THE ABILITY OF WRITING RECOUNT TEXT OF THE TENTH GRADE STUDENTS OF MA NU MATHOLI’UL HUDA GEBOG KUDUS IN ACADEMIC YEAR 20132014 TAUGHT BY USING PORTFOLIO ASSESSMENT AS MEDIA By: Gadis Septiana
THE ABILITY OF WRITING RECOUNT TEXT OF THE TENTH GRADE
STUDENTS OF MA NU MATHOLI’UL HUDA GEBOG KUDUS
IN ACADEMIC YEAR 2013/2014 TAUGHT BY USING
PORTFOLIO ASSESSMENT AS MEDIA
By:
Gadis Septiana
2008-32-017
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2013
THE ABILITY OF WRITING RECOUNT TEXT OF THE TENTH GRADE
STUDENTS OF MA NU MATHOLI’UL HUDA GEBOG KUDUS
IN ACADEMIC YEAR 2013/2014 TAUGHT BY USING
PORTFOLIO ASSESSMENT AS MEDIA
SKRIPSI
Presented to the University of Muria Kudus in Partial Fulfillment
of the Requirements for Completing the Sarjana Program in
English Education
By:
Gadis Septiana
NIM 2008-32-017
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2013
i
MOTTO AND DEDICATION
MOTTO
∞ God helps those who help themselves
∞ Keep smiling and try to calm down in any condition
∞ Every dark light is followed by a light morning
∞ Age is not the reason to stop studying.
This skripsi is dedicated to:
Allah SWT the Almighty and Prophet Muhammad,
Peace is upon on him.
Her beloved parents, and her lovely three brothers, who
have given love, pray, and spirit.
Her best friends, who always gives support.
All of the teachers of MA NU Matholi’ul Huda Gebog
Kudus.
All of the lecturers in UMK for all their knowledge and
supports.
All people who appreciate knowledge.
ii
iii
iv
ACKNOWLEDGEMENT
Praise and gratitude is to ALLAH SWT, the lord of the universe, the
merciful and compassionate. His blessing and guidance support the writer in
finishing this research entitled “The Ability of Writing Recount Text of theTenth
Grade Students of MA NU Matholi’ul Huda Gebog Kudus in Academic Year
2013/2014 Taught by Using Portfolio Assessment as Media”
The writer also realizes that it is impossible to finish the skripsi without
the help, guidance, information encouragement, and advice from others.
Therefore, in this opportunity the writer would like to express her special and
deepest gratitude and appreciation to:
1. Dr. Drs. Slamet Utomo, M.Pd. as the Dean of Teacher Training and
Education Faculty of Muria Kudus University.
2. Diah Kurniati, S.Pd, M.Pd. as the Head of English Education Department
of Teacher Training and Education Faculty of Muria Kudus University.
3. Drs. Suprihadi, M.Pd. as the first advisor who has given a lot of guidance,
correction, and suggestion in accomplishing this skripsi.
4. Mutohhar, S.Pd, M.Pd. as the second advisor who has given advice,
guidance, great help and suggestion for correcting this skripsi.
5. Drs. H. Didik Hartoko, MM, as the Head Master of MA NU Matholi’ul
Huda Gebog Kudus.
6. Su’udi Shidiq, S.Pd. as the English Teacher of MA NU Matholi’ul Huda
Gebog Kudus.
v
7. All of the tenth grade students’ of MA NU Matholi’ul Huda Gebog Kudus
for the joy and help that always full of spirit during the process of
research, especially for students of class X-1.
8. Allof the teachers and staff of MA NU Matholi’ul Huda Gebog Kudus.
9. All of the students of class X-1.
10. All of the lectures and staffs of English Education Department Teacher
Training and Education Faculty, who has given their contribution for the
completion of this skripsi.
11. Her beloved parents (Masmuji and Rumi), for their love, pray, and give
endless supports to finish her skripsi.
12. Her beloved brothers (Nur Hariyanto, Siswanto and Adip Ulinuha) and her
sister (Umi Hijriyah and Yuli Fitriana Sari) who gives their love,
everything and also makes her stronger everyday and every time.
13. Her beloved boyfriend for everything, anything, love, pray give endless
supports to finish her skripsi.
14. Her best friends, Susanti, Wulan, Tia, Sendy, Fara, Latif, Amri, Syaid,
Fahris who support her, and help her to finish this research.
15. And all her friends in UMK.
The writer apologizes for the mistake, and the writer happily receives any
constructive criticism and suggestion, but the writer hopes that it will be useful for
those especially who are in the field of education. Thank you.
