APPENDIX 1 Observation Score Sheet VIII.1
APPENDIX 1
Observation Score Sheet VIII.1
WRITING COMPONENT
STUDENTS’
WRITING
SCORE
Number of
Students’
C
O
V
L.U
M
30
20
20
25
5
1
20
14
14
15
3
68
2
22
14
17
18
3
70
3
21
13
17
17
3
63
4
18
15
17
16
3
65
5
16
13
14
15
2
65
6
17
14
15
16
3
60
7
13
12
12
13
2
74
8
15
12
13
12
2
74
9
16
12
13
12
2
70
10
17
14
14
16
3
68
11
16
12
13
12
2
60
12
19
13
14
17
2
66
13
20
13
14
17
2
68
14
18
12
13
15
2
68
15
17
12
13
15
2
75
16
18
13
14
17
2
65
17
17
13
15
17
3
70
18
18
16
17
15
3
54
19
20
13
14
17
2
63
20
17
13
13
16
2
71
21
17
13
15
16
2
70
22
16
13
15
14
2
65
TOTAL
388
289
316
338
52
1472
Mean
17.63
13.14
14.36
15.36
2.36
66.91
Higher
Score
22
16
17
18
3
75
Lower Score
13
12
12
12
2
54
APPENDIX 2
Students Score of Mid Test
Class
Number of student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
TOTAL
AVERAGE
VIII.1
VIII.2
VIII.3
VIII.4
VIII.5
VIII.6
55
60
68
60
50
85
58
65
55
83
58
60
55
75
83
55
73
65
48
43
70
58
45
53
35
50
60
30
43
33
35
25
20
25
45
35
28
33
46
35
48
38
25
30
45
38
45
945
37.8
53
53
30
43
38
28
35
45
25
35
25
28
38
40
35
53
30
33
63
43
38
43
43
45
38
980
39.2
53
58
60
40
23
48
30
50
50
55
65
53
60
40
42
63
48
65
63
55
60
58
63
37
38
1277
51.1
57
47
74
67
57
73
50
77
53
60
67
43
43
60
73
40
50
70
43
43
73
47
43
47
33
47
37
37
50
40
43
37
37
40
43
23
23
43
47
43
40
30
40
27
47
1220
58.1
944
39.3
1382
62.8
APPENDIX 3
Analysis SPSS for MID Test (Normality and Homogeneity Test of
Population)
Tests of Normality
Kelas
Kolmogorov-Smirnova
Statistic
VIII.1
Nilai
Df
.181
Shapiro-Wilk
Sig.
Statistic
df
Sig.
22
.059
.946
22
.267
*
.973
25
.715
VIIII.2
.129
25
.200
VIII.3
.111
24
.200*
.954
24
.329
*
.924
25
.062
VIII.4
.127
25
.200
VIII.5
.144
21
.200*
.910
21
.055
VIII.6
.170
24
.070
.905
24
.057
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Test of Homogeneity of Variance
Levene
Statistic
Nilai
df1
df2
Sig.
Based on Mean
1.938
5
135
.092
Based on Median
1.589
5
135
.167
Based on Median and with
adjusted df
1.589
5
126.044
.168
Based on trimmed mean
1.936
5
135
.092
APPENDIX 4
LESSON PLAN
EXPERIMENTAL CLASS
I.
School
: SMPN 2 Lubuk Alung
Class/Semester
: VIII / II
Subject
: English Writing
Meeting
: 1 (First)
Material
: Recount text
Skill
: Writing
Times Allocation
: 2 x 40 Minutes
Standard Competence / Basic Competence
Standard Competence
Expressing
the
meaning
Basic Competence
in
the Expressing
the
meeting
and
functional text and simple short essay rhetorical step in simple short essay
in recount text to interact with around by using written language varieties
environment
accurately, fluently, and coherently
to interact with around environment
in recount text.
II.
Indicators and Goal of Learning
Indicators of Competence
Achievement
1. Construct
combining
Goal of Learning
sentence
technique
in
writing recount text.
a recount text.
2. Students are able to write
choppy sentences in a recount
3. Revising a recount paragraph
consist
sentence combining technique
in writing recount text.
2. Analyze choppy sentence in
with
1. Students are able to write
of
choppy
sentence.
text.
3. Students are able to write a
recount text with consist of
choppy sentences.
III.
Material
1. Definition
Recount text is a text that telling the reader about one story, action
or activity. (sebuah teks yang menceritakan sebuah cerita, aksi
ataupun aktifitas).
Sosial function: to retell events for the purpose of informing or
entertaining. (Tujuan teks recount ialah untuk menghibur dan
memberikan informasi kepada pembaca).
2. Language Features
Focus on specific participants.
Use of material processes.
Circumstances of time and place.
Use of past tense.
Focus on temporal sequence.
3. Generic Structure of Recount Text
Orientation tells who was involved, what happened,
where the events took place, and when it happened.
(Pengenalan
Pengenalan berupa informasi tentang siapa, dimana dan
lampau).
kapan peristiwa itu terjadi di masa lampau
Events tell what happened and in what sequence.
(merupakan rekaman peritiwa yang tejadi, biasanya
disampaikan dalam dalam urutan kronologis).
Reorientation
consists
of
optional
optional-closure
of
events/ending. (pengulangan
pengulangan tentang rangk
rangkuman peristiwa
yang diceritakan).
Going Camping
Orientation
: Last weekend, my friends and I went camping. We
reached the camping ground after we walked for about
one and a half hour from the parking lot. We built the
camp next to a small river. It was getting darker and
colder, so we built a fire camp.
Events
: The next day, we spent our time observing plantation and
insects while the girls were preparing meals. In the
afternoon we went to the river and caught some fish for
supper. It was so pleasure. At night, we held a fire camp
night. We sang, danced, read poetry, played magic tricks,
and even some of us performed a standing comedy.
Reorientation
: On Monday, we packed our bags and got ready to go
home. We were so happy.
IV.
Learning Method / Strategy
Sentence Combining Technique
V.
Learning Activities
Learning
activities
Pre teaching
Apperception
Time
Teacher activities
Greeting
Checking
students
attendance
Motivation
Students activities
Students responded
the teacher
Students pay attention
Teacher
asks Students answer
students about about last material
the last material
1. Teacher
gives Students pay
attention to the
students motivation
teacher
2. Teacher encourages
Students responded
students to speak
English by asking
questions
Whilst teaching
Exploration
Elaboration
.
1. The
teacher
introduce Sentence
Combining
2. Teacher writes a
topic
on
the
whiteboard.
3. Teacher
builds
students’ knowledge
by show some of
picture and text then
students
observes
that teacher’s give.
1. Teacher
explain
what
kernel
sentence and how to
correct the choppy
sentence in writing
by
using
FANBOYS,
Subordination,
Conjunction,
The students pay
attention.
Students see the topic
in the white board.
Students read an
example of recount
text.
Students observe the
elements of text then
discuss the purpose,
generic structure and
language feature
2.
3.
4.
5.
6.
7.
Confirmation
Semicolon,
in
recount text.
Teacher gives the
warm-up
by
modeling combine
two pairs of kernel
sentence. The ask
the students to take
turn completing the
remaining sentence
pairs.
Teacher gives the
students
some
kernel sentence and
ask the students to
practice combine it
become
more
effective with pair.
Teachers give the
sentence combining
exercise
and
students will do it
independently.
After
finished,
teacher asks
the
students to change
their paper with their
friend in the group
and revise its.
Then the teacher
instructs them to re
write the recount text
and pay attention
several elements of
the text.
After the students
finish, asks them to
collect their paper.
1. Teacher ask the
students who want to
share their written in
front of class
2. Teacher
give
feedback/comment
Students read and try
to
identify
the
element of the text.
Students in group
choose a topic that
interested and make a
combine sentence.
Student
doing
exercise
independently.
Students change their
paper
with
their
friend in the group
and revise its.
The students write the
narrative text and pay
attention
several
element of the text
Students collect their
paper
Students share their
written text in front of
the class.
Students gives their
perception to make
the true recount text
or
reward
on
students presentation
3. Teacher asks the The student tell about
the difficulties in
students difficulties
writing
and writing.
Post teaching
IV.
1. Teacher and students
Review
and
conclude the lesson
2. Teacher
give
reflection
3. The teacher tells the
next material
4. Teacher closes the
class
students conclude the
material
students responses
about the lesson
students pay attention
Learning Sources
1. Source : English text book, text from the internet, English
dictionary
2. Media : White board, makers, pictures
V.
Evaluation
Cognitive
Technique
: Essay
Form
: Written
Instrument
: list of instruction
- Choose one of the topic below
Indicator of Writing Assessment:
1.
Content
: max 30
2.
Organization
: max 20
3.
Language use
: max 25
4.
Vocabulary
: max 20
5.
Mechanics
: max 5
Total
100
Categories
No
Name
Content
Organization
Language
Use
Vocab.
Mec
.
Scor
e
1.
2.
3.
4.
5.
Note: Students’ score =
X 100
Affective
Mark
Indicator
A
Discipline, very creative, honest, and respect others
B
Discipline, creative, pretend to hide the weaknesses and respect
others
C
Less discipline, creative, serious, and respect others
D
No reflected as a good students
Psychomotor: students’ ability to write recount text.
Attachment of teaching Material
LESSON PLAN
EXPERIMENTAL CLASS
I.
