THE EFFECTIVENESS OF STYLE WRITER COMPUTER SOFTWARE IN IMPROVING STUDENTS’ ABILITY IN REVISING ARGUMENTATIVE WRITING (A Pre-Experimental Design of Eleventh Grade of SMA Dharma Karya UT Tangerang Selatan)
By: Suhendra 1110014000032
ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ABSTRACT THE EFFECTIVENESS OF STYLE WRITER COMPUTER SOFTWARE IN IMPROVING STUDENTS’ ABILITY IN REVISING ARGUMENTATIVE WRITING. A Pre-Experimental Design of Eleventh Grade of SMA Dharma karya UT Tangerang Selatan. Skripsi of English Education at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2014. This research entitled “The Effectiveness of Style Writer Computer Software in Improving Students’ Ability in Revising Argumentative Writing”. It aims to find out whether style writer is effective in increasing students’ ability in revising the argumentative text result. To analyze the data, a pre-experimental design was employed. It involves two eleventh grader classes in a school in Tangerang Selatan. Data were obtained through pre-test and post-test. Data analyzed by using t-test on style writer computer software. The findings show that significance value is lower than 0.05 (0.008<0.05, r=0.369), meaning that style writer improves students’ ability in revising argumentative text. So, it is recommended for further researchers to conduct a research for other skills and other Computer Assisted Language Learning (CALL). Keywords: Style Writer Computer Software, Argumentative Writing, Experimental Study. SUHENDRA (PBI)
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ABSTRAK THE EFFECTIVENESS OF STYLE WRITER COMPUTER SOFTWARE IN IMPROVING STUDENTS’ ABILITY IN REVISING ARGUMENTATIVE WRITING. A Pre-Experimental Design of Eleventh Grade of SMA Dharma karya UT Tangerang Selatan. Skripsi Pendidikan Bahasa Inggris pada Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014. Penelitian ini berjudul “The Effectiveness of Style Writer Computer Software in Improving Students’ Ability in Revising Argumentative Writing”. Penelitian ini bertujuan untuk melihat apakah perangkat lunak computer style writer efektif dalam meningkatkan kemampuan siswa dalam merevisi hasil tulisan teks argumentatif. Dalam menganalisa data, desain pre-eksperimental digunakan dalam penelitian ini. Penelitian ini melibatkan kelas sebelas sebanyak dua kelas di sebuah sekolah yang ada di Tangerang Selatan. Data dihasilkan melalu pre-test dan post-test. Data dianalisa dengan menggunakan t-test pada perangkat lunak computer style writer. Hasil temuan menunjukan bahwa nilai signifikansi adalah lebih kecil dari 0.05 (0.008<0.05, r=0.369), yang artinya bahwa style writer mampu meningkatkan kemampuan siswa dalam merevisi teks argumentatif. Dengan demikian, Penulis menganjurkan peneliti selanjutnya untuk melakukan penelitian terhadap kemampuan dan pembelajaran bahasa lainnya melalui bantuan komputer. Kata Kunci: Perangkat Lunak Komputer Style Writer, Teks Argumentatif, Studi Eksperimental. SUHENDRA (PBI)
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ACKNOWLEDGMENT In The Name of Allah, the Beneficent, the Merciful
Praise be to Allah, Lord of the World, Who has given the writer His love and compassion to finish the last assignment in his study. Peace and salutation be upon the prophet Muhammad SAW, his family, his companion, and his adherence. In arranging this skripsi, a lot of people had given motivation, support, advice and even remarks that help the writer. On this opportunity, the writer would like to express his great honor and gratitude to all of them. First of all, the writer would like to express his great honor and deepest gratitude to his beloved parents, Bapak Usman Karna and Mamah Ida Royani as the most beloved person in this world. Then, for my only two sisters, Ivana Usman and Nurhasanah, the most beloved person after my parents, their husbands Muhtar and Irwan Bahaqi, and the whole of his family who had given support, even everything and the best wishes. Another honor is for K.H. Bahrudin and his family, as his master in Ponpes Daar El Hikam, great thanks for the spiritual support given. Also, he expressed great honor and sincere appreciation to his advisor, Drs. Sunardi Kartowisastro, Dipl. Ed. And Dadan Nugraha M. Pd., whose scholarly suggestions and critical remarks have enabled the writer to refine this skripsi. The writer’s sincere gratitude also goes to: 1. All lecturers at English Education Department, for their knowledge, motivation and patience during his study at Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University 2. Didin Nuruddin Hidayat, MA TESOL as the writer’s academic advisor for his support and motivation during finishing this skripsi 3. Drs. Syauki, M. Pd., and Zaharil Anasy, M.Hum, the Head and Secretary of English Education Department 4. Dra. Nurlena Rifa’I, MA. Ph. D., Dean of Faculty of Tarbiyah and Teachers’ Training
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5. His best friend in campus, Kak Siska, Wiwin, Syafri, Teguh, Ilham, Aisyah and All of students of A class academic year 2010 6. His best friend of Daar El Hikam, Lurah Fadil, Erwin, Arrijal, bang Komeng, Gozali and All Laksuters, Especially Kobong Wali for helping his life. 7. My beloved soul, My Ulf who has given her support and much love for him 8. And any other persons whose names cannot be mentioned one by one for their contribution to the writer during finishing his skripsi The writer does realizes that this skripsi cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure to get critiques and suggestion to make his skripsi better.
Jakarta, August 2014
The Writer
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TABLE OF CONTENTS
APPROVAL ...........................................................................................
ii
ENDORSEMENT SHEET ....................................................................
iii
SURAT PERNYATAAN KARYA SENDIRI ......................................
iv
ABSTRACT ............................................................................................
v
ABSTRAK ..............................................................................................
vi
ACKNOWLEDGMENT .......................................................................
vii
TABLE OF CONTENTS ......................................................................
ix
LIST OF TABLE ...................................................................................
xii
LIST OF APPENDICES .......................................................................
xiii
CHAPTER I : INTRODUCTION A. Background of the Study ...........................................
1
B. Identification of the Problems ....................................
3
C. Limitation of the Problem ...........................................
3
D. Formulation of the Problem ......................................
4
E. Objectives of the Study ...............................................
4
F. Significance of the Study ............................................
4
CHAPTER II : LITERATURE REVIEW A. Theoretical Description ..............................................
5
1. Writing .................................................................
5
a. Definition of Writing .......................................
5
b. The Writing Process ........................................
5
c. Types of Writing ..............................................
6
d. Argumentative Writing ....................................
6
2. Approaches to Teacching Writing in EFL Classes
7
3. Style Writer Computer Software...........................
8
a. Computer Assisted Language Learning (CALL) 8 b. Style Writer Computer Software .....................
9
c. The Advantage of Style Writer ........................
9
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B. Relevant Study ............................................................
10
C. Thinking Framework .................................................
12
D. Hypothesis ...................................................................
12
CHAPTER III : RESEARCH METHODOLOGY A. Place and Time of the Study .......................................
13
B. The Design of the Study .............................................
13
C. Population and Sample ...............................................
13
1. Population ..............................................................
13
2. Sample ...................................................................
14
D. Instrument of the Study ..............................................
14
E. Technique of Data Collecting .....................................
14
F. Research Procedure ....................................................
15
1. Lesson Planning .....................................................
15
2. Administering Pilot Test ........................................
15
3. Administering Pre-Test .........................................
15
4. Conducting the Treatment .....................................
15
5. Administering Post-Test ........................................
16
G. Technique of Data Analysis ........................................
16
1. Scoring Technique .................................................
16
2. Data Analysis in Pilot test .....................................
17
3. Data Analysis on Pretest and Post-Test .................
17
a. Normal Distribution Test ...................................
18
b. Homogeneity of Variance ..................................
18
c. Independent t-test ..............................................
19
4. Effect Size .............................................................
20
H. Statistical Hypothesis ..................................................
20
CHAPTER IV : FINDING AND DISCUSSION A. Findings .......................................................................
22
1. Pilot Test Result ....................................................
22
2. Pretest Result ........................................................
23
a. Normal Distribution Test ..................................
23
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b. Homogeneity of Variance ................................
24
c. Independent t-test ............................................
25
3. Post-Test Result ....................................................
26
a. Normal Distribution Test .................................
26
b. Homogeneity of Variance ................................
27
c. Independent t-test ............................................
27
4. The Paired t-test Analysis on Experimental Group 29 B. Discussion ...................................................................
31
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ..................................................................
32
B. Suggestion ...................................................................
32
BIBLIOGRAPHY ...................................................................................
33
APPENDICES ........................................................................................
35
xi
LIST OF TABLES
Table
Page
Table 3.1: Scoring Aspect ................................................................
16
Table 3.2: The Scale of Effect Size ..................................................
20
Table 4.1: The Result of Pilot Test ...................................................
22
Table 4.2: Test of Normality .............................................................
23
Table 4.3: Test of Homogeinity of Variance ....................................
24
Table 4.4: Independent Samples Test ...............................................
25
Table 4.5: Test of Normality .............................................................
26
Table 4.6: Test of Homogeinity of Variance ....................................
27
Table 4.7: Independent Samples Test ...............................................
28
Table 4.8: Paired Samples Statistics Pre-Test and Post-Test ...........
29
Table 4.9: Paired Samples Test .........................................................
30
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LIST OF APPENDICES Page Appendix 1: Pre-Test .................................................................................. 35 Appendix 2: Revising and Editing Activities .............................................. 36 Appendix 3: Post-Test ................................................................................. 37 Appendix 4: Scoring Aspect ....................................................................... 38 Appendix 5: RPP 1 ...................................................................................... 40 Appendix 6: RPP 2 ...................................................................................... 47 Appendix 7: RPP 3 ...................................................................................... 52 Appendix 8: RPP 4 ...................................................................................... 57 Appendix 9: RPP 5 ...................................................................................... 64 Picture 1 Tutor Menu Style Writer Display ................................................. 71 Picture 2 Editing a Document ..................................................................... 71 Picture 3 Style Writer’s Statistic ................................................................. 72 Picture 4 Style Writer Text’s Screen ........................................................... 72 Picture 5 Style Categories ........................................................................... 73 Picture 6 Style Writer’s Menu .................................................................... 73 Picture 7 Style Writer’s Categories ............................................................. 74 Picture 8 Style Writer’s Tips ....................................................................... 74
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CHAPTER I INTRODUCTION
A. Background of the Study The skill of English writing in high school is one of the four skills students should have in learning English, as what is contained in The curriculum which is recently applied in this current time, Curriculum 2013.1 The main material of the syllabus of high school in curriculum 2013 described that the scoring of writing text, such as factual report, should pay attention to the structure of text and the pattern of sentences. It means that students are hoped to master grammatical structures of the text because those are one of the writing details. English writing skill, such as skill in writing factual report, is one of the four skills learned by high school students which is important in this era. Academic institutions, like college, need their pupils having the writing skill to conduct the process of learning and to pass the examination. It seems like a challenge for high school students. The process of writing in learning becomes an exercises for high school students to make them get easy facing that challenge. After graduation, students face the work field or scholarship opportunity which still need the writing ability as one of the requirement in the test. Besides, by mastering a good writing skills, someone will be able to reach what he or she wants in this global world, becoming an International Writer for instance or any others. The importance of the writing skill becomes a great attention for the students to challenge the competition of life.2 In the teaching learning process of English language, Students often face some difficulties in writing which is making their scores down, as the researcher interviewed one of the English teachers in a high school in Tangerang Selatan city. She said that the role of textbook is not enough to 1
Indra, “Pengenalan Kurikulum 2013”, Jurnal Kependidikan, Vol. 5, 2013, p. 47. Nigel Harwood, English Language Teaching Materials (Theory and Practice), (London: Cambridge University Press, 2010), p. 99 2
1
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help students in writing a text.3 In addition, Nigel Harwood, an expert in English teaching explained that once they get confused during the process of writing because of being not be able to revise their writing result poperly. Another, they are still inadequate in building the good grammar. Incorrect spellcheck and grammarcheck become a habitual action students do in their writing.4 In the end of writing, students often conduct improper proofreading by them own selves or peer check by his mates which skills is as same as their skills. The English teachers’ help becomes an importance aspect in assisting student’s challenge in good writing, especially in revising. The role of teacher in guiding students writing skill in the class is so significant in order to make the students have the good feedback or the good revising process in other word. Teachers make the correction for students’ errors or mistakes in the class. However, the teachers have limited time and opportunity in helping students overcoming their difficulties in writing in English, especially in the class. When students go home, they have to learn by themselves what they have learned in the class. In brief, they have to find someone else or something like a teacher to feedback them and to revise their writing result in order to keep their knowledge of writing that they have got before. Also, they need something which can advance their writing at home. The development of technology in this present time is unstopable. Like a virus, it touches many aspects of our life and education is included inside. The government recommends every school to use the role of technology to make the process of teaching and learning effective and efficient. As computers have become widespread in schools, homes and business, a need for language learning has become urgent and the necessity of computer literacy has become very obvious, language teachers have started to use new technologies as a new pedagogical tool for foreign language teaching which can be used anytime and anywhere. Multimedia computing, the Internet, and the Worldwide Web have provided an incredible boost which is called 3
Sutianah, Wiwin, Wawancara, Ciputat, 15 Juli 2014. Brian Tomlinson, Developing Materials for Language Teaching, (London: Cromwell Press, 2003), p. 183 4
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Computer Assisted Language Learning (CALL) applications, offering a wide variety of educational programs, resources, software, etc.5 One of them is the software tutorials which can help students in revising their writing result. Style Writer computer software is a computer program, combined with Microsoft Word, which is able to revise and edit students writing in a simple and practical ways. The program show how to edit the text like a teacher or editor, creating a clear and readable style.6 Its unique proofreading checks also pick up thousands of errors missed by students’ word processor’s proofreading tools, like what exists in Microsoft Word. The philosophy behind the program is clear and plain English. Finally, by applying this program, the researcher wants to see how effective the use of style writer computer software for students in revising their argumentative writing result.
B. Identification of Problems Based on the Background of Study above, the writer found some main problems which is related to the students’ English writing skills, they are: 1. Students get low score in argumentative writing 2. Students’ problems toward their grammar, spelling, and vocabulary in their writing 3. Students’ incorrect grammar checking, incorrect spell checking and improper proofreading in their writing result 4. Teacher’s limited time and opportunity in revising students’ writing and giving feedback 5. The necessary of editorial tool which can revise students’ writing
C. Limitation of the Problems Here the problem is limited to the use of Style Writer computer software in revising students’ Argumentative writing result, whether it is effective or not. 5
Sanja Seljan, Norbert Berger, and Zdravko Dovedan, “Computer-Assisted Language Learning”, Department of Information Sciences, Faculty of Philosophy, Vol. 3, 2004, p. 1. 6 www.editorsoftware.com
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D. Formulation of the Problems To make the problems clear and easy to understand, it is very important to formulate the problems into questions. So, here the writer formulates the problems into Research Questions as follows: Is Style Writer computer software effective in improving students’ ability in revising argumentative writing ?
E. Objectives of the Study To answer the questions above, the writer gives several answers here as his objective of the study: To analyze the effectiveness of Style Writer computer software in improving students’ ability in revising argumentative writing.
F. Significance of the Study The writer hopes this research can give useful contributions in English Language Teaching in Indonesia. This research is proposed to: 1. Give a simple and practical way in improving Students’ English in writing skill. 2. Help the teachers to correct and feedback their students out of classroom’s teaching and learning. 3. Provide useful reference for the next research that studies the related problem.
CHAPTER II LITERATURE REVIEW
A. Theoretical Description 1. Writing a. Definition of Writing
Writing is a way how to communicate to the others through a written language. Writing needs the ability to express the idea on the brain to the paper which is readable. There are some experts who talks about writing. Irmscher stated that Writing is a different kind of verbalization from speaking, not necessarily superior to it because it is transcribed, but only superior in its own right if it meets the demands of writing.1 Rogers argued that writing is not similar to language. Language is more complex system than writing which let someone utterances
produce and interpret
2
It can be concluded that writing is a different with any other skills such as listening, reading, speaking and language in general. Writing in English needs grammar, mechanic ability, and the other skills; therefore the result of writing is readable.
b. The Writing Process
When someone starts writing, he or she does not exactly follow the same basic steps as they write,
it just flows based on their mind. However,
teaching writing does not only focus on the result but also the process of writing. Dietsch classified the process of writing into four stages that can be observed, they are Prewriting, Drafting, Revision and Editing Proofreading3.
1
William F. Irmscher, Ways of Writing, (Washington: McGRAW-HILL, 1969), p. 25 Henry Rogers, Writing Systems:A Linguistic Approach, (Oxford:Blackwell, 2005), p 57 3 Betty Mattix Dietsch, Reasoning & Writing Well: A Rethoric, Research Guide, and Handbook, (New York: McGraw-Hill, 2006), p. 10 2
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6
Harmer described that White and Arndt’s can represent the writing process;
drafting,
structuring,
reviewing,
focusing,
generating,
and
evaluating.4 Based on some models of writing process above, the researcher divides the process of writing into some steps, they are prewriting, drafting, generating and editing proofreading.
c. Types of Writing
Writing has several types based on the need and the aim of the writing itself. Also, the type of writing which is learned in teaching learning process views the need of what kind of writing which is useful for the students. Pharr and Buscemi divided writing in many types, they are description, narration, exemplification, process analysis, argument, etc.5 Alwasilah mentioned four types of writing that is called as EDAN, which means expository writing, descriptive writing, argumentative writing and narrative writing.6 Based on the classifications above, it can be summarized that exposition, description, narration, and argument is the type of writing which is usually learned by the students in English class.
d. Argumentative Writing
Argumentative writing or sometimes called persuasion and hortatory exposition in school is a writing which attempt to convince others that they should accept one’s views or do what someone asks of them. Indeed, every point in persuasion cannot be accepted by everyone, but a well-planned and reasonable argument can often be effective.
4
Jeremy Harmer, The Practice of Language Teaching,(Edinburgh: Pearson Education Limited, 2007), p. 258 5 Donald Pharr & Santi V. Buscemi, Writing today: Contexts and options for the Real World, (New York: McGraw-Hill, 2005), p. 424 6 A. Chaedar Alwasilah & Senny Alwasilah, Pokoknya menulis, (Bandung: Kiblat Buku Utama, 2005), p. 111-119
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Stanley and his friend said that argumentative writing has different aim and purpose from both expressive writing and expository writing. The primary aim of writing is to persuade, neither to express the writer nor to explain the subject but to convince the reader of the writer’s point of view on a particular issue.7 A persuasive argument should follow a persuasive strategy based on an anticipation of the audience response, as James said on his book. He also added that the reason for persuading, and the type of appeals included. The examples of elements of persuasion namely: 1. Audience. The writer cannot ignore the audience’s opposing beliefs or feelings about the subject matter. Therefore, he or she should acknowledge those beliefs or feeling. The writer should state them at the beginning of the argument to demonstrate that the writer is reasonable and fair. 2. Reason for persuading. Writer’s goal in persuading may simply be to ask someone to consider an idea, or it may be a call for action, a demand or request that writer’s audience do something. the writer had better state that goal early in the argument, making the claim in a topic sentence, and then developing the claim in the body of the paragraph or essay. 3. Type of persuasive appeals. The best way to support the claim is with solid evidence: facts, figures, and examples. The writer may also choose to support a claim by citing an expert or authority on the subject. Appeals to emotions such as sympathy, anger, or even humor can be effective, too. But
not to appeal only to emotions. The writer should respect the
intelligence of audience, and tell the truth.8
2. Approaches to Teaching Writing in EFL Classes It is very important for teacher to know what kind of teaching approach which is proper to his or her students. The use of approach which is suitable 7
Linda C. Stanley, David Shimkin, and Allen H. Lanner, Ways to Writing, (New York: Macmillan Publishing Company, 1982), p. 313 8 James M. McCrimmon, Writing with a Purpose, (New York: Houghton Mifflin Company, 1976), p. 190
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in learning process in the class will give significant development for student’ writing. Raimes mentioned some approaches in teaching writing, those are The Controlled-to-Free Approach, The Freewriting Approach, The ParagraphPattern Approach, The Grammar-Syntax- Organization Approach, The Communicative Approach, and The Process Approach.9 In brief, by knowing the fit approach in teaching writing, the teacher can give a good learning and proper feedback to the students.
