The Effectiveness of Guided Question Technique on Students' Writing Skill of Recount Text (A Quasi-experimental Study at the Eighth Grade Students of MTs. Negeri 13 Jakarta)

(A Quasi-Experimental Study at the Eighth Grade Students of MTs. Negeri 13 Jakarta)

By: AMALIA 1112014000049

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

UIN SYARIF HIDAYATULLAH JAKARTA

English Education, Faculty of Educational Sciences, UIN Syarif Hidayatullah Jakarta, 2017.

Key Words: Writing, Guided Question Technique, Recount Text.

This study aimed to find out the effectiveness of guided question technique on students’ writing skill of recount text at the eighth grade students of MTs. Negeri 13 Jakarta. The method used in this research was a quantitative research and the design was a quasi-experiment. The sample of this research was two classes which was divided into experimental class and controlled class. VIII-B as the experimental class consisted of 35 students and VIII-A as the controlled class consisted of 36 students. The experimental class was taught by using guided question technique while the controlled class was taught without using the guided question technique. The sample of the research was selected by using purposive sampling technique.

In collecting data, the researcher conducted a writing test which was divided into pre-test and post-test. The data collected were analyzed by using SPSS v.22 and t-test. After analyzing, the result of this research showed that there was a significant difference between students score in writing recount text by using guided question technique and without guided question technique. According to the result of statistical calculation, it could be seen that to was 6.69 and tt was 1.667. It means that to was higher than tt (to > tt). Thus, the alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. In conclusion, using guided question technique is effective on students’ writing skill of recount text.

Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta, 2017.

Kata Kunci: Menulis, Teknik guided question, Teks Recount.

Penelitian ini bertujuan untuk mengetahui efektivitas teknik guided question terhadap kemampuan menulis teks recount siswa kelas delapan di MTs. Negeri 13 Jakarta. Penelitian ini menggunakan metode kuantitatif dan desain quasi-eksperimen. Sampel penelitian ini adalah dua kelas delapan yang dibagi menjadi kelas eksperimen dan kelas kotrol. VIII-B sebagai kelas eksperimen terdiri dari 35 siswa dan VIII-A sebagai kelas control terdiri dari 36 siswa. Kelas eksperimen diajarkan menggunakan teknik guided question sedangkan kelas control diajarkan tidak menggunakan teknik guided question. Sampel penelitian ini diambil dengan menggunakan teknik purposive sampling.

Dalam pengumpulan data, peneliti memberikan tes menulis yang dibagi menjadi pre-tes dan pos-tes. Data yang dikumpulkan dianalisis dengan menggunakan SPSS v.22 dan t-test. Setelah menganalisa, hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan diantara nilai menulis teks recount siswa dengan menggunakan teknik guided question dan tidak menggunakan teknik guided question. Berdasarkan hasil penghitungan statistic, dapat dilihat bahwa to sebesar 6.69 dan tt sebesar 1.667. Yang berarti bahwa to lebih besar dari tt (to > tt). Dengan demikian maka hipotesis alternatif (Ha) diterima dan hipotesis nol (H0) ditolak. Maka dapat disimpulkan bahwa pengunaan teknik guided question efektif terhadap kemampuan menulis teks recount siswa. 

blessing upon the writer during completing this skripsi as the final assignment in her study. Peace and salutation may always be upon the Prophet Muhammad, the savior of the humankind, who has brought the light onto this world and turned it into a better place.

The skripsi is a scientific paper that is presented as one of requirements for the degree “S.Pd” in English Education. Completing this skripsi is long processes and the writer would not have been able to complete it without help and support of lecturers, institutions, family, and friends. Hence, on this occasion, the writer is pleased to acknowledge the help and contributions by conveying her utmost gratitude to them who have helped her in completing this skripsi.

First, the writer would like to express the deepest gratitude to her “great” parents; her father Husin and her dearest mother Siti Zainab for their love, support, and moral encouragement in motivating the writer to finish her study. Next, the writer would like to express the greatest honor and deepest gratitude to her advisors, Dr. Ratna Sari Dewi, M.Pd, and Hapsari Dwi Kartika, M.A.TESOL, for patiently guiding her and giving her the most valuable help, advice, and support during completing this skripsi.

Moreover, the writer would like to express her gratitude and appreciation to: 1. Prof. Ahmad Thib Raya, M.A, as the Dean of Faculty of Educational

Sciences.

2. Dr. Alek, M.Pd, as the Head of Department of English Education.

3. Zahril Anasy, M.Hum, as the secretary of Department of English Education. 4. All lecturers, especially those of Department of English Education who

always give motivation and valuable knowledge during her study.

5. Her beloved sister, brothers, nieces and her cousins, who always give motivation and prayer to the writer.

8. Her best friends at college; Rizka Amalia, Nia Pebriyanti, Mutiara Rahmah, Poetri Tanjung Prameswara, Eliyana Safitri, Hafsyah Maisyarah, Anggita Alfiani, Umi Robi’atus Shalihah and her all friends in Department of English Education 2012 especially for B class for the friendship, knowledge, support, and time they have provided unconditionally.

9. POSTAR (Pojok Seni Tarbiyah) UIN Jakarta for giving the writer the best experiences during her college life.

10. Her junior high school friends; Alvianti, Dede Rahmawati, Marsella Putri Amalia, and Luthfiana Jaleswati for giving support and motivation unconditionally to the writer.

11. Her best friends at senior high school; Fita Megeta Sari, Sri Budiharti, Asma Karimah, Nurul Fadillah, Senja Ramadhany, Utami Lestari, Fiki Amalia, and Intan Amaliah who always give support, love and prayer to the writer. 12. The people whose names cannot be mentioned one by one for their

contribution to the writer during completing her skripsi.

The last, the writer realizes that this skripsi is still far from being perfect. Despite the help from the aforementioned people, there are weaknesses and shortages in this skripsi that remain as the writer’s responsibility. She, therefore, welcomes all kinds of correction and suggestion for a better writing.

Jakarta, January 11th_{, 2017}

Amalia

Surat Pernyataan Karya Sendiri ... iv

ABSTRACT ... v

ABSTRAK ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I: INTRODUCTION ... 1

A. Background of Study ... 1

B. Identification of the Problems ... 4

C. Limitation of the Problem ... 4

D. Formulation of the Problem ... 4

E. Purpose of the Study ... 4

F. Significance of the Study ... 4

CHAPTER II: THEORETICAL FRAMEWORK ... 6

A. Writing ... 6

1. The Definition of Writing ... 6

2. Writing Skill ... 7

3. Genres of Writing ... 7

4. The Purposes of Writing ... 8

5. The Process of Writing ... 10

6. Teaching Writing ... 11

B. Writing Recount Text ... 12

1. The Definition of Recount ... 12

1. The Definition of Question Technique ... 17

2. Kinds of Question ... 18

3. Teaching Writing by Using Guided Question ... 20

D. Previous Study ... 22

E. Thinking Framework ... 24

F. Theoretical Hypothesis ... 25

CHAPTER III: RESEARCH METHODOLOGY ... 26

A. Place and Time of the Research ... 26

B. Method of the Research ... 26

C. Population and Sample ... 27

D. Data Collection Technique ... 27

E. Research Instrument ... 27

F. Data Analysis Technique ... 31

CHAPTER IV: RESEARCH FINDINGS ... 34

A. Data Description... 34

1. The Data of Experimental Class ... 34

2. The Data of Controlled Class ... 40

B. Data Analysis ... 46

1. Normality Test ... 46

2. Homogeneity Test ... 47

3. Hypothesis Test ... 48

C. Data Interpretation ... 53

CHAPTER V: CONCLUSION AND SUGGESTIONS ... 54

A. Conclusion ... 54

Table 3.1 Pre-test and Post-test Design... 26 Table 3.2 Rubric of Scoring Writing ... 28 Table 4.1 The Students’ Pre-test and Post-test Score of Experimental

Class... 34 Table 4.2 Data Description of Pre-test Result of Experimental Class ... 36 Table 4.3 Table of Frequency Distribution of Pre-test Result of

Experimental Class ... 37 Table 4.4 Data Description of Post-test Result of Experimental Class... 38 Table 4.5 Table of Frequency Distribution of Post-test Result of

