summarizes their main
points. - transitions
make a good
➇❧♠♥ ♦♣
- need more transitions.
Conclusion Summarizes
the main topics without
repeating previous
sentences;
♦ ✇ q
rs✇ t✉
opinions and suggestions for
change are logical and
well thought out.
Summarizes main topics.
Some suggestions for
change are evident.
Summarizes main topics,
but is repetitive. No
suggestions for change andor
opinions are included.
Conclusion does not
adequately summarize the
main points. No suggestions
for change or opinions are
included.
Table 3.2
Argumentative Essay
✈ ①② ③ ④⑤⑥ ⑦
⑧⑨④⑩❶
Categories of Performance
Advance 4 Intermediate 3
Basic 2 Beginner 1
Organization Ideas flow in the
paragraph and clearly support
the main idea Ideas in the
paragraph support the
main idea, but A few ideas
in the paragraph do
not support Ideas in the
paragraph are disorganized
and do not
related to the paper’s thesis.
could be organized more
clearly. the main idea
or are out of place,
causing a confusion of
meaning. support the
main idea, causing
a confusion of meaning.
Evidence - Support the
claim with logical
reasoning and relevant
evidence - Demonstrating
a complete understanding
of the topic - Supports the
claim with reasoning and
evidence - Demonstrates
some understanding
of the topic - Evidence
is not relevant or
not completely
thought out - Lacks
evidence and
relevance
Sources: Karen Schwalm,
http:web.gccaz.eduEnglishAssessmentSpring07FinalArgumentRubric.htm
Utah educators, Washington County School District. http:www.uen.orgcorelanguageartswritingdownloadsArgumentativeEssayRubric
The term
❷❸❹❺ ❻❼
is a rather imprecise way of describing a paper’s organization. In applying
❷❸ ❹❺ ❻❼
to essay writing, it is important to be more specific about the kind of smooth movement and clear connections the writer
seeks to create.
E. Data Analysis Technique
Data analysis is the process of systematically searching and compiling the data obtained from interviews, field notes, and other materials, so it can be
understood easily, and its findings can inform others.
9
After collecting the data, the next step was analyzing the data. The researcher used the data analysis from
Gay and Airasian who claimed that the analysis of descriptive research data required four iterative steps: reading, describing, classifying and interpreting.
10
1.
❽❾❿➀➁➂❾➃ ➄
Competence
In analyzing students’ individual competence, the author went to use the formula
:
P
➅
F
× ➆ ➈ ➈➉
N
P = the percentage of the correct point. F = the frequency of the correct point.
N = total number of item. The table was used in measuring the students individual ability is as follows:
Students F
N
➊➋
Category
According to Arikunto, students’ competence can be recognized into:
11
9
Sugiyono, Metode Penelitian Pendidikan, Bandung: Alfabeta, 2011, p.334.
10
Gay, L.R and Airasian, Peter. Educational
➌ ➍ ➎
➍ ➏➐➑ ➒➓
Competencies for Analysis and Application. New
➔→ ➣ ↔→ ↕➙
Prentice-Hall. Inc., 2000 p. 239
Very good =
➛ ➜
–
➜➝ ➝➞
Good = 61 –
➛ ➝ ➞
Fair = 41 –
➟ ➝ ➞
Bad = 21 –
➠ ➝ ➞
Very bad = 0 –
➡ ➝➞
2.
➢➤➥ ➦ ➧➨➩➫ ➭
the
➢➤➥ ➫
of
➯➲ ➧ ➳➤ ➫
➲ ➦ ➵
➸➺➩➻➩ ➲ ➼
The mean represents a whole data set of scores with one single number.
12
To obtain the mean, adding up all of the scores x and divide by the total number of scores. The following formula is used in this research:
x̄
= Mean the score
Ʃx
= the total score N
= the number of students
11
Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktek,
➽➾➚➪ ➚➶ ➹ ➚
➘
Rineka
➴➷ ➬➹ ➚➮➱ ✃ ✃❐❒ ➮
➬❮❰ ❐
12
Supranto,
➾ ❮
Ekonometrik Buku Dua.,
➽➾➚➪➚ ➶ ➹ ➚
➘
Lembaga Penerbit Fakultas Ekonomi Universitas Indonesia, 1995, p.91
33
CHAPTER IV
Ï ÐÑÒÐÑ Ó
AND DISCUSSION
In this chapter, the researcher presents the finding and result. The data was conducted to know the students’ ability of building the coherence and unity in
argumentative writing. The presentation of the findings is organized according to the research questions posted for this study.
A.
ÔÕÖ Ø ÖÙÚ ÛÚÜÝÙ
of Data
The research had been conducted from July - September 2015. Here, the researcher has obtained the data of the students’ writing task of argumentative
essay. The data collected were used to answer the research question of how is the students’ ability of building coherence and unity in argumentative writing. The
students’ writing was analyzed using the rubric of coherence and unity. There are five classes of argumentative writing course: class A, B, C, D, and E with total
number of 108 students. The samples taken were
Þß à
of each class. Therefore, total samples obtained in this research were 51 fifty one students. Here is table
of student’s total number and samples taken.
á â
Table 4.1
Students’ total number and samples taken of every class Class
Total Number Samples taken
A 19
9 B
19 9
C 35
18 D
13 7
E 22
8 Total
108 51
The next step was assessing the students’ ability of building coherence and unity through calculating their scores based on this calculation:
P
ã
F
ä å æ æç
N
P = the percentage of the correct point. F = the frequency of the correct point.
N = total number of item. Besides, in this research there are two kinds of assessment, they are
coherence and unity. The researcher also categorizes their scores in each criterion of five levels to ease the researcher in identifying their ability. The categorization
is as the following:
