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:
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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
statedsupported, 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
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Sara Cushing Weigle, Assessing Writing, Cambridge: Cambridge University Press: 2002, p.116.