Experimental Class ... 39 Table 4.6 The Students’ Pre-test and Post-test Score of Controlled Class ... 40 Table 4.7 Data Description of Pre-test Result of Controlled Class... 42 Table 4.8 Table of Frequency Distribution of Pre-test Result of

Controlled Class ... 42 Table 4.9 Data Description of Post-test Result of Controlled Class ... 44 Table 4.10 Table of Frequency Distribution of Post-test Result of

Controlled Class ... 44 Table 4.11 Normality Pre-test Result between Experimental and

Controlled Class ... 47 Table 4.12 Normality Post-test Result between Experimental and

Controlled Class ... 47 Table 4.13 Homogeneity Pre-test Result between Experimental and

Controlled Class ... 48 Table 4.14 Homogeneity Post-test Result between Experimental and

Controlled Class ... 48 Table 4.15 The Comparison of Students’ Gained Score between Students

Figure 4.3 The Histogram of Pre-test Score in Controlled Class ... 43 Figure 4.4 The Histogram of Post-test Score in Controlled Class ... 45 Figure 4.5 The Diagram of Students’ Score Comparison between

Appendix 3 The Example of Guided Question ... 104

Appendix 4 Pre-test Instrument ... 105

Appendix 5 Post-test Instrument ... 106

Appendix 6 Students’ Work ... 107

Appendix 7 t-table ... 109

Appendix 8 Lembar Pengesahan Proposal Skripsi ... 111

Appendix 9 Surat Bimbingan Skripsi ... 112

Appendix 10 Surat Permohonan Izin Penelitian ... 113

In English, people need to master four skills to get complete communication. They are listening, reading, speaking, and writing. Listening and reading are known as a passive or receptive skill while reading and writing are known as an

active or productive skill.1 _{In doing complete communication, only mastering}

passive or receptive skill is not sufficient for people because passive language

skill does not make them produce anything actively.2 _{They also need to master}

productive skill to produce language which makes them more active in communication. Therefore, speaking and writing are important to be mastered.

Although speaking and writing are equally important to be learned, both of them have similarities and differences. Through speaking and writing people can communicate such as expressing their ideas, feeling, expression or sharing something to others. However, communication through speaking is limited by the time because people only can communicate when they are given a time in front of interlocutors or audiences. In speaking activity, both participants are usually present in the same place and the speaker already has what he/she wants to deliver in mind. Moreover, when people speak, their words only live for a few moments.

On the other hand, communication through writing is freer than speaking because it is not bounded by the time. In writing activity, writer is usually distant from the reader and often does not know who the reader is from different time and place. Furthermore, when people write, their words may be live for years or even century. This is like what Crystal stated that speech is time-bound,

      

1 _{H.G Widdowson, Teaching Language as Communication, (New York: Oxford University}

Press, 1978), p. 57.

2 _{Dita Golkova and Sarka Hubackova, Productive skills in second language learning,} Journal of Procedia - Social and Behavioral Sciences 143, 2014, p. 477.

dynamic, and impermanent, while writing is space-bound, static, and

permanent.3

Consequently, writing is widely used in printed media as a tool for communication around the worlds, especially if people write in English language. Many books, news, articles, information, technology tools, and even social media which are mostly used are written in English. It makes writing English need to be learned in this era. Because writing in English skill is important, it is taught for Indonesian students particularly since they are in the junior high school.

Based on 2013 Curriculum, Junior High School students are taught about writing texts in English. The students are expected to be able to write sentences and generate them into paragraphs, then develop the paragraphs into several kinds of text. One of them is recount text which is taught at the second grade of Junior High School. The text is a kind of text that retells past event and it is

usually based on sequence of the story occurred.4 _{It is stated inStandard Basic}

Competence at the second grade of Junior High School that the students should be able to compile short and simple recount text in oral and written about experience/activity/event by paying attention to the purpose, organization, and

language feature of the text accurately and contextually. 5

Even the students are taught about recount text, most of them still get low achievement because they have several difficulties in writing the text. These are several difficulties that the students got based on the writer’s experience during

her teaching practice at MTs. Negeri 13Jakarta. The first, most of students did

not know how to start writing. They did not know what was the first sentence that they were going to write. It made students wasted their time by doing nothing when they wanted to start writing. Although they had written several       

3 _{David Crystal, Speaking of Writing and Writing of Speaking, (London: Pearson}

Education. 2005) p. 2.

4 _{Mark and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1998), p.}

24.

5 _{Tim Inti Kurikulum 2013, Kompetensi Dasar Sekolah Menengah Pertama} (SMP)/Madrasah Tsanawiyah (MTs), (Kementrian Pendidikan dan Kebudayaan: Depdikbud, 2013), p. 70.

lines, they mostly found difficulties to continue their writing. This is like what

Axelrod and Cooper stated in their book entitled The St.Martin’s Guide to

Writing that getting started the first sentence is the hardest part in writing and writers can solve this problem if they can start writing and keep going on about

what they write.6 _{The problem happened because of some problems faced by}

students when they started to write such as they did not know how to organize sentences into coherence paragraph and they got difficulty in generating and organizing their ideas into well-organized paragraph.

Moreover, there is another factor that influenced students’ difficulty in

writing recount text. Most of students did not know and use any technique that

can guide them in developing and organizing their ideas and put them in a written form. To overcome this problem, the teacher should use an appropriate technique to guide students and make them easier in writing recount text. According to Hyland, teacher has an important function to guide students in writing process

and help them build up strategies for generating, drafting, and refining ideas.7

Thus, the teacher needs to use and introduce the technique which can guide students in writing recount text. There are many techniques actually in teaching writing and one of them is guided question technique. Guided question is the

basic question that directs students for understanding.8 _{This technique can lead}

students in order to choose, find and create the ideas of writing and then develop students’ ideas. This technique can also guide and help students in organizing and generating their ideas. Besides, students can express their ideas easily by answering the questions given and make their writing will be better organized.

Therefore, in this study, the writer intends to conduct the research with the title “The Effectiveness of Guided Question Technique on Students’ Writing

      

6 _{Rise B. Axelrod and Charles R. Cooper, The St. Martin’s Guide to Writing, (New York:}

St. Martin’s Press, Inc: 1985), p. 5.

7 _{Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 2003),}

p. 12.

8 _{Rob Traver, Educational Leadership ASCD March 1998, (http://smallschoolproject.org,}

Skill of Recount Text” (A Quasi Experimental Study at the Eighth Grade

Students of MTs. Negeri 13Jakarta).

B.

Identification of the Problem

Based on the background of study above, there are some problems identified. They are:

1. Most of students do not know how to start writing.

2. Most of students do not know how to organize sentences into coherence

paragraph.

3. Most of students get difficulty in generating and organizing their ideas into

well-organized paragraph.

4. Most of students do not know and use any technique in writing recount text

which can guide them in developing and organizing their ideas.

C.

Limitation of the Problem

Based on the identification of problem above, the writer would like to limit the study by focusing on the effectiveness of guided question technique on students’ writing skill of recount text. The study will be conducted at the eighth

grade students of MTs. Negeri 13Jakarta.

D.

Formulation of the Problem

Formulation of the problem in this study is “Is the guided question technique effective on developing students’ writing skill of recount text at the eighth grade

students of MTs. Negeri 13Jakarta?”

E.

Purpose of the Study

The purpose of this study is to find out the effectiveness of using guided question technique on students’ writing skill of recount text.

F.

Significance of the Study

This study results are expected to provide useful information for students, teachers and researchers.

1. For students, this results of study are expected to make process of learning writing is easier for them and increase their interest in writing.

2. For teachers, this results are hoped to give the advantages. They can take

advantage from this effectiveness of guided questions technique in teaching writing. They can take its information as a kind of teaching technique and they can evaluate whether this technique is better to be applied in the classroom or not.

3. The result of this research would give information to the next researcher

about the effectiveness of guided question technique in teaching writing. This result can be a future reference if the use of guided question technique is effective on students’ writing skill.

1. The Definition of Writing

Writing is an important part in life, whether in everyday life, workplace or school because it can be used as a tool for communication. Through writing, people can express their ideas, feeling, and expression or sharing something to others in a written form.

Talking about writing, there are many definitions of writing that can be found. According to Raymond, “writing is a way of remembering and thinking”.1 Through writing, people need to recall what in their memory is about and what they are going to write. Beside it is a way of thinking, writing makes people challenged to think carefully about what writing is for and whom it will reach.2 It means that in writing, people have to determine the purpose of writing itself and its audience.