3. Style Writer Computer Software a. Computer Assisted Language Learning (CALL)
CALL (Computer Assisted Language Learning) is a boost, program, method or technique which is used in language learning in order to assist the process of teaching and learning by using computerized program. Some people said CALL is often considered a language teaching method, however, this is not really the case. In traditional CALL, the methodology was often claimed to be based on a behavioristic approach as in programmable teaching. ” Where the computer checked the student input and gave feedback or moved on to an appropriate activity exercise. In modern CALL’s emphasis is on communication and tasks.”10 Technology in computer is going increasingly sophisticated day after day. as well as the development of CALL, it develops from the simple until the complex one. As what Sanja Seljan and his friends stated in their article, “While the first CALL (Computer-Assisted Language Learning) programs were mostly used for manipulating texts and sentences, in the 90s the emergence of CD-ROMs storing complete encyclopedians of language courses with text, graphics, animations, audio and video elements entered the classrooms.”11 9
Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press, 1983), p. 6 http://www.eurocall-languages.org/ 11 Sanja Seljan, Norbert aberger, and Zdravko Dovedan, “Computer-Assisted Language Learning (CALL)”, Department of Information Sciences, Faculty of Philosophy vol.3, 2004, pp. 1-5 10
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It is important for this era using the technology in the process of teaching and learning. By using CALL, teacher will get assistance to help the students’ weakness, especially in revising their writing.
b. Style Writer Computer Software
Style Writer Computer Software is a writing program which is combined with Microsoft Word which has an extraordinary function. This software can edit the writing document in many aspects such as the wrong spelling, word diction, long sentences, etc. This program also gives the feedback and recommendation for the further correction. Besides, Style Writer tells the explanation of the writing by showing the graphs to the readers statistically. This gadget can show the readers varieties’ mistakes done by the writer such as a bog index (the readability of the sentence), the glue word (misused empty words), inappropriate jargon, and the recommendation in using abbreviations. This software has divided some classifications in order to find the mistakes and errors in writing, they are plain English Style (passive verb, hidden verbs, complex words, abstract words, overused words, etc.); the use of jargon (abbreviations, difficult words, and phrases); sentence analysis (long, high bog, and high glue sentences); word usage (misused words, confused words, hypen help, sexiest writing, etc.); spelling (spellchecker and questionable); user categories ( house style or banned wording). Those features has their own function which can make the writer easily get practical and simple revision of writing.
c. The advantage of Style Writer
Style Writer computer software has some advantages which help students in writing. They are:
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1. The writing result which is typed in Microsoft Word automatically can be edited by Style Writer after installing the program of Style Writer in the computer 2. Style Writer pops up over the Word window therefore the students can edit with either program 3. This program has statistic measurement of the passage consisting of the bog
index graphs (a readability and style measure), graphs of word
choice, sentence variety and short choice. 4. The text screen which is shown in this program displays the issues Style Writer has found in a variety color such as Style (in the the dark red color), English usage (in the bold black color), spelling and questionable (in the red color), etc. 5. Style Writer can summarize the result of writing in a Style Categories Button that tells the writer the faults in the writing.
B. Relevant Study There are some researchers who have conducted the similar research, having the same issue in concerning using computerized teaching learning, or investigating the use of technologies in language teaching. Such as a research which is conducted by Figueredo and Varnhagen in 2006 conducted a study on the use of computer in teaching writing. By using computers, students can correct mistakes with the aid of spelling and grammar checkers. Therefore, the two researchers concluded that the use of spelling checkers was useful for weaker students who have poor writing skills12 Then another research comes from Hartley,Sotto, and Pennebaker in 2003 found out there were significant differences between the average letter length, the number of paragraphs written, and the number of sentences used by students who utilized computers and those who did not. There were also 12
Figueredo L. & Varnhagen C. K., Spelling and Grammar Checkers: Are They Intrusive?, 2006, British Journal of Educational Technology, 37, pp. 721-732.
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major differences in terms of readability, or typographic and grammatical errors. Besides using computer software, other software applications such as speech recognition, speech feedback, word prediction, and other varieties of software may help students with learning disabilities to participate in welldeveloped classroom writing programs.13 Also, the research which was conducted by Rowley and Meyer in 2003, the Computer Tutor for Writers (CTW) software was tested and evaluated on 471 students. The study results revealed that with the use of CTW, there was an improvement in the students’ ability to follow a complete writing process, and they learned more than their peers did through conventional writing instruction14 An investigation of the effects of CALL on 60 English as a Foreign Language (EFL) learner grammar competency was carried out by Mehgan in 2012. The results of his study obtained through a post-test revealed that the experimental group outperformed the control group. For that reason, CALL appeared to be useful in improving EFL students’ English grammar.15 Based on some researches above, the writer can learn that there are many advantages learning writing assisted by CALL. The major of the researches show the improvement of student’s writing ability. The writer’s research in this proposal uses one of various kinds of CALL to increase students’ writing ability in a simple, complete, practical and contemporary way. The software called Style Writer fourth edition.
13
Hartley J., Sotto E., & Pennebaker J., Speaking Versus typing: A Case-Study of the effects of using voice recognition software on academic correspondence, British Journal of Educational Technology, 34 (1), pp. 141-151. 14 Rowley K. & Meyer N., the effect of a computer tutor for writers on student writing achievement, Journal of Educational Computing Research, 29 (2), 169-187. 15 Mehgan K., Computer-Assisted Language Learning: A Panacea for Grammar Development, Advances in English Linguistics (AEL), 1 (2), 25-29.
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C. Thinking Framework After understanding the problem of the research and much theories under lied the writer’s research, the writer argues that there are some factors cause students’ low score in argumentative writing. First, Students’ ineffective revising process of argumentative writing result. Students still often make many mistakes and do inaccurate correction in grammar checking, spell checking, the use of vocabulary and proof reading. Then, Teachers have limited time in giving feedback and revision toward students’ argumentative writing result. Teachers only have two meetings in a week in English class which is not enough to give their students proper contribution in learning writing argumentative text. Lastly, from those two problems, it can be concluded that students need the media which can help them in revising their argumentative writing outside the class. Thus, the role of editorial tool is very important in helping the teacher giving feedback and revision toward students’ argumentative writing result. Style writer computer software, one of media in learning, will be effective in helping students revise and edit their writing result independently. It is hoped by applying this software in English learning, it will improve students’ ability in revising their argumentative writing.
D. Hypothesis H0
: Style writer computer software is not effective in improving students’ ability in revising argumentative writing
HA
: Style writer computer software is effective in improving students’ ability in revising argumentative writing
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Study The research will be conducted in one of the State
High School in
Tangerang Selatan, that is SMA Dharma Karya UT in Tangerang Selatan. It will be started in the beginning of the new teaching year 2014/2015
B. The Design of the Study In investigating the use of Style Writer computer software, two classes of eleven grades were selected. The first-class is used as a control group and the other class as an experimental group which acquired some treatments by applying Style Writer computer software. This research uses a preexperimental design. This design was employed by considering the feasibility of the research conducted. The variables used are classified into dependent and independent variables1: 1. The independent variable is Style Writer computer software because this is the prominent methodology which is investigated thus it is selected, manipulated, and measured by the researcher 2. The dependent variable is students’ Argumentative writing score that is observed and measured to determine the effect of the independent variable
C. Population and Sample The sample is taken from population by using Simple Random Sampling.
1. Population The population in this research is all of the eleventh grade students in Tangerang Selatan, enlisted in academic year 2014-2015. 1
Hatch and Farhady,Research Design and Statistic for Applied Linguistic, (Los Angeles: Newbury House Publishers, Inc, 1982) p. 15
13
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2. Sample The sample of the research is selected on some criteria’s, namely: 1) argumentative text is taught in eleven graders of high school; 2) the two groups have the same number of students; 3) the two groups are chosen by teacher’s judgment which explained that both groups are homogenous; 4) the samples have not been given any treatment of Style Writer in writing argumentative text.
D. Instrument of the Study This research uses written test as instrument of the study. It focused to answer the research question that covers pretest and post-test for both of the experimental and control groups.
E. Technique of Data Collecting In collecting the data, the following steps were taken: 1. Organizing teaching procedure in the experimental and control group. 2. Making research instruments that consist of preparing pilot test, pretest and post-test. 3. Distributing a pilot test to the students out of experimental and control groups. 4. Administering pre-test to both the experimental and control groups to investigate initial abilities between two groups. 5. Organizing lesson plans in teaching writing in argumentative text using Style Writer computer software. The experimental group was given treatments of Style Writer computer software then the control group was taught by using conventional method. 6. Administering post-test to both the control and experimental groups in order to reveal the result of treatment.
15
F. The Research Procedure 1. Lesson Planning Lesson Planning is made by considering the applied Lesson Planning which is used in the school. It is also based on the syllabus of curriculum 2013.
2. Administering Pilot Test Pilot Test is held by the researcher outside the two classes, experimental and control groups. The class of pilot test is second grade of the social class in another school. The pilot test goes through two steps. First, the instrument was validated by an English Teacher. Second, the instrument was administered to five students who did not included in both control and experimental groups in academic year 2014/2015.
3. Administering Pre-Test As mentioned before, the pre-test is administered by using written test. Both the experimental and control groups were asked to compose an argumentative text by typing it in microsoft word computer program based on the topic and instruction given. Thereupon, it would be assessed by the teacher of the English subject from that school. The scoring rubric proposed by Brown is used to assess the composition.
4. Conducting the Treatment After performing pre-test, the next step was given treatment for experimental group. The treatment was the program of applying Style Writer computer software to assist student in revising argumentative text result. The design of the lesson plan based on the standard comptetence and the basic syllabus of the school which was developed by the teacher. Control group was thought by using the conventional method.
16
5. Administering Post-Test Equal to pre-test, post-test was held after the treatment to the experimental group. The score of post-test would be used as a final comparison to determine any difference between students’ achievement in experimental group and control group.
G. Techniques of Data Analysis 1. Scoring Technique To acquire valid score that defines students’ writing ability, it needs clear criteria to assess their work. To qualify this need, the research adopts the rubric of Brown.2 Scale of numbers to evaluate students’writing work sheet areas follows; content, vocabulary, generic structure, and language features. The point of each criterion was in range 1 up 5, the maximum raw score is 20.