School
: SMPN 2 Lubuk Alung
Class/Semester
: VIII / II
Subject
: English Writing
Meeting
: II (Second)
Material
: Recount text
Skill
: Writing
Times Allocation
: 2 x 40 Minutes
Standard Competence / Basic Competence
Standard Competence
Expressing
the
meaning
Basic Competence
in
the Expressing the meeting and theorical
functional text and simple short essay step in simple short essay by using
in recount text to interact with around written language varieties accurately,
environment.
fluently, and coherently to interact
with around environment in recount
text.
II.
Indicators and Goal of Learning
Indicators of Competence
Achievement
1.
Goal of Learning
Identify the use of sentence
combining
technique
in
writing.
2. Construct sentence combining
technique in writing recount
text.
3. Identify the meaning of kernel
sentence, choppy sentence, and
combined sentence.
4. Analyze
kernel
sentence,
choppy sentence, and combined
sentence in a recount text.
1. Student are able to write the use
of
sentence
combining
technique in writing.
2. Student are able to write the use
of
sentence
combining
technique in writing recount
text.
3. Student are able to write the
meaning of kernel sentence ,
choppy sentence and combined
sentence.
4. Student are able to write the
meaning of kernel sentence ,
choppy sentence and combined
sentence.
III.
Material
1. Definition
Recount text is a text that telling the reader about one story, action
or activity. (sebuah teks yang menceritakan sebuah cerita, aksi
ataupun aktifitas).
Sosial function: to retell events for the purpose of informing or
entertaining. (Tujuan teks recount ialah untuk menghibur dan
memberikan informasi kepada pembaca).
2. Language Features
1. Focus on specific participants.
2. Use of material processes.
3. Circumstances of time and place.
4. Use of past tense.
5. Focus on temporal sequence.
3. Generic Structure of Recount Text
Orientation tells who was involved, what happened,
where the events took place, and when it happened.
Events tell what happened and in what sequence.
Reorientation
consists
of
optional-closure
of
events/ending.
a. Sentence Combining, that is organizing sets of short, choppy
sentences, into longer, more effective ones. However, the goals of
sentence combining is not to produce longer sentences but rather
to develop more effectives sentences.
b. Sentence combining calls on you to experiment with different
method of putting word together. Because there are countless
ways to build sentence, your goals is not to find the one “correct”
combination but to consider different arrangement before you
decide which one is the most effective.
c. A kernel sentence is a simple, active, declarative sentence
combining no connectives or modifies that may be used in making
more elaborate sentences. It has only one verb and is always
active and affirmative.
d. Choppy sentence is the sentence that is use too many simple
sentences and use to some pronoun many times.
Holiday in Bali
Orientation
: We had a wonderful holiday in Bali. It was a really great place.
The people were friendly, the food was great, and the weather
was a lot better than at home.
Events
: Most days were pretty. I swam two or three times a day, but my
brother Fachri just spent all his time lying on the beach with his
eyes closed. Last Saturday I got on the bus and went to the north
of the island, It was much quieter there than here very beautiful,
but no tourists. The next day we went across to the east coast to
see some of the old villages.
Reorientation : I learned Balinese I couldn’t say much, but it was fun to try.
Fachri actually spoke it quite well, but he was afraid to open his
mouth, so I was the one who talked to people.
IV.
Learning Method / Strategy
Sentence Combining Technique
V.
Learning Activities
Learning
activities
Pre teaching
Apperception
Time
Teacher activities
Greeting
Checking
students
attendance
Motivation
Students activities
Students responded
the teacher
Students pay attention
Teacher
asks Students
answer
students about about last material
the last material
1. Teacher
gives Students
students motivation. attention
teacher
to
pay
the
2. Teacher encourages Students responded
students to speak
English by asking
questions
Whilst teaching
Exploration
Elaboration
.
1. The
teacher
introduce Sentence
Combining.
2. Teacher writes a
topic
on the
whiteboard.
3. Teacher
builds
students’ knowledge
by show some of
picture and text then
students
observes
that teacher’s give.
The students
attention.
pay
1. Teacher
explain
what
kernel
sentence and how
to
correct
the
choppy sentence in
writing by using
FANBOYS,
Subordination,
Conjunction,
Semicolon,
in
recount text.
2. Teacher gives the
warm-up
by
modeling combine
two pairs of kernel
sentence. The ask
the students to take
turn
completing
the
remaining
sentence pairs.
3. Teacher gives the
students
some
kernel
sentence
and
ask
the
students to practice
combine it become
more effective with
pair.
4. Teachers give the
sentence combining
Students observe the
elements of text then
discuss the purpose,
generic structure and
language feature
Students see the topic
in the white board.
Students read an
example of recount
text.
Students read and try
to
identify
the
element of the text.
Students in group
choose a topic that
interested and make a
combine sentence.
Student
doing
exercise
independently.
exercise
and
students will do it
independently.
5. After
finished,
teacher asks the
students to change
their paper with
their friend in the
group and revise its.
6. Then the teacher
instructs them to re
write the recount
text
and
pay
attention
several
elements of the text.
7. After the students
finish, asks them to
collect their paper.
Confirmation
Post teaching
VI.
Students change their
paper
with
their
friend in the group
and revise its.
The students write the
narrative text and pay
attention
several
element of the text
Students collect their
paper
1. Teacher ask the
students who want
to share their written
in front of class.
2. Teacher
give
feedback/comment
or
reward
on
students
presentation.
3. Teacher asks the
students difficulties
and writing.
Students share their
written text in front of
the class
1. Teacher
and
students Review and
conclude the lesson.
2. Teacher
give
reflection.
3. The teacher tells the
next material.
4. Teacher closes the
class
students conclude the
material
Students gives their
perception to make
the true recount text
The student tell about
the difficulties in
writing
students responses
about the lesson
students pay attention
Learning Sources
1.
Source : English text book, text from the internet, English
dictionary
2.
VII.
Media : White board, makers, pictures
Evaluation
Cognitive
Technique
: Essay
Form
: Written
Instrument
: list of instruction
- Choose one of the topic below
Indicator of Writing Assessment:
6.
Content
: max 30
7.
Organization
: max 20
8.
Language Use
: max 25
9.
Vocabulary
: max 20
10. Mechanics
: max 5
Total
No
Name
Content
100
Categories
Language
Organization
Use
Vocab.
Mec.
Sc
ore
1.
2.
3.
4.
5.
Note: Students’ score =
Mark
Affective
X 100
Indicator
A
Discipline, very creative, honest, and respect others
B
Discipline, creative, pretend to hide the weaknesses and respect others
C
Less discipline, creative, serious, and respect others
D
No reflected as a good students
Psychomotor: students’ ability to write recount text.
LESSON PLAN
CONTROL CLASS
I.
School
: SMPN 2 Lubuk Alung
Class/Semester
: VIII / II
Subject
: English Teaching
Meeting
: 1 (First)
Material
: Recount text
Skill
: Writing
Times Allocation
: 2 x 40 Minutes
Standard Competence / Basic Competence
Standard Competence
Basic Competence
8.1 Understanding the meaning of 8.1 Responding the meaning of the
short
functional
and
simple functional and simple monologue text
monologue text to communicate with accurately, fluently and acceptable to
the environment around us
communicate with the environment
around us
II.
Indicators and Goal of Learning
Indicators of Competence
Achievement
1. Students are able to identify
some information in recount
text
2. Students are able to identify
communicative goal of recount
text
Goal of Learning
1. Students are able to respond
the
message
which
is
delivered by monologue text
in the context recount text.
2. Students are able to know
generic structure which is
used in writing recount text.
3. Students are able to identify
languange features of recount
text.
4. Students are able to make
recount text appropriate with
language features and generic
structures
III.
Material
1. Definition
Recount text is a text that telling the reader about one story, action
or activity. (sebuah teks yang menceritakan sebuah cerita, aksi
ataupun aktifitas).
Sosial function: to retell events for the purpose of informing or
entertaining. (Tujuan teks recount ialah untuk menghibur dan
memberikan informasi kepada pembaca).
2. Language Features
Focus on specific participants.
Use of material processes.
Circumstances of time and place.
Use of past tense.
Focus on temporal sequence.
3. Generic Structure of Recount Text
Orientation tells who was involved, what happened,
where the events took place, and when it happened
happened.
(Pengenalan
Pengenalan berupa informasi tentang siapa, dimana dan
kapan peristiwa itu terjadi di masa lampau
lampau).
Events tell what happened and in what sequence.
(merupakan rekaman
aman peritiwa yang tejadi, biasanya
disampaikan dalam dalam urutan kronologis).
Reorientation
consists
of
optional
optional-closure
of
events/ending. (pengulangan
pengulangan tentang rangkuman peristiwa
yang diceritakan).
EXAMPLE :
Going Camping
Last weekend, my friends and I went camping. We reached the
camping ground after we walked for about one and a half hour from the
parking lot. We built the camp next to a small river. It was getting darker
and colder, so we built a fire camp. The next day, we spent our time
observing
ving plantation and insects while the girls were preparing meals. In
the afternoon we went to the river and caught some fish for supper. It was
so pleasure.
At night, we held a fire camp night.
night. We sang, danced, read poetry,
played magic tricks, and even some of us performed a standing comedy.
On Monday, we packed our bags and got ready to go home. We were so
happy.
IV.
Learning Method / Technique
Conventional Technique
V.
Learning Activities
Learning activities
Time Teacher activities
Students activities
Pre teaching
Apperception
Good morning students Good morning
how are you?
Greeting
Praying
Checking
students
attendance
Who is absent today?
Give them
some
guiding
question that
guide them
to the topic
which
is
going to be
taught
in
spoken form
Have you ever heard
Yes, Miss
recount text?
What do you know about The
students
it?
answer
the
question as they
knew.
Based on my questions
above, what is our topic Recount text , Miss
today?