Moreover, writing can be defined as a process of discovery.3 _{This means} that people should explore their thoughts in writing. In exploring their thoughts, people use a series of steps to write. The step can be like a straight journey until the writing is finished and also can be a zigzag journey. People may have an obstacle in the middle of writing which makes them have to switch the direction or changing the idea of their writing.

Based on the writing definitions above, it can be concluded that writing is a tool for communication in a written form. When people do writing, they need to think what they are going to write and determine the purpose and their audience. In addition, writing also a process of discovery that makes people need to explore their thought when they are writing.

      

1 _{James C. Raymond, Writing (is an Unnatural Act), (New York: Harper & Row Publisher,} 1980), p. 2.

2 _{Andrea A. Lunsford, The St. Martin’s Handbook, sixth edition, (New York: Bedford/St.} Martin’s, 2010), p. 23.

2. Writing Skill

Writing is one of productive skills in English. It is a skill of a writer to communicate information to a reader.4 _{This means that the writer can} communicate through a written form. Writing skill is needed for people to get complete communication besides reading, listening, and speaking skill. That is why writing skill important to be mastered.

In addition, writing skill is also related to the ability in apllying the rule of language to the written form.5 _{The rule of the language includes grammatical} aspects, punctuations, the types of the information, and the rhetoric that the writer conduct in a communicative event. The writer needs to concern this ability in writing.

Moreover, the writing skill is a complex skill which has to concern many aspects such us planning, organizing, spelling, punctuation, translating to the readable text, word choice, etc. It also can be more difficult if the L2 learners’ proficiency is weak.6 _{Furthermore, writing sometimes becomes frustrating for} people because it is not easy to transfer thoughts and feelings from one’s head into words. Even writing is difficult, it can still be mastered by people with a hardwork because writing is a skill like driving, cooking, etc. It is not an automatic process.7

From the explanations above, the writer infers that writing skill is one of the productive English skills which is difficult to master because the writer needs to concern several things. They are planning, organizing, spelling, punctuation, translating, word choice, language rule, etc. Even so, writing can be mastered by working hard or practice because it is a skill not an automatic process.

3. Genres of Writing

Each type of writing has features that make it different from another. It is important for students to know that writing has many genres. According to       

4 _{Sanggam Siahaan, The English Paragraph, (Yogyakarta: Graha Ilmu, 2008), p. 2.} 5_Ibid.

6 _{Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An}

Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 303.

Brown, there are some most common genres that students might produce; academic writing, job-related writing, and personal writing.8

The first is academic writing. This is kind of writing which is used at high school and college classes.9 _{This is used to fulfill a requirement for high school} or college classes. This kind of writing is categorized as formal writing.10 _It means that students should pay attention to write complete sentences and organize them in a certain way. The examples of academic writing are papers and general subject reports, short-answer test responses, essay, academically focused journals, technical reports, theses and dissertation.

The second is job related writing. This kind of writing is made for job necessity. Phone messages, letters, emails, memos, and manuals are some examples of job-related writing. The last is personal writing. It is a kind of writing that shows feeling, reactions, and experience that one has ever had.. Some example of personal writings are letters, greeting cards, invitations, notes, and personal journals.

4. The Purpose of Writing

When students do their writing, they certainly have the purpose of their writing. The purpose is used to describe what the writers hope to accomplish. Here are several kinds of purpose stated in Miller’s book entitled Motives for Writing:

a) Writing to understand experience

Experience is something that happened to people’s life which are happy, sad, disappointing, and others. Here the writers do not only write the things that happened to them but to underline what point and what the important experience had been occurred. They should use the first person in this writing because they tell about their own lives. Writing to understand experience has two goals. The       

8 _{H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (New} York: Pearson Education, 2003), p. 219.

9 _{Alice Oshima and Ann Hogue, Introduction to Academic Writing Third Edition, (New} York: Pearson Education, 2007), p. 3.

first, writers have a better understanding of themselves and readers become understand experience distinct from their own.11

b) Writing to report information

Information consists of data which are fact, inferences, and opinion. In this purpose of writing, the writers draw on data to transfer information from one mind to another through language which is written language.12

c) Writing to explain information

Explaining information means the writers need to analyze or classify information, examine causes and consequences, and define concepts. By viewing the information, it can be viewed in more than one way because different writer comes to different conclusion.13

d) Writing to evaluate something

Evaluation means thinking critically and determines the quality of what things which are judged. It also determines something important, benefit, or worth. For example when people are trying to convince themselves of something or people’s evaluation must convince someone else. They need to define their assumptions, anticipate opposition, and draw conclusions.14

e) Writing to analyze text

This aims of writing is to analyze the text. There is no single correct of analyzing text. Different writers can reach different conclusions when they analyze the same text.15

f) Writing to persuade others

This aim of writing is to persuade in an attempt to get someone to do something that the writers want about themselves. This example of writing is when people want to apply job, propose marriage, and argumentative.16

      

11 _{Robert Keith Miller, Motives for Writing, (New York: Mc Graw Hill: 2006), p. 47.} 12_{Ibid, p. 98.}

13_{Ibid, p. 173.} 14_{Ibid, p. 241.} 15_{Ibid, p. 381.} 16_{Ibid, p. 451.}

g) Writing to amuse others

This writing aim is to bring pleasure to others for example by telling a joke or story which makes someone pleased. This kind of writing is always there in a narrative text.17

5. The Process of Writing

One of the important things in writing is its process. Writers need to concern process in writing in order to make their writing well organized. These are several process in writing based on Lunsford’s book entitled The St. Martin’s Handbook:18

a) Exploring

Writers need to determine the topic by exploring it by choosing a topic, surveying what they know, and determining what they need to find out. Writers can do this steps in several ways, they are brainstorming, reading, free writing, browsing resources, and questioning.

b) Planning

In this step, the writers will be helped by making an organizational or an outline of their writing. It can be started by writing their thesis statement and reviewing exploratory notes of the topic, then list of examples or supporting ideas about the thesis.

c) Drafting

Even the writers have explored the topic, they would almost certainly discover more about it while drafting. Maybe, they can turn back and revisit their plan, research, approach, audience or purpose. At same point, the writers attempt an actual written draft.

d) Reviewing

Reviewing means that reading the writers draft with a critical eye and asking other to look over their work to reassess the main ideas, organization, paragraph structure, sentence variety, etc.

       17_{Ibid, p. 569.}

e) Revising

Revising means involve reworking the writers draft on the basis of the review and making sure that draft is clear an effective and includes all essential information.

f) Editing

Editing means checking details of grammar, punctuation, and spelling. They also do not forget to proofread their writing to make it ready for publishing.

6. Teaching Writing

Writing becomes one of the skills in English which is important to be taught to students at school. There are several reasons for teaching writing to the students.19 _{The first, writing gives students more thinking time. When students} are writing, they are doing language processing which means that they are thinking about the language. It is different from when they are in a conversation because they do not have more thinking time like when they are doing writing activity.

The second, writing is a practice tool for students. It helps students practice and work with the language they have been studied. This is actually called writing-for-learning which the main focus in writing is language itself. The last, writing is directed students in developing their skills as a writer. The purpose is the students should become better at writing. This is called writing-for writing which the main focus is the whole text.

Thus, writing skill is taught to students at school. This skill is also taught in junior high school students. Teaching writing at junior high school students is based on curriculum that is used at the school. Based on 2013 curriculum, The students are expected to be able to write sentences and generate them into paragraphs, then develop the paragraphs into several kinds of text. They are       

19 _{Jeremy Harmer, How to Teach English, new edition, (Cambridge: Pearson Education} Limited, 2007), p. 112.

descriptive, recount, procedure, and narrative text.20 _{Therefore, teachers need to} teach writing to students because they have an important role which is should guide the students in writing process and help them build up strategies for generating, drafting, and refining ideas.21

B.

Writing Recount Text

In writing English, people need to concern about what the text they are going to write. There are two categories of text. They are literary and factual text. Literary texts are used to tell people about human experiences, usually in imaginative way, while factual texts are used to present information or ideas.22 One of the texts classified as a factual text is a recount text which becomes main focus in this research.

Writing recount text is one of the objectives that should be reached by the students at the eighth grade of Junior High School. It is stated in Standard Basic Competence of 2013 Curriculum that the students should be able to compile short and simple in oral and written recount text about experience/activity/event by paying attention to the purpose, organization, and language feature of the text accurately and contextually. 23 _{This means that students should understand the} text’s term, purpose, organization, and language feature to make a good recount text.

1. The Definition of Recount

Mark and Kathy Anderson stated that “a recount is a piece of text that retells past events, usually in the order in which they occurred”.24 _{It means the text is} based on a person’s story in the past and written in sequence of the story happened.

      

20 _{Tim Inti Kurikulum 2013, Kompetensi Dasar Sekolah Menengah Pertama}

(SMP)/Madrasah Tsanawiyah (MTs), (Kementrian Pendidikan dan Kebudayaan: Depdikbud, 2013), p. 70.

21 _{Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 2003),} p. 12.

22 _{Mark and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1998), p.} 21.

23 _{Tim Inti Kurikulum 2013, op.cit, p. 70.} 24 _{Mark and Kathy Anderson, op.cit, p. 24.}

This text has its own purposes which are informing and also entertaining. Informing means by writing the story, the writer can give the information to the reader, while entertaining is the writer can amuse the readers by writing the story happened. It is like what Wardiman and friends define that “recount text is a text that telling a reader about one story and the purpose is to entertain or inform the readers.”25

Moreover, Hyland states that “the story recount has expressions of attitude and feeling, usually made by the narrator about the events.”26 _{The one who has} the story becomes the narrator of the events. He/she expresses attitude and feeling about the event that written in the sequence of the story.

From the definitions of recount text above, it can be concluded that recount text is a text that tell story in the past by expressing the writer’s attitude and feeling in the sequence of events in order to inform or entertain the reader.

2. Types of Recount

Recount has three types. They are:27 a. Personal recount

Personal recount is retelling an activity that the writer is involved in the story. It means that the writer has experienced the story. A letter and diary can be classified as a personal recount.

b. Factual recount

A factual recount is reporting the details of the information or story that has happened. The examples of factual recount are a science experiment, historical recount, a traffic or sport report.

      

25 _{Artono Wardiman, Masduki B. Jahur, and M. Sukirman Jusma, English in Focus for}

Grade VIII Junior High School (SMP/MTs), (Jakarta: Pusat Perbukuan Departmen Pendidikan Nasional, 2006), p. 61.

26 _{Ken Hyland, Teaching and Researching Writing, (Great Britain: Pearson Education} Limited, 2009), p. 87.

27 _{Cliff Watt, Eric Hook, and Greg Anderson, Targeting Text: Recount, Procedure,}

c. An imaginative recount

An imaginative recount is a story that applies an imaginary role and details but it is presented in a realistic context. The examples are A Day in the Life of an Ant, My Life as Roman Emperor.

Each text of recount has differences based on the features. They are audience, tense, language, first or third person, addition of details, and series of events. This Table 2.1 below shows the differences of each type of recount:

Table 2.1

Focus on Different Recounts28

Features Personal Recount Factual Recount Imaginative Recount Audience Child or adult Child or adult Child or adult

Tense Past tense Past tense Past tense

Language Often focuses on adding personal and emotive response

The focus in on using evaluative language

(e.g. importance,

significance, influence, achievement)

Often includes imagined personal responses First or Third Person

Written in first

person using

personal pronoun (I, we)

Written in third

person using

pronouns (he, she, and they). It may be written in passive voice

Written in the first person (I, we)

Addition of Details

Interesting ideas may be chosen to add some humor

Precise retelling

assists readers to accurately

Imaginative details may be added to the tale       

reconstruct what happened.

Appropriate

explanations and

justifications may be included. Sometimes in an experiment the outcome of the activity is explained.

that has been written in a realistic setting.

Series of Events

Sequenced details of who, what, when, where, and why (sometimes) are included

Precise details of time, place and manner are added

Sequenced details of who, what, when, and

where are

included

In short, recount has three types. They are personal, factual, and imaginative recount. Each type can be differ based on the feature of each. They are audience, language, first or third person, addition of details, and series of events.

3. Generic Structure of Recount

People need to concern about generic structure of recount to make a recount text well organized. Recount has three main sections. They are orientation, series of events, and re-orientation and personal comment (optional).29

a. Orientation

Orientation is an introduction or background information of the story. This part is always in the first paragraph of the text. This paragraph can consist of one sentence but usually it consists of two or three sentences. Moreover, this part needs the information of who is involved in the story, when the event occurred, what happened, where the story took a place, and sometimes the reason was for

       29_{Ibid, p. 5.}

the event (why). This information is important to make the reader know what the writer want to retell.

b. Series of events

This part tells the series of events that happened in the past. This is arranged based on the chronological order.

c. Re-orientation and personal comment

Re-orientation is optional part in recount. This part is usually written by rounding off the series of events. It refers some of the information in the orientation of paragraph. Furthermore, the writer can state his/her feeling or personal comment about the story occurred.

It can be concluded that the recount has three main sections. The first is orientation which is an introduction or the background information of story. Then, series of events which are the events happened in the story. The last is re-orientation. It is a conclusion of story that can be consisted of the rounding off story and the writer’s personal comment.

4. Language Features of Recount

Recount has several language features that make differences with other texts. The language features include the following:30

a. Nouns and pronouns are used to identify people, animals, or things involved in the story. e.g. Mr. Sam, our cat, he, etc.

b. Action verbs are used to refer to events. e.g. she walked, they jumped, I slept, etc.

c. Past tense is used to locate events in the writer’s time. e.g. she looked, they ran, he laughed, etc.

d. Conjunctions and time connectives are used to sequence the series of events. e.g. then, first, finally, but, etc.

e. Adverbs and adverbial phrases are used to indicate place and time. e.g. at the beach, to the zoo, yesterday, etc.

      

30 _{Joko Priyana, Arnys R Irjayanti, and Virga Renitasari, Scaffolding English for Junior}

f. Adjectives are used to describe nouns. e.g. the winding track lead to the tumbledown house.

5. An Example of Recount Text

Table below shows an example of recount text:31

Table 2.2

The example of Recount Text

My Holiday Generic Structure

Last week, I went to Mount Bromo. I stayed at my friend’s house in Probolinggo, East Java. The house has a big garden with colorful flowers and a small pool.

Orientation

In the morning, my friend and I saw Mount Batok. The scenery was very beautiful. We rode on horseback. It was scary, but it was fun. Then, we went to get a closer look at the mountain. We took pictures of the beautiful scenery there. After that, we took a rest and had lunch there under a big tree. Before we got home, we went to the zoo at Wonokromo. We went home in the afternoon.

Series of Events

We were very tired. However, I think it was really fun to have a holiday like this. I hope my next holiday will be more interesting.

Re-orientation and personal

comment

C.

Guided Question Technique

1.

Definition of Guided Question

Guided question is a teaching technique which is conducted by giving students questions in order to direct them in learning. According to Traver,       

guiding question is “the basic question that directs students for understanding.”32 It means that students’ ideas in writing can be directed through guided question that serve as an outline of written text. This outline can help guide the students through a logical development of ideas.33

Moreover, this technique can help students do the first step in writing process. It is exploring their topic in writing. Raymond stated that questions can be a way to help exploring topic in writing skill. Asking questions can be a way of playing with material before what you want to make of its shape.34 _{In addition,} teacher can direct students’ writing by giving 5 W and 1 H questions (what, why, where, when, who and how) to generate ideas and details especially when the writers are going to write an event or story.35 _{Then writers can think about the} answer of each question and decide what information would be the most important to the readers that should be written on the paper.

From the explanations above, it can be concluded that guided question is a teaching technique which is used by giving the students 5W + 1H questions in order to direct students to generate their ideas and details when they are writing an event or story. When students answered the questions, those answers can be an outline of their writing before generating into a paragraph.

2.

Kinds of Question

There are some questions can be used as a guided question to direct students in writing. According to Taylor in his book entitled A Student’s Writing Guide, these several questions can be used to open up lines of thought. They are: 36

      

32 _{Rob Traver, Educational Leadership ASCD March 1998, (http://smallschoolproject.org,} accessed in June 15th 2015 at 3:51 p.m), p. 1.

33 _{H. Douglas Brown, Language Assessment Principles and Classroom Practices,} (California: Longman, 2003), p. 235.

34 _{James C. Raymond, Writing (Is an Unnutural Act), (New York: Harper & Row Publisher,} 1980), p. 16.

35_{Ibid, p. 20.}

36 _{Gordon Taylor, A Student’s Writing Guide How to Plan and Write Successful Essay,} (New York: Cambridge University Press, 2010), pp. 28-33.

a. What

This question word has several functions. First, it can ask for a connection between a name or word and object or phenomenon. Second, it may ask a description of a particular object, process or idea. Moreover, ‘what’ can be used to look for more generalized or universal definitions and theories.

b. Who, Whom

Who and whom can ask for an identification of people or group of people. ‘Who’ requests to identify who do things for some events, while ‘Whom’ asks for the people who affected by an event or action. The word ‘Whom’ can be followed by preposition to, for, by, with, amongst.

c. Where, when

These kinds of question word ask for the location, time, and duration of events and objects because every event has the setting where and when it happened. This also can establish detailed issues of frequency, distribution, extent, regularity, and other important topics.

d. How

This question word can be used in a number of ways. First, it can ask for a description of a process rather than a phenomenon or an object. Second, it can be a request for various feature or characteristics. Finally, it can a request for an explanation.

e. Why

Why is often a request for an explanation and a theory. It can be used in several ways. First, it can be used for asking causal explanation which means the causes of some event or phenomenon. Second, why can ask for purposive explanation such as the reasons, aims, and purposes of those responsible for some action, event or phenomenon. Third, why can be a request for functional explanation for asking what function does something have or what role does it play. The last, why can be a request for deductive explanation which asks what combinations of conditions people to infer a logical conclusion.

As explained in the point above, what, who, where, when, why, and how are kinds of 5W + 1H question which can open up students’ line of thoughts. These questions can be used as a guided question which is given to students when they are writing a story or event to direct them in writing and generate their ideas and details.

3.

Teaching Writing by Using Guided Questions

From the concept stated previously, it can be known that that guided question is a teaching technique which is used by giving the students 5W + 1H questions in order to direct students to generate their ideas and details when they are writing an event or story. The answers of the questions can be an outline of their writing before generating into a paragraph. Thus, the questions can be used as a guidance in writing. There are two experts explained the steps of question usage in teaching writing.

According to Axelrod and Cooper, there are several steps in using question for invention. They are:37

a) Thinking about the writers’ subject. Subject means that something the writers want to write such as idea, event, person, problem, etc.

b) Starting from the first question then move to the next. The writer should follow the questions from the first then answer it to make their writing organize well.

c) Writing the writers responses quickly without much planning. They should write as quick as possible to anticipate of forgetting about the answer. Besides, the usage of the question in teaching writing is also explained by Taylor in his book entitled A Student’s Writing Guide. They are:38

a) Choose an essay topic that is interest for the writer. Such a topic that the writer already has idea about that.

b) Ask the questions about the topic. The questions can be 5W+1H questions which is related to the topic that will be written.

      

37 _{Rise B. Axelrod and Charles R. Cooper, The ST. Martin’s guide to writing (New York:} ST. Martin press, 1985), p. 475.

c) Answer the questions and write down the answer in no more than a sentence or two.

d) Develop the answers of the question become the paragraph. The writer can add more ideas that can support the answers to make them detail.

e) Consider the paragraph as temporary answer before the writer’s eventual answer. This paragraph become a foundation of the text but it can be changed.

Based on the steps that explained by the experts above, the writer in this research will use several steps below by mixing the steps from the experts in using guided question technique in teaching writing:

a) The teacher will give the writing topic to students in class. The teacher needs to make sure first that the topic is experienced by the students because the material is recount text which retells past events that had been occurred chronologically. After the teacher giving the topic, the students need to think about the topic.

b) The teacher will give the several guided questions about the topic to the students. The guided question consists of 5W+1H question related to the topic. The question is asked from the first to the last question about the topic. c) The students should respond or answer quickly each question in one or two sentences on a piece of paper. Each question should be answered because its answer can become an outline of paragraph to make a recount text. d) After each question is answered, the students have to make the answers of

the guided questions become a paragraph writing on the other piece of paper. The students need several conjunctions that will be used to connect the sentences. The sentences of the answers are connected become the paragraph. The paragraph should be based on the organization of the recount text. It means that students need to consider where the orientation, the event, and the reorientation of the text are. The students also might add more ideas related to the answers as a supporting detail for the sentences.

These steps will be repeated as many as treatment given in this research until the students get the habit of using guided questions before writing recount text. When students get the habit of using it, they can make guided questions by themselves, answer the questions then construct them into a well-organized recount text.

D.

Previous Study

There are some previous study related with the writer’s research. The first research comes from Marry Susanti Lassa. She has investigated Teaching Recount Paragraph Writing by Using WH-Questions to the Eighth Grade Students of SMP Negeri 2 Suhaid. The objective of study was to find out the effectiveness of the use WH-questions and significant effectiveness of teaching writing recount paragraph through the use of the WH-questions. She conducted pre experimental research and used one group of pretest and posttest design. There were 34 students from 2 classes as the population, while 17 students from class A became the sample. The research finding showed that teaching recount paragraph writing by using WH-questions was effective.39

In addition, Iwan (2012) conducted a research with the title developing the students’ ability in writing recount text through guiding questions technique at the second year students of SMPN 1 Terbanggi Besar Lampung Tengah. The objective of his research was to know whether there is significant difference of the students’ recount text writing ability in the terms of content, organization, vocabulary, language used, and mechanic aspects after being taught by using guiding questions technique. This research used an experimental method. The result showed that there was a significant difference from pretest to posttest after being taught by using Guiding Questions in the experimental class.40

The third study comes from Erma Velanda (2015) conducted a research with the title The Effectiveness of Guided Questions in Teaching Students’       

39 _{Merry Susanti Lassa, Teaching Recount Paragraph Writing by Using WH-Questions to} the Eighth Grade Students of SMP Negeri 2 Suhaid, Journal of West Kalimantan Scholars, Vol.1, Number 1, 2014, pp. 38-50.

40 _{Iwan, Developing the Students’ Ability in Writing Recount Text Through Guiding}

Narrative Writing (an Experimental Study at the Eighth Grade Students of MTs. Pembanguan UIN Jakarta). This research aimed to investigate the effectiveness of guided questions in teaching students’ narrative writing. The subject of this research was eighth grade students of MTs. Pembangunan UIN Jakarta. The study was carried out in two classes, as the controlled and experimental class. After giving treatment at the experimental class and without it at the controlled class, the result showed that guided questions is effective on students’ narrative text.41

The relevant previous study above has similarities and differences with this study. The similarities among the three study and this study are the study used quantitative research, the research was conducted at the eighth grade students, and guided questions by using WH questions are used to direct students in writing. Meanwhile, those study also have differences with this study. The differences from the first study are the design and participant. The first study used pre experimental design which used one group pre-test and post-test, while this study used quasi experimental design which divided the class become experimental and controlled class. Then, participant of the first study is the eighth grade of SMP Negeri 2 Suhaid, whereas the participant of this study is the eighth grade students of MTs. Negeri 13 Jakarta. The second previous study also has difference with this study. The difference is the participant itself. Even the quasi experimental is used in both study, the participant is different. The participant of the second previous study is the eighth grade of SMPN 1 Terbanggi Besar Lampung Tengah, while this participant is the eighth grade students of MTs. Negeri 13 Jakarta. The last is the differences between the third previous study and this study. The differences are on the writing text and participant. The third previous study used guided question technique on students’ writing skill of narrative text at eighth grade of Madrasah Pembangunan UIN Jakarta, whereas this study used guided question technique on students’ writing skill of recount text at the eighth grade of MTs. Negeri 13Jakarta.

      

41 _{Erma Velanda, The Effectiveness of Guided Questions towards Students’ Writing Skill of}

E.

Thinking Framework

Writing is a tool for communication in a written form. When people do writing, they need to think what they are going to write and determine the purpose and their audience. Moreover, writing is a process of discovery that makes people need to explore their thought when they are writing.

Writing is also one of English skills. It is kind of productive skill besides speaking. Writing skill is needed to be taught for Junior High School students because based on the curriculum used, students should be able to write several kinds of text. One of them is recount text which is taught at eighth grade students of Junior High School.

Even students are taught about writing recount text, they still have some problems in writing the text. The first, most of students do not know how to start writing. The second, most of students do not know how to organize sentences into coherence paragraph. Then, most of students get difficulty in generating and organizing their ideas into well-organized paragraph. The last, most of students do not know and use appropriate technique in writing recount text which can help and guide them in generating and organizing their ideas.

By considering the problems above, a guided question technique in teaching writing recount text will be used as a solution. The guided question technique is kind of teaching technique which is used by giving 5W+1H question to the students in order to direct them in writing recount text. The students can be guided by answering the list of 5W+1H question given. Then, the answers of the question can be an outline before generating into a paragraph. After that, students can generate their ideas into a paragraph by using the outline.

This guided question technique is good to guide and help students in organizing and generating their ideas in writing recount text. It can help students start their writing, explore their topic and develop ideas into a well-organized paragraph. This technique can also make students easier in writing recount text because they are directed by giving the responses of the questions.

F.

Theoretical Hypothesis

There is an effect of guided question technique on students’ writing skill of recount text at the eighth grade students of MTs. Negeri 13Jakarta.

The research was conducted at MTs. Negeri 13 Jakarta which is located at

Jl. Muhtar Raya Gg. H. Doel, Petukangan Utara, Pesanggrahan, Jakarta Selatan. The research was held on 4th _{– 25}th _{of November 2016.}

B.

Method of the Research

This research is quantitative research. Quasi experimental was used as the design of the research. It is decribed as the following table:1

Table 3.1

Pre- and Post-test design

Select control group

Pre-test No treatment Post-test

Select experimental

group

Pre-test Experimental

treatment

Post-test

Based on te table above, the writer conducted two classes, they are controlled and experimental class. In the experimental class, the writer gave treatment by using guided question technique in teaching writing recount text, whereas in the controlled class, the writer taught recount text without using guided question technique.

The research was conducted for six meetings. In the first meeting, pre-test was given to both classes. Then, for four meetings, treatment was given in the experimental class by using guided question technique in teaching writing, while without using guided question in the controlled class. In the last meeting, both

      

1 _{John W. Creswell, Education Research: Planning, Conducting, and Evaluating}

Quantitative and Qualitative Research, Third Edition, (New Jersey: Pearson Education, Inc, 2008),

classes were given post-test. The treatment given to know the effectiveness of guided question technique on students’ writing skill of recount text.

C.

Population and Sample

The population of this research is all the eighth grade students of MTs. Negeri 13 Jakarta which consist of 180 students. The sample of this research is

two classes. They are VIII-B as an experimental class which consists of 35 students and VIII-A as a controlled classes which consists of 36 students. To take the sample for collecting data, purposive sampling is used in this research because the writer chose two classes which have equal level and similar characteristics in learning English by asking the English teacher about the class and knowing from the result of pre-test score of each class.

D.

Data Collection Technique

The writer conducted pre-test and post-test as data collection technique: 1. Pre-test

The data was collected through pre-test in the first meeting. The aim is to measure students’ skill in writing recount text in both class before conducting the treatment.

2. Post-test

After treatment conducted, the students in both classes were given a post test. It is used to find out the result after the treatment and the effectiveness of guided question technique in students’ writing skill of recount text.

E.

Research Instrument

In this research, the writer used a test as the instrument. The test is used to know the effectiveness of guided question technique on students’ writing skill of recount text. The kind of text given is a writing test which is divided into two tests. They are pre-test and post-test. The form of writing test is the instruction to students in order to make recount text based on topic given by the writer. Because the test is writing test, the writer used writing rubric to give the score of students’ writing test which is created by Jacob et al (1981). The rubric is

focused on five aspects. They are content, organization, vocabulary, language use, and mechanics. The rubric is in the following table:2

Table 3.2

Rubric of Scoring Writing

CONTENT

30 – 27 EXCELLENT TO VERY GOOD: knowledgeable, substansive, through development of thesis, relevant to assigned topic

26 – 22 GOOD TO AVERAGE: some

knowledge of subject, adequete range, limited development thesis, mostly relevant to topic but lacks detail

21 – 17 FAIR TO POOR: limited knowledge of subject, little substance, inadequete development of topic

16 – 13 VERY POOR: does not show 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, succinct,

well-organized, logical sequencing, cohesive 17 – 14 GOOD TO AVERAGE: somewhat

choppy, loosely organized but main ideas stand out , limited support, logical but incomplete sequencing

      

2 _{Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press:} 2002), p.116.

13 – 10 FAIR TO POOR: non-fluent, ideas confused or disconnected, lacks 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 form mastery, appropriate register

17 – 14 GOOD TO AVERAGE: adequete range, occasional errors of word/idiom form, choice, usage, meaning confused or obscured

13 – 10 FAIR TO POOR: limited range, frequent errors of word/idiom form, choice, usage, meaning confused or obscured 9 – 7 VERY POOR: essentially translation,

little knowledge of english vocabulary, idiom, word form, or not enough

LANGUAGE USE

25 – 22 EXCELLENT TO VERY GOOD: effective complex constructions, few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions

21 – 18 GOOD TO AVERAGE: effective but simple constructions, minor problems in complex contructions, several errors of agreement, tense, number, word order/function, articles, pronouns,

prepositions, but meaning seldom obscured

17 – 11 FAIR TO POOR: major problems in simple/complex contructions, frequent errors of negation, agreement, tense, number, word order/function, articles,

pronouns, prepositions and/or

fragments, run ons, deletions, meaning confused or obscured

10 – 5 VERY POOR: virtually no mastery of sentence contruction rules, dominated by errors, does not communicate, or not enough to evaluate

MECHANICS

5 EXCELLENT TO VERY GOOD:

demonstrate matery of conventions, few errors of 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 handwriting,

meaning confused or obscured

2 VERY POOR:no mastery conventions,

dominated by errors of spelling,

punctuation, capitalization,

paragraphing, handwriting illegible, or not enough evaluate

F.

Data Analysis Technique

SPSS v.22 and t-test formula are used for analyzing the data. SPSS v.22 is used for analyzing normality and homogeneity of the test. Normality test is used to know whether the data from experimental and controlled class are normally distributed or not while homogeneity test is used to find out whether the data from two classes have the same variant in order that hypothesis can be tested by t-test or not. Furthermore, the use of t-test formula is to know the difference score between students who are taught with guided question technique and without the guided question technique. The formula of the t-test is:3

t

o

=

Explanation:

t

o

=

The value of ‘t’ count

Mx = Mean variable of experimental class

My = Mean variable of controlled class

SEM1 = Standard error of experimental class

SEM2 = Standard error of controlled class

The procedures used are as follow:

1. Determining Mean Variable X:

Mx = ∑

2. Determining Mean Variable Y:

My = ∑

3. Determining Deviation Standard of Score of Variable X: SDx = ∑

4. Determining Deviation Standard of Score of Variable Y:

      

3 _{Anas Sudijono, Pengantar Statistik Pendidikan,, (Jakarta: Rajawali Pers, 2014),} p.314-316.

SDy = ∑

5. Determining Standard Error of Mean Variable X:

SEMx =

6. Determining Standard Error of Mean Variable Y:

SEMy =

7. Determining Standard Error of difference of Mean Variable X and Mean

Variable Y: SEMx - My =

8. Determining to with formula:

t

o

=

9. Determining degree of freedom:

df = (Nx + Ny) – 2 G. Statistical Hypothesis

The researcher stated the hypothesis as follow:

1. Null Hypothesis (Ho): There is no significant difference between the result

after teaching recount text writing by using guided question technique and without using guided question technique at the eighth grade students of MTs. Negeri 13 Jakarta.

2. Alternative Hypothesis (Ha): There is a significant difference between the result after teaching recount text writing by using guided question technique and without using guided question technique at the eighth grade students of

The criteria used to prove the hypothesis is as follow:

a. If t-test (to) > t- table (tt) in significance degree 5%, null hypothesis (Ho) is

rejected or alternative hypothesis (Ha) is accepted.

b. If t-test (to) < t- table (tt) in significance degree 5%, null hypothesis (Ho) is

The result of this research was acquired from a writing test. The writing test was divided into pre-test and post-test. Pre-test was given in the first meeting and post test was given in the last meeting into both classes (VIII-B as an experimental class and VIII-A as a controlled class). The data of each class will be explained below.

1. The Data of Experimental Class

The following table is the score of pre-test and post-test in the experimental class (VIII-B).

Table 4.1

The Students’ Pre-test and Post-test Score of Experimental Class Students'

Number Pre-test Post-test Gained Score

1 56 77 21

2 61 74 13

3 50 74 24

4 64 76 12

5 64 77 13

6 56 69 13

7 61 76 15

8 66 76 10

9 66 81 15

10 61 83 22

11 57 74 17

12 59 83 24

13 56 72 16

15 69 80 11

16 57 72 15

17 64 81 17

18 50 72 22

19 61 81 20

20 69 80 11

21 59 76 17

22 44 66 22

23 61 85 24

24 66 77 11

25 70 81 11

26 61 77 16

27 64 80 16

28 59 77 18

29 50 69 19

30 59 76 17

31 59 79 20

32 66 83 17

33 59 76 17

34 69 81 12

35 66 77 11

Ƹ 2116 2692 576

Mean 60.4571429 76.91428571 16.45714286

Based on the table 4.1 above, it can be seen that the lowest pre-test score is 44 and the highest score is 70 with the mean 60.46. Besides, the lowest post-test score is 66 and the highest score is 85 with the mean 76.91. The students’ writing skill of recount text in the experimental class increase from the mean 60.46 on the pre-test to 76.91 on the post test. It is proved from the gained score mean is 16.46. It can be concluded that there was a signifficant difference between students’ achievement of pre-test and post-test. To see in detail result of pre-test

and post test in the experimental class, the writer used SPSS v.22 with steps as follows: open SPSS program → click variable view → input the information of data (data name) → input the pre-test/post-test scores in data view → click Analyze → Descriptive Statistics → Frequencies → put ‘pre-test/post-test score’ as the variable → click statistics → checklist mean, median, mode, sum, minimum, and maximum → click continue → click charts → checklist histogram

→ click continue → click OK.

Table 4.2

Data Description of Pre-test Result of Experimental Class Statistics

Pre_test_Experimental_Class N Valid 35

Missing 0

Mean 60.46

Median 61.00

Mode 59a

Minimum 44

Maximum 70

Sum 2116

a. Multiple modes exist. The smallest value is shown

The table 4.2 above shows that the experimental class, VIII-B, consisted of 35 students. The mean score, the total of the data which is divided with the number of data, is 60.46. Median score which is defined as the middle score of a number score arranged from lowest to highest score is 61. Besides, the mode score is 59. It is the score that appears most often in a set of scores. In addition, the score has the lowest and highest score. The lowest score is 44 and the highest score is 70. The sum score or the total score which is gained is 2116.

Based on the table above, it could be made a table of frequency distribution as follows:

Table 4.3

Table of Frequency distribution of Pre-test Result of Experimental Class Pre_test_Experimental_Class

To provide additional description of the data distribution of pre-test in the experimental class, the histogram of frequency distribution is presented in figure 4.1 as follows:

Figure 4.1

The Histogram of Pre-test Score in Experimental Class Frequency

Valid 44 1

50 3

56 3

57 3

59 6

61 6

64 4

66 5

69 3

70 1

From the table 4.3 and figure 4.1 above, the total number of students is 35 students. It shows that the students who got 44 and 70 was 1 student, the students who got 50, 56, 57 and 69 were three students for each, the students who got 59 and 61 were 6 students, the students who got 64 were 4 students, and the students who got 66 were 5 students. Apparently, from the curve of the histogram above, it shows that the data of pre-test in experimental class was normally distributed. Moreover, the post-test data description of experimental class can be presented as follows:

Table 4.4

Data Description of Post-test Result of Experimental Class Statistics

Post_test_Experimental_Class N Valid 35

Missing 0

Mean 76.91

Median 77.00

Mode 76a

Minimum 66

Maximum 85

Sum 2692

a. Multiple modes exist. The smallest value is shown

Based on the table 4.4 above, the writer has 35 post-test items from VIII-B as the experimental class. The mean score is 76.91. The median is 77.00 and the most frequent score is 76. Furthermore, the lowest and highest score are 66 and 85. The total of the score or the sum is 2692.

A table frequency of post-test data from experimental could be made as follows:

Table 4.5

Table of Frequency distribution of Post-test Result of Experimental Class

Post_test_Experimental_Class Frequency Valid 66 1

69 2

72 3

74 4

76 6

77 6

79 1

80 3

81 5

83 3

85 1

Total 35

To provide additional description of the data distribution of post-test in the experimental class, the histogram of frequency distribution is presented in figure 4.2 as follows:

Figure 4.2

The table 4.5 and figure 4.2 above shows that the total of post-test items in experimental class is 35 students. There are two scores which become the most frequent score. They are 76 and 77. There are 6 students got each score. Then, there are 5 students who got 81 and 4 students got 74. Besides, 72, 80, and 83 were got by 3 students for each score. The next is 69 which was got by 2 students. The last is 1 student who got 66, 79, and 85. Because only 1 student who got each score, the scores become the less frequent in this class.

2. The Data of Controlled Class

The pre-test and post-test scores of contolled class is in the following table: Table 4.6

The Students’ Pre-test and Post-test Score of Controlled Class Students'

Number Pre-test Post-test Gained Score

1 60 78 18

2 64 73 9

3 63 71 8

4 66 73 7

5 57 66 9

6 48 68 20

7 63 66 3

8 67 77 10

9 63 66 3

10 67 77 10

11 52 59 7

12 59 73 14

13 55 68 13

14 63 68 5

15 52 73 21

16 59 62 3

18 63 64 1

19 66 77 11

20 67 76 9

21 60 64 4

22 66 78 12

23 59 68 9

24 57 71 14

25 66 78 12

26 60 62 2

27 65 71 6

28 55 66 11

29 70 80 10

30 63 68 5

31 60 71 11

32 57 73 16

33 67 77 10

34 60 66 6

35 60 68 8

36 67 71 4

Ƹ 2206 2530 324

Mean 61.27777778 70.27777778 9

Based on the table above, the pre-test and post-test score show that the lowest of pre-test score is 48 and the highest score is 70 with the mean 61.28. In addition, the lowest of post-test score is 59 and the highest score is 80 with the mean 70.28. The gained score of the controlled class is only 9.

The further information of pre-test and post-test score of controlled class can be seen through tables and figure as follows:

Table 4.7

Data Description of Pre-test Result of Controlled Class

The table 4.7 above shows that the data from VIII-A as the controlled class consisted of 36 students. The mean score is 61.28. The median is 61.50 and the mode is 60. The score also has the minimum and maximum score. The minimum score is 48 and the maximum score is 70. The sum or the total of the score is 2206.

A table frequency distribution could be made based on the table above. It is presented as follows:

Table 4.8

Table of Frequency distribution of Pre-test Result of Controlled Class Pre_test_Controlled_Class

Frequency Valid 48 1

52 2

55 2

57 3

59 3

60 7

63 6

64 1

65 1

66 4

67 5

Statistics Pre_test_Controlled_Class

N Valid 36 Missing 0

Mean 61.28

Median 61.50

Mode 60

Minimum 48

Maximum 70

70 1 Total 36

To provide additional description of the data distribution of post-test in the experimental class, the histogram of frequency distribution is presented in figure 4.3 as follows:

Figure 4.3

The Histogram of Pre-test Score in Controlled Class

The table 4.8 and figure 4.3 above shows that the most frequent score which was got by 7 students is 60. Then, there are 6 students got 63, 5 students got 66, and 4 students got 66. Moreover, 57 and 59 were got by 3 students for each score. The next, 2 students got 52 and 55. The last, 48, 64, 65, and 70 become the less frequent score because only 1 student got each score. The total of the students in the controlled class is 36.

Furthermore, the description of post-test score in the controlled class can be presented as follows:

Table 4.9

Data Description of Post-test Result of Controlled Class Statistics

Post_test_Controlled_Class N Valid 36

Missing 0

Mean 70.28

Median 71.00

Mode 68

Minimum 59

Maximum 80

Sum 2530

Based on the table 4.9 above, there are 36 students in the VIII-A as the controlled class. The mean of the total score is 70.28. The median is 71.00 and the mode is 68. The score has the lowest and the highest. The lowest score is 59 and the highest score is 80. The sum or the total score is 2530.