Table 3.1 Scoring Aspects Aspect
Score
Criteria
Content
1
The content is not indeed relevant with the topic at all
2
There are many confusing things; many contents are not relevant with the topics so that the meaning cannot be easily comprehend
3
The content that is not relevant still exists but it is understandable and it is not too bad
4
There are several words that are used irrelevantly but do not influence the intended meaning much
Vocabulary
5
The topic and the content are very relevant
1
Poor and irrelevant words; they do not fit the sentences meaning related to the topic and the situation given
2
2
There are still many words used in properly
3
The words have already been related to the topic and situation;
Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy,
(London: Eddison Wesley Longman, Inc, 2001), p. 76
17
however, they do not have any variation yet 4
The words are generally relevant with the situation and have enough variation, but sometimes there are in appropriate words, which do not change the meaning of the sentence
5
The words used are selected and have variations; they are relevant with the situation and condition so the meaning makes sense
Generic Structure
1
The generic structure of the content is very bad and it often does not consist of orientation and solution
2
So many disorderliness are found in the content of the writing, but do not make the readers confused yet
3
the generic structure of the writing is not either too good nor too bad
4
The generic structure of the writing is not in good, but this is actually not too principle
5
Every part of the writing is in good order, either in orientation, complication or resolution
Language
1
There are many irrelevant uses of argumentative language, many errors in using verb, tense and linking words
Features 2
There are some irrelevant uses of argumentative language, some errors in using verb, tense and linking words
3
There are a little bit irrelevant but do not change the whole meaning generally, it is still accepted
4
Generally accurate; the use of argumentative language, verb, tense, and linking words
5
No errors on the use of argumentative language, verb, tense, and linking words
2. Data analysis in pilot test The pilot test aims to check validity and reliability of the instrument. It was conducted before doing pretest and post-test. If the respondents were able to understand the given instruction it was concluded that instrument can be used as pretest and post-test.
3. Data analysis on pretest and post-test Pretest and post-test were given to both experimental and control groups in the same procedures. A hypothesis was started with the alpha level at 0.05.
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The data gathered through pretest and post-test computed one by one by Using SPSS 20.0 for windows. three steps were accomplished covering normality test, homogeneity test, and independent t-test3. The details of statistical procedures as follows:
a. Normal Distribution Test Normal distribution test was calculated before the t-test. It aims to investigate whether or not the distribution of pretest and post-test both of two groups were normally distributed. The statistical calculation of normality test used Kolmogorov-Smirnov by following three steps below: 1) Setting the level of significance (p) at 0.05 and establishing the hypothesis as follows: H0: the variances of experimental and control group are normally distributed. H1: the variances of experimental and control group are not normally distributed. 2) Analyzing the normality distribution with Kolmogorov-Smirnov test. Comparing the asymp.sig > 0.05, the null hypothesis is not rejected and alternative hypothesis is rejected, and the distribution of data is normal. Hence, if the asymp.sig < 0.05, the null hypothesis is rejected and alternative hypothesis is not rejected, and it means the data is not normally distributed.
b. Homogeneity of Variance The homogeneity of variance test used Levene test in SPSS program. The steps are follows:
3
Frederick L. Coolidge, Statistic (A Gentle Introduction). (London: Sage Publications Ltd., 2000)
p. 71
19
1) Setting the level of significance (p) at 0.05 and establishing the alternative hypothesis as follows: H0: the variances of the experimental and the control group are homogenous H1: the variances of the experimental and the control group are not homogenous 2) Analyzing the homogeneity of variance by using Levene test in SPSS. Comparing the asymp.sig with the level of significance to test the hypothesis. If the asymp.sig > 0.05, the null hypothesis is not rejected and alternative hypothesis is rejected. It suggests that the variances of data are homogenous. However, it the asymp.sig ≤ 0.05, the null hypothesis is rejected and alternative hypothesis is not rejected. It clarifies that the variances are significantly different.
c. Independent t-test After revealing the result of normality and homogeneity tests, the next statistical computation was analyzing independent t-test. These are the procedures to follow in calculating the independent t-test of pretest and posttest data: 1) Setting the level of significance (p) at 0.05 and establishing the alternative hypothesis for the pretest and post-test data analysis. The hypothesis are stated as below: H0: there is no significant difference between the means in experimental and control groups. H1: there is significant difference between the means in experimental and control groups. 2) Analyzing the independent t-test by using SPSS 20.0 Comparing the asymp.sig with the level of significance to test the hypothesis. If the asymp.sig < 0.05 and df = 48, null hypothesis is rejected and alternative hypothesis is not rejected. It clarifies that there is difference of means between experimental and control group. However, if the
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asymp.sig > 0.05, the null hypothesis is not rejected and alternative hypothesis is rejected. It declares that there is no difference of means between experimental and control group.
2. Effect Size The effect size computation is conducted to check the level of effect of treatment after the t-test calculation by using SPSS 20.0 from independent ttest of post-test. It was used to determine the significance impact of the treatment of the experimental group. The formula is:
√ The t refers to the t value obtained from the independent t-test calculation on post-test data. Afterward, the df is the amount of samples minus by 2 (dfN-2). After obtaining the r value, in addition, it is analyzed by using effect size scale4.
Table 3.2 The Scale of Effect Size Effect size
r value
Small
0.100
Medium
0.243
Large
0.371
H. Statistical Hypothesis
4
Ibid., p. 106
21
According to Hatch and Farhady, hypothesis means a tentative statement about the outcomes of the research, it indicates that question must answered by doing experiment5. Two hypothesis are formulated as follows:
H0 : µ1 = µ2, or H A : µ 1 ≠ µ2 Specifically, the hypothesis in this study is the form of the null hypothesis and alternative hypothesis. The null hypothesis (H0) indicates there is no significant difference in means between control and experimental group. Meanwhile, the alternative hypothesis (HA) means that there us a significant difference between control and experimental group.
5
Hatch and Farhady, Research Design and Statistic for applied linguistics, (Los Angeles: Newbury House Publishers, Inc, 1982) p. 86.
CHAPTER IV FINDINGS AND DISCUSSION This chapter discusses two points. First, it presents the data gathered. Second, the data collected are analyzed concerning the research questions stated in this paper and elaborated based on theories established.
A. Findings 1. Pilot test Result As stated in chapter III, the pilot test went through two steps. Firstly, the instrument was validated by an English teacher. Secondly, the instrument was administered to five students who did not included in both control and experimental groups in academic year 2013/2014. The result of the pilot test is shown in the following table.
Table 4.1 The Result of Pilot Test Aspect Assessors’
Student no. 1
Student no. 2
Student no. 3
Student no. 4
Student no. 5
Assessors
Assessors
Assessors
Assessors
Assessors
Assessors
Assessors
Assessors
Assessors
Assessors
1
2
1
2
1
2
1
2
1
2
Content
2
3
2
3
3
3
1
3
1
2
Vocabulary
2
3
3
3
2
3
2
3
2
3
Generic
2
3
3
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3
1
3
Structure Language Feature
The Students are able to develop the argumentative writing based on the given topic that familiar for them. It can be seen from the scores that the students got. As mentioned before, this research adopts the rubric of Brown. From the aspects, if the students get three scores mean that the contents that the students write are understanable, two scores mean that there are many
22
23
confused word. For example; the writing is irrelevant with the topic, and one score means that so many mistakes. Most of the students get the score between 1 until 3. For example, in vocabulary aspect, one student get three scores means that the words have already been related to the topic and situation; however, they are not have any variation yet. Four students get two scores which mean that there are still lots of unappropriate word used in the students write. From the table it can be seen that although the score is not high enough, the students can write and understand what the instruction gives.
2. Pretest Result Pre-test was conducted on August 13st, 2014 to 25 students in class XI A and 25 students in class XI B (2014/2015). Students’ writing in pre-test was evaluated based on the rubric of Brown which covers content, vocabulary, generic structure, and language features. Later, the scores were statistically analyzed by using SPSS 20.0 for windows by following several steps.
Normal Distribution Test The normality test was employed by using Kolmogorov-Smirnov test to know whether or not the score of the students were normally distributed. Before examining the normality of the scores, the hypotheses (null and an alternative hypothesis) were established. The result of the analysis is presented in the following table.
Table 4.2 Tests of Normality Kolmogorov-Smirnov* Statistic
df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
EXPERIMENTAL GROUP
.148
25
.162
.949
25
.239
CONTROL GROUP
.119
25
.200*
.949
25
.234
24
In the test, the level of significance was set up at 0.05. based on table 4.2, it shows that the asymp. Sig of pre-test data in XI A as the Experimental Group and XI B as the Control Group are 0.162 and 0.200. it means 0.162>0.05 and 0.200>0.005. the result suggests that the null hypothesis is not rejected but alternative hypothesis is rejected. Therefore, it can be drawn as a conclusion that the data of both groups are normally distributed.
Homogeneity of Variance The homogeneity of variance test was accomplished after conducted normal distribution test. Levene test on SPSS 20.0 for windows was employed to analyze the data and to find out the homogeneity of variance of experimental and control groups. The hypotheses proposed was null hypothesis that stated the data variances were homogenous; and alternative hypothesis that stated the data variances were not homogenous. The following table is the description of the test result.
Table 4.3 Test of Homogeneity of Variance Levene Statistic PRETEST Based on Mean
df1
df2
Sig.
.016
1
48
.900
Based on Median
.011
1
48
.918
Based on Median
.011
1
47.701
.017
1
48
And with adjusted df Based on trimmed mean
In the table 4.3, the asymp.sig is higher than the determined level of signficance (0.05), which also can be stated that 0.900>0.05. It indicates that the null hypothesis is not rejected but the alternative hypothesis is rejected. It draws a conclusion that the variance of data is homogenous. It also implies that the analysis of t-test can be conducted since the data is normally distributed and the variances are homogenous.
25
Independent t-test Lastly, independent t-test was calculated to see the equity of the data between XI A and XI B student’s score means. T-test determines if there is a significant difference between the means of two data sets. The hypotheses established in this analysis were null hypothesis and alternative hypothesis. Null hypothesis proposed that the students’ scores are not significantly different; and alternative hypothesis proposed that there is a significant difference of means between the two groups. The table below is the result of independent t-test conducted on pre-test scores.
Table 4.4 Independent Samples Test Levene’s Test For
t-test for Equality of Means
Quality of Variance
95% Confidence F
Sig.