Answer teachers’
question based on
situation
Whilst teaching
Exploration
The students are
introduce listening to the
teachers
explanation.
The teacher
introduces
the topic.
The teacher
recount text
The teacher
showing a
picture
related to the
topic to build
students’
background
knowledge.
I have a picture for you, The students give
look at this!
attention
to
teacher’s picture.
The teacher
gives
the
questions.
The students listen
Well, my students.
to the teacher’s
What do you think
question.
about this picture?
Have you ever gone
camping?
Elaboration
The
teacher
writes
generic
structures
and
languange
features
of
recount text first.
Where did you go last
holiday?
Do you have a nice
experience?
The student try to
These are the generic
answer teacher’s
structures of recount
explanation
text:
Orientation tells
who
was
involved,
what
happened, where
the events took
place, and when
it happened.
Events tell what
happened and in
what sequence.
Reorientation
consists
of
optional-closure
of events/ending.
The student listen
These are language
to the teacher’s
features of recount
explanation
text:
Focus on specific
participants.
Use of material
processes.
Circumstances of
time and place.
Use of past tense.
Focus on temporal
sequence.
The
teacher
explains recount
text by giving an
example
of
recount text.
The
teacher
invites
the
students
to
identify generic
structure
and
language
features
of
Ok my students, look at
the white board, I will
give an example of
recount
text
about
‘Going Camping’.
The students focus
on
what
the
teacher’s
writes
and explain
Ok, from this example,
you can find the whole
generic structure of
recount text.
The students focus
on
what
the
teacher’s
writes
and explain
Ok, now I want you to
identify
the
generic
recount text from
the example that
is given.
The teacher asks
the students to
sign each parts
of recount text in
the white board
one by one:
The
teacher
guides
the
students
about
activities that is
doing
structure of recount text
from the example on the
white board. Who want
to try first?
Ok, we just listened what
are orientation, sequence
of
event
and
reorientation.
The students try to
do
teacher’s
instruction one by
one
1. Which
one
Orientation of this
recount text?
2. Which
one
sequence of events
of this recount
text?
3. Tell me the ReOrientation of this
recount text!
4. Mention
some
examples of past
present in this
recount text!
5. Underline
the
parts that tell the
sequences
of
event!
Students underline
the
words
or
sentence
appropriate with
teacher’s
instruction.
Confirmation
The
teacher
instructs
the
students
to
mention
the
generic
structure and
language
features
of
recount text.
The
teacher
leads
the
students
to
mention
the
words
which
are past tense in
the example.
Ok all, what are the The
students
generic structures of answer teacher’s
recount text?
question
What
is
orientation talk
about?
How
about
sequences
of
event?
Then, what is reorientation?
Ok, now repeat after me The students repeat
the words that include what the teacher’s
past present from the said.
example:
went..
reached.. walked.. built..
etc
Post teaching
The
teacher
asks
the
students
difficulties in
learning
material.
The
teacher
instructs
the
students to add
their
knowledge
about
the
material
that
have thought
from internet or
other sources.
VI.
Ok my students, do you Asking the teacher
understand about our about the recently
material today?
lesson.
Any question related to
our material that you are
in doubt?
Ok, I want you to read Ok, Miss
others example from
another sources. More
you read more you get
the knowledge..
Learning Sources
1. Source : English text book, text from the internet, English
dictionary
2. Media : White board, makers, pictures
VII.
Evaluation
Cognitive
Technique
: Essay
Form
: Written
Instrument
: list of instruction
- Choose one of the topic below
Indicator of Writing Assessment:
1. Content
: max 30
2. Organization
: max 20
3. Language Use
: max 25
4. Vocabulary
: max 20
5. Mechanics
: max 5
Total
100
Categories
No Name
Content
Language
Organization
Use
Vocab.
Mec
.
1.
2.
3.
4.
5.
Note: Students’ score =
X 100
Affective
Mark
Indicator
A
Discipline, very creative, honest, and respect others
B
Discipline, creative, pretend to hide the weaknesses and respect
others
C
Less discipline, creative, serious, and respect others
D
No reflected as a good students
Psychomotor: students’ ability to write recount text
Score
LESSON PLAN
CONTROL CLASS
I.
School
: SMPN 2 Lubuk Alung
Class/Semester
: VIII / II
Subject
: English Teaching
Meeting
: II
Material
: Recount text
Skill
: Writing
Times Allocation
: 2 x 40 Minutes
Standard Competence / Basic Competence
Standard Competence
Basic Competence
8.1 Understanding the meaning of short 8.1 Responding the meaning of the
functional and simple monologue text functional and simple monologue
to communicate with the environment text
around us.
accurately,
fluently
and
acceptable to communicate with the
environment around us.
II.
Indicators and Goal of Learning
Indicators of Competence
Goal of Learning
Achievement
1. Students are able to identify some
information in recount text.
2. Students are able to identify
communicative goal of recount
text
1. Students are able to respond the
message which is delivered by
monologue text in the context
recount text.
2. Students are able to know generic
structure which is used in writing
recount text.
3. Students are able to identify
languange features of recount text.
4. Students are able to make recount
text appropriate with language
features and generic structures
III.
Material
1. Definition
Recount text is a text that telling the reader about one story, action
or activity. (sebuah teks yang menceritakan sebuah cerita, aksi
ataupun aktifitas).
Sosial function: to retell events for the purpose of informing or
entertaining. (Tujuan teks recount ialah untuk menghibur dan
memberikan informasi kepada pembaca).
2. Language Features
Focus on specific participants.
Use of material processes.
Circumstances of time and place.
Use of past tense.
Focus on temporal sequence.
3. Generic Structure of Recount Text
Orientation tells who was involved, what happened,
where the events took place, and when it happened.
(Pengenalan berupa informasi tentang siapa, dimana dan
kapan peristiwa itu terjadi di masa lampau).
Events tell what happened and in what sequence.
(merupakan rekaman peritiwa yang tejadi, biasanya
disampaikan dalam dalam urutan kronologis).
Reorientation
consists
of
optional-closure
of
events/ending. (pengulangan tentang rangkuman peristiwa
yang diceritakan).
Holiday in Bali
We had a wonderful holiday in Bali. It was a really great place.
The people were friendly, the food was great, and the weather was a lot
better than at home. Most days were pretty. I swam two or three times
a day, but my brother Fachri just spent all his time lying on the beach
with his eyes closed.
Last Saturday I got on the bus and went to the north of the
island, It was much quieter there than here very beautiful, but no
tourists. The next day we went across to the east coast to see some of
the old villages.
I learned Balinese I couldn’t say much, but it was fun to try.
Fachri actually spoke it quite well, but he was afraid to open his
mouth, so I was the one who talked to people.
IV.
Learning Method / Technique
Conventional Technique
V.
Learning Activities
Learning activities
Time
Teacher activities
Students
activities
Pre teaching
Apperception
Greeting
Praying
Checking
students
attendance
Give them
some
guiding
question that
guide them
to the topic
which
is
going to be
taught
in
spoken form
Good morning students Good morning
how are you?
Who is absent today?
Answer teachers’
question based
on situation
Have you ever heard Yes, Miss
recount text?
The
students
What do you know about answer
the
it?
question as they
knew
Based on my questions recount
above, what is our topic Miss
today?
text
,
Whilst teaching
Exploration
The teacher
introduces
the topic.
The teacher
showing
a
picture
related to the
topic to build
students’
The teacher
recount text
introduce The students are
listening to the
teachers
explanation
I have a picture for you, The students give
look at this!
attention
to
teacher’s picture.
background
knowledge.
The teacher
gives
the
questions.
Elaboration
The
teacher
writes
generic
structures
and
languange
features
of
recount text first.
The
teacher
explains recount
text by giving an
example
of
recount text.
The
teacher
invites
the
students
to
identify generic
structure
and
language features
of recount text
from the example
that is given.
The teacher asks
the students to
sign each parts of
recount text in
the white board
one by one:
Well, my students.
What do you think
about this picture?
Have you ever gone
camping?
Where did you go last
holiday?
Do you have a nice
experience?
The
students
listen to the
teacher’s
question.
These are the generic The student try to
structures of recount text: answer teacher’s
explanation
Orientation tells
who
was
involved,
what
happened, where
the events took
place, and when
it happened.
Events tell what
happened and in
what sequence.
Reorientation
consists
of
optional-closure
of events/ending.
These are language
features of recount text: The student listen
to the teacher’s
Focus on specific
explanation
participants.
Use of material
processes.
Circumstances of
time and place.
Use of past tense.
Focus on temporal
sequence.
Ok my students, look at
the white board, I will
give an example of
recount
text
about
‘Holiday in Bali’. Ok,
from this example, you
can find the whole
generic
structure
of
recount text.
The
students
focus on what the
teacher’s writes
and explain.
The
students
focus
on
what
the
Ok, now I want you to
The
teacher
guides
the
students
about
activities that is
doing
Confirmation
The
teacher
instructs
the
students
to
mention
the
generic
structure
and
language
features
of
recount text.
The
teacher
leads
the
students
to
mention
the
words
which
are past tense in
the example.
identify
the
generic teacher’s writes
structure of recount text and explain
from the example on the
white board. Who want to
try first?
Ok, we just listened what
are orientation, sequence
of
event
and
reorientation, So
The students try
to do teacher’s
instruction one
by one
1. Which one Orientation
of this recount text?
2. Which one sequence of
events of this recount
text?
3. Tell me the ReOrientation of this
recount text!
4. Mention
some
examples
of
past
present in this recount
text!
5. Underline the parts
that tell the sequences
of event!
Students
underline
the
words
or
sentence
appropriate with
teacher’s
instruction.
Ok all, what are the
generic structures of The
students
recount text?
answer teacher’s
question
What
is
orientation
talk
about?
How
about
sequences
of
event?
Then, what is reorientation?
students
Ok, now repeat after me The
the words that include repeat what the
past present from the teacher said
example: went.. reached..
walked.. built.. etc
Post teaching
Ok my students, do you Asking
the
understand about our teacher about the
material today?
recently lesson.
The
teacher
asks
the
students
difficulties in
learning
material.
Any question related to
our material that you are
in doubt?
The
teacher
instructs
the
students to add
their knowledge
about
the
material
that
have
thought
from internet or
other sources.
VI.
Ok, I want you to read Ok Miss
others example from
another sources. More
you read more you get the
knowledge..
Learning Sources
1. Source : English text book, text from the internet, English
dictionary.
2. Media : White board, makers, pictures
VII.
Evaluation
Cognitive
Technique
: Essay
Form
: Written
Instrument
: list of instruction
- Choose one of the topic below
Indicator of Writing Assessment:
1. Content
: max 30
2. Organization
: max 20
3. Language Use
: max 25
4. Vocabulary
: max 20
5. Mechanics
: max 5
Total
100
Categories
No Name
Content
Organization
Language
Use
Vocab.
Mec
Score
.
1.
2.
3.
4.
5.
Note: Students’ score =
X 100
Affective
Mark
Indicator
A
Discipline, very creative, honest, and respect others
B
Discipline, creative, pretend to hide the weaknesses and respect others
C
Less discipline, creative, serious, and respect others
D
No reflected as a good students
Psychomotor: students’ ability to write recount text
APPENDIX 5
WRITING SCORE IN EXPERIMENTAL CLASS
Number of
Students’
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
TOTAL
Mean
Higher Score
Lower Score
C
(30)
20
22
20
20
22
21
22
20
20
24
20
25
21
21
23
22
21
20
22
22
25
20
23
22
22
540
21.6
0
O
(20)
18
18
15
16
17
13
15
13
18
16
18
15
15
14
16
17
15
13
16
18
16
16
16
18
17
399
V
(20)
16
17
16
17
17
17
18
15
14
17
15
18
14
17
19
18
17
15
17
17
19
17
18
17
18
420
L.USE
(25)
15
15
17
17
18
17
18
15
15
19
16
20
15
16
20
18
16
16
15
17
20
18
19
15
18
425
M
(5)
3
3
3
3
3
3
3
2
3
3
3
3
2
3
4
3
3
3
3
3
3
3
3
3
3
74
STUDENTS
’
WRITING
SCORE
72
75
71
73
77
71
76
65
70
79
72
81
67
71
82
78
72
67
73
77
83
74
79
75
78
1858
15.96
16.80
17.00
2.96
74.32
25
18
19
20
4
83
20
13
14
15
2
65
WRITING COMPONENT
APPENDIX 6
WRITING SCORE POST TEST IN CONTROL CLASS
Number of
students
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Total
Mean
Higher
Score
Lower Score
WRITING
C
O
(30)
(20)
20
13
20
13
19
13
19
14
18
13
16
13
21
15
21
16
21
14
19
13
17
13
17
13
17
15
19
13
22
16
18
13
20
14
17
13
18
16
20
15
21
13
20
15
420
306
19.09
13.91
COMPONENT
V
L.USE
(20)
(25)
17
15
17
17
13
15
13
16
16
16
16
13
17
18
17
17
15
17
16
17
13
15
16
17
17
16
16
17
17
17
15
17
17
16
12
10
15
12
17
16
16
17
15
12
343
343
15.59 15.59
M
(5)
3
3
3
3
2
2
3
3
3
3
2
3
3
3
3
2
3
2
2
3
3
3
60
2.73
STUDENTS’
WRITING
SCORE
68
70
63
65
65
60
74
74
70
68
60
66
68
68
75
65
70
54
63
71
70
65
1472
66.91
22
16
17
18
3
75
16
13
12
10
2
54
APPENDIX 7
ANALYSIS SPSS OF POST TEST
Case Processing Summary
Kelas
Cases
Valid
N
Nilai
Missing
Percent
N
Total
Percent
N
Percent
Control
22
100.0%
0
0.0%
22
100.0%
Exp
25
100.0%
0
0.0%
25
100.0%
Descriptives
a
Kelas
Statistic
Mean
66.91
95% Confidence Interval for
Lower Bound
64.67
Mean
Upper Bound
69.14
5% Trimmed Mean
67.15
Median
68.00
Variance
Control
Std. Deviation
5.042
Minimum
54
Maximum
75
Range
21
6
Skewness
Kurtosis
Mean
Exp
-.623
.491
.722
.953
74.32
.941
95% Confidence Interval for
Lower Bound
72.38
Mean
Upper Bound
76.26
5% Trimmed Mean
74.34
Median
73.00
Variance
Std. Deviation
22.143
4.706
Minimum
65
Maximum
83
Range
18
Interquartile Range
Skewness
Kurtosis
1.075
25.420
Interquartile Range
Nilai
Std. Error
7
.011
.464
-.616
.902
M-Estimators
Kelas
Huber's M-
a
Tukey's Biweight
c
b
Andrews' Wave
e
d
Estimator
Nilai
Hampel's MEstimator
Control
67.26
67.69
67.29
67.69
Exp
74.15
74.07
74.26
74.07
a. The weighting constant is 1.339.
b.
The weighting constant is 4.685.
c. The weighting constants are 1.700, 3.400, and 8.500
d.
The weighting constant is 1.340*pi.
a
Tests of Normality
b
Kelas
Kolmogorov-Smirnov
Statistic
Nilai
Df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
Control
.131
22
.200
*
.956
22
.413
Exp
.130
25
.200
*
.980
25
.888
a. Lilliefors Significance Correction
*. This is a lower bound of the true significance.
Test of Homogeneity of Variance
Levene Statistic
Nilai
a
df1
df2
Sig.
Based on Mean
.000
1
45
.985
Based on Median
.005
1
45
.946
.005
1
43.879
.946
.002
1
45
.962
Based on Median and with
adjusted df
Based on trimmed mean
APPENDIX 8
MEAN SCORE AND STANDARD DEVIATION OF EXPERIMENTAL
CLASS
Score (x1)
F1
x12
65
67
70
71
72
73
74
75
76
77
78
79
81
82
83
1
2
1
3
3
2
1
2
1
2
2
2
1
1
1
4225
4489
4900
5041
5184
5329
5476
5625
5776
5929
6084
6241
6561
6724
6889
∑F1 =
X1
F X
F
1
=
1
1
ΣX12 =
25
84473
1858
25
F1x1
f1x12
65
134
70
213
216
146
74
150
76
154
156
158
81
82
83
4225
8978
4900
15123
15552
10658
5476
11250
5776
11858
12168
12482
6561
6724
6889
∑F1X1=
1858
F 1 X 12
=
= 74.32
(ΣF1X1)2 = 1858 = 3452164
2
n 1 F1 x 12 ( F1 X 1 ) 2
S12
n 1 (n 1 1)
25.1,38620 3452162
2525 1
=
=
13336
600
S12 = 22.23
22.23
S1
=
S1
= 4.71
=
3465500 3452164
600
138620
APPENDIX 9
MEAN SCORE AND STANDARD DEVIATION OF CONTROL CLASS
Score (x2)
F2
x22
54
60
63
65
66
68
70
71
74
75
1
2
2
4
1
4
4
1
2
1
2916
3600
3969
4225
4356
4624
4900
5041
5476
5625
F
2
X2
=
ΣX22 =
22
F X
F
2
2
=
2
44732
f2x2
f 2 x22
54
120
126
260
66
272
280
71
148
75
F X
2
2
2916
7200
7938
16900
4356
18496
19600
5041
10952
5625
=
F2 X
1472
1472
= 66.90
22
(ΣF2X2)2 = 1472 = 2166784
2
n 2 F2 x 22 ( F2 X 2 ) 2
2
2
S
n 2 (n 2 1)
22 * 99024 2166784
2178528 2166784
=
2222 1
462
=
=
11 .75
462
S22 = 25.41
S2 =
25.41
S2 = 5.04
2
2
=
99024
APPENDIX 10
Hypothesis Testing
In order to see whether the hypothesis accepted or rejected, the researcher
analyzed with using t-test. The calculation can be seen follow:
The Where:
X1 = 74.32
n1 = 25
X 2 = 66.91
n 2 = 22 S2= 5.04
2
S
1
S12 = 22.18
S22 = 25.40
1) s1 (n2 1) s2
2
(n
S1= 4.71
2
n n 2
1
2
calculation of t-test between mean score of experiment and control group
could be figured bellow :
X1 X 2
t
s
1
1
n1 n 2
= (25-1) 22.18 + (22-1) 25.40
25+22-2
= (24) 22.18+ (21) 25.40
45
= 532.32 + 533.4
45
= 1065.72
45
S2 = 23.68
S = 23.68
S = 4.87
X1 X 2
t
S
1
1
n1 n 2
74.32 66.91
1
1
4.87
25 22
7.41
4.87 0.040 0.045
7.41
4.87 0.085
7.41
4.870.29
tCalculate
7.41
1.41
5 . 25
df n 1 n 2 2
( 25 22 2) 45
α = 0.05
t-table = t (1- α ) (df)
= t (1-0,05) (45)
= t (0,95) (45)
= 2.000
t-table = 2.000
t-calculate > t-table
1.25 > 2.000
APPENDIX 11
T-TABLE
APPENDIX 12
The Examples of Students’ Writing
APPENDIX 13
DOCUMENTATION PHOTO
Observation Score Sheet VIII.1
WRITING COMPONENT
STUDENTS’
WRITING
SCORE
Number of
Students’
C
O
V
L.U
M
30
20
20
25
5
1
20
14
14
15
3
68
2
22
14
17
18
3
70
3
21
13
17
17
3
63
4
18
15
17
16
3
65
5
16
13
14
15
2
65
6
17
14
15
16
3
60
7
13
12
12
13
2
74
8
15
12
13
12
2
74
9
16
12
13
12
2
70
10
17
14
14
16
3
68
11
16
12
13
12
2
60
12
19
13
14
17
2
66
13
20
13
14
17
2
68
14
18
12
13
15
2
68
15
17
12
13
15
2
75
16
18
13
14
17
2
65
17
17
13
15
17
3
70
18
18
16
17
15
3
54
19
20
13
14
17
2
63
20
17
13
13
16
2
71
21
17
13
15
16
2
70
22
16
13
15
14
2
65
TOTAL
388
289
316
338
52
1472
Mean
17.63
13.14
14.36
15.36
2.36
66.91
Higher
Score
22
16
17
18
3
75
Lower Score
13
12
12
12
2
54
APPENDIX 2
Students Score of Mid Test
Class
Number of student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
TOTAL
AVERAGE
VIII.1
VIII.2
VIII.3
VIII.4
VIII.5
VIII.6
55
60
68
60
50
85
58
65
55
83
58
60
55
75
83
55
73
65
48
43
70
58
45
53
35
50
60
30
43
33
35
25
20
25
45
35
28
33
46
35
48
38
25
30
45
38
45
945
37.8
53
53
30
43
38
28
35
45
25
35
25
28
38
40
35
53
30
33
63
43
38
43
43
45
38
980
39.2
53
58
60
40
23
48
30
50
50
55
65
53
60
40
42
63
48
65
63
55
60
58
63
37
38
1277
51.1
57
47
74
67
57
73
50
77
53
60
67
43
43
60
73
40
50
70
43
43
73
47
43
47
33
47
37
37
50
40
43
37
37
40
43
23
23
43
47
43
40
30
40
27
47
1220
58.1
944
39.3
1382
62.8
APPENDIX 3
Analysis SPSS for MID Test (Normality and Homogeneity Test of
Population)
Tests of Normality
Kelas
Kolmogorov-Smirnova
Statistic
VIII.1
Nilai
Df
.181
Shapiro-Wilk
Sig.