Kudus, September 2013
Gadis Septiana
vi
ABSTRACT
Septiana, Gadis. 2013. The Ability of Writing Recount Text of the Tenth Grade
Students of MA NU Matholi’ul Huda Gebog Kudus in Academic
Year 2013/2014 Taught by Using Portfolio Assessment as
Media.Skripsi.English Education Department, Teacher Training and
Education Faculty, Muria Kudus University. Advisor (1): Drs.
Suprihadi, M.Pd. (2): Mutohhar, S.Pd.,M.Pd.
Key Words: Writing, Recount Text, Portfolio Assessment as Media
Writing is one of the skills which must be taught to senior high school/ MA.
Unfortunately, the students got difficulties the ability of writing recount text of the
tenth grade students of MA NU Matholi’ul Huda Gebog Kudus still needs
attention.
The objective of the research is to find out whether there is a significant
difference between the ability of writing recount text of the tenth grade students of
MA. NU Matholi’ul Huda Gebog Kudus in academic year 2013/2014 before and
after being taught by using Portfolio assessment as media.
The sample of the research X-1classof MA NU Matholi’ul Huda Gebog
Kudus in academic year 2013/2014 consists of 36 students from the population
students 105. In choosing the sample of the research, the writer used cluster
random sampling. The design of this research was experimental research, used
one experimental group and the instrument of the research is test.
The result of this research showed that the ability of writing recount text of
the tenth grade students of MA NU Matholi’ul Huda Gebog Kudus in academic
year 2013/2014 before being taught by using Portfolio Assessment as Media is
categorized sufficient. The score of mean and standard deviation are 66.42 and
10.15. Meanwhile, the ability of writing recount text of the tenth grade students of
MA NU Matholi’ul Huda Gebog Kudus in academic year 2013/2014 after being
taught by using Portfolio Assessment as Media is categorized good. The score of
mean and standard deviation are 80.65 and 8.4. So, the calculation of tobservation (to) get results 14.16 in the level significant 0.05 and degree of
freedom (df) 35 which is gained from N-1= 36-1=35, the t (table) is 2.04. It means
that there is a significant difference of the ability of writing recount text of the
tenth grade students of MA NU Matholi’ul Huda Gebog Kudus in academic year
2013/2014 before and after being taught by using Portfolio Assessment as Media.
Based on the result above, Portfolio Assessment as Media work well to
develop the students’ ability of writing recount text. Therefore, the English
teacher can used Portfolio Assessment as Media an effective media in teaching
writing process.
vii
ABSTRAKSI
Septiana, Gadis. 2013. Kemampuan Menulis Teks Recount Siswa Untuk Kelas X
MA NU Matholi’ul Huda Gebog Kudus Tahun Ajaran 2013/2014
Diajar Menggunakan Media Portfolio Assessment. Skripsi.
Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan Dan
Ilmu Pendidikan Universitas Muria Kudus. Pembimbing: (1): Drs.
Suprihadi, M. Pd.(2): Mutohhar, S.Pd.,M.Pd.
Kata kunci: Menulis, Teks Recount, lembar kerja siswa
Menulis adalah salah satu kemampuan siswa yang mana di ajarkan di
sekolah menengah atas/ MA. Sayangnya, siswa mendapatkan kesulitan dalam
menulis. Kemampuan menulis teks recount siswa kelas sepuluh MA NU
Matholi’ul Huda Gebog Kudus masih perlu diperhatikan.
Tujuan penelitian ini adalah untuk mengetahui adakah perbedaan yang
signifikan antara kemampuan menulis teks recount siswa kelas X MA NU
Matholi’ul Huda Gebog Kudus tahun ajaran 2013/2014 sebelum dan sesudah
diajar dengan menggunakan media Portfolio Assessment.
Sample dari penelitian ini adalah siswa kelas sepuluh 1 di MA NU
Matholi’ul Huda Gebog Kudus tahun akademik 2013/2014 terdiri dari 36 siswa
dari populasi siswa 105. Dalam memilih sample penelitian, penulis menggunakan
cluster random sampling. Rancangan penelitian ini adalah penelitian eksperimen
menggunakan satu kelompok eksperimen dan instumen dari penelitian adalah tes.
Hasil dari penelitian menunjukan bahwa kemampuan menulis teks recount
siswa kelas X-1 MA NU Matholi’ul Huda Gebog Kudus tahun ajaran 2013/2014
sebelum diajar dengan menggunakan media Portfolio Assessment dikatakan
cukup. Nilai rata-rata dan simpangan baku adalah 66.42 dan 10.15. Sementara itu,
kemampuan menulis teks recount siswa kelas X-1 MA NU Matholi’ul Huda
Gebog Kudus tahun ajaran 2013/2014 setelah diajar dengan menggunakan media
Portfolio Assessment dikatakan baik. Nilai rata-rata dan simpangan baku adalah
80.65 dan 8.4. Sehingga, perhitungan dari t-observasi (to) mendapatkan hasil
14.16 pada level signifikan 0.05 dan derajat kebebasan (df) 35 di perolehdari N1= 36-1= 35, t-table 2.04. Ini berarti bahwa ada perbedaan yang signifikan antara
kemampuan menulis teks recount siswa kelas X-1 MA NU Matholi’ul Huda
Gebog Kudus tahun ajaran 2013/2014 sebelum dan setelah diajar menggunakan
media Portfolio Assessment.