Pretest Equal variance assumed Equal variance not assumed
.016
.900
T
Df
Sig. (2-
Mean
Std. Error
Interval of the
tailed)
Difference
Difference
Difference Lower
Upper
-.058
48
.954
-.04000
.68896
1.42525
1.34525
-.058
47.930
.954
-.04000
.68896
1.42530
1.34530
The level pf significance established in this test was 0.05 with df = 48. Based on the statistical analysis illustrated on the table 4.4, it can be explained that the significance value is higher than 0.05 or 0.954>0.05. the result ensures that the null hypothesis is not rejected but the alternative hypothesis is rejected. Therefore, there is no difference between control and experimental groups’ means. By the result of the normality, homogeneity, and independent t-test above, it is apparent that both of the groups have equal initial ability in writing argumentative text. Therefore, class XI A and XI B can be grouped as
26
samples of research. The students in class XI A was selected to be the experimental group, and class XI B was taken as the control group.
3. Post-test Result Post-test was administered on August 27th, 2014 to 50 samples. After gathering the data of post-test scores, similar statistical analysis as pre-test was also accomplished. Beside the calculation on normality, homogeneity, and independent t-test , the effect size was also employed to discover at what value style writer computer software affects student’s writing score.
Normal Distribution Test First step taken was quantifying the normality test by utilizing Kolmogorov-Smirnov test. The hypotheses proposed were the null and alternative hypothesis.
Table 4.5 Tests of Normality Kolmogorov-Smirnov* Statistic
Df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
VIIIA
.159
25
.102
.936
25
.122
VIIIB
.149
25
.160
.936
25
.117
In the test, the level of significance was set up at 0.05. as presented in table 4.5., the asymp.sig of post-test scores is 0.160 and experimental group is 0.102. Both of the data are higher than the level of significance (0.05), or 0.160>0.05 and 0.102>0.05. it suggests that the null hypothesis is not rejected and alternative hypothesis is rejected. The data of control and experimental group are normally distributed.
27
Homogeneity of Variance Second, the homogeneity test was based on the hypothesis posed in thisanalysis. The result of calculation is presented on the table below.
Table 4.6 Test of Homogeneity of Variance Levene Statistic POSTEST
Based on Mean
df1
df2
Sig.
.108
1
48
.743
Based on Median
.115
1
48
.736
Based on Median and with
.115
1
47.9923
.736
.101
1
48
.751
adjusted df Based on Trimmed Mean
The level of significance of this test was established at 0.05. Moreover, table 4.6 above shows that the asymp.sig is 0.743 that is greater than 0.05 (0.743>0.05). it indicates that the null hypothesis is not rejected and alternative hypothesis is rejected. It means that there is no difference of variance scores between the control and the experimental group.
Independent t-test The answer of the first research problem would be shown from the result of the calculation of independent t-test on post-test data. This test established null hypothesis and alternative hypothesis as the tentative statement. The null hypothesis announces that there is no significant difference between the mean of control and experimental group’s scores. Moreover, the alternative hypothesis reveals the means of score between the two groups that are significantly different. The table below is the result of the statistical calculation.
28
Tabel 4.7 Independent Samples Test Levene’s Test for Equality of
t-test for Equality of Means
Variances Sig F
Sig.
t
Df
(2tailed)
95% Confidence Mean
Std. Error
Interval of the
Difference
Difference
Difference Lower
Upper
POSTEST Equal
.108
.743
2.753
48
.008
1.60000
.58126
.43129
2.76871
2.753
47.573
.008
1.60000
.43102
.43102
2.76898
Variances assumed
Equal Variances not Assumed
This test is established the level of significance in 0.05 and df = 48. Meanwhile, table 4.7 above informs that the significance value is lower than 0.05, 0.008<0.05. regarding to this finding, it discovers that the null hypothesis is rejected, , but alternative hypothesis is not rejected. It affirms that there is a difference in mean of post-test scores between the experimental and control groups. In accordance with the result of normality, homogeneity, and independet t-test on post-test scores above, it is noticeable that after the treatments, the scores of writing argumentative text in experimental group were improved. Therefore, a significant difference appeared between the means scores of experimental and control groups. In other words, style writer computer software improved students’ ability in revising argumentative text result. In order to find out whether style writer computer software affected students’ ability in revising argumentative text, the calculation of effect size
29
was conducted. The calculation was performed manually by using the following
formula developed by Coolidge.1 The t refers to the t value
obtained from the independent t-test calculation on post-test data. Afterward, the df is the amount of samples minus by 2 (df = N-2) √ Derived from table 4.7, t value is 2.753 and df is 48. Hence, after completing the computation, it is found that r value is 0.369. converted to the effect size table (see table 3.1), the obtained value shows medium effect size.
4. The Paired t-test Analysis on Experimental Group Scores A paired t-test was conducted to discover the differences in experimental group score before and after the students were given the treatments. The calculation of paired t-test was used to analyze the score of the experimental and control groups.
Table 4.8 Paired Samples Statistics Pre-Test and Post-Test Experimental Group Pair 1
1
Mean
N
Std. Deviation
Std. Error Mean
PRETEST
12.0400
25
2.38886
.47777
POSTEST
13.6400
25
1.95533
.39107
Frederick L. Coolidge, Statistic (A Gentle Introduction). (London: Sage Publications Ltd., 2000)
p. 105
30
Table 4.9 Paired Samples Test Paired Differences
Mean
Pair
1
-1.60000
Std. Deviation 1.65831
Std.
t
Error
Lower
Upper
-2.28452
-.91548
Mean .33166
-4.824
df
Sig. (2-tailed)
24
.000
PRETESTPOSTEST
Based on the result, the experimental group students’ scores on posttest were better in which the mean=13.64 than their scores on pre-test the mean=12.04. in addition, the two-tailed value of p was 0.000 which was lower than 0.05. In conclusion, the calculation of paired t-test showed that there was a significant difference between the pre-test and post-test scores of experimental group. Thus, the null hypothesis was rejected because there was a significant difference between pre-test and post-test in experimental group. It can be concluded that the use of style writer computer software as treatment in teaching argumentative text to improve students’ ability in revising their writing was effective. The calculation was carried out in order to know how well the treatment worked, in term of pre-test and post-test scores for experimental group. The t value of 4.824 and df of 24 were obtained from paired sample ttest analysis. The result represented effect size with the value of r = 0.70 according to Coolidge, the value of r was large effect. Thus, there was major effect of style writer in students’ability in revising the argumentative text, in other word, the treatment worked very well.
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B. Discussion The aims of this research were to investigate whether or not style writer computer software is effective in improving students’ ability in revising their writing result. The statistical computation on the pre-test scores of the experimental and control group using SPSS 20.0 for windows show that the distribution of the experimental and control group’s scores are normally distributed. Since the pre-test scores of the experimental and control groups are normally distributed, it means a parametric test using t-test should be used. Brown states that there are two requirements to be able to make assumption from t-test result, the score in each group were normally distributed and variance of the score of the two groups are equal. An independent sample test using t-test shows that both of the control and experimental groups are homogenous. The improvement of students’ writing skill can be seen from the effect size t value is 0.008 and df is 48. It is found that r value is 0.369. it means that there is a significant improvement in students’ ability in revising the argumentative writing result. To support the data, paired sample test was represented. It can be seen from average pre-test score (12.04) and the average of post-test (13.64). it is increased 1.6 point, which is means that style writer has influence in revising argumentative writing.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions According to the findings and the conclusions of the research, a conclusion can be drawn as follows: Style writer computer software, one of the alternative media in revising and editing argumentative text, is effective to improve the students’ ability in revising argumentative writing result. The exprimental study shows that the improvement in writing argumentative text of the experimental group is statistically significant than the improvement in control group (0.008<0.05, r = 0.369).
B. Suggestions There are several suggestions proposed for the next studies in the similar field as the present research; first, in the treatment process, the students have some difficulties in understanding the instruction. The teacher should pay attention more by giving clear instruction before students use style writer computer software by their own selves. Second, the research uses pre-experimental design which employs limited sample and weaker than another experimental design. For that reason, it is suggested for the next researcher on this technique to involve larger samples and to strengthen the design to make the research better. Third, the style writer computer software used in this research effectively improved students skill in revising their writing. It is important for the next researcher to know whether this software appropriate applied in other kind of writing. Last is the research is conducted on eleventh grade of high school in Tangerang Selatan. Hence, further research should prove whether style writer computer software is also effective for students in different grades.
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BIBLIOGRAPHY
Alwasilah, A. Chaedar & Alwasilah, Senny, Pokoknya menulis, Bandung: Kiblat Buku Utama, 2005. Brown, Douglas, Teaching by Principles an Interactive Approach to Language Pedagogy, London: Eddison Wesley Longman, Inc, 2001. Coolidge, Frederick L., Statistic (A Gentle Introduction). London: Sage Publications Ltd., 2000. Figueredo L. & Varnhagen C. K., Spelling and Grammar Checkers: Are They Intrusive?, 2006, British Journal of Educational Technology, 37, pp. 721732. Harmer, Jeremy, The Practice of Language Teaching, Edinburgh: Pearson Education Limited, 2007. Hartley J., Sotto E., & Pennebaker J., Speaking Versus typing: A Case-Study of the
effects
of
using
voice
recognition
software
on
academic
correspondence, British Journal of Educational Technology, 34 (1), pp. 141-151. Harwood , Nigel, English Language Teaching Materials (Theory and Practice), London: Cambridge University Press, 2010. Hatch and Farhady, Research Design and Statistic for Applied Linguistics, Los Angeles: Newbury House Publishers, Inc., 1982. Indra, Pengenalan Kurikulum 2013, Jurnal Kependidikan. 5, 2013. Irmscher, William F., Ways of Writing, Washington: McGRAW-HILL, 1969. Mattix Dietsch, Betty, Reasoning & Writing Well: A Rethoric, Research Guide, and Handbook, New York: McGraw-Hill, 2006. McCrimmon, James M., Writing with a Purpose, New York: Houghton Mifflin Company, 1976. Mehgan K., Computer-Assisted Language Learning: A Panacea for Grammar Development, Advances in English Linguistics (AEL), 1 (2), 25-29. Pharr, Donald & V. Buscemi, Santi, Writing today: Contexts and options for the Real World, New York: McGraw-Hill, 2005.