From the table above, it could be made a table frequency of post-test result of controlled class. It is presented as follows:

Table 4.10

Table of Frequency distribution of Post-test Result of Controlled Class Post_test_Controlled_Class

Frequency Valid 59 1

62 2

63 1

64 2

66 5

68 6

71 5

73 5

76 1

77 4

78 3

80 1

To provide additional description of the data distribution of post-test in the experimental class, the histogram of frequency distribution is presented in figure 4.4 as follows:

Figure 4.4

The Histogram of Post-test Score in Controlled Class

The table 4.10 and figure 4.4 above shows that 68 is the most frequent score in the VIII-A as the controlled class because there are 6 students who got the score. Then, there are 5 students who got 66, 71, and 73. The next, score 77 was got by 4 students and 78 was got by 3 students. In addition, score 62 and 64 were got by 2 students for each score. The last, there is 1 student got 59, 63, 76, and 80. The total of students is 36.

The data description above shows that the students’ score were increased in both classes. However, the score in the experimental class increased significantly compare to the score in the controlled class. It can be concluded that the experimental class gained score (teaching writing by using guided question technique) is higher than the controlled class gained score (without using guided question technique). The experimental class gained score mean was 16.46, while the controlled class was 9. It is proven by figure as follows:

109

 

T-TABLE

Titik Persentase Distribusi t (df = 1 – 80)

Pr

df 0.25 0.50 0.10 0.20 0.05 0.10 0.025 0.050 0.01 0.02 0.005 0.010 0.001 0.002

1 1.00000 3.07768 6.31375 12.70620 31.82052 63.65674 318.30884

2 0.81650 1.88562 2.91999 4.30265 6.96456 9.92484 22.32712

3 0.76489 1.63774 2.35336 3.18245 4.54070 5.84091 10.21453

4 0.74070 1.53321 2.13185 2.77645 3.74695 4.60409 7.17318

5 0.72669 1.47588 2.01505 2.57058 3.36493 4.03214 5.89343

6 0.71756 1.43976 1.94318 2.44691 3.14267 3.70743 5.20763

7 0.71114 1.41492 1.89458 2.36462 2.99795 3.49948 4.78529

8 0.70639 1.39682 1.85955 2.30600 2.89646 3.35539 4.50079

9 0.70272 1.38303 1.83311 2.26216 2.82144 3.24984 4.29681

10 0.69981 1.37218 1.81246 2.22814 2.76377 3.16927 4.14370

11 0.69745 1.36343 1.79588 2.20099 2.71808 3.10581 4.02470

12 0.69548 1.35622 1.78229 2.17881 2.68100 3.05454 3.92963

13 0.69383 1.35017 1.77093 2.16037 2.65031 3.01228 3.85198

14 0.69242 1.34503 1.76131 2.14479 2.62449 2.97684 3.78739

15 0.69120 1.34061 1.75305 2.13145 2.60248 2.94671 3.73283

16 0.69013 1.33676 1.74588 2.11991 2.58349 2.92078 3.68615

17 0.68920 1.33338 1.73961 2.10982 2.56693 2.89823 3.64577

18 0.68836 1.33039 1.73406 2.10092 2.55238 2.87844 3.61048

19 0.68762 1.32773 1.72913 2.09302 2.53948 2.86093 3.57940

20 0.68695 1.32534 1.72472 2.08596 2.52798 2.84534 3.55181

21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136 3.52715

22 0.68581 1.32124 1.71714 2.07387 2.50832 2.81876 3.50499

23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734 3.48496

24 0.68485 1.31784 1.71088 2.06390 2.49216 2.79694 3.46678

25 0.68443 1.31635 1.70814 2.05954 2.48511 2.78744 3.45019

26 0.68404 1.31497 1.70562 2.05553 2.47863 2.77871 3.43500

27 0.68368 1.31370 1.70329 2.05183 2.47266 2.77068 3.42103

28 0.68335 1.31253 1.70113 2.04841 2.46714 2.76326 3.40816

29 0.68304 1.31143 1.69913 2.04523 2.46202 2.75639 3.39624

30 0.68276 1.31042 1.69726 2.04227 2.45726 2.75000 3.38518

31 0.68249 1.30946 1.69552 2.03951 2.45282 2.74404 3.37490

32 0.68223 1.30857 1.69389 2.03693 2.44868 2.73848 3.36531

33 0.68200 1.30774 1.69236 2.03452 2.44479 2.73328 3.35634

34 0.68177 1.30695 1.69092 2.03224 2.44115 2.72839 3.34793

35 0.68156 1.30621 1.68957 2.03011 2.43772 2.72381 3.34005

36 0.68137 1.30551 1.68830 2.02809 2.43449 2.71948 3.33262

37 0.68118 1.30485 1.68709 2.02619 2.43145 2.71541 3.32563

38 0.68100 1.30423 1.68595 2.02439 2.42857 2.71156 3.31903

39 0.68083 1.30364 1.68488 2.02269 2.42584 2.70791 3.31279

40 0.68067 1.30308 1.68385 2.02108 2.42326 2.70446 3.30688

41 0.68052 1.30254 1.68288 2.01954 2.42080 2.70118 3.30127

42 0.68038 1.30204 1.68195 2.01808 2.41847 2.69807 3.29595

43 0.68024 1.30155 1.68107 2.01669 2.41625 2.69510 3.29089

110

 

45 0.67998 1.30065 1.67943 2.01410 2.41212 2.68959 3.28148

46 0.67986 1.30023 1.67866 2.01290 2.41019 2.68701 3.27710

47 0.67975 1.29982 1.67793 2.01174 2.40835 2.68456 3.27291

48 0.67964 1.29944 1.67722 2.01063 2.40658 2.68220 3.26891

49 0.67953 1.29907 1.67655 2.00958 2.40489 2.67995 3.26508

50 0.67943 1.29871 1.67591 2.00856 2.40327 2.67779 3.26141

51 0.67933 1.29837 1.67528 2.00758 2.40172 2.67572 3.25789

52 0.67924 1.29805 1.67469 2.00665 2.40022 2.67373 3.25451

53 0.67915 1.29773 1.67412 2.00575 2.39879 2.67182 3.25127

54 0.67906 1.29743 1.67356 2.00488 2.39741 2.66998 3.24815

55 0.67898 1.29713 1.67303 2.00404 2.39608 2.66822 3.24515

56 0.67890 1.29685 1.67252 2.00324 2.39480 2.66651 3.24226

57 0.67882 1.29658 1.67203 2.00247 2.39357 2.66487 3.23948

58 0.67874 1.29632 1.67155 2.00172 2.39238 2.66329 3.23680

59 0.67867 1.29607 1.67109 2.00100 2.39123 2.66176 3.23421

60 0.67860 1.29582 1.67065 2.00030 2.39012 2.66028 3.23171

61 0.67853 1.29558 1.67022 1.99962 2.38905 2.65886 3.22930

62 0.67847 1.29536 1.66980 1.99897 2.38801 2.65748 3.22696

63 0.67840 1.29513 1.66940 1.99834 2.38701 2.65615 3.22471

64 0.67834 1.29492 1.66901 1.99773 2.38604 2.65485 3.22253

65 0.67828 1.29471 1.66864 1.99714 2.38510 2.65360 3.22041

66 0.67823 1.29451 1.66827 1.99656 2.38419 2.65239 3.21837

67 0.67817 1.29432 1.66792 1.99601 2.38330 2.65122 3.21639

68 0.67811 1.29413 1.66757 1.99547 2.38245 2.65008 3.21446

69 0.67806 1.29394 1.66724 1.99495 2.38161 2.64898 3.21260

70 0.67801 1.29376 1.66691 1.99444 2.38081 2.64790 3.21079

71 0.67796 1.29359 1.66660 1.99394 2.38002 2.64686 3.20903

72 0.67791 1.29342 1.66629 1.99346 2.37926 2.64585 3.20733

73 0.67787 1.29326 1.66600 1.99300 2.37852 2.64487 3.20567

74 0.67782 1.29310 1.66571 1.99254 2.37780 2.64391 3.20406

75 0.67778 1.29294 1.66543 1.99210 2.37710 2.64298 3.20249

76 0.67773 1.29279 1.66515 1.99167 2.37642 2.64208 3.20096

77 0.67769 1.29264 1.66488 1.99125 2.37576 2.64120 3.19948

78 0.67765 1.29250 1.66462 1.99085 2.37511 2.64034 3.19804

79 0.67761 1.29236 1.66437 1.99045 2.37448 2.63950 3.19663

80 0.67757 1.29222 1.66412 1.99006 2.37387 2.63869 3.19526