Berdasarkan hasil diatas, media Portfolio Assessment bekerja dengan baik
untuk mengembangkan kemampuan menulis text recount bagi siswa. Oleh karena
itu, guru bahasa inggris dapat menggunakan media Portfolio Assessment dalam
proses pengajaran menulis.
viii
TABLE OF CONTENTS
Page
COVER ...........................................................................................................
i
LOGO ............................................................................................................. ii
TITLE ............................................................................................................. iii
MOTTO AND DEDICATION ...................................................................... iv
ADVISORS’ APPROVAL ............................................................................ v
EXAMINERS’ APPROVAL ......................................................................... vi
ACKNOWLEDGEMENT ............................................................................. vii
ABSTRACT .................................................................................................... ix
ABSTRAKSI................................................................................................... x
TABLE OF CONTENTS ............................................................................... xi
LIST OF TABLES ......................................................................................... xiv
LIST OF FIGURES ....................................................................................... xvi
LIST OF APPENDICES ............................................................................... xvii
CHAPTER I: INTRODUCTION
1.1 Background of the Research ....................................................................
1
1.2 Statement of the Problem ..........................................................................
4
1.3 Objective of the Research .........................................................................
5
1.4 Significances of the Research ...................................................................
5
1.5 Limitation of the Research ........................................................................
5
1.6 Operational Definition .............................................................................
6
CHAPTER II: REVIEW TO RELATED LITERATURE AND
HYPOTHESIS
2.1 Teaching English of MA NU Matholi’ul Huda Gebog Kudus .................
7
2.1.1 The English Curiculum of MA NU Matholi’ul Huda Gebog Kudus ...
8
2.1.2 Material of Teaching for the Tenth Grade English of MA NU
Matholi’ul Huda Gebog Kudus ..............................................................
8
ix
2.2 Definition of Writing ................................................................................. 10
2.2.1 The Characteristics of Good writing....................................................... 11
2.3 Genre ........................................................................................................ 12
2.3.1 Type of Genre ......................................................................................... 12
2.3.2 Definition of Recount Text ..................................................................... 13
2.3.3 Generics Structure of Recount Text ........................................................ 14
2.3.4 Lexical Grammatical Feature of Recount Text ....................................... 14
2.4 Teaching Media .......................................................................................... 15
2.4.1 Function of Media .................................................................................. 16
2.4.2 Kinds of Teaching Media ....................................................................... 17
2.4.3 Portfolio Assessment as a Media ........................................................... 17
2.5 Steps of Teaching in the Classroom by Using Portfolio Assessment as
Media.......................................................................................................... 18
2.6 Advantages of Portfolio Assessment as Media .......................................... 18
2.7 Review of Previous Research..................................................................... 19
2.8 Teoritical Framework ................................................................................. 19
2.9 Hyphotesis of The Research ...................................................................... 20
CHAPTER III: METHODOF THE RESEARCH
3.1 Research Design ......................................................................................... 21
3.2 Population and Sample............................................................................... 22
3.3 Instrument of the Research......................................................................... 23
3.4 Data Collecting........................................................................................... 27
3.5 Analyzing Data........................................................................................... 28
x
CHAPTER IV: FINDING OF THE RESEARCH
4.1 The Ability of Writing Recount Text of the Tenth Grade Students of
MA NU Matholi’ul Huda Gebog Kudus Before Being Taught by Using
Portfolio Assessment as Media in Academic Year 2013/2014 ................. 32
4.2 The Ability of Writing Recount Text of the Tenth Grade Students of
MA NU Matholi’ul Huda Gebog Kudus After Being Taught by Using
Portfolio Assessment as Media in Academic Year 2013/2014 ................ 34
4.3 The Testing of Hypothesis......................................................................
37
CHAPTER V: DISCUSSION
5.1 The Ability of Writing Recount Text of the Tenth Grade Students of
MA NU Matholi’ul Huda Gebog Kudus in Academic Year 2013/2014
Before Being Taught by Using Portfolio Assessment as Media ............... 41
5.2 The Ability of Writing Recount Text of the Tenth Grade Students of
MA NU Matholi’ul Huda Gebog Kudus in Academic Year 2013/2014
After Being Taught by Portfolio Assessment as Media............................ 42
5.3 The Significant Difference of the Ability of Writing Recount Text of
the Tenth Grade Students of MA NU Matholi’ul Huda Gebog Kudus in
Academic Year 2013/2014 Before and After Being Taught by Using
Portfolio Assessment as Media ................................................................. 44
CHAPTER VI: CONCLUSION AND SUGGESTION
6.1 Conclusion ................................................................................................ 46
6.2 Suggestion .................................................................................................. 47
BIBLIOGRAPHY .......................................................................................... 49
APPENDICES ................................................................................................ 50
CURRICULUM VITAE ................................................................................ 100
xi
LIST OF TABLES
Table
Page
3.1 Analytic Scale in Element of Writing...……………….................. ......... 24
3.2 The Criteria of Measuring Test Score............…………………… ........... 26
4.1 The Score of the Ability of Writing Recount Text of the Tenth Grade
Students of MA NU Matholi’ul Huda Gebog Kudus in Academic Year
2013/2014 Before Being Taught by Using Portfolio Assessment as
Media. ...................................................................................................... 32
4.2 Frequency Distribution of the Ability of Writing Recount Text Test of
the Tenth Grade Students of MA NU Matholi’ul Huda Gebog Kudus in
Academic Year 2013/2014 Before Being Taught by Using Portfolio
Assessment as Media………...................... .............................................. 33
4.3 The Score of the Ability of Writing Recount Text of the Tenth Grade
Students of MA NU Matholi’ul Huda Gebog Kudus After being Taught
by Using Portfolio Assessment as Media in Academic Year
2013/2014......................................................... ........................................ 35
4.4 Frequency Distribution of the Ability of Writing Recount Text Test of
the Tenth Grade Students of MA NU Matholi’ul Huda Gebog Kudus in
Academic Year 2013/2014 After Being Taught by Using Portfolio
Assessment as Media…………………….... ............................................ 36
4.5 The Summary of T-Test Result of Tenth Grade Students of MA NU
Matholi’ul Huda Gebog Kudus in Academic Year 2013/2014 ................ 38
xii
LIST OF FIGURES
Figure
Page
4.1 The Bar Diagram of the Ability of Writing Recount Text of the
Tenth Grade Students of MA NU Matholi’ul Huda Gebog
Kudus in Academic Year 2013/2014 Before Being Taught by
Using Portfolio Assessment as Media .........................................
34
4.2 The Bar Diagram of the Ability of Writing Recount Text of the
Tenth Grade Students of MA NU Matholi’ul Huda Gebog
Kudus in Academic Year 2013/2014 After Being Taught by
Portfolio Assessment as Media…………………… ...................
37
xiii
LIST OF APPENDICES
Appendix
Page
1. The Syllabus of the Ability of Writing Recount Text of theTenth Grade
Students of MA NU Matholi’ul Huda Gebog Kudus in Academic Year
2013/2014 ..................................................................................................
51
2. The Table of Specification for the Post-Test to Measure the Ability of
Writing Recount Text of the Tenth Grade Students of MA NU
Matholi’ul
Huda
Gebog
Kudus
in
Academic
Year
2013/2014……………………..…………………………………………
62
3. Lesson Plan……………………………………………………………...
63
4. Test Writing Ability for Experimental Group…………………………..
83
5. Answer sheet…………………………………………………………… .
84
6. The Data of the Score of the Pre-test Measuring the Ability of Writing
Recount Text of the Tenth Grade Students of MA NU Matholi’ul Huda
Gebog Kudus in Academic Year 2013/2014 Before Being Taught by
Using Portfolio Assessment as Media………………………………. ......
85
7. The Data of the Score of the Post-test Measuring the Ability of Writing
Recount Text of the Tenth Grade Students of MA NU Matholi’ul Huda
Gebog Kudus in Academic Year 2013/2014 After Being Taught by
Using Portfolio Assessment as Media………………………………. ......
86
8. List Of Students of the Tenth Grade Students of MA NU Matholi’ul
Huda Gebog Kudus in Academic Year 2013/2014 ...................................
87
9. The Calculation of Mean and Standard Deviation of the Ability of
Writing Recount Text of the Tenth Grade Students of MA NU
Matholi’ul Huda Gebog Kudus in Academic Year 2013/2014 Taught by
Using Portfolio Assessment as Media………………. ..............................
88
10. The Calculation of Mean and Standard Deviation of the Ability of
Writing Recount Text of the Tenth Grade Students of MA NU
Matholi’ul Huda Gebog Kudus in Academic Year 2013/2014 Taught by
Using Portfolio Assessment as Media .......................................................
91
11. The T-Test Calculation…………………………………......................
12. Post-test score .........................................................................................
93
95
xiv
13. Table Significance at 5 % and 1 % level of Significance .......................
96
14. Keterangan Selesai Bimbingan ...............................................................
97
15. Statement ................................................................................................
98
16. Curriculum Vitae.....................................................................................
99
xv
STUDENTS OF MA NU MATHOLI’UL HUDA GEBOG KUDUS
IN ACADEMIC YEAR 2013/2014 TAUGHT BY USING
PORTFOLIO ASSESSMENT AS MEDIA
By:
Gadis Septiana
2008-32-017
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2013
THE ABILITY OF WRITING RECOUNT TEXT OF THE TENTH GRADE
STUDENTS OF MA NU MATHOLI’UL HUDA GEBOG KUDUS
IN ACADEMIC YEAR 2013/2014 TAUGHT BY USING
PORTFOLIO ASSESSMENT AS MEDIA
SKRIPSI
Presented to the University of Muria Kudus in Partial Fulfillment
of the Requirements for Completing the Sarjana Program in
English Education
By:
Gadis Septiana
NIM 2008-32-017
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2013
i
MOTTO AND DEDICATION
MOTTO
∞ God helps those who help themselves
∞ Keep smiling and try to calm down in any condition
∞ Every dark light is followed by a light morning
∞ Age is not the reason to stop studying.
This skripsi is dedicated to:
Allah SWT the Almighty and Prophet Muhammad,
Peace is upon on him.
Her beloved parents, and her lovely three brothers, who
have given love, pray, and spirit.
Her best friends, who always gives support.
All of the teachers of MA NU Matholi’ul Huda Gebog
Kudus.
All of the lecturers in UMK for all their knowledge and
supports.
All people who appreciate knowledge.
ii
iii
iv
ACKNOWLEDGEMENT
Praise and gratitude is to ALLAH SWT, the lord of the universe, the
merciful and compassionate. His blessing and guidance support the writer in
finishing this research entitled “The Ability of Writing Recount Text of theTenth
Grade Students of MA NU Matholi’ul Huda Gebog Kudus in Academic Year
2013/2014 Taught by Using Portfolio Assessment as Media”
The writer also realizes that it is impossible to finish the skripsi without
the help, guidance, information encouragement, and advice from others.
Therefore, in this opportunity the writer would like to express her special and
deepest gratitude and appreciation to:
1. Dr. Drs. Slamet Utomo, M.Pd. as the Dean of Teacher Training and
Education Faculty of Muria Kudus University.
2. Diah Kurniati, S.Pd, M.Pd. as the Head of English Education Department
of Teacher Training and Education Faculty of Muria Kudus University.
3. Drs. Suprihadi, M.Pd. as the first advisor who has given a lot of guidance,
correction, and suggestion in accomplishing this skripsi.
4. Mutohhar, S.Pd, M.Pd. as the second advisor who has given advice,
guidance, great help and suggestion for correcting this skripsi.
5. Drs. H. Didik Hartoko, MM, as the Head Master of MA NU Matholi’ul
Huda Gebog Kudus.
6. Su’udi Shidiq, S.Pd. as the English Teacher of MA NU Matholi’ul Huda
Gebog Kudus.
v
7. All of the tenth grade students’ of MA NU Matholi’ul Huda Gebog Kudus
for the joy and help that always full of spirit during the process of
research, especially for students of class X-1.
8. Allof the teachers and staff of MA NU Matholi’ul Huda Gebog Kudus.
9. All of the students of class X-1.
10. All of the lectures and staffs of English Education Department Teacher
Training and Education Faculty, who has given their contribution for the
completion of this skripsi.
11. Her beloved parents (Masmuji and Rumi), for their love, pray, and give
endless supports to finish her skripsi.
12. Her beloved brothers (Nur Hariyanto, Siswanto and Adip Ulinuha) and her
sister (Umi Hijriyah and Yuli Fitriana Sari) who gives their love,
everything and also makes her stronger everyday and every time.
13. Her beloved boyfriend for everything, anything, love, pray give endless
supports to finish her skripsi.
14. Her best friends, Susanti, Wulan, Tia, Sendy, Fara, Latif, Amri, Syaid,
Fahris who support her, and help her to finish this research.
15. And all her friends in UMK.
The writer apologizes for the mistake, and the writer happily receives any
constructive criticism and suggestion, but the writer hopes that it will be useful for
those especially who are in the field of education. Thank you.
Kudus, September 2013
Gadis Septiana
vi
ABSTRACT
Septiana, Gadis. 2013. The Ability of Writing Recount Text of the Tenth Grade
Students of MA NU Matholi’ul Huda Gebog Kudus in Academic
Year 2013/2014 Taught by Using Portfolio Assessment as
Media.Skripsi.English Education Department, Teacher Training and
Education Faculty, Muria Kudus University. Advisor (1): Drs.
Suprihadi, M.Pd. (2): Mutohhar, S.Pd.,M.Pd.
Key Words: Writing, Recount Text, Portfolio Assessment as Media
Writing is one of the skills which must be taught to senior high school/ MA.
Unfortunately, the students got difficulties the ability of writing recount text of the
tenth grade students of MA NU Matholi’ul Huda Gebog Kudus still needs
attention.
The objective of the research is to find out whether there is a significant
difference between the ability of writing recount text of the tenth grade students of
MA. NU Matholi’ul Huda Gebog Kudus in academic year 2013/2014 before and
after being taught by using Portfolio assessment as media.
The sample of the research X-1classof MA NU Matholi’ul Huda Gebog
Kudus in academic year 2013/2014 consists of 36 students from the population
students 105. In choosing the sample of the research, the writer used cluster
random sampling. The design of this research was experimental research, used
one experimental group and the instrument of the research is test.
The result of this research showed that the ability of writing recount text of
the tenth grade students of MA NU Matholi’ul Huda Gebog Kudus in academic
year 2013/2014 before being taught by using Portfolio Assessment as Media is
categorized sufficient. The score of mean and standard deviation are 66.42 and
10.15. Meanwhile, the ability of writing recount text of the tenth grade students of
MA NU Matholi’ul Huda Gebog Kudus in academic year 2013/2014 after being
taught by using Portfolio Assessment as Media is categorized good. The score of
mean and standard deviation are 80.65 and 8.4. So, the calculation of tobservation (to) get results 14.16 in the level significant 0.05 and degree of
freedom (df) 35 which is gained from N-1= 36-1=35, the t (table) is 2.04. It means
that there is a significant difference of the ability of writing recount text of the
tenth grade students of MA NU Matholi’ul Huda Gebog Kudus in academic year
2013/2014 before and after being taught by using Portfolio Assessment as Media.
Based on the result above, Portfolio Assessment as Media work well to
develop the students’ ability of writing recount text. Therefore, the English
teacher can used Portfolio Assessment as Media an effective media in teaching
writing process.
vii
ABSTRAKSI
Septiana, Gadis. 2013. Kemampuan Menulis Teks Recount Siswa Untuk Kelas X
MA NU Matholi’ul Huda Gebog Kudus Tahun Ajaran 2013/2014
Diajar Menggunakan Media Portfolio Assessment. Skripsi.
Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan Dan
Ilmu Pendidikan Universitas Muria Kudus. Pembimbing: (1): Drs.
Suprihadi, M. Pd.(2): Mutohhar, S.Pd.,M.Pd.
Kata kunci: Menulis, Teks Recount, lembar kerja siswa
Menulis adalah salah satu kemampuan siswa yang mana di ajarkan di
sekolah menengah atas/ MA. Sayangnya, siswa mendapatkan kesulitan dalam
menulis. Kemampuan menulis teks recount siswa kelas sepuluh MA NU
Matholi’ul Huda Gebog Kudus masih perlu diperhatikan.
Tujuan penelitian ini adalah untuk mengetahui adakah perbedaan yang
signifikan antara kemampuan menulis teks recount siswa kelas X MA NU
Matholi’ul Huda Gebog Kudus tahun ajaran 2013/2014 sebelum dan sesudah
diajar dengan menggunakan media Portfolio Assessment.
Sample dari penelitian ini adalah siswa kelas sepuluh 1 di MA NU
Matholi’ul Huda Gebog Kudus tahun akademik 2013/2014 terdiri dari 36 siswa
dari populasi siswa 105. Dalam memilih sample penelitian, penulis menggunakan
cluster random sampling. Rancangan penelitian ini adalah penelitian eksperimen
menggunakan satu kelompok eksperimen dan instumen dari penelitian adalah tes.
Hasil dari penelitian menunjukan bahwa kemampuan menulis teks recount
siswa kelas X-1 MA NU Matholi’ul Huda Gebog Kudus tahun ajaran 2013/2014
sebelum diajar dengan menggunakan media Portfolio Assessment dikatakan
cukup. Nilai rata-rata dan simpangan baku adalah 66.42 dan 10.15. Sementara itu,
kemampuan menulis teks recount siswa kelas X-1 MA NU Matholi’ul Huda
Gebog Kudus tahun ajaran 2013/2014 setelah diajar dengan menggunakan media
Portfolio Assessment dikatakan baik. Nilai rata-rata dan simpangan baku adalah
80.65 dan 8.4. Sehingga, perhitungan dari t-observasi (to) mendapatkan hasil
14.16 pada level signifikan 0.05 dan derajat kebebasan (df) 35 di perolehdari N1= 36-1= 35, t-table 2.04. Ini berarti bahwa ada perbedaan yang signifikan antara
kemampuan menulis teks recount siswa kelas X-1 MA NU Matholi’ul Huda
Gebog Kudus tahun ajaran 2013/2014 sebelum dan setelah diajar menggunakan
media Portfolio Assessment.
Berdasarkan hasil diatas, media Portfolio Assessment bekerja dengan baik
untuk mengembangkan kemampuan menulis text recount bagi siswa. Oleh karena
itu, guru bahasa inggris dapat menggunakan media Portfolio Assessment dalam
proses pengajaran menulis.
viii
TABLE OF CONTENTS
Page
COVER ...........................................................................................................
i
LOGO ............................................................................................................. ii
TITLE ............................................................................................................. iii
MOTTO AND DEDICATION ...................................................................... iv
ADVISORS’ APPROVAL ............................................................................ v
EXAMINERS’ APPROVAL ......................................................................... vi
ACKNOWLEDGEMENT ............................................................................. vii
ABSTRACT .................................................................................................... ix
ABSTRAKSI................................................................................................... x
TABLE OF CONTENTS ............................................................................... xi
LIST OF TABLES ......................................................................................... xiv
LIST OF FIGURES ....................................................................................... xvi
LIST OF APPENDICES ............................................................................... xvii
CHAPTER I: INTRODUCTION
1.1 Background of the Research ....................................................................
1
1.2 Statement of the Problem ..........................................................................
4
1.3 Objective of the Research .........................................................................
5
1.4 Significances of the Research ...................................................................
5
1.5 Limitation of the Research ........................................................................
5
1.6 Operational Definition .............................................................................
6
CHAPTER II: REVIEW TO RELATED LITERATURE AND
HYPOTHESIS
2.1 Teaching English of MA NU Matholi’ul Huda Gebog Kudus .................
7
2.1.1 The English Curiculum of MA NU Matholi’ul Huda Gebog Kudus ...
8
2.1.2 Material of Teaching for the Tenth Grade English of MA NU
Matholi’ul Huda Gebog Kudus ..............................................................
8
ix
2.2 Definition of Writing ................................................................................. 10
2.2.1 The Characteristics of Good writing....................................................... 11
2.3 Genre ........................................................................................................ 12
2.3.1 Type of Genre ......................................................................................... 12
2.3.2 Definition of Recount Text ..................................................................... 13
2.3.3 Generics Structure of Recount Text ........................................................ 14
2.3.4 Lexical Grammatical Feature of Recount Text ....................................... 14
2.4 Teaching Media .......................................................................................... 15
2.4.1 Function of Media .................................................................................. 16
2.4.2 Kinds of Teaching Media ....................................................................... 17
2.4.3 Portfolio Assessment as a Media ........................................................... 17
2.5 Steps of Teaching in the Classroom by Using Portfolio Assessment as
Media.......................................................................................................... 18
2.6 Advantages of Portfolio Assessment as Media .......................................... 18
2.7 Review of Previous Research..................................................................... 19
2.8 Teoritical Framework ................................................................................. 19
2.9 Hyphotesis of The Research ...................................................................... 20
CHAPTER III: METHODOF THE RESEARCH
3.1 Research Design ......................................................................................... 21
3.2 Population and Sample............................................................................... 22
3.3 Instrument of the Research......................................................................... 23
3.4 Data Collecting........................................................................................... 27
3.5 Analyzing Data........................................................................................... 28
x
CHAPTER IV: FINDING OF THE RESEARCH
4.1 The Ability of Writing Recount Text of the Tenth Grade Students of
MA NU Matholi’ul Huda Gebog Kudus Before Being Taught by Using
Portfolio Assessment as Media in Academic Year 2013/2014 ................. 32
4.2 The Ability of Writing Recount Text of the Tenth Grade Students of
MA NU Matholi’ul Huda Gebog Kudus After Being Taught by Using
Portfolio Assessment as Media in Academic Year 2013/2014 ................ 34
4.3 The Testing of Hypothesis......................................................................
37
CHAPTER V: DISCUSSION
5.1 The Ability of Writing Recount Text of the Tenth Grade Students of
MA NU Matholi’ul Huda Gebog Kudus in Academic Year 2013/2014
Before Being Taught by Using Portfolio Assessment as Media ............... 41
5.2 The Ability of Writing Recount Text of the Tenth Grade Students of
MA NU Matholi’ul Huda Gebog Kudus in Academic Year 2013/2014
After Being Taught by Portfolio Assessment as Media............................ 42
5.3 The Significant Difference of the Ability of Writing Recount Text of
the Tenth Grade Students of MA NU Matholi’ul Huda Gebog Kudus in
Academic Year 2013/2014 Before and After Being Taught by Using
Portfolio Assessment as Media ................................................................. 44
CHAPTER VI: CONCLUSION AND SUGGESTION
6.1 Conclusion ................................................................................................ 46
6.2 Suggestion .................................................................................................. 47
BIBLIOGRAPHY .......................................................................................... 49
APPENDICES ................................................................................................ 50
CURRICULUM VITAE ................................................................................ 100
xi
LIST OF TABLES
Table
Page
3.1 Analytic Scale in Element of Writing...……………….................. ......... 24
3.2 The Criteria of Measuring Test Score............…………………… ........... 26
4.1 The Score of the Ability of Writing Recount Text of the Tenth Grade
Students of MA NU Matholi’ul Huda Gebog Kudus in Academic Year
2013/2014 Before Being Taught by Using Portfolio Assessment as
Media. ...................................................................................................... 32
4.2 Frequency Distribution of the Ability of Writing Recount Text Test of
the Tenth Grade Students of MA NU Matholi’ul Huda Gebog Kudus in
Academic Year 2013/2014 Before Being Taught by Using Portfolio
Assessment as Media………...................... .............................................. 33
4.3 The Score of the Ability of Writing Recount Text of the Tenth Grade
Students of MA NU Matholi’ul Huda Gebog Kudus After being Taught
by Using Portfolio Assessment as Media in Academic Year
2013/2014......................................................... ........................................ 35
4.4 Frequency Distribution of the Ability of Writing Recount Text Test of
the Tenth Grade Students of MA NU Matholi’ul Huda Gebog Kudus in
Academic Year 2013/2014 After Being Taught by Using Portfolio
Assessment as Media…………………….... ............................................ 36
4.5 The Summary of T-Test Result of Tenth Grade Students of MA NU
Matholi’ul Huda Gebog Kudus in Academic Year 2013/2014 ................ 38
xii
LIST OF FIGURES
Figure
Page
4.1 The Bar Diagram of the Ability of Writing Recount Text of the
Tenth Grade Students of MA NU Matholi’ul Huda Gebog
Kudus in Academic Year 2013/2014 Before Being Taught by
Using Portfolio Assessment as Media .........................................
34
4.2 The Bar Diagram of the Ability of Writing Recount Text of the
Tenth Grade Students of MA NU Matholi’ul Huda Gebog
Kudus in Academic Year 2013/2014 After Being Taught by
Portfolio Assessment as Media…………………… ...................
37
xiii
LIST OF APPENDICES
Appendix
Page
1. The Syllabus of the Ability of Writing Recount Text of theTenth Grade
Students of MA NU Matholi’ul Huda Gebog Kudus in Academic Year
2013/2014 ..................................................................................................
51
2. The Table of Specification for the Post-Test to Measure the Ability of
Writing Recount Text of the Tenth Grade Students of MA NU
Matholi’ul
Huda
Gebog
Kudus
in
Academic
Year
2013/2014……………………..…………………………………………
62
3. Lesson Plan……………………………………………………………...
63
4. Test Writing Ability for Experimental Group…………………………..
83
5. Answer sheet…………………………………………………………… .
84
6. The Data of the Score of the Pre-test Measuring the Ability of Writing
Recount Text of the Tenth Grade Students of MA NU Matholi’ul Huda
Gebog Kudus in Academic Year 2013/2014 Before Being Taught by
Using Portfolio Assessment as Media………………………………. ......
85
7. The Data of the Score of the Post-test Measuring the Ability of Writing
Recount Text of the Tenth Grade Students of MA NU Matholi’ul Huda
Gebog Kudus in Academic Year 2013/2014 After Being Taught by
Using Portfolio Assessment as Media………………………………. ......
86
8. List Of Students of the Tenth Grade Students of MA NU Matholi’ul
Huda Gebog Kudus in Academic Year 2013/2014 ...................................
87
9. The Calculation of Mean and Standard Deviation of the Ability of
Writing Recount Text of the Tenth Grade Students of MA NU
Matholi’ul Huda Gebog Kudus in Academic Year 2013/2014 Taught by
Using Portfolio Assessment as Media………………. ..............................
88
10. The Calculation of Mean and Standard Deviation of the Ability of
Writing Recount Text of the Tenth Grade Students of MA NU
Matholi’ul Huda Gebog Kudus in Academic Year 2013/2014 Taught by
Using Portfolio Assessment as Media .......................................................
91
11. The T-Test Calculation…………………………………......................
12. Post-test score .........................................................................................
93
95
xiv
13. Table Significance at 5 % and 1 % level of Significance .......................
96
14. Keterangan Selesai Bimbingan ...............................................................
97
15. Statement ................................................................................................
98
16. Curriculum Vitae.....................................................................................
99
xv