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Raimes, Ann, Techniques in Teaching Writing, New York: Oxford University Press, 1983. Riris, “The Use of Mind Mapping in Improving Students’ Writing Ability”, Skripsi on UPI, Bandung: 2010. Unpublished. Rogers, Henry, Writing Systems: A Linguistic Approach,Oxford:Blackwell, 2005. Rowley K. & Meyer N., the effect of a computer tutor for writers on student writing achievement, Journal of Educational Computing Research, 29 (2), 169-187. Seljan Sanja, et al., Computer-Assisted Language Learning (CALL), vol. 3, 2004. Stanley, Linda C., Shimkin, David, and Lanner, Allen H., Ways to Writing, New York: Macmillan Publishing Company, 1982. Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R & D, Bandung: Alphabet, 2008. Tomlinson, Brian, Developing Materials for Language Teaching, London: Cromwell Press, 2003. www.editor-software.com www.eurocall-language.org
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PRETEST Mata Pelajaran
: Bahasa Inggris
Keterampilan
: Menulis
Waktu
: 60 menit
Name:
Class:
PRE-WRITING AND WRITING ACTIVITIES Instructions: - Choose one topic based on this statements: Smoking, I Phone, and Trees in the school - Make a title of your topic - Write down your thesis (minimum 3 arguments) - Write down your Recommendation - Make a detail of your arguments - Consist of 3 paragraphs
Mind mapping
HORTATORY EXPOSITION TEXT
………………………………………..
36
REVISING AND EDITING ACTIVITIES
A. Revising and Editing Activities after the post test (For Experimental Class): Revise and edit the writing sheet by using Style Writer Computer Software Print the revised sheet of writing out Print the final sheet for evaluation B. Revising and Editing Activities after the post test (For Control Class): Revise and edit the writing sheet by re- checking manually Print the the revised sheet of writing out Print the final sheet for evaluation
37
POSTTEST Mata Pelajaran
: Bahasa Inggris
Keterampilan
: Menulis
Waktu
: 60 menit
Name:
Class:
PRE-WRITING AND WRITING ACTIVITIES Instructions: - Choose one topic based on this statements: Smoking, I Phone, and Trees in the school - Make a title of your topic - Write down your thesis (minimum 3 arguments) - Write down your Recommendation - Make a detail of your arguments - Consist of 3 paragraphs
Mind mapping
HORTATORY EXPOSITION TEXT
………………………………………..
38
SCORING ASPECT
Aspect
Score
Content
1
The content is not indeed relevant with the topic at all
2
There are many confusing things; many contents are not relevant with
Criteria
the topics so that the meaning cannot be easily comprehend 3
The content that is not relevant still exists but it is understanable and it is not too bad
4
There are several words that are used irrelevantly but do not influence the intended meaning much
Vocabulary
5
The topic and the contetnt are very relevant
1
Poor and irrelevant words; they do not fit the sentences meaning related to the topic and the situation given
2
There are still lots of words used in appropriately
3
The words have already been related with the topic and situation; however, they do not have any variation yet
4
The words are generally relevant with the situation and have enough variation, but sometimes there are in appropriate words, which do not change the meaning of the sentence
5
The words used are selected and have vriations; they are relevant with the situation and condition so the meaning makes sense
Generic
1
The generic structure of the content is very bad and it oftent does not consist of orientation and solution
Structure 2
So many disorderliness are found in the content of the writing, but do not make the readers confused yet
3
the generic structure of the writing is not either too good nor too bad
4
The generic structure of the writing is not in good, but this is actually not too principle
5
Every part of the writing is in good order, either in orientation,
39 complication or resolution Language
1
There are many irrelevant uses of argumentative language, many errors in using verb, tense and linking words
Features 2
There are some irrelevant uses of argumentative language, some errors in using verb, tense and linking words
3
There are a little bit irrelevant but do not change the whole meaning generally, it is still accepted
4
Genereally accurate; the use of argumentative language, verb, tense, and linking words
5
No errors on the use of argumentative language, verb, tense, and linking words
40
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Pre- Test of Experimental and Control Class) Sekolah Matapelajaran Kelas/Semester Materi Pokok Alokasi Waktu
: SMA Dharma karya UT : Bahasa Inggris : XI/Ganjil : Argumentative (Hortatory) Text : 2-4 jam pelajaran
A. Kompetensi Inti (KI) KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya. KI 2
: Mengembangkan perilaku (jujur, disiplin, tanggungjawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan pro-aktif) dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3
: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural dalam ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Kompetensi Dasar 1. Merespon makna dalam makna dalam teks monolog sederhana menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: Argumentative Text
Indikator: a. Mengidentifikasi strukur argumentative text. b. Mengidentifikasi tujuan komunikasi argumentative text. Kompetensi Dasar 1. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan yang berbentuk: argumentative text
Indikator a. Mengungkapkan pendapat sesuai topic wacana. b. Membuat pola argumentative teks melalui mind mapping c. Membuat teks argumentative d.
41
C. Tujuan Pembelajaran Siswa dapat mengidentifikasi strukur argumentative text. Siswa dapat mengidentifikasi tujuan komunikasi argumentative text. Siswa dapat mengungkapkan pendapat sesuai topik wacana. Siswa dapat membuat pola teks argumentative teks melalui mind mapping Siswa dapat membuat teks argumentative teks D. Materi Pembelajaran
Definition Argumentative text is a persuasive text that contains the writer’s point of view about a problem or case. This type of text gives a recommendation for the solution of the problem to persuade readers to do or do not do something. Argumentative text can be used in the socialization of a program, or a campaign. Communicative Purpose To persuade readers that something should or should not be the case. Text Organization (Generic Structure) Thesis Arguments Recommendation Examples 1: Students’ Cheating is a Serious Crime Students’ cheating is one of the biggest problems faced by teachers nowadays. Despite the fact that teachers advise their students not to do dishonest acts during tests, some students still do cheating. There are many kinds of cheating that students do during the test or examination, such as looking other students’ work, put some notes under their clothes, write notes or formulas on their desks make hand signals or go to rest rooms to get the answers from their friends. Cheating should be considered as a serious case because students who do cheating are committing a crime. Cheating crime causes negative results to the students. First, students who always cheat deteriorate their mental capacity. Second, cheating acts also create dependence. They weaken their self confidence. Instead of preparing for the coming test, they are busy to organize notes on a piece of paper. If this awful habit
42
continues, the students will lose their opportunity to develop their intellectual and mind. Therefore, school should consider cheating as a very serious problem. School board and administration should go hand to overcome this matter. Honesty must be put in school’s vision. Harsh punishment must be applied to students who commit this crime. E. Model dan Metode Pembelajaran a. Model Pembelajaran: Inkuiri b. Metode Pembelajaran: diskusi kelompok F. Media, Alat, dan Sumber Pembelajaran 1. Media: a. Power point b. Gambar c. Wacana Hortatory 2. Alat/Bahan: a. Laptop b. LCD 3. Sumber Belajar: a. Advance Learning English 2 b. http://britishicca.blogspot.com/2013/01/contoh-teks-hortatoryexposition_2.html G. Langkah-langkah Kegiatan Pembelajaran Kegiatan
Deskripsi
Pendahuluan
1. Guru memberikan salam 2. Guru mengajak berdoa terlebih dahulu sebelum belajar. 3. Guru menanyakan kabar siswa. 4. Guru menegecek kehadiran siswa. 5. Guru memberikan Ice Breaking “Word Chain” kepada siswa agar siswa dapat memulai pelajaran dengan rileks dan fokus. 6. Guru menyampaikan tujuan pembelajaran. 1. Observing a. Siswa diperlihatkan gambar mengenaisiswa yang sedang menyontek. b. Siswa diminta untuk memberikan pendapat mengenai masalah yang berdasarkan gambar tersebut.
No. 1
2
Inti
Alokasi Waktu (menit) 10
Nilai Karakter Menghargai dan menghayati ajaran agama yang dianutnya. Proaktif Responsif
70
Disiplin
Tanggung jawab
43
Kegiatan
Deskripsi
No.
2.
3.
4.
5.
3
Penutup
Alokasi Waktu (menit)
c. Siswa diminta menyebutkan rekomendasi terhadap masalah tersebut. d. Siswa diberikan penjelasan umum tentang argumentative text. Questioning a. Dengan arahan guru, siswa bertanya mengenai argumentative text. Experimenting a. Setiap individu diperlihatkan wacana argumentatif berjudul Why Should Wearing a Helmet when Motorcycling? b. Siswa diminta untuk mengidentifikasi struktur teks dari wacana tersebut. c. Siswa di minta membuat argumentative teks secara individual Associating a. Siswa diminta untuk membuat mind mapping topic tertentu sebelum membuat teks atas penjelasan gur b. Masing-masing siswa memilih topic yang disediakan oleh guru c. Siswa meneruskan pola yang telah tersusun melalui mind mapping ke dalam teks sebenarnya. Communicating a. Disela-sela pembuatan teks, guru menanyakan alas an siswa mengapa memilih topic tertentu.
1. Guru bersama-sama dengan peserta didik membuat rangkuman/simpulan pelajaran. 2. Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan 3. Guru memberikan umpan balik terhadap proses dan hasil pembelajaran, 4. Guru meminta seluruh tugas siswa dalam bentuk file Microsoft word 5. Guru menutup pelajaran dengan mengucapkan salam.
Nilai Karakter
Toleran Gotong royong Percaya diri
10
Proaktif Responsif
44
H. Penilaian Bentuk Instrumen dan Jenis/Teknik Penilaian: a. Bentuk Instrumen berupa Tes: 1) Tes tulis bentuk uraian (Lampiran 1) 2) Tes Tulis (Membuat Argumentatif teks b. Bentuk Instrumen berupa Non Tes: 1) Observasi sikap (Lampiran 2) Lampiran 1 Pertanyaan tes tertulis: 1. What is the thesis statement of the text? 2. What is the communicative purpose of the text? 3. How many arguments that the writer mentioned in the text? What are they? 4. What is the writer’s recommendation? 5. What is the word “they” in paragraph 2 refers to? 6. Why a helmet can a matter of style for the rider? Instruksi tes membuat Argumentative teks Instructions: - Choose one topic based on this statements: Smoking, I Phone, and Trees in the school - Make a title of your topic - Write down your thesis (minimum 3 arguments) - Write down your Recommendation - Make a detail of your arguments - Consist of 3 paragraphs Mind mapping
HORTATORY EXPOSITION TEXT
………………………………………..