Statistic
df
Sig.
22
.059
.946
22
.267
*
.973
25
.715
VIIII.2
.129
25
.200
VIII.3
.111
24
.200*
.954
24
.329
*
.924
25
.062
VIII.4
.127
25
.200
VIII.5
.144
21
.200*
.910
21
.055
VIII.6
.170
24
.070
.905
24
.057
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Test of Homogeneity of Variance
Levene
Statistic
Nilai
df1
df2
Sig.
Based on Mean
1.938
5
135
.092
Based on Median
1.589
5
135
.167
Based on Median and with
adjusted df
1.589
5
126.044
.168
Based on trimmed mean
1.936
5
135
.092
APPENDIX 4
LESSON PLAN
EXPERIMENTAL CLASS
I.
School
: SMPN 2 Lubuk Alung
Class/Semester
: VIII / II
Subject
: English Writing
Meeting
: 1 (First)
Material
: Recount text
Skill
: Writing
Times Allocation
: 2 x 40 Minutes
Standard Competence / Basic Competence
Standard Competence
Expressing
the
meaning
Basic Competence
in
the Expressing
the
meeting
and
functional text and simple short essay rhetorical step in simple short essay
in recount text to interact with around by using written language varieties
environment
accurately, fluently, and coherently
to interact with around environment
in recount text.
II.
Indicators and Goal of Learning
Indicators of Competence
Achievement
1. Construct
combining
Goal of Learning
sentence
technique
in
writing recount text.
a recount text.
2. Students are able to write
choppy sentences in a recount
3. Revising a recount paragraph
consist
sentence combining technique
in writing recount text.
2. Analyze choppy sentence in
with
1. Students are able to write
of
choppy
sentence.
text.
3. Students are able to write a
recount text with consist of
choppy sentences.
III.
Material
1. Definition
Recount text is a text that telling the reader about one story, action
or activity. (sebuah teks yang menceritakan sebuah cerita, aksi
ataupun aktifitas).
Sosial function: to retell events for the purpose of informing or
entertaining. (Tujuan teks recount ialah untuk menghibur dan
memberikan informasi kepada pembaca).
2. Language Features
Focus on specific participants.
Use of material processes.
Circumstances of time and place.
Use of past tense.
Focus on temporal sequence.
3. Generic Structure of Recount Text
Orientation tells who was involved, what happened,
where the events took place, and when it happened.
(Pengenalan
Pengenalan berupa informasi tentang siapa, dimana dan
lampau).
kapan peristiwa itu terjadi di masa lampau
Events tell what happened and in what sequence.
(merupakan rekaman peritiwa yang tejadi, biasanya
disampaikan dalam dalam urutan kronologis).
Reorientation
consists
of
optional
optional-closure
of
events/ending. (pengulangan
pengulangan tentang rangk
rangkuman peristiwa
yang diceritakan).
Going Camping
Orientation
: Last weekend, my friends and I went camping. We
reached the camping ground after we walked for about
one and a half hour from the parking lot. We built the
camp next to a small river. It was getting darker and
colder, so we built a fire camp.
Events
: The next day, we spent our time observing plantation and
insects while the girls were preparing meals. In the
afternoon we went to the river and caught some fish for
supper. It was so pleasure. At night, we held a fire camp
night. We sang, danced, read poetry, played magic tricks,
and even some of us performed a standing comedy.
Reorientation
: On Monday, we packed our bags and got ready to go
home. We were so happy.
IV.
Learning Method / Strategy
Sentence Combining Technique
V.
Learning Activities
Learning
activities
Pre teaching
Apperception
Time
Teacher activities
Greeting
Checking
students
attendance
Motivation
Students activities
Students responded
the teacher
Students pay attention
Teacher
asks Students answer
students about about last material
the last material
1. Teacher
gives Students pay
attention to the
students motivation
teacher
2. Teacher encourages
Students responded
students to speak
English by asking
questions
Whilst teaching
Exploration
Elaboration
.
1. The
teacher
introduce Sentence
Combining
2. Teacher writes a
topic
on
the
whiteboard.
3. Teacher
builds
students’ knowledge
by show some of
picture and text then
students
observes
that teacher’s give.
1. Teacher
explain
what
kernel
sentence and how to
correct the choppy
sentence in writing
by
using
FANBOYS,
Subordination,
Conjunction,
The students pay
attention.
Students see the topic
in the white board.
Students read an
example of recount
text.
Students observe the
elements of text then
discuss the purpose,
generic structure and
language feature
2.
3.
4.
5.
6.
7.
Confirmation
Semicolon,
in
recount text.
Teacher gives the
warm-up
by
modeling combine
two pairs of kernel
sentence. The ask
the students to take
turn completing the
remaining sentence
pairs.
Teacher gives the
students
some
kernel sentence and
ask the students to
practice combine it
become
more
effective with pair.
Teachers give the
sentence combining
exercise
and
students will do it
independently.
After
finished,
teacher asks
the
students to change
their paper with their
friend in the group
and revise its.
Then the teacher
instructs them to re
write the recount text
and pay attention
several elements of
the text.
After the students
finish, asks them to
collect their paper.
1. Teacher ask the
students who want to
share their written in
front of class
2. Teacher
give
feedback/comment
Students read and try
to
identify
the
element of the text.
Students in group
choose a topic that
interested and make a
combine sentence.
Student
doing
exercise
independently.
Students change their
paper
with
their
friend in the group
and revise its.
The students write the
narrative text and pay
attention
several
element of the text
Students collect their
paper
Students share their
written text in front of
the class.
Students gives their
perception to make
the true recount text
or
reward
on
students presentation
3. Teacher asks the The student tell about
the difficulties in
students difficulties
writing
and writing.
Post teaching
IV.
1. Teacher and students
Review
and
conclude the lesson
2. Teacher
give
reflection
3. The teacher tells the
next material
4. Teacher closes the
class
students conclude the
material
students responses
about the lesson
students pay attention
Learning Sources
1. Source : English text book, text from the internet, English
dictionary
2. Media : White board, makers, pictures
V.
Evaluation
Cognitive
Technique
: Essay
Form
: Written
Instrument
: list of instruction
- Choose one of the topic below
Indicator of Writing Assessment:
1.
Content
: max 30
2.
Organization
: max 20
3.
Language use
: max 25
4.
Vocabulary
: max 20
5.
Mechanics
: max 5
Total
100
Categories
No
Name
Content
Organization
Language
Use
Vocab.
Mec
.
Scor
e
1.
2.
3.
4.
5.
Note: Students’ score =
X 100
Affective
Mark
Indicator
A
Discipline, very creative, honest, and respect others
B
Discipline, creative, pretend to hide the weaknesses and respect
others
C
Less discipline, creative, serious, and respect others
D
No reflected as a good students
Psychomotor: students’ ability to write recount text.
Attachment of teaching Material
LESSON PLAN
EXPERIMENTAL CLASS
I.
School
: SMPN 2 Lubuk Alung
Class/Semester
: VIII / II
Subject
: English Writing
Meeting
: II (Second)
Material
: Recount text
Skill
: Writing
Times Allocation
: 2 x 40 Minutes
Standard Competence / Basic Competence
Standard Competence
Expressing
the
meaning
Basic Competence
in
the Expressing the meeting and theorical
functional text and simple short essay step in simple short essay by using
in recount text to interact with around written language varieties accurately,
environment.
fluently, and coherently to interact
with around environment in recount
text.
II.
Indicators and Goal of Learning
Indicators of Competence
Achievement
1.
Goal of Learning
Identify the use of sentence
combining
technique
in
writing.
2. Construct sentence combining
technique in writing recount
text.
3. Identify the meaning of kernel
sentence, choppy sentence, and
combined sentence.
4. Analyze
kernel
sentence,
choppy sentence, and combined
sentence in a recount text.
1. Student are able to write the use
of
sentence
combining
technique in writing.
2. Student are able to write the use
of
sentence
combining
technique in writing recount
text.
3. Student are able to write the
meaning of kernel sentence ,
choppy sentence and combined
sentence.
4. Student are able to write the
meaning of kernel sentence ,
choppy sentence and combined
sentence.
III.
Material
1. Definition
Recount text is a text that telling the reader about one story, action
or activity. (sebuah teks yang menceritakan sebuah cerita, aksi
ataupun aktifitas).
Sosial function: to retell events for the purpose of informing or
entertaining. (Tujuan teks recount ialah untuk menghibur dan
memberikan informasi kepada pembaca).
2. Language Features
1. Focus on specific participants.
2. Use of material processes.
3. Circumstances of time and place.
4. Use of past tense.
5. Focus on temporal sequence.
3. Generic Structure of Recount Text
Orientation tells who was involved, what happened,
where the events took place, and when it happened.
Events tell what happened and in what sequence.
Reorientation
consists
of
optional-closure
of
events/ending.
a. Sentence Combining, that is organizing sets of short, choppy
sentences, into longer, more effective ones. However, the goals of
sentence combining is not to produce longer sentences but rather
to develop more effectives sentences.
b. Sentence combining calls on you to experiment with different
method of putting word together. Because there are countless
ways to build sentence, your goals is not to find the one “correct”
combination but to consider different arrangement before you
decide which one is the most effective.
c. A kernel sentence is a simple, active, declarative sentence
combining no connectives or modifies that may be used in making
more elaborate sentences. It has only one verb and is always
active and affirmative.
d. Choppy sentence is the sentence that is use too many simple
sentences and use to some pronoun many times.
Holiday in Bali
Orientation
: We had a wonderful holiday in Bali. It was a really great place.
The people were friendly, the food was great, and the weather
was a lot better than at home.
Events
: Most days were pretty. I swam two or three times a day, but my
brother Fachri just spent all his time lying on the beach with his
eyes closed. Last Saturday I got on the bus and went to the north
of the island, It was much quieter there than here very beautiful,
but no tourists. The next day we went across to the east coast to
see some of the old villages.
Reorientation : I learned Balinese I couldn’t say much, but it was fun to try.
Fachri actually spoke it quite well, but he was afraid to open his
mouth, so I was the one who talked to people.
IV.
Learning Method / Strategy
Sentence Combining Technique
V.
Learning Activities
Learning
activities
Pre teaching
Apperception
Time
Teacher activities
Greeting
Checking
students
attendance
Motivation
Students activities
Students responded
the teacher
Students pay attention
Teacher
asks Students
answer
students about about last material
the last material
1. Teacher
gives Students
students motivation. attention
teacher
to
pay
the
2. Teacher encourages Students responded
students to speak
English by asking
questions
Whilst teaching
Exploration
Elaboration
.
1. The
teacher
introduce Sentence
Combining.
2. Teacher writes a
topic
on the
whiteboard.
3. Teacher
builds
students’ knowledge
by show some of
picture and text then
students
observes
that teacher’s give.
The students
attention.
pay
1. Teacher
explain
what
kernel
sentence and how
to
correct
the
choppy sentence in
writing by using
FANBOYS,
Subordination,
Conjunction,
Semicolon,
in
recount text.
2. Teacher gives the
warm-up
by
modeling combine
two pairs of kernel
sentence. The ask
the students to take
turn
completing
the
remaining
sentence pairs.
3. Teacher gives the
students
some
kernel
sentence
and
ask
the
students to practice
combine it become
more effective with
pair.
4. Teachers give the
sentence combining
Students observe the
elements of text then
discuss the purpose,
generic structure and
language feature
Students see the topic
in the white board.
Students read an
example of recount
text.
Students read and try
to
identify
the
element of the text.
Students in group
choose a topic that
interested and make a
combine sentence.
Student
doing
exercise
independently.
exercise
and
students will do it
independently.
5. After
finished,
teacher asks the
students to change
their paper with
their friend in the
group and revise its.
6. Then the teacher
instructs them to re
write the recount
text
and
pay
attention
several
elements of the text.
7. After the students
finish, asks them to
collect their paper.
Confirmation
Post teaching
VI.
Students change their
paper
with
their
friend in the group
and revise its.
The students write the
narrative text and pay
attention
several
element of the text
Students collect their
paper
1. Teacher ask the
students who want
to share their written
in front of class.
2. Teacher
give
feedback/comment
or
reward
on
students
presentation.
3. Teacher asks the
students difficulties
and writing.
Students share their
written text in front of
the class
1. Teacher
and
students Review and
conclude the lesson.
2. Teacher
give
reflection.
3. The teacher tells the
next material.
4. Teacher closes the
class
students conclude the
material
Students gives their
perception to make
the true recount text
The student tell about
the difficulties in
writing
students responses
about the lesson
students pay attention
Learning Sources
1.
Source : English text book, text from the internet, English
dictionary
2.
VII.
Media : White board, makers, pictures
Evaluation
Cognitive
Technique
: Essay
Form
: Written
Instrument
: list of instruction
- Choose one of the topic below
Indicator of Writing Assessment:
6.
Content
: max 30
7.
Organization
: max 20
8.
Language Use
: max 25
9.
Vocabulary
: max 20
10. Mechanics
: max 5
Total
No
Name
Content
100
Categories
Language
Organization
Use
Vocab.
Mec.
Sc
ore
1.
2.
3.
4.
5.
Note: Students’ score =
Mark
Affective
X 100
Indicator
A
Discipline, very creative, honest, and respect others
B
Discipline, creative, pretend to hide the weaknesses and respect others
C
Less discipline, creative, serious, and respect others
D
No reflected as a good students
Psychomotor: students’ ability to write recount text.
LESSON PLAN
CONTROL CLASS
I.
School
: SMPN 2 Lubuk Alung
Class/Semester
: VIII / II
Subject
: English Teaching
Meeting
: 1 (First)
Material
: Recount text
Skill
: Writing
Times Allocation
: 2 x 40 Minutes
Standard Competence / Basic Competence
Standard Competence
Basic Competence
8.1 Understanding the meaning of 8.1 Responding the meaning of the
short
functional
and
simple functional and simple monologue text
monologue text to communicate with accurately, fluently and acceptable to
the environment around us
communicate with the environment
around us
II.
Indicators and Goal of Learning
Indicators of Competence
Achievement
1. Students are able to identify
some information in recount
text
2. Students are able to identify
communicative goal of recount
text
Goal of Learning
1. Students are able to respond
the
message
which
is
delivered by monologue text
in the context recount text.
2. Students are able to know
generic structure which is
used in writing recount text.
3. Students are able to identify
languange features of recount
text.
4. Students are able to make
recount text appropriate with
language features and generic
structures
III.
Material
1. Definition
Recount text is a text that telling the reader about one story, action
or activity. (sebuah teks yang menceritakan sebuah cerita, aksi
ataupun aktifitas).
Sosial function: to retell events for the purpose of informing or
entertaining. (Tujuan teks recount ialah untuk menghibur dan
memberikan informasi kepada pembaca).
2. Language Features
Focus on specific participants.
Use of material processes.
Circumstances of time and place.
Use of past tense.
Focus on temporal sequence.
3. Generic Structure of Recount Text
Orientation tells who was involved, what happened,
where the events took place, and when it happened
happened.
(Pengenalan
Pengenalan berupa informasi tentang siapa, dimana dan
kapan peristiwa itu terjadi di masa lampau
lampau).
Events tell what happened and in what sequence.
(merupakan rekaman
aman peritiwa yang tejadi, biasanya
disampaikan dalam dalam urutan kronologis).
Reorientation
consists
of
optional
optional-closure
of
events/ending. (pengulangan
pengulangan tentang rangkuman peristiwa
yang diceritakan).
EXAMPLE :
Going Camping
Last weekend, my friends and I went camping. We reached the
camping ground after we walked for about one and a half hour from the
parking lot. We built the camp next to a small river. It was getting darker
and colder, so we built a fire camp. The next day, we spent our time
observing
ving plantation and insects while the girls were preparing meals. In
the afternoon we went to the river and caught some fish for supper. It was
so pleasure.
At night, we held a fire camp night.
night. We sang, danced, read poetry,
played magic tricks, and even some of us performed a standing comedy.
On Monday, we packed our bags and got ready to go home. We were so
happy.
IV.
Learning Method / Technique
Conventional Technique
V.
Learning Activities
Learning activities
Time Teacher activities
Students activities
Pre teaching
Apperception
Good morning students Good morning
how are you?
Greeting
Praying
Checking
students
attendance
Who is absent today?
Give them
some
guiding
question that
guide them
to the topic
which
is
going to be
taught
in
spoken form
Have you ever heard
Yes, Miss
recount text?
What do you know about The
students
it?
answer
the
question as they
knew.
Based on my questions
above, what is our topic Recount text , Miss
today?
Answer teachers’
question based on
situation
Whilst teaching
Exploration
The students are
introduce listening to the
teachers
explanation.
The teacher
introduces
the topic.
The teacher
recount text
The teacher
showing a
picture
related to the
topic to build
students’
background
knowledge.
I have a picture for you, The students give
look at this!
attention
to
teacher’s picture.
The teacher
gives
the
questions.
The students listen
Well, my students.
to the teacher’s
What do you think
question.
about this picture?
Have you ever gone
camping?
Elaboration
The
teacher
writes
generic
structures
and
languange
features
of
recount text first.
Where did you go last
holiday?
Do you have a nice
experience?
The student try to
These are the generic
answer teacher’s
structures of recount
explanation
text:
Orientation tells
who
was
involved,
what
happened, where
the events took
place, and when
it happened.
Events tell what
happened and in
what sequence.
Reorientation
consists
of
optional-closure
of events/ending.
The student listen
These are language
to the teacher’s
features of recount
explanation
text:
Focus on specific
participants.
Use of material
processes.
Circumstances of
time and place.
Use of past tense.
Focus on temporal
sequence.
The
teacher
explains recount
text by giving an
example
of
recount text.
The
teacher
invites
the
students
to
identify generic
structure
and
language
features
of
Ok my students, look at
the white board, I will
give an example of
recount
text
about
‘Going Camping’.
The students focus
on
what
the
teacher’s
writes
and explain
Ok, from this example,
you can find the whole
generic structure of
recount text.
The students focus
on
what
the
teacher’s
writes
and explain
Ok, now I want you to
identify
the
generic
recount text from
the example that
is given.
The teacher asks
the students to
sign each parts
of recount text in
the white board
one by one:
The
teacher
guides
the
students
about
activities that is
doing
structure of recount text
from the example on the
white board. Who want
to try first?
Ok, we just listened what
are orientation, sequence
of
event
and
reorientation.
The students try to
do
teacher’s
instruction one by
one
1. Which
one
Orientation of this
recount text?
2. Which
one
sequence of events
of this recount
text?
3. Tell me the ReOrientation of this
recount text!
4. Mention
some
examples of past
present in this
recount text!
5. Underline
the
parts that tell the
sequences
of
event!
Students underline
the
words
or
sentence
appropriate with
teacher’s
instruction.
Confirmation
The
teacher
instructs
the
students
to
mention
the
generic
structure and
language
features
of
recount text.
The
teacher
leads
the
students
to
mention
the
words
which
are past tense in
the example.
Ok all, what are the The
students
generic structures of answer teacher’s
recount text?
question
What
is
orientation talk
about?
How
about
sequences
of
event?
Then, what is reorientation?
Ok, now repeat after me The students repeat
the words that include what the teacher’s
past present from the said.
example:
went..
reached.. walked.. built..
etc
Post teaching
The
teacher
asks
the
students
difficulties in
learning
material.
The
teacher
instructs
the
students to add
their
knowledge
about
the
material
that
have thought
from internet or
other sources.
VI.
Ok my students, do you Asking the teacher
understand about our about the recently
material today?
lesson.
Any question related to
our material that you are
in doubt?
Ok, I want you to read Ok, Miss
others example from
another sources. More
you read more you get
the knowledge..
Learning Sources
1. Source : English text book, text from the internet, English
dictionary
2. Media : White board, makers, pictures
VII.
Evaluation
Cognitive
Technique
: Essay
Form
: Written
Instrument
: list of instruction
- Choose one of the topic below
Indicator of Writing Assessment:
1. Content
: max 30
2. Organization
: max 20
3. Language Use
: max 25
4. Vocabulary
: max 20
5. Mechanics
: max 5
Total
100
Categories
No Name
Content
Language
Organization
Use
Vocab.
Mec
.
1.
2.
3.
4.
5.
Note: Students’ score =
X 100
Affective
Mark
Indicator
A
Discipline, very creative, honest, and respect others
B
Discipline, creative, pretend to hide the weaknesses and respect
others
C
Less discipline, creative, serious, and respect others
D
No reflected as a good students
Psychomotor: students’ ability to write recount text
Score
LESSON PLAN
CONTROL CLASS
I.
School
: SMPN 2 Lubuk Alung
Class/Semester
: VIII / II
Subject
: English Teaching
Meeting
: II
Material
: Recount text
Skill
: Writing
Times Allocation
: 2 x 40 Minutes
Standard Competence / Basic Competence
Standard Competence
Basic Competence
8.1 Understanding the meaning of short 8.1 Responding the meaning of the
functional and simple monologue text functional and simple monologue
to communicate with the environment text
around us.
accurately,
fluently
and
acceptable to communicate with the
environment around us.
II.
Indicators and Goal of Learning
Indicators of Competence
Goal of Learning
Achievement
1. Students are able to identify some
information in recount text.
2. Students are able to identify
communicative goal of recount
text
1. Students are able to respond the
message which is delivered by
monologue text in the context
recount text.
2. Students are able to know generic
structure which is used in writing
recount text.
3. Students are able to identify
languange features of recount text.
4. Students are able to make recount
text appropriate with language
features and generic structures
III.
Material
1. Definition
Recount text is a text that telling the reader about one story, action
or activity. (sebuah teks yang menceritakan sebuah cerita, aksi
ataupun aktifitas).
Sosial function: to retell events for the purpose of informing or
entertaining. (Tujuan teks recount ialah untuk menghibur dan
memberikan informasi kepada pembaca).
2. Language Features
Focus on specific participants.
Use of material processes.
Circumstances of time and place.
Use of past tense.
Focus on temporal sequence.
3. Generic Structure of Recount Text
Orientation tells who was involved, what happened,
where the events took place, and when it happened.
(Pengenalan berupa informasi tentang siapa, dimana dan
kapan peristiwa itu terjadi di masa lampau).
Events tell what happened and in what sequence.
(merupakan rekaman peritiwa yang tejadi, biasanya
disampaikan dalam dalam urutan kronologis).
Reorientation
consists
of
optional-closure
of
events/ending. (pengulangan tentang rangkuman peristiwa
yang diceritakan).
Holiday in Bali
We had a wonderful holiday in Bali. It was a really great place.
The people were friendly, the food was great, and the weather was a lot
better than at home. Most days were pretty. I swam two or three times
a day, but my brother Fachri just spent all his time lying on the beach
with his eyes closed.
Last Saturday I got on the bus and went to the north of the
island, It was much quieter there than here very beautiful, but no
tourists. The next day we went across to the east coast to see some of
the old villages.
I learned Balinese I couldn’t say much, but it was fun to try.
Fachri actually spoke it quite well, but he was afraid to open his
mouth, so I was the one who talked to people.
IV.
Learning Method / Technique
Conventional Technique
V.
Learning Activities
Learning activities
Time
Teacher activities
Students
activities
Pre teaching
Apperception
Greeting
Praying
Checking
students
attendance
Give them
some
guiding
question that
guide them
to the topic
which
is
going to be
taught
in
spoken form
Good morning students Good morning
how are you?
Who is absent today?
Answer teachers’
question based
on situation
Have you ever heard Yes, Miss
recount text?
The
students
What do you know about answer
the
it?
question as they
knew
Based on my questions recount
above, what is our topic Miss
today?
text
,
Whilst teaching
Exploration
The teacher
introduces
the topic.
The teacher
showing
a
picture
related to the
topic to build
students’
The teacher
recount text
introduce The students are
listening to the
teachers
explanation
I have a picture for you, The students give
look at this!
attention
to
teacher’s picture.
background
knowledge.
The teacher
gives
the
questions.
Elaboration
The
teacher
writes
generic
structures
and
languange
features
of
recount text first.
The
teacher
explains recount
text by giving an
example
of
recount text.
The
teacher
invites
the
students
to
identify generic
structure
and
language features
of recount text
from the example
that is given.
The teacher asks
the students to
sign each parts of
recount text in
the white board
one by one:
Well, my students.
What do you think
about this picture?
Have you ever gone
camping?
Where did you go last
holiday?
Do you have a nice
experience?
The
students
listen to the
teacher’s
question.
These are the generic The student try to
structures of recount text: answer teacher’s
explanation
Orientation tells
who
was
involved,
what
happened, where
the events took
place, and when
it happened.
Events tell what
happened and in
what sequence.
Reorientation
consists
of
optional-closure
of events/ending.
These are language
features of recount text: The student listen
to the teacher’s
Focus on specific
explanation
participants.
Use of material
processes.
Circumstances of
time and place.
Use of past tense.
Focus on temporal
sequence.
Ok my students, look at
the white board, I will
give an example of
recount
text
about
‘Holiday in Bali’. Ok,
from this example, you
can find the whole
generic
structure
of
recount text.
The
students
focus on what the
teacher’s writes
and explain.
The
students
focus
on
what
the
Ok, now I want you to
The
teacher
guides
the
students
about
activities that is
doing
Confirmation
The
teacher
instructs
the
students
to
mention
the
generic
structure
and
language
features
of
recount text.
The
teacher
leads
the
students
to
mention
the
words
which
are past tense in
the example.
identify
the
generic teacher’s writes
structure of recount text and explain
from the example on the
white board. Who want to
try first?
Ok, we just listened what
are orientation, sequence
of
event
and
reorientation, So
The students try
to do teacher’s
instruction one
by one
1. Which one Orientation
of this recount text?
2. Which one sequence of
events of this recount
text?
3. Tell me the ReOrientation of this
recount text!
4. Mention
some
examples
of
past
present in this recount
text!
5. Underline the parts
that tell the sequences
of event!
Students
underline
the
words
or
sentence
appropriate with
teacher’s
instruction.
Ok all, what are the
generic structures of The
students
recount text?
answer teacher’s
question
What
is
orientation
talk
about?
How
about
sequences
of
event?
Then, what is reorientation?
students
Ok, now repeat after me The
the words that include repeat what the
past present from the teacher said
example: went.. reached..
walked.. built.. etc
Post teaching
Ok my students, do you Asking
the
understand about our teacher about the
material today?
recently lesson.
The
teacher
asks
the
students
difficulties in
learning
material.
Any question related to
our material that you are
in doubt?
The
teacher
instructs
the
students to add
their knowledge
about
the
material
that
have
thought
from internet or
other sources.
VI.
Ok, I want you to read Ok Miss
others example from
another sources. More
you read more you get the
knowledge..
Learning Sources
1. Source : English text book, text from the internet, English
dictionary.
2. Media : White board, makers, pictures
VII.
Evaluation
Cognitive
Technique
: Essay
Form
: Written
Instrument
: list of instruction
- Choose one of the topic below
Indicator of Writing Assessment:
1. Content
: max 30
2. Organization
: max 20
3. Language Use
: max 25
4. Vocabulary
: max 20
5. Mechanics
: max 5
Total
100
Categories
No Name
Content
Organization
Language
Use
Vocab.
Mec
Score
.
1.
2.
3.
4.
5.
Note: Students’ score =
X 100
Affective
Mark
Indicator
A
Discipline, very creative, honest, and respect others
B
Discipline, creative, pretend to hide the weaknesses and respect others
C
Less discipline, creative, serious, and respect others
D
No reflected as a good students
Psychomotor: students’ ability to write recount text
APPENDIX 5
WRITING SCORE IN EXPERIMENTAL CLASS
Number of
Students’
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
TOTAL
Mean
Higher Score
Lower Score
C
(30)
20
22
20
20
22
21
22
20
20
24
20
25
21
21
23
22
21
20
22
22
25
20
23
22
22
540
21.6
0
O
(20)
18
18
15
16
17
13
15
13
18
16
18
15
15
14
16
17
15
13
16
18
16
16
16
18
17
399
V
(20)
16
17
16
17
17
17
18
15
14
17
15
18
14
17
19
18
17
15
17
17
19
17
18
17
18
420
L.USE
(25)
15
15
17
17
18
17
18
15
15
19
16
20
15
16
20
18
16
16
15
17
20
18
19
15
18
425
M
(5)
3
3
3
3
3
3
3
2
3
3
3
3
2
3
4
3
3
3
3
3
3
3
3
3
3
74
STUDENTS
’
WRITING
SCORE
72
75
71
73
77
71
76
65
70
79
72
81
67
71
82
78
72
67
73
77
83
74
79
75
78
1858
15.96
16.80
17.00
2.96
74.32
25
18
19
20
4
83
20
13
14
15
2
65
WRITING COMPONENT
APPENDIX 6
WRITING SCORE POST TEST IN CONTROL CLASS
Number of
students
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Total
Mean
Higher
Score
Lower Score
WRITING
C
O
(30)
(20)
20
13
20
13
19
13
19
14
18
13
16
13
21
15
21
16
21
14
19
13
17
13
17
13
17
15
19
13
22
16
18
13
20
14
17
13
18
16
20
15
21
13
20
15
420
306
19.09
13.91
COMPONENT
V
L.USE
(20)
(25)
17
15
17
17
13
15
13
16
16
16
16
13
17
18
17
17
15
17
16
17
13
15
16
17
17
16
16
17
17
17
15
17
17
16
12
10
15
12
17
16
16
17
15
12
343
343
15.59 15.59
M
(5)
3
3
3
3
2
2
3
3
3
3
2
3
3
3
3
2
3
2
2
3
3
3
60
2.73
STUDENTS’
WRITING
SCORE
68
70
63
65
65
60
74
74
70
68
60
66
68
68
75
65
70
54
63
71
70
65
1472
66.91
22
16
17
18
3
75
16
13
12
10
2
54
APPENDIX 7
ANALYSIS SPSS OF POST TEST
Case Processing Summary
Kelas
Cases
Valid
N
Nilai
Missing
Percent
N
Total
Percent
N
Percent
Control
22
100.0%
0
0.0%
22
100.0%
Exp
25
100.0%
0
0.0%
25
100.0%
Descriptives
a
Kelas
Statistic
Mean
66.91
95% Confidence Interval for
Lower Bound
64.67
Mean
Upper Bound
69.14
5% Trimmed Mean
67.15
Median
68.00
Variance
Control
Std. Deviation
5.042
Minimum
54
Maximum
75
Range
21
6
Skewness
Kurtosis
Mean
Exp
-.623
.491
.722
.953
74.32
.941
95% Confidence Interval for
Lower Bound
72.38
Mean
Upper Bound
76.26
5% Trimmed Mean
74.34
Median
73.00
Variance
Std. Deviation
22.143
4.706
Minimum
65
Maximum
83
Range
18
Interquartile Range
Skewness
Kurtosis
1.075
25.420
Interquartile Range
Nilai
Std. Error
7
.011
.464
-.616
.902
M-Estimators
Kelas
Huber's M-
a
Tukey's Biweight
c
b
Andrews' Wave
e
d
Estimator
Nilai
Hampel's MEstimator
Control
67.26
67.69
67.29
67.69
Exp
74.15
74.07
74.26
74.07
a. The weighting constant is 1.339.
b.
The weighting constant is 4.685.
c. The weighting constants are 1.700, 3.400, and 8.500
d.
The weighting constant is 1.340*pi.
a
Tests of Normality
b
Kelas
Kolmogorov-Smirnov
Statistic
Nilai
Df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
Control
.131
22
.200
*
.956
22
.413
Exp
.130
25
.200
*
.980
25
.888
a. Lilliefors Significance Correction
*. This is a lower bound of the true significance.
Test of Homogeneity of Variance
Levene Statistic
Nilai
a
df1
df2
Sig.
Based on Mean
.000
1
45
.985
Based on Median
.005
1
45
.946
.005
1
43.879
.946
.002
1
45
.962
Based on Median and with
adjusted df
Based on trimmed mean
APPENDIX 8
MEAN SCORE AND STANDARD DEVIATION OF EXPERIMENTAL
CLASS
Score (x1)
F1
x12
65
67
70
71
72
73
74
75
76
77
78
79
81
82
83
1
2
1
3
3
2
1
2
1
2
2
2
1
1
1
4225
4489
4900
5041
5184
5329
5476
5625
5776
5929
6084
6241
6561
6724
6889
∑F1 =
X1
F X
F
1
=
1
1
ΣX12 =
25
84473
1858
25
F1x1
f1x12
65
134
70
213
216
146
74
150
76
154
156
158
81
82
83
4225
8978
4900
15123
15552
10658
5476
11250
5776
11858
12168
12482
6561
6724
6889
∑F1X1=
1858
F 1 X 12
=
= 74.32
(ΣF1X1)2 = 1858 = 3452164
2
n 1 F1 x 12 ( F1 X 1 ) 2
S12
n 1 (n 1 1)
25.1,38620 3452162
2525 1
=
=
13336
600
S12 = 22.23
22.23
S1
=
S1
= 4.71
=
3465500 3452164
600
138620
APPENDIX 9
MEAN SCORE AND STANDARD DEVIATION OF CONTROL CLASS
Score (x2)
F2
x22
54
60
63
65
66
68
70
71
74
75
1
2
2
4
1
4
4
1
2
1
2916
3600
3969
4225
4356
4624
4900
5041
5476
5625
F
2
X2
=
ΣX22 =
22
F X
F
2
2
=
2
44732
f2x2
f 2 x22
54
120
126
260
66
272
280
71
148
75
F X
2
2
2916
7200
7938
16900
4356
18496
19600
5041
10952
5625
=
F2 X
1472
1472
= 66.90
22
(ΣF2X2)2 = 1472 = 2166784
2
n 2 F2 x 22 ( F2 X 2 ) 2
2
2
S
n 2 (n 2 1)
22 * 99024 2166784
2178528 2166784
=
2222 1
462
=
=
11 .75
462
S22 = 25.41
S2 =
25.41
S2 = 5.04
2
2
=
99024
APPENDIX 10
Hypothesis Testing
In order to see whether the hypothesis accepted or rejected, the researcher
analyzed with using t-test. The calculation can be seen follow:
The Where:
X1 = 74.32
n1 = 25
X 2 = 66.91
n 2 = 22 S2= 5.04
2
S
1
S12 = 22.18
S22 = 25.40
1) s1 (n2 1) s2
2
(n
S1= 4.71
2
n n 2
1
2
calculation of t-test between mean score of experiment and control group
could be figured bellow :
X1 X 2
t
s
1
1
n1 n 2
= (25-1) 22.18 + (22-1) 25.40
25+22-2
= (24) 22.18+ (21) 25.40
45
= 532.32 + 533.4
45
= 1065.72
45
S2 = 23.68
S = 23.68
S = 4.87
X1 X 2
t
S
1
1
n1 n 2
74.32 66.91
1
1
4.87
25 22
7.41
4.87 0.040 0.045
7.41
4.87 0.085
7.41
4.870.29
tCalculate
7.41
1.41
5 . 25
df n 1 n 2 2
( 25 22 2) 45
α = 0.05
t-table = t (1- α ) (df)
= t (1-0,05) (45)
= t (0,95) (45)
= 2.000
t-table = 2.000
t-calculate > t-table
1.25 > 2.000
APPENDIX 11
T-TABLE
APPENDIX 12
The Examples of Students’ Writing
APPENDIX 13
DOCUMENTATION PHOTO