing, especially in writing descriptive text.

2. Students

She hopes it can be useful because by using scaffolding technique they also know some steps in writing is really meaningful. She also hopes by using scaffolding the students could improve their scores in writing descriptive text.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter discusses some theories to support the topic of the study. The first, theory about writing includes the understanding of writing from some experts. Then, theory about descriptive as the y variable in this study, it describes what descriptive text is and some features in descriptive text. The last is theory about scaffolding technique as x variable, it describes the definition, and advantages of the scaffolding.

A. Writing

1. The Understanding of Writing

Talking about writing, most people did a writing. When they are asked what is writing, they may answer that writing is one way to communicate each other through a paper and a pen. Actually, The role of writing in foreign language was explored. Some of them gave their understanding of writing in internet, book, and also magazine of language discussion. There are so many understandings of writing that can be found. For example, Heaton said that writing skills are complex process and sometimes difficult to teach, requiring mastery not only grammatical and rhetorical devices but also of conceptual and judgmental elements.1 But we know and believe that writing is a skill that anyone can learn to manage. In addition, Raimes gave her complex opinion about writing, she states that:

Writing reinforces the grammatical structures, idioms and vocabulary that we have been teaching our students. They also have a chance to be adventurous with the language, to go beyond what they have just learned to say, to take risks. So, when they write, they necessarily become very involved with the new language, the effort to express ideas and the constant use of eye, hand, and brain isan unique way to reinforce learning.2

1

J.B Heaton, Writing English Language Test, (New York: Longman, 1990), p. 135

2

Ann Reimes, Techniques in Teaching Writing, (New York: Oxford University Press, 1983), p. 3.

From Raimes we know that the more complex opinion stated that writing is a process of getting new language where should be transformed into a writing. So that, writing requires meaningful communication to someone, whether this audience consists solely of the writer or is a group of someone beyond the writer.

Based on all those definitions above, we can conclude that writing is cognitive process to express thoughts to others in written form. Some people considers that writing is a difficult thing to do. Person who wants to construct a writing should work hard, and a good writing just can be reached by work harder. Hence, writing needs a routine rehearsal in order to have a good writing skill.

2. Stages in Writing Process

Writing is a product from some proceses. Here are some steps in writing based on Bob Brannan3:

a. Prewriting

This steps can do by several technique such: Freewriting, clustering, brainstorming (or listing), asking a journalist‟s questions, using patterns of development, writing journal/blog entries and considering audience.

b. Organizing Ideas

In this step, the writer is asked to organize his/her idea in order to move to next step. In organizing ideas, the writer can make an outline. There are two kinds of outline: rough and formal outline.

c. Drafting

The writer starts to write the writing without focussing on the grammatical, just focuss on how to transfrom the idea into a writing.

d. Revising

After finishing the draft, the writer can do some revising especially in grammatical.

3

Bob Brannan, A Writer’s Workshop, Crafting Sentence, (New York: McGraw-Hill, 2010), p.3.

e. Editing

If there are some mistakes, the writer can edit it in editing step before moving to the next step.

f. Proofreading

This is the last step where the writer should submit his/ her writing without doubt because he/ she has already edited before.

In the different point, there is Dirk Siepmann who shares his idea about steps in writing. At least there are three steps in writing, based on Dirk‟s view: planning, writing proper and editing. Here the figure4:

Figure 2.1 The Steps in Writing

3. The Purpose of Writing

There must be any purposes in writing. It is impossible if people write with no purpose, although people just write a simple writing. In Strategies for Successful Writing book, James and Andrew state that there are some purposes of writing. They are5:

a. To Inform

The most common writing purpose is to inform what people write in their writing. People often present information in their writing.

4

Dirk Siepmann, et. all, Writing in English:A Guide for Advanced Learners, (Germany: Narr Francke Attempto Verlag GmbH & Co. KG, 2008), p.22.

5

James A. Reinking& Andrew W. Hart, Strategies for Successful Writing.(New Jersey: Prentice-Hall,1986) p.4.

b. To Persuade

People sometimes write to make someone do or believe something by giving some reason. It is to persuade someone through their writing.

c. To Express

People writes almost everything includes their self-expression. Writing also provides opportunity to show their personality.

d. To Entertain.

Writing is also able to entertain. By reading the funny story writing, people may laugh and it can really entertain someone with this purpose.

B. Descriptive Text

1. The Understanding of Descriptive Text

Descriptive writing which is sometimes called as “showing writing” is writing that describes a particular person, place, or event. Descriptive writing uses a lot of flowery adjectives and adverbs to describe what is going on or how something appears. Descriptive writing is an art form. It is painting a word picture

so that the reader “sees” exactly what the writer is decribing.

Hegarty in his book entitle “Writing (English in Context)” said that before we start to write a descriptive text, firstly, we should remember the old saying

“actions speak louder than words”.6

It supposes you are describing real people or literary characters and you can strengthen your descriptive words with examples of things the character has done or said. For example when you describe someone

as “funny”, so tell about funny act.

Descriptive text is created by students based on the description of an object. So, a descriptive text is defined as a verbal picture. Dietsch defines that description is a recording of concrete details that the writers see, hear, smell, taste and touch. In the other word, it can be mentioned that human five senses have a

6

Carol Hegarty, Writing (English in Context), (USA: Saddleback Educational Publishing, 2000), p.21.

crucial role in writing in making a description. Description is the chief writing strategy; it conveys a prevailing impression, a mood that remains throughout the piece for a purpose. She also states that description has been defined by

philosopher as “A mode ofperception”, a means of knowing7

It means that the readers get description about objects which are described by the writers. In the other word, the writers present information about the objects. The information which is delivered can be the name of new objects and the characters features (the shape, the identity, the physic condition, the object use, etc) of the objects. Obviously, the information can be such a new knowledge or a precious inspiration for readers.

From those explanation, we can conclude that the aim of descriptive text is to share the experience of the writers. In view of sharing experience, the writers may give description of their stories in life, or they want to give pictures of amazing things they ever see in their lives to the readers, therefore; the experience

is not only as the writers‟ own, however, it also can be shared or can even be

enjoyed by the readers. Additionally, another aim of the text is to express the

writers‟ feeling. The feelings which can be expressed by the writers are the expression of happiness, amazement, surprise, dissatisfaction, delight, curiosity, etc. Also, writers make a descriptive text to entertain the readers to feel happy, to relief the stress, and to get relaxation. In writing descriptive text, the description is

based on a writers‟ own experience. In addition, a good descriptive text is arranged in spatial order. Spatial order locates details according to layout, design, direction, or place.8

2. The Generic Structure and Features of Descriptive Text

As a specific genre, descriptive text has generic structure which should be understood well by students. Tony Rogers divides the generic structure into introduction and description. They point out that introduction is the part of

7

Betty Mattix Dietsch, Reasoning & Writing Well Third Edition; A Rhetoric, Research Guider, and Handbook, (New York: McGraw Hill, 2003), p. 138.

8

paragraph that introduces the characters of the objects, while the description is another part of paragraph that describes the characters of the objects.9 Some features in descriptive writing are simple present tense and adjective phrase. The simple present tense is used because it tells about a fact. Describing a person can be called as a fact. then, because descriptive writing function is to describe something, so the writer should know about the adjective phrase well in order to describe something clearly. Here were the sample of descriptive text.

Everyone must have an idol. So do I, Raisa is my favourite singer. I love her because she has a good voice. She becomes famous because of Youtube Channel.

She is beautiful. She is tall and thin. She has long and straight hair. She also has round eyes, and the color is brown. She has fair skin. Moreover, she is kind to her fans. She asks her fans to sing together with her. She is really nice singer. I really like her to be my idol.

C. Scaffolding Technique

1. The Understanding of Scaffolding

The base form of scaffolding is scaffold. Based on Macquarie Dictionary

The definitions of scaffold are (i) a temporary structure for holding workmen and materials during the erection, repair, cleaning or decoration of a building; (ii) an elevated platform on which a criminal is executed. 10 Even, the definitions of scaffolding are (i) a scaffold or system of scaffolds; (ii) the materials used for building scaffolds. As the Macquarie Dictionary definition indicates, in the building trade scaffolds are enabling structures.

The term “scaffolding” was first coined and defined by David Wood,

Jerome S. Bruner, and Gail Ross in a 1976 article analyzing the effectiveness of

9

Artono Wardiman, Masduki B Jahur and M Sukirman Djusma, English in Focus, (Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008), p. 16.

10

Beverley Axford, Pam Harders and Fay Wise, Scaffolding Literacy, (Australia: ACER Press, 2009), p. 1.

Identification

certain collaborative behaviors mothers use in teaching their children.11 Wood, Bruner, and Ross used the term scaffolding to refer to the instructionally supportive activities and social interactions that occur between the child and other individuals as they guide effective learning and development in the ZPD. They defined scaffolding as a support system that helps children achieve success on tasks that would be too difficult for them to achieve by themselves. It means that the teacher, another adult, or classmate provides temporary support for the learners. Scaffolding can be compared with learning to ride a bike.

Various authors such as Cooper and Dorn have viewed scaffolding as analogous to learning new motor skills, such as bike riding.12 The new bike rider is held and pushed by a helper through the motor activity of getting on and pedaling and being steadied while making multiple attempts until balance and control is achieved. Feedback from self and others is ongoing.

As an expert, Bruner was defined as follows; “an adult controlling those elements of the task that are essentially beyond the learner‟s capacity, thus permitting him to concentrate upon act a complete only those elements that are within his range of competence. Based on this definition it is clear that the concept of scaffolding was first intended to focus on the actions of an adult teacher in helping younger leaners.

This support, or scaffolding, is needed as the child is learning to ride the bike, but as the child is able to maintain his balance, the scaffolding is taken away. Cooper states that the learner knows what riding a bike looks like; but as he makes his first attempts or approximations, they are not perfect or exact. Just as with the assisted bike ride, the child receives feedback from himself and others each time he attempts to ride the bike. Each approximation allows him to test his ideas and hypotheses about bike riding. As children test these ideas, based on

11

Mackiewicz, Jo and Isabella Thompson, Motivational Scaffolding, Politeness and Writing Center Tutoring, The Writing Center Journal, 33, 1, 2013, p. 45.

12

Rollins, Judith B, “A Study Examining the Impact of Scaffolding Young Children’s

Acquisition of Literacy in Primary Grades,” A Dissertation at Louisiana State University and Agricultural and Mechanical College, 2007, p. 13.

Cambourne, their mistakes are very important and essential to learning.

Gradually, the child‟s attempts become closer and closer to skillful bike riding. In more formal settings, learning follows a similar pattern, learners go through various approximations as they strive to develop their knowledge of new concepts. In each case, the device or person helps learners do what they cannot yet do independently. Often, scaffolding takes the form of collaborative effort and accomplishment. Success through working together starts learners on their way to

being able to do the activity independently. When adults “scaffold” student‟s

learning by helping them do what they cannot yet do alone, we are modeling the processes involved and enabling the learners to become a little more competent each time to eventually carry out the processes themselves.

Bruner created a concept of scaffolding based on his readings of

Vygotsky‟s zone of proximal development. His use of the term scaffolding

seemingly describes what mothers often do to enable and make more manageable

children‟s learning of language: The mother‟s support includes helping the child

focus his or her attention to pertinent aspects of the task and modeling her expectations of the child. The teacher brings the student to new levels of skill and understanding by breaking up a task into smaller and more comprehensible steps. Some steps are more complex than others and require more support (intellectually

and emotionally). The teacher‟s task is to determine students‟ current levels of

knowledge and skill, and then develop activities that guide these students to higher levels of practice. Just as mothers extend the range of contexts and serve as

“communicative ratchets” for their children helping them to avoid sliding backwards once they have made forward steps teachers must use this skill in the classroom. Teachers must assume this role in the classroom and become the communicative ratchets helping children build and maintain literacy competencies. The desired outcome is for students to need less and less support to complete a task successfully; therefore, the teacher gradually provides less support until it has been removed totally. The student should ultimately perform the task independently, internalize the rules governing the task, and re-create it

alone. To extend the student‟s learning, the teacher may then create a new level of

difficulty, or move the student into a new area of challenge.

Other experts; Holton and Clerk said that scaffolding is an act of teaching that i) supports the immediate construction of knowledge by the learners and ii) provides the basis for the future independent learning of individual. Then, Rodgers defined at least there are two definition about its based from his‟ view; 1) in learning, the gradual withdrawal of adult (e.g., teacher) support, as through

instruction, modeling, questioning, feedback, etc., for a child‟s performance

across successive engagements, thus transferring more and more autonomy to the child. 2) a process that “enables a child or novice to solve a task or achieve a goal that would be beyond his unassisted efforts.13

From all those explanation, scaffolding could be said as a concept that has led the development of other approaches that seek to understand the nature of learning a key approach that is concerned with learning interaction.

2. The Kinds of Scaffolding

Since the term scaffolding was coined in 1976, so many experts try to divide scaffolding into many kinds. Even there are so many kinds of scaffolding but the important feature of scaffolding is that it supports students‟ learning of both how to do the task as well as why the task should be done that way.14

Generally, scaffolding devided into four kinds.15 They are: a. Writing Skills

Practice skills or strategies which usually do not make up a paper in and of themselves but are key implicit or explicit components of the final paper.

13

Rollins, Judith B, “A Study Examining the Impact of Scaffolding Young Children’s

Acquisition of Literacy in Primary Grades.” A Dissertation at Louisiana State University and Agricultural and Mechanical College, 2007, p. 12.

14

Hmelo-Silver, Cindy E., Ravit Golan Duncan, and Clark A. Chinn, Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006), Educational Psychologist, 42, 2, 2007, p. 100.

15

Campus Writing Program, Liberal Arts and International Studies, Colorado School of Mines, 23 May 2005. http://www.mines.edu/Academic/lais/wc/wac/effective/scaffolding/html

b. Context-Based

Journal entries focused on exploring the content of the assignment. c. Rhetorical Skills

Practice in the aspect of the rhetorical situation and how changing the situation changes writing.

d. Text-Based

Closer to prewriting; journal entries which help the reader interact with a text more incisively, proving ideas for the reader-turned-writer. Two of the experts who tried to divided kinds of scaffolding are Hannafin and Land. They divide scaffolding into four kinds; conceptual scaffolding, metacognitive scaffolding, procedural scaffolding, and strategic scaffolding. Conceptual scaffolding means to provide guidance on what to consider. Then, metacognitive scaffolding which indicates guidance on how to think about the problem under study, and procedural scaffolding which is used to refer to guidance on how to utilise resources and tools. The last is strategic scaffolding which is applied to offer guidance on approaches to solving the problem.

Based on Galea, scaffolding can consist of tools, strategies and guides which support students so that they can achieve a higher level of meaning making. Holton and Clarke propose more concrete tools be used as scaffold; book, internet, telephone, etc.,. Langley viewed that the important thing is scaffolding can be provided through suppying hints, prompts, probes, simplifications, or other similar learning support. Based on her view even there are so many kinds of scaffolding but the essential is that the students could use scaffolding from any sources in order to help her/his in finishing their task.

3. The Advantage of Using Scaffolding Technique

Beside define about definition of scaffolding, some experts also tried to mention some advantages by using scaffolding technique, especially in writing. In

self-regulated learner.16 This is accomplished by fading the support, or relinquishing the control and assistance provided by the more knowledgeable person as the child begins to achieve more independence and knowledge. Vygotsky stated that scaffolding makes the learning more tractable for students by changing complex and difficult tasks in ways that make these tasks accessible, manageable, and

within student‟s zone of proximal development.17

Hayati in her journals mentioned some experts who tried to mention the advantage. Based on Hyland, the advantage is increasing the effectiveness in teaching writing composition. Then, according to Bodrova scaffolding can help learners reach the potential levels of writing performance.

Angela Lui in her paper entitle Teaching in the Zone try to show some advantages for students and teachers in using scaffolding technique. Here the table18:

Students are provided with.... Teachers could....

1. Challanging but reasonable tasks

that stimulate thinking and

motivate efforts to learn

2. Meaningful instruction and

feedback that helps drive further development at an appropriate pace 3. A learning environment where they are valued as individuals, a collaborative group, and a class

4. A learning environment where

their creativity and thought

processes are acknowledged and accepted

1. Identify and use areas of strength and weakness to tailor learning experiences at the individual and group level

2. Engage students in social

interactions to enable learning 3. Better understand students as

individual learners, learners in a small group setting and learners in a larger social setting

4. Discover unique thought processes that different students may use to solve problem

16

Judith B. Rollins, “A Study Examining the Impact of Scaffolding Young Children’s

Acquisition of Literacy in Primary Grades.” A Dissertation at Louisiana State University and Agricultural and Mechanical College, 2007, p. 18.

17

Cindy E. Hmeleo-Silver, “Scaffolding and Achievement in Problem-Based and

Inquiring,” Educational Psyhchologist, 42, 2, 2007, p. 99.

18

4. The Application of Scaffolding in Writing

The scaffolded writing plan in scaffolding literacy, the writing plan is constructed by the teacher and shared with the learners as a way of making explicit how the author of the selected text has constructed his or her text. Unlike more traditional approaches in which a writing plan is something learners are asked to construct before they begin on their own independent piece of writing, in scaffolding literacythe writing plan is introduced into the teaching sequence at the

point of „reconstructed writing‟. It can then be used as a tool to assist with Text

Patterning and independent composition.

Oliver holds that teachers can scaffold writing skill by using some tasks. These tasks are explained in the following: 19

1) Outlining and writing frame tasks: Tasks that provide skeleton outlines, perhaps with sentence prompts, key vocabulary or prearranged paragraphs, to give writers a structure to write in.

2) Re-writing tasks: Exercises that require rewriting in some way, perhaps re-arranging in an appropriate order or changing the tone. 3) Genre scaffolding tasks: Models or samples to discover and then

imitate language features which are commonly used in a particular genre, such as description or explanation.

4) Rhetorical model tasks: Models to compare how texts perform rhetorical moves such as making an argument by giving examples or presenting personal opinions.

5) Joint construction tasks: Tasks through which a group of learners construct a text together.

19

Hayati, A. Majid, A Study on the Effect of Scaffolding through Joint Construction Tasks on the Writing Composistion of EFL Learners, Studies in Literature and Language, 2, 2011, p. 93.

Another researcher is Sylivia Read, she used IMSCI Scaffolding model in her research. She has some steps in applying scaffolding in writing, the steps are as follow20:

1. Inquiry, in this phase the researcher integrated reading and writing instruction.

2. Modelling, after the students could know the instruction well. Then, the researcher modelled how to write. She introduced some stages in writing processes.

3. Shared, in the third phase the students could share what they are going to write. They are engage in making decisions about topic, sentence structure and organize the writing.

4. Collaborative, after reaching all stages in writing processes, the students are asked to have a collaborative writing. Two students work together to produce writing.

5. Independent, it is the last phase. After reaching all of the phases, the students have to write a final writing.

Alibali (2006) suggests that as students‟ progress through a task, faculty

can use a variety of scaffolds to accommodate students‟ different levels of

knowledge. More complex content might require a number of scaffolds given at different times to help students master the content. This table presents scaffolds and ways they could be used in an instructional setting. The table is as follow: 21

Table 2.1 Kinds of Scaffolded Writing

Scaffold Ways to use Scaffolds in an

Instructional Setting

Advance organizers Tools used to introduce new content and

tasks to help students learn about the topic: Venn diagrams to compare and contrast information; flow charts to

20

Read, S, A Model for Scaffolding Writing Instruction: IMSCI, The Reading Teacher,

(64) 1, pp. 47-48.

21

Instructional Scaffolding to Improve Learning, www.niu.edu/facdev retrieved on 17 November 2014.

illustrate processes; organizational charts to illustrate hierarchies; outlines that represent content; mnemonics to assist recall; statements to situate the task or content; rubrics that provide task expectations.

Cue Cards Prepared cards given to individual or

groups of students to assist in their discussion about a particular topic or content area: Vocabulary words to prepare for exams; content-specific stem sentences to complete; formulae to associate with a problem; concepts to define.

Concept and mind maps Maps that show relationships: Partially or completed maps for students to

complete; students create their own maps based on their current knowledge of the task or concept.

Examples Samples, specimens, illustrations,

problems: Real objects; illustrative problems used to represent something.

Explanations More detailed information to move

students along on a task or in their thinking of a concept: Written

instructions for a task; verbal explanation of how a process works.

Handouts Prepared handouts that contain task- and

content-related information, but with less detail and room for student note taking.

Hints Suggestions and clues to move students

along: ―place your foot in front of the

other,‖ ―use the escape key,‖ ―find the subject of the verb,‖ ―add the water first and then the acid.‖

Prompts A physical or verbal cue to remind—to

aid in recall of prior or assumed

knowledge. Physical: Body movements such as pointing, nodding the head, eye blinking, foot tapping. Verbal: Words,

statements and questions such as ―Go,‖

―Stop,‖ ―It‟s right there,‖ ―Tell me now,‖ ―What toolbar menu item would you press to insert an image?‖, ―Tell me why the character acted that way.‖

task-specific questions given to individuals or groups of students to ask each other pertinent questions about a particular topic or content area.

D. Previous Related Studies

Scaffolding instruction is defined as the “role of teachers and others in

supporting the learner‟s development and providing support structures to get to that next stage or level”.22 Even the term of scaffolding seems out of date because it has been exist since 1970 but many researchers still do researchs about it. Because of the function which is for giving prior knowledge, scaffolding can be used in many kinds of learning. Scaffolding can be used in learning Mathematic, Science, and also Language. Scaffolding in learning writing has been already popular. One of the researchers who did the scaffolding research was Judith Rollin Burch. She did a research entitled “A Study Examining the Impact of

Scaffolding Young Children‟s Acquisition of Literacy in Primary Grades.” In her

dissertation, she used case study method to gain the data. Her result showed that the school improvement scores was 23.7% from the previous year‟s scores.

Next researchers were Muhammad Ridhuan Tony Lim Abdullah, Zaharah Hussin, and Asra. They are Malaysian researchers. Different with two researchers before, they used scaffolding through a mobile. The urgence of mobile usage attracted them to do a research. They did 5 stages adopted from Gilly Salmon. The five stages are23:

1. Stage 1, the aim is to encourage and guide students to participate in the online conference. Technical support is given to the students as the main focus task of the instructor. Stage 1 ends with students‟ first posting ofmessage.

22

Wang Yuanying, College English Writing on Scaffolding Theory, Studies in Literature and Language, 3, 2011, p.46.

23

Ridhuan, Muhammad, Zaharah Hussin, et all., Mlearning Scaffolding Model for Undergraduate English Language Learning: Bridging Formal and Informal Learning, The Turkish Online Journal of Educational Technology, 12, 2, 2013, p. 221.

2. Stage 2 aims to get students to establish their identities and initiate interaction and familiarize with it.

3. Stage 3 is where interaction heightens with the use of learning management software for networkings.

4. In Stage 4, participants develop group discussions and collaboration among themselves in negotiation of knowledge andsolutions to individual needs of learning.

5. Finally, Stage 5 promotes individual reflection of what they have learned and achieved as well as critical thinking to advance to next learning goals.

The sample was undergraduate English people. The finding revealed that

students‟ performance in the persuasive presentation component using this

scaffolding mLearning model averagely scored higher grades than other course components.

Then, Sylvia Read tried to make a new model in scaffolding named IMSCI. The IMSCI are the acronym of Inquiry, Modelling, Shared, Collaborative and Independent. As the result, she found that students will be more successful writing independently if they have become familiar with the features of the genre during those steps.24

Differently with others, Patrick with his friends did a research entitled

“Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Enviroment With Embedded Strategy Instruction and Vocabulary Support”. They used scaffolding technique toward literacy in general, especially in vocabulary. The participants were 30 fourth-grade students in two classrooms in a school district serving 33,000 students in southern California. They used electronic in their research. Then the result is they find it encouraging that the students in this study chose to take advantage of the vocabulary and strategy

24

Read, S, A Model for Scaffolding Writing Instruction: IMSCI, The Reading Teacher,

supports and in fact accessed supports at a higher level than previously reported in the literature, especially for struggling learners.25

From all those previous researchers, it seems a scaffolding gives significance improvement. Most of the samples were university students. So, I want to know further about scaffolding, especially for elementary students. The writer would do a research entitle “The Study of the Effect of Scaffolding on the Writing Descriptive Text in Eight Grade of SMP Al-Zahra Indonesia Pamulang”.

E. Theoretical Framework

This study was conducted to find out the significant effect of using scaffolding in writing descriptive text for eight grade of Junior High School. There are so many theories explained above; definition, kinds and advantages of using scaffolding. Those theories could concluded that scaffolding is facilitating the climb from one complex phase to the next slightly more complex phase of a project. Because of this view, some expert call scaffolding as a tool in gaining formative feedback or assessment. By using scaffolding in teaching means to help students to finish their task. The help could be through hint, question or some stages in reaching their tasks.

Many experts tried to make some ways in applying scaffolding, especially in writing. In this study, the writer conduct a scaffolding technique in teaching writing descriptive text. She adopted a scaffolding model of Sylvia Read. At least, there are five steps: Inquiry, Modelling, Shared, Collaborative and Independent. In inqury phase, the writer asked students to find out some information about their idol who will be described in their descriptive writings. After they found out the information Then, the teacher do modelling how to writer a proper writing and make a point that they should pass some stages in writing. after know what they are going to do first, then , they share the idea with the writer. They ask how to describe their idol. They make an outline and construct a rough draft from the ouline.

25_{C. Patrick Proctor, Bridget Dalton, and Dana L. GrishamPatrick, “}

Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Enviroment With Embedded

After finishing their writing, the students should do peer feedback. They

try to analyze their friends‟ writing and find the mistake. In peer feedback, they

should use some guided question which was given from the writer. The guided question could be seen on appendix. Finally, the students are asked to revise their writing and their final writing will be post-test. Then, the writer would score their writing by using the rubric of assessing writing by Anderson. The rubric could be seen in chapter III.

F. Research Hypotheses

The hypotheses of this research are:

1. H0 (Null hypothesis): There is not an effectiveness of using scaffolding technique towards students‟ skill in writing descriptive text.

2. H1 (Alternative hypothesis): There is an effectiveness of using scaffolding technique towards students‟ skill in writing descriptive text.

23

CHAPTER III

STUDY METHODOLOGY

This chapter focusses in describing the method and the design which were used in this study, the place and the time of the study, the population and the sample of the study, the instrument of the study, the data collection, the data analysis, and the statistical hypothesis.

A. Place and Time of the Study

This study was held at SMP Al-Zahra Indonesia which is located in Vila Dago, Pamulang, Tangerang Selatan. This study was done for about three months started from August 2014 until November 2014.

B. The Method of the Study

Quantitative research methods are commonly used to determine if an intervention led to a desired outcome. At least there are three kinds of quantitative research designs, they are experimental, quasi-experimental and single-group. In the study, the writer used the quasi-experimental. In this study, the writer wants to find out the effectiveness in using variable x (scaffolding technique) towards

variable y (students‟ skill in writing descriptive text). Quasi-experimental designs

are those that are “almost true” experimental designs, except that the researcher studies the effect of the treatment on intact groups, rather than being able to randomly assign participants to the experimental or control groups.1

Quasi experiment design is meant to approximate as closely as possible the advantages of trus experimental designs where the problems mentioned above occur, such as having to implement a programme in a natural school setting.2

1

Donna M. Mertens and John A. McLaughin, Research and Evaluation Methods in Special Education, (California: Corwin Press, 2004), p. 4.

2

Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: Sage Publication, 2004), pp. 26-27.

C. Population and Sample of the Study

The population in this study was the students of SMP Al-Zahra Indonesia. In addition, the samples were the eighth grade students. They were class of 8A and the 8C. The samples were organized into two classes namely the experimental (8C) and the controlled class (8A). Each class consisted of 17 students.

In taking sample, the writer used purposeful sampling. In quasi-experimental designs are used the purposeful sampling when it is not possible to apply random assignment for an experiment. The procedure was selecting a sample to meet the purpose of the study. In addition, the principle gave the two available classes to be participated in this study as sample with the permission of the English teacher. The samples provided useful information for answering question and hypothesis.

D. The Instrument of the Study

The writer used a written test as the instrument of the study. The written test conducted in this research included pre-test and post-test. In this research, the class 8A as the controlled class was not given the treatment of scaffolding technique, however, the class 8C as the experimental class would be given the post-test after treatment of scaffolding technique.

E. Data Collection

As quantitative study, the writer used test technique. The test used are pre-test and post test. The pre-test refers to a measure or test given to the subjects prior to the experimental treatment, so in both of class: control and experiment class would be given the same pre-test. After did the pre-test, the writer did post-test. Post-test is a measure taken after the experimental treatment has been applied. Hence, the post-test conducted in the final of the study to see the effectivity of the treatment. Control and experiment class will get a same post-test also.

Pre-test has been conducted in 18th August 2014 in both of classes: control class (8A) and experimental class (8C). The pre-test has been done before the

writer gave any treatment. After did pre-test, the writer taught both of classes about descriptive text. In the control class, this learning-teaching activities runned as usual without any treatment. Therefore, in the experimental class, the teacher used scaffolding technique as the treatment. For about 6 meetings, the writer conducted the post-test in both of classes in 1st September 2014. All of students submitted their descriptive writing about their idols. There was a difference between control and experimental class, for control class, the students just submitted their writing, but in experimental class they just have passed some steps before submiting their writing as the post-test.

F. Data Analysis

Data analysis did after the writer got the students‟ writing scores in both test: pre-test and post-test. To analyze the writing test and to prove the reliability of the instrument, the writer used analytic scoring. It means the method of scoring which require a separate score for each of a number of aspects of a task are said to be analytic. The following scale by John Anderson:3

Table 3.1 The Rubric of Writing Assessment 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 comprehension

4. Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension

3. Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader‟s part

2. Errort of grammar or word order very frequent, reader often has to rely on own interpretation

1. Errort of grammar or word order so severe as to make comprehension virtually impossible

3

Arthur Hughes, Testing fo Language Teachers, (London: Cambridge University Press, 2003), p. 101.

VOCABULARY

6. Use of vocabulary and idiom rarely (if at all) distinguishable from that of educated native writer

5. Occasionally uses inappropriate terms or relies on circumlocutions; expresion of ideas hardly impaired

4. Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inedequate 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

MECHANICS

6. Few (if any) noticeable lapses in punctuation or spelling

5. Occasional lapses in punctuation or spelling which do not, however interfere with comprehension

4. Errors in punctuation or spelling fairly frequent; occasional re-reading 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 to make comprehension virtually impossible

FLUENCY (style and case of communication)

6. Choice of structures and vocabulary onsistently appropriate like that of educated native writer

5. Occasional lack of consistency in choice of structure and vocabulary which does not, however impair overall ease of communication

inappropriate to general style

3. Structures or vocabulary items sometimes not only inappropriate but also misused; litle sense of ease of communication

2. Communicatin often impaired by completely inappropriate or misused structures or vocabulary items

1. A „hotch-potch‟ of half-learned misused structures and vocabulary items rendering communication almost impossible

FORM (organisation)

6. Highly organised; clear progression of ideas well linked; like educated native writer

5. Material well organised; links could occasionally be clearer but communication not impaired

4. Some lack of organisation; re-reading required for clarfication of ideas 3. Little or no attempt at connectivity, though reader can deduce some organisation

2. Individual ideas may be clear; but very difficult to deduce connection between them

1. Lack of organisation so severe that communication is seriously impaired.

SCORE

Gramm: ___ + Voc: ___ + Mech: ___ + Fluency: ___ + Form: ___ =

After getting score by using analytic scoring, then the writer analyzed the result by using a test of normality to see the normality of students‟ ability in

writing skill and a test of homogeneity to ensure that the students‟ ability of both

the controlled class and the experimental class were homogeneous. These kinds of tests were the requisite tests before the researcher analyzed the data. After testing the normality and the homogeneity, the data gained from the post-test of the experimental class and the controlled class were analyzed by using a parametric statistic. The parametric statistic used was t test formulation. In analyzing the results, the writer used SPSS, some steps which were used as follows:

1. Test of Normality

In gaining normaility test, the writer used SPSS software. The result of normality test was presented in table 4.7 and 4.8. Some steps in gaining normaility test by using SPSS as follows:4

a. Open the data b. Select analyze

c. Select descriptive statistic

d. Choose the variable will be analyzed and put into variable colomn e. Select option

f. Check list skewness and kurtosis g. Select continue

h. Select Ok

2. Test of Homogeneity

Homogeneity was tested by using SPSS, some steps by using SPSS as follows:5

a. Select Analyze

b. Select Compare Means

c. Select One-Way ANOVA

d. Fulfill the independent and factor colomn with the score of pre-test and post-test in experimential and controlled class

3. T-Test

The formula of T-Test as follows6: a) Choose analyze

b) Choose compare means

c) Choose paired simple t-tests

d) Input variable 1 and variable 2 into the paired variable colomns

4

Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: Refika Aditama, 2010), p. 272.

5

Ibid., p. 269.

6

e) Choose option, fill in convidance interval based on the need (99% or 95%)

29

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the data description which consists of the score of pre-test and post-test of the experimental class and the controlled class. Besides, the description will be followed by the discussion of the research finding.

A. Data Description

In the following description, it will be presented the research finding. The findings were obtained from the pre-test and the post-test of the students.

1. The Score of Pre-test and Post-test of the Experimental Class In this research, the writer used class 8C as the experimental class at SMP Al-Zahra Indonesia. This class consists of 17 students. Based on the test which was given to the experimental class, the pre-test mean score of students achieved

was 69.47. In addition, the student‟s lowest score achieved in pre-test was 56 and the highest one was 80. After treatment of scaffolding technique, the mean score of the post-test in this class increasingly achieved 77.02. The finding showed that the mean score of the post-test was higher than the mean score of the pre-test. The range between the mean score of pre-test score and the mean score of the post-test score gained 7.55. In the post-test, the student‟s lowest score achieved was 72, and the highest one was 91. Then, the average of gained score was 6.47.

Table 4.1. The Score of Pre-test and Post-test of the Experimental Class

NO

STUDENT‟S

CODE

PRE-TEST SCORE

POST-TEST SCORE

GAINED SCORE

1 A 75 80 5

2 B 78 85 2

3 C 68 70 2

4 D 65 73 8

6 F 63 75 12

7 G 56 73 17

8 H 68 73 5

9 I 63 72 9

10 J 71 75 4

11 K 68 77 9

12 L 72 78 6

13 M 70 72 2

14 N 72 75 3

15 O 70 75 5

16 P 72 85 13

17 Q 83 90 7

The Total Score

The Mean Score

̅

1189 69.47

1304 77.02

110 6.47

From the pre-test results showed that most of the students was good in vocabulary. This finding made the writer knew what should be focussed on. In order to get better scores in the post-test, the writer taught how to create a good writing through some steps: brainstorming, drafting, revising, etc. All of those steps were collected in one map named scaffolding. This scaffolding was used as the treatment in the study to see the significant differences between experimental class and controlled class in the next test, the post-test.

2. The Score of Pre-test and Post-test of the Controlled Class

The controlled class of this experimental research was the students of class 8A at SMP Al- Zahra Indonesia. This class consists of 17 students. Based on the

test which was given to students, the students‟ mean score achieved in the pre-test was 71.73. After the pre-test, the writer conducted the post-test without treatment of scaffolding technique. Eventually, the students‟ mean score of the post-test achieved in this class was 73.79. It could be seen that the different (range) between the mean score of the post-test and the pre-test of this class was not

significant, the range was 2.06. The student‟s lowest score of the post-test achieved was 65, and the highest one was 88.

Table 4.2. The Score of Pre-Test and Post-Test of the Controlled Class

NO. STUDENT‟S CODE

PRE-TEST SCORE

POST-TEST SCORE

GAINED SCORE

1 R 65 67 2

2 S 74 73 -1

3 T 62 65 3

4 U 75 76 1

5 V 68 70 2

6 W 73 71 -2

7 X 65 78 13

8 Y 63 71 8

9 Z 72 70 -2

10 AB 74 70 -4

11 AC 73 75 2

12 AD 78 85 7

13 AE 78 82 4

14 AF 70 67 -3

15 AG 73 76 3

16 AH 78 80 2

17 AI 76 78 2

The Total Score

The Mean Score

̅

1217 71.73

1254 73.79

37 2.17

From the pre-test of the controlled class, the writer found that some of students were lack of vocabulary and grammar. Hence, the writer focussed on those problems, but the writer did not give any treatment.

3. The Frequency Distribution of Students’ Pre-test Scores

The data were analyzed by the writer would be presented into table to display frequency distribution of experimental and controlled class in pre-test and post-test.

a. Experimental Class

Table 4.3. The Frequency Distribution of Pre-Test of the Experimental Class

NO. CLASS

INTERVAL

LOW CLASS BOUNDARY

FREQUENCY ABSOLUTE RELATIVE

1. 56-60 55.5 1 5.89%

2. 61-65 60.5 3 17.65%

3. 66-70 65.5 5 29.41%

4. 71-75 70.5 6 35.29%

5. 76-80 75.5 2 11.76%

TOTAL 17 100%

Figure 4.1. Diagram of Frequency Distribution of Pre-Test of the Experimental Class

The distribution form was made for classifying the data based on the length of interval (P), number of classes (K) and the range (R). From the table 4.3, it presented the length interval (P) for the pre-test of the experimental class was 5. Then, the numbers of class interval (K) were 5. The diagram also presented the lowest score that was 56 and the highest one was 80. The total numbers of

0 1 2 3 4 5 6

56-60 61-65 66-70 71-75 76-80

ABSOLUTE FREQUENCY

ABSOLUTE FREQUENCY

students were 17. The most frequency appearance on the frequency distributed was the score between 71-75 with the number of absolute frequency 6 or 35.29%. However, the least frequency appearance on the frequency distributed was the score 56-60 with frequency 1.

b. Controlled Class

Table 4.4. The Frequency Distribution of Pre-Test of the Controlled Class

NO. INTERVAL LOW CLASS

BOUNDARY

FREQUENCY ABSOLUTE RELATIVE

1. 62-65 61.5 4 23.53%

2. 66-69 65.5 1 5.88%

3. 70-73 69.5 5 29.41%

4. 74-77 73.5 4 23.53%

5. 78-81 77.5 3 17.65%

TOTAL 17 100%

Figure4.2. Diagram of the Frequency Distribution of Pre-Test of the Controlled Class

From the table and the diagram above, it presented some information. The numbers of the class interval (K) were 5 and the length of the interval (I) was 4. Then, the lowest score was 62 and the highest one was 81. Similar with the

0 1 2 3 4 5

62-65 66-69 70-73 74-77 78-81

ABSOLUTE FREQUENCY

ABSOLUTE FREQUENCY

experimental class, the amount of the students in controlled group consist of 17 students.

The most frequency appearance on distribution was the score between 70-73 with the numbers of absolute frequency 5 or 29.41% in relative frequency. While, the least appearance was interval 66-69, the frequency is 1 or 5.88% in relative frequency. Hence, the total frequency which was formulated into relative frequency was 100%.

4. The Frequency Distribution of Students’ Post-test Scores a. Experimental Class

Table 4.5 The Frequency Distribution of Post-test Scores of the Experimental Class

NO. INTERVAL LOW CLASS

BOUNDARY

FREQUENCY ABSOLUTE RELATIVE

1. 72-75 71,5 10 58,82%

2. 76-79 75,5 3 17,65%

3. 80-83 79,5 1 5,88%

4. 84-87 83,5 2 11,76%

5. 88-91 87,5 1 5,88%

TOTAL 17 100%

Figure 4.3. Diagram of Frequency Distribution of Post-Test Scores of the Experimental Class

0 2 4 6 8 10

72-75 76-79 80-83 84-87 88-91

ABSOLUTE FREQUENCY

ABSOLUTE FREQUENCY

The distribution form in experimental class presented the length interval (P) for the pre-test of the experimental class was 4. Then, the numbers of class interval (K) were 5. The diagram also presented the lowest score that was 72 and the highest one was 91. The total numbers of students were 17. The most frequency appearance on the frequency distributed was the score between 72-75 with the number of absolute frequency 10 or 58.82%. However, the two least frequency apperance on the frequency distributed were the score between 80-83 and 88-91 with frequency 1 and 1.

b. Controlled Class

Table 4.6 The Frequency Distribution of Post-test Score of the Controlled Class

NO. INTERVAL LOW CLASS

BOUNDARY

FREQUENCY ABSOLUTE RELATIVE

1. 65-68 64.5 3 17.65%

2. 69-72 68.5 5 29.41%

3. 73-76 72.5 4 23.53%

4. 77-80 76.5 3 17.65%

5. 81-84 80.5 1 5.88%

6. 85-88 84.5 1 5.88%

TOTAL 17 100%

Figure 4.4. Diagram of Frequency Distribution of Post-Test Scores of the Controlled Class

0 2 4 6

65-68 69-72 73-76 77-80 81-84 85-88

ABSOLUTE FREQUENCY

ABSOLUTE FREQUENCY

From the table and the diagram above, it presented some information. The numbers of the class interval (K) were 6 and the length of the interval (I) was 4. Then, the lowest score was 65 and the highest one was 88. Its diagram is taken

from 17 students‟ scores.

The most frequency appearance on distribution was the score between 69-72 with the numbers of absolute frequency 5 or 29.41% in relative frequency. While, the least appearance were interval 81-84 and 85-88, the frequencies were 1 and 1 with relative frequency 5.88%.

5. Normality Test

In gaining normaility test, the writer used SPSS software. The result of normality test was presented in table 4.7 and 4.8. Some steps in gaining normaility test by using SPSS as follows1:

a) Open the data b) Select analyze

c) Select descriptive statistic

d) Choose the variable will be analyzed and put into variable colomn e) Select option

f) Check list skewness and kurtosis g) Select continue

h) Select Ok

a. Normality Test of Pre-test

Table 4.7. The Result of Normality Test of the Pre-test Descriptive Statistics

Class N Skewness Kurtosis

Statistic Statistic Std. Error Statistic Std. Error

Experimental 17 -.140 .550 .953 1.063

Controlled 17 -.581 .550 -.829 1.063

1

Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: Refika Aditama, 2010), p.272.

Valid N

(listwise) 17

After analyzing the data, the result of normality calculation showed by skewness that the highest Lvalue of pre-test of the experimental class was -0.140. While the highest Lvalue of pre-test of the controlled class was -0.581. The test with high normality distribution if the score between 0-1. Hence, based on the output of SPSS it was showed that both of the pre-test of the experimental class and pre-test of controlled class‟s score not more than 1, it meant that the samples of both classes came from normal distributed population.

b. Normality Test of Post-Test

Table 4.8. The Result of Normality Test of the Post-Test Descriptive Statistics

N Skewness Kurtosis

Statistic Statistic Std. Error Statistic Std. Error

Experimental 17 .768 .550 1.041 1.063

Controlled 17 .357 .550 -.615 1.063

Valid N

(listwise) 17

From the table we knew that the samples of both classes came from normal distributed population. The statistic score of skewness in experimental class was 0.768 and the statistic score of skewness in controlled class was 0.357. Both of them are not more than 1, we can conclude they have normal distribution of population.

6. Homogeneity Test

An experimental research involves two classes, the experimental and the controlled class. Before the treatment is given, both classes must have equal starting points. If such condition is fulfilled, the two classes can be said homogeneous and the experiment can be valid.

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AL.ZAHRA INDONESIA,

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M.Pd.I

DAFTAR NAMA

SISWA

SMP

AL-ZAHRA

INDONESIA

TAHUN PELA'ARAN

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_{Tangerang Selatan, 14 Juli 2014}

SMP

_{AL-ZAHRA INDON ESIA,}

GHUFRON,

M.Pd.I

Kepala Sekolah

L:

9