45
Lampiran 2 Kompetensi yang dinilai :Penilaian Sikap (Observasi) Satuan Pendidikan : SMA Dharma Karya UT Mata Pelajaran : Bahasa Inggris Kelas/Semester /Tahun Pelajaran : XI/Ganjil/2014/2015 Kompetensi Dasar : 2.1 Berperilaku ilmiah (jujur, disiplin, tanggung jawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan proaktif) dalam melakukan percobaan dan diskusi di dalam kelas maupun di luar kelas Indikator : 1. Peserta didik dapat menunjukkan sikap jujur dalam melaporkan hasil pengamatan. 2. Peserta didik dapat menunjukkan sikap disiplin dalam mengerjakan tugas. 3. Peserta didik dapat menunjukkan sikap tanggung jawab dalam mengerjakan tugas. 4. Peseta didik dapat menunjukkan sikap peduli lingkungan. 5. Peserta didik dapat menunjukkan kemampuan bekerja sama Format Lembar Pengamatan Sikap Peserta Didik Nama Peserta Didik : Nomor Absen : Materi saat diobservasi : Tanggal Observasi : No. Sikap Kriteria
Hasil Pengamatan Ya
1
Jujur
2
Disiplin
3
Tanggung jawab
4
Peduli lingkungan
1. Melaporkan data sesuai dengan kenyataan/sesuai dengan apa yang diamati. 2. Menyampaikan pendapat disertai data konkret/data yang diamati. 1. Mengerjakan tugas sesuai waktu yang ditetapkan. 2. Mengumpulkan hasil pekerjaan tepat waktu. 1. Melaksanakan tugas yang diberikan oleh guru. 2. Menyelesaikan pekerjaan sampai tuntas. 1. Membersihkan meja dan kursi yang ditempatinya/meja dan kursi yang ditempati dalam keadaan bersih/ rapi. 2. Menata/menempatkan kembali
Tidak
46
5
Kerjasama
alat/bahan/buku/sumber belajar lainnya dengan rapi atau menempatkan kembali pada tempat semula. 1. Menghargai pendapat teman 2. Mengambil bagian dalam kerja kelompok
Skor maksimum Catatan: Nilai = Skor perolehan x 100% 10 Mengetahui, Guru Pamong,
Ciputat, 11 Agustus 2014 Peneliti,
Dede Budiyanto, S.Pd.
Suhendra
NIP.
NIM 1110014000032
47
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Treatment of Experimental Class) Sekolah Matapelajaran Kelas/Semester Materi Pokok Alokasi Waktu
: SMA Dharma Karya UT : Bahasa Inggris : XI/Ganjil : Argumentative Text : 2 jam pelajaran
A. Kompetensi Inti (KI) KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya. KI 2
: Mengembangkan perilaku (jujur, disiplin, tanggungjawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan pro-aktif) dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3
: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural dalam ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. Kompetensi Dasar dan Indikator
Kompetensi Dasar 1. Merespon makna dalam makna dalam teks monolog sederhana menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: argumentative text
Indikator: a. Mengevaluasi hasil tulisan teks argumentatif yang telah dibuat b. Memahami mengenai penggunaan perangkat lunak style writer untuk merevisi hasil tulisan teks argumentatif KompetensiDasar 1. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan yang berbentuk: argumentative text
48
Indikator a. Merevisi struktur, unsur gramatika, perbendaharaan kata, ejaan, dan penggunaan kalimat yang tepat dalam teks argumentative yang telah dibuat menggunakan perangkat lunak style writer C. Tujuan Pembelajaran Siswa dapat melakukan evaluasi terhadap teks argumentative yang telah dibuat Siswa dapat memahami penjelasan guru bagaimana menggunakan perangkat lunak Style Writer Siswa dapat merevisi struktur, unsur gramatika, perbendaharaan kata, ejaan, dan penggunaan kalimat yang tepat dalam teks argumentative yang telah dibuat menggunakan perangkat lunak style writer D. Materi Pembelajaran Perangkat Lunak (Software) Komputer Style Writer A. Model dan Metode Pembelajaran 1. Model Pembelajaran: Inkuiri 2. Metode Pembelajaran: diskusi kelompok, individu B. Media, Alat, dan Sumber Pembelajaran 1. Media: a. Power point b. Style Writer Software c. Microsoft word 2. Alat/Bahan: a. Laptop b. LCD 3. Sumber Belajar: a. Advance Learning English 2 b. http://britishicca.blogspot.com/2013/01/contoh-teks-hortatoryexposition_2.html G. Langkah-langkah Kegiatan Pembelajaran
No. 1
Kegiatan Pendahuluan
Deskripsi 1. Guru memberikan salam 2. Guru mengajak berdoa terlebih dahulu sebelum belajar. 3. Guru mengecek kehadiran siswa. 4. Guru menanyakan kabar siswa. 5. Guru memberikan Ice Breaking
Alokasi Waktu (menit)
Nilai Karakter
10
Mengharg ai dan menghayat i ajaran agama
49
No.
Kegiatan
Deskripsi
Alokasi Waktu (menit)
“Jumble Paragraph” kepada siswa agar siswa dapat memulai pelajaran dengan bersemangat. 6. Guru menyampaikan tujuan pembelajaran.
Nilai Karakter yang dianutnya. Proaktif Responsif
2
3
Inti
Penutup
1. Observing a. Siswa diminta untuk mengidentifikasi dan mengevaluasi kembali hasil tulisan mereka masing-masing b. Siswa diberikan penjelasan secara umum tentang kesalahan dalam pembuatan teks argumentatif c. Siswa diperlihatkan contoh revisi menggunakan style writer melalui penjelasan oleh guru 2. Questioning a. Dengan arahan guru, siswa bertanya seputar penggunaan Style Writer 3. Experimenting a. Siswa diminta untuk menggunakan style writer di komputer setelah sebelumnya ter install program style writer di komputernya b. Siswa diminta untuk melakukan proses revisi terhadap teks argumentative masing-masing 4. Associating a. Guru memeriksa dan membantu penggunaan style writer. 5. Communicating a. Siswa dimintai pendapatnya tentang kesan, hambatan dan manfaat penggunaan style writer 1. Guru bersama-sama dengan peserta didik membuat rangkuman/simpulan pelajaran. 2. Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan 3. Guru memberikan umpan balik terhadap
Disiplin
Tanggung jawab
Toleran 70
Gotong royong Percaya diri
Proaktif 10
Responsif
50
No.
Kegiatan
Deskripsi
Alokasi Waktu (menit)
Nilai Karakter
proses dan hasil pembelajaran, 4. Guru menutup pelajaran dengan mengucapkan salam. H. Penilaian
Bentuk Instrumen dan Jenis/Teknik Penilaian: a. Bentuk Instrumen berupa Non Tes: 1) Observasi sikap (Lampiran 1).
Lampiran 1 Kompetensi yang dinilai :Penilaian Sikap (Observasi) Satuan Pendidikan : SMA Dharma Karya UT Mata Pelajaran : Bahasa Inggris Kelas/Semester /Tahun Pelajaran : XI/Genap/2014/2015 Kompetensi Dasar : 2.1 Berperilaku ilmiah (jujur, disiplin, tanggung jawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan proaktif) dalam melakukan percobaan dan diskusi di dalam kelas maupun di luar kelas Indikator : 1. Peserta didik dapat menunjukkan sikap jujur dalam melaporkan hasil pengamatan. 2. Peserta didik dapat menunjukkan sikap disiplin dalam mengerjakan tugas. 3. Peserta didik dapat menunjukkan sikap tanggung jawab dalam mengerjakan tugas. 4. Peseta didik dapat menunjukkan sikap peduli lingkungan. 5. Peserta didik dapat menunjukkan kemampuan bekerja sama Format Lembar Pengamatan Sikap Peserta Didik Nama Peserta Didik : Nomor Absen : Materi saat diobservasi : Tanggal Observasi : No. Sikap Kriteria
Hasil Pengamatan Ya
Tidak
51
1
Jujur
2
Disiplin
3
Tanggung jawab
4
Peduli lingkungan
5
Kerjasama
1. Melaporkan data sesuai dengan kenyataan/sesuai dengan apa yang diamati. 2. Menyampaikan pendapat disertai data konkret/data yang diamati. 1. Mengerjakan tugas sesuai waktu yang ditetapkan. 2. Mengumpulkan hasil pekerjaan tepat waktu. 1. Melaksanakan tugas yang diberikan oleh guru. 2. Menyelesaikan pekerjaan sampai tuntas. 1. Membersihkan meja dan kursi yang ditempatinya/meja dan kursi yang ditempati dalam keadaan bersih/ rapi. 2. Menata/menempatkan kembali alat/bahan/buku/sumber belajar lainnya dengan rapi atau menempatkan kembali pada tempat semula. 1. Menghargai pendapat teman 2. Mengambil bagian dalam kerja kelompok
Skor maksimum Catatan: Nilai = Skor perolehan x 100% 10 Mengetahui, Guru Pamong,
Ciputat, 15 Agustus 2014 Peneliti,
Dede Budiyanto, S. Pd.
Suhendra
NIP.
