For students: For further research

L. R. Gay, Educational Research: Competencies for Analysis and Application, Third Edition, Colombus, Ohio: Merril Publishing Company, 1987 Ministry of Education, Language Enhancing the Achievement of Pasifika, Fluency, Accuracy, and Complexity in language, 2003. Ming Huei Lin, Ji-Jhen Li, Po Yi Hung, and Hui-Wen Huang, Blogging a Journal: Chancing Students’ Writing Skills and Perception, ELT Journal Advance Access, June 24, 2014 M.M Abdel Latif, What Do We Mean by Writing Fluency? Proposing a New Measure for Assessing Fluent Written Language Production, Institute of Educational Studies, Cairo University, Egypt, 2008. Morris, How Blogging Can Improve Pupils’ Writing Skills and More, 2013, http:www.learnerjourney.comblog20130509how-blogging-can- improve-pupils-writing-skills-and-more. Natasha Pourdana and Sayyed Mohammad Karimi Behbahani, Task Types in EFL Context: Accuracy, Fluency, and Complexity in Assessing Writing Performance, Islamic Azad University, Karaj Branch, Iran, 2011 Pardiyono, PastiBisa Teaching Genre-based Writing, Yogyakarta: PenerbitAndi, 2007 Purdue Owl, The Writing Process, 2015, https:owl.english.purdue.edu. Reji Stephenson. 25 advantages of blogging for inspiration, 2014. Digitaldimensions4u.com. Richard Nordquist, Grammar and Composition Expert, 2015. http:grammar.about.comodtzgT-Unit.htm Robert M. Gorrel and Charlton Laird. Modern English Handbook. New Jersey: Eaglewood liffs N.J., 1962. Rod Ellis. The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production: Applied Linguistic, 30, 2009. SALT Software LLC, Segmenting Utterance into C-Unit. http:cdswebserver.med.buffalo.edudrupalfilesC20- 20unit20Segmentation.pdf. Sara Cushing Weigle, Cambridge Language Assessment Series: Assessing writing, Cambridge: Cambridge University Press, 2002. Sarah Prentice, Improving Writing through Blogging, http:www.nate.org.ukcmsfilesclassroom18NATE20Classroom201 82024-26.pdf. Starr Sackstein, Blogging can Improve Students’ Writing, 2014, http:www.uft.orgteacher-teacherblogging-can-improve-students- writing. Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif, dan RD, Bandung: Alfabeta, 2010 Vincent Ryan Ruggiero, The Art of Writing, California: Alfred Publishing Co. Inc., 1981 54 APPENDIX I ELICITING A VALID SAMPLE OF WRITING ABILITY WRITING TEST Narrative Text 2 type of text 4 topics Choose one of the following options: 1. Write a story about your best moment when studying at Pesantren. 2. Narrate the plot of your daily activity it is may an opinion essay. 3. Use in complex, compound and compound complex sentences in your writing. in language testing it is not normally interesting in knowing whether students are creative, imaginative, or even intelligent, have wide general knowledge, or have good reasons for the opinions they happen to hold 1 , therefore, the researcher here gives some themes to not to limit students’ ideas or not to benefit only some of them Tips for writing narratives:  Use all generic structures of narrative text orientation, complication, sequence of event, resolution, coda.  Use different verbal tenses past simple, past continuous, past perfect.  Use time expressions while, until, by the time, as soon as, etc..  Use adverbs and adjectives amazingly, sadly, luckily, happy, surprised, curious, etc..  Describe atmosphere and feelings as well as what happened thrilled, sympathetic, etc..  Write at least 150 words. the task must be representative in which five elements are included: operations, types of text, addressees of texts, topics, dialect and lenghth of texts 2 1 operations 5 dialect and length of texts 6 addressees of texts: the addressee here is for the teacher or the researcher of the course. 1 Arthur Huges, Testing for Language Teachers 2 nd Ed., UK: Cambridge University Press 2008, p. 90. 2 Ibid, pp. 84-85. 55 APPENDIX 2 INSTRUMENT OF PRE-TEST Describe your best moment when studying at Pesantren. Write in at least 150 words and make sure you use in complex, compound and compound complex sentences in your writing. Tips for writing narratives:  Use all generic structures of narrative text orientation, complication, sequence of event, resolution, coda.  Use different verbal tenses past simple, past continuous, past perfect.  Use time expressions while, until, by the time, as soon as, etc..  Use adverbs and adjectives amazingly, sadly, luckily, happy, surprised, curious, etc..  Describe atmosphere and feelings as well as what happened thrilled, sympathetic, etc. 56 APPENDIX 3 INSTRUMENT OF POST-TEST Describe your opinion about your daily life at Pesantren. Write in at least 150 words and make sure you use in complex, compound and compound complex sentences in your writing. Tips for writing narratives:  Use all generic structures of narrative text orientation, complication, sequence of event, resolution, coda.  Use different verbal tenses past simple, past continuous, past perfect.  Use time expressions while, until, by the time, as soon as, etc..  Use adverbs and adjectives amazingly, sadly, luckily, happy, surprised, curious, etc..  Describe atmosphere and feelings as well as what happened thrilled, sympathetic, etc.. 57 APPENDIX 4 ACCURACY AND COMPLEXITY ’S MEASUREMENT Criteria Accuracy Complexity The accuracy in writing will be scored by calculating the number of grammatical errors per total number of t- units. In order to measure the aspect of accuracy in writing performance of participant, the researcher counted the number of grammar errors at least in 150 words. This would indicate how learners were accurate in their writing performance. The complexity in writing is scored with counting the number of longer clauses and subordinators. The researcher assessed and looked the complexity in writing by relating how much subordination is used per t-units or c- units. It includes one main clause with all sub ordinate clauses attached to it. 58 APPENDIX 5 RPP I Kelas Experimen RENCANA PELAKSANAAN PEMBELAJARAN RPP Nama Sekolah : SMA Daar El-Qolam Mata Pelajaran : Bahasa Inggris Kelas Semester : XI 2 Alokasi Waktu : 2 x 40menit 1 Pertemuan Standar Kompetensi : 1. Memahami makna dalam teks tulis fungsional pendek dan berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 2. Mengungkapkan makna dalam teks monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari- hari dan untuk mengakses ilmu pengetahuan Kompetensi Dasar : 1. Merespon makna dan langkah-langkah retorika dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengkases ilmu pengetahuan dalam teks berbentuk hortatory exposition. 2. Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk hortatory exposition. 59 Indikator : 1. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca. 2. Mengidentifikasi tujuan isi teks yang dibaca. 3. Mengidentifikasi hortatory exposition dalam suatu paragraf. 4. Membuat hortatory exposition teks.

1. Tujuan Pembelajaran

Pada akhir pembelajaran, peserta didik dapat: a. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca. b. Mengidentifikasi tujuan isi teks yang dibaca. c. Mengidentifikasi hortatory exposition dalam suatu paragraf. d. Membuat hortatory exposition teks.

2. Karakter Siswa yang Diharapkan:

a. Kreatif Creative b. PercayaDiri Confidence c. Komunikatif Communicative

3. Materi Pembelajaran

- Contoh teks hortatory exposition: Watch your Kids While Watching TV Television becomes one of the most important devices which takes place in almost houses. It can unite all members of the family as well as separate them. However, is it important to know what your kids are watching? The answer is, of course, absolutely Yes and that should be done by all parents. Television can expose things you have tried to protect the children from, especially violence, pornography, consumerism and so on. Recently, a study demonstrated that spending too much time on watching TV during the day or at bedtime often cause bed-time disruption, stress, and short sleep duration. Another research found that there is a significant relationship between the amount of time spent for watching television during adolescence and early adulthood, and the possibility of being aggressive. Comment [SF1]: THESIS 60 Meanwhile, many studies have identified a relationship between kids who watch TV a lot and being inactive and overweight. Considering some facts mentioning above, protect your children with the following tips: • Limit television viewing to one-two hours each day • Do not allow your children to have a TV set in their own bedrooms • Review the rating of TV shows which your children watch •Watch television with your children and discuss what is happening in the show - Penjelasan tentang hortatory exposition Text: Hortatory Exposition Text  Hortatory exposition is a type of English text that belongs to the class of argumentation. Its text influences the reader to do something or act in a certain way. The purpose of hortatory text is to analyze and try to convince the readers or listener that something should be so, and should not be the case.  Generic structure of the text There are 3 parts: a. Thesis It introduces a topic, outlines main ideas or point of view to be presented. b. Argument Reasons for concern, leading to a recommendation. c. Recommendation Contains a recommendation or solicitation writer to the reader.  Language features of hortatory text. a. Use of simple present tense. b. Use of connectives which link arguments. c. Use of evaluative language. d. Use of actions verb and linking verbs. e. Use of compound and complex sentence.  The distinction between analytical exposition and hortatory exposition text is the last part of both texts. In the closing part, hortatory exposition presents the recommendation which persuade the readers to do something but in analytical exposition text, the last part presents Reiteration or rewriting the main idea of the text without persuade the readers to do something. Comment [SF2]: ARGUMENT Comment [SF3]: RECOMMENDATION 61

4. Metode Pembelajaran Teknik : Using Blog

5. Langkah-langkah Kegiatan  Kegiatan Awal

10’ - Guru membuka pertemuan dan memeriksa kehadiran siswa. - Guru melakukan kegiatan pembuka dengan menanyakan kabar dan mengadakan ice breaking berupa memecahkan puzzle dalam kalimat hortatory exposition. - Guru menyampaikan tujuan pembelajaran kepada siswa.  Kegiatan Inti 60’

a. Eksplorasi

- Guru memberikan stimulus berupa pemberian materi pertanyaan terkait materi yang akan dipelajari hortatory exposition. - Guru memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau mempresentasikan mengenai hortatory exposition.

b. Elaborasi

- Guru meminta siswa untuk mencari pasangan. - Guru menggunakan tehnik blog dalam membahas hortatory exposition dengan pasangan yang telah dipilih. - Setiap siswa berpasangan dan membahas topik yang sudah ditentukan dalam blog guru. - Siswa yang berpasangan membuat blog bersama kemudian diskusi kembali menggunakan kolom comment yang ada dalam blog. - Setiap satu dari pasangan siswa, menjelaskan pemahaman mereka mengenai materi yang dibahas apabila ada salah dari mereka yang belum memahami materi. - Guru meminta beberapa siswa untuk menjelaskan materi hortatory text yang mereka pahami dari hasil diskusi dengan teman. - Guru bersama siswa membahas materi yang tadi mereka diskusikan. - Guru memberikan contoh hortatory exposition kepada siswa.