NIM 1110014000032
52
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Treatment of Control Class) Sekolah Matapelajaran Kelas/Semester Materi Pokok Alokasi Waktu
: SMA Dharma Karya UT : Bahasa Inggris : XI/Ganjil : Argumentative Text : 2 jam pelajaran
A. Kompetensi Inti (KI) KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya. KI 2
: Mengembangkan perilaku (jujur, disiplin, tanggungjawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan pro-aktif) dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3
: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural dalam ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. Kompetensi Dasar dan Indikator
Kompetensi Dasar 1. Merespon makna dalam makna dalam teks monolog sederhana menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: argumentative text
Indikator: a. Mengevaluasi hasil tulisan teks argumentatif yang telah dibuat b. Memahami penjelasan guru untuk merevisi teks argumentatif KompetensiDasar 1. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan yang berbentuk: hortatory exposition
53
Indikator a. Merevisi struktur, unsur gramatika, perbendaharaan kata, ejaan, dan penggunaan kalimat yang tepat dalam teks argumentative yang telah dibuat melalui proses re-checking manually (melakukan pengecekan ulang melalui pengamatan) C. Tujuan Pembelajaran Siswa dapat melakukan evaluasi terhadap teks argumentative yang telah dibuat Siswa dapat memahami penjelasan guru bagaimana melakukan rechecking manually Siswa dapat merevisi struktur, unsur gramatika, perbendaharaan kata, ejaan, dan penggunaan kalimat yang tepat dalam teks argumentative yang telah dibuat melalui re-checking manually D. Materi Pembelajaran Penjelasan dari Guru A. Model dan Metode Pembelajaran 1. Model Pembelajaran: Inkuiri 2. Metode Pembelajaran: diskusi kelompok, individu B. Media, Alat, dan Sumber Pembelajaran 1. Media: a. Power point b. Microsoft word 2. Alat/Bahan: a. Laptop b. LCD 3. Sumber Belajar: a. Advance Learning English 2 b. http://britishicca.blogspot.com/2013/01/contoh-teks-hortatoryexposition_2.html G. Langkah-langkah Kegiatan Pembelajaran
No. 1
Kegiatan Pendahuluan
Deskripsi 1. Guru memberikan salam 2. Guru mengajak berdoa terlebih dahulu sebelum belajar. 3. Guru mengecek kehadiran siswa. 4. Guru menanyakan kabar siswa. 5. Guru memberikan Ice Breaking
Alokasi Waktu (menit)
Nilai Karakter
10
Mengharg ai dan menghayat i ajaran agama
54
No.
Kegiatan
Deskripsi
Alokasi Waktu (menit)
“Jumble Paragraph” kepada siswa agar siswa dapat memulai pelajaran dengan bersemangat. 6. Guru menyampaikan tujuan pembelajaran.
Nilai Karakter yang dianutnya. Proaktif Responsif
2
3
Inti
Penutup
1. 2.
3. 4.
1. Observing a. Siswa diminta untuk mengidentifikasi dan mengevaluasi kembali hasil tulisan mereka masing-masing b. Siswa diberikan penjelasan secara umum tentang kesalahan dalam pembuatan teks argumentatif c. Siswa diperlihatkan contoh revisi melalui pengamatan ulang 2. Questioning a. Dengan arahan guru, siswa bertanya seputar proses pengamatan ulang teks 3. Experimenting a. Siswa diminta untuk melakukan proses revisi terhadap teks argumentative masing-masing 4. Associating a. Guru memeriksa dan membantu siswa dalam proses revisi. 5. Communicating a. Siswa dimintai pendapatnya tentang kesan, hambatan dan manfaat pengamatan ulang (rechecking manually) Guru bersama-sama dengan peserta didik membuat rangkuman/simpulan pelajaran. Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan Guru memberikan umpan balik terhadap proses dan hasil pembelajaran, Guru menutup pelajaran dengan mengucapkan salam.
Disiplin
Tanggung jawab
70
Toleran Gotong royong Percaya diri
Proaktif Responsif 10
55
H. Penilaian
Bentuk Instrumen dan Jenis/Teknik Penilaian: a. Bentuk Instrumen berupa Non Tes: 1) Observasi sikap (Lampiran 1).
Lampiran 1 Kompetensi yang dinilai :Penilaian Sikap (Observasi) Satuan Pendidikan : SMA Dharma Karya UT Mata Pelajaran : Bahasa Inggris Kelas/Semester /Tahun Pelajaran : XI/Genap/2014/2015 Kompetensi Dasar : 2.1 Berperilaku ilmiah (jujur, disiplin, tanggung jawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan proaktif) dalam melakukan percobaan dan diskusi di dalam kelas maupun di luar kelas Indikator : 1. Peserta didik dapat menunjukkan sikap jujur dalam melaporkan hasil pengamatan. 2. Peserta didik dapat menunjukkan sikap disiplin dalam mengerjakan tugas. 3. Peserta didik dapat menunjukkan sikap tanggung jawab dalam mengerjakan tugas. 4. Peseta didik dapat menunjukkan sikap peduli lingkungan. 5. Peserta didik dapat menunjukkan kemampuan bekerja sama Format Lembar Pengamatan Sikap Peserta Didik Nama Peserta Didik : Nomor Absen : Materi saat diobservasi : Tanggal Observasi : No. Sikap Kriteria
Hasil Pengamatan Ya
1
Jujur
2
Disiplin
1. Melaporkan data sesuai dengan kenyataan/sesuai dengan apa yang diamati. 2. Menyampaikan pendapat disertai data konkret/data yang diamati. 1. Mengerjakan tugas sesuai waktu yang ditetapkan. 2. Mengumpulkan hasil pekerjaan tepat
Tidak
56
3
Tanggung jawab
4
Peduli lingkungan
5
Kerjasama
waktu. 1. Melaksanakan tugas yang diberikan oleh guru. 2. Menyelesaikan pekerjaan sampai tuntas. 1. Membersihkan meja dan kursi yang ditempatinya/meja dan kursi yang ditempati dalam keadaan bersih/ rapi. 2. Menata/menempatkan kembali alat/bahan/buku/sumber belajar lainnya dengan rapi atau menempatkan kembali pada tempat semula. 1. Menghargai pendapat teman 2. Mengambil bagian dalam kerja kelompok
Skor maksimum Catatan: Nilai = Skor perolehan x 100% 10 Mengetahui, Guru Pamong,
Ciputat, 12 Agustus 2014 Peneliti,
Dede Budiyanto, S. Pd
Suhendra
NIP.
NIM 1110014000032
57
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Post-Test Experimental Class) Sekolah Matapelajaran Kelas/Semester Materi Pokok Alokasi Waktu
: SMA Dharma karya UT : Bahasa Inggris : XI/Ganjil : Argumentative (Hortatory) Text : 2-4 jam pelajaran
A. Kompetensi Inti (KI) KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2
: Mengembangkan perilaku (jujur, disiplin, tanggungjawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan pro-aktif) dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3
: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural dalam ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. Kompetensi Dasar dan Indikator
Kompetensi Dasar 1. Merespon makna dalam makna dalam teks monolog sederhana menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: Argumentative Text
Indikator: a. Mengidentifikasi strukur argumentative text. b. Mengidentifikasi tujuan komunikasi argumentative text. Kompetensi Dasar 1. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan yang berbentuk: argumentative text
58
Indikator a. Mengungkapkan pendapat sesuai topic wacana. b. Membuat pola argumentative teks melalui mind mapping c. Membuat teks argumentative d. Melakukan revisi teks menggunakan Perangkat lunak style writer C. Tujuan Pembelajaran Siswa dapat mengidentifikasi strukur argumentative text. Siswa dapat mengidentifikasi tujuan komunikasi argumentative text. Siswa dapat mengungkapkan pendapat sesuai topik wacana. Siswa dapat membuat pola teks argumentative teks melalui mind mapping Siswa dapat membuat teks argumentative teks Siswa dapat merevisi dan Meng-edit teks argumentative menggunakan style writer C. Materi Pembelajaran Definition Argumentative text is a persuasive text that contains the writer’s point of view about a problem or case. This type of text gives a recommendation for the solution of the problem to persuade readers to do or do not do something. Argumentative text can be used in the socialization of a program, or a campaign. Communicative Purpose To persuade readers that something should or should not be the case. Text Organization (Generic Structure) Thesis Arguments Recommendation Examples 1:
Why Should Wearing a Helmet when Motorcycling We often hear lots of stories from road regarding people taking spill on motorcycle when they are riding without using helmet. Mostly the riders badly end up in mess. Wearing a fitted protective helmet offers many benefits which reduces the negative aspects of riding. First and the most important is that wearing the correct helmet can save a rider's life, physical ability, family pain, and money. The recommended designs of motorcycle helmets can provide total protection. They not only protect riders from getting a worse road injured accident but also from flying bugs, such as rain, sleet, mud and other potential projectiles.
59
Second, wearing a helmet can gives the riders a matter of style. Helmets give the opportunity for rider to express the image they may want to project when riding on they way. This benefit may not be important to some people, but to others, it means a lot and important. By choosing the most appropriate helmet from all of the various styles, such as beanie, shortly, and many others, wearing a helmet which can projecting an image is an inherent crucial part of motorcycling and help riders feel more confident when riding on the road. However, what most important is wearing helmet when riding is a matter of using it properly. Bikers should use the helmets which are fixed to their head. It is really not good if they places simply the helmets on the head without settling them properly. The bikers should fasten the helmet correctly to their head in order to get safe and comfort. E. Model dan Metode Pembelajaran a. Model Pembelajaran: Inkuiri b. Metode Pembelajaran: diskusi kelompok F. Media, Alat, dan Sumber Pembelajaran 1.
Media: a. Power point b. Style writer computer software c. Microsoft word
2.
Alat/Bahan: a. Laptop b. LCD
3.
Sumber Belajar: a. Advance Learning English 2 b. http://britishicca.blogspot.com/2013/01/contoh-teks-hortatoryexposition_2.html
G. Langkah-langkah Kegiatan Pembelajaran Kegiatan
Deskripsi
No. 1
Pendahuluan
1. Guru memberikan salam 2. Guru mengajak berdoa terlebih dahulu sebelum belajar. 3. Guru menanyakan kabar siswa. 4. Guru menegecek kehadiran siswa. 5. Guru memberikan Ice Breaking “Word
Alokasi Waktu (menit) 10
Nilai Karakter Menghargai dan menghayati ajaran agama yang
60
Kegiatan
Deskripsi
No.
Alokasi Waktu (menit)
Chain” kepada siswa agar siswa dapat memulai pelajaran dengan rileks dan fokus. 6. Guru menyampaikan tujuan pembelajaran. 2
3
Inti
Penutup
Nilai Karakter dianutnya. Proaktif Responsif
1. Observing a. Siswa diberikan penjelasan umum tentang argumentative text. 2. Questioning a. Dengan arahan guru, siswa bertanya mengenai argumentative text. 3. Experimenting. a. Siswa di minta membuat argumentative teks secara individual berdasarkan instruksi yang diberikan oleh guru b. Siswa melakukan revisi dan editing teks argumentative menggunakan perangkat lunak computer style writer 4. Associating a. Siswa diminta untuk membuat mind mapping topic tertentu sebelum membuat teks atas penjelasan guru b. Masing-masing siswa memilih topic yang disediakan oleh guru c. Siswa meneruskan pola yang telah tersusun melalui mind mapping ke dalam teks sebenarnya. 5. Communicating a. Disela-sela pembuatan teks, guru menanyakan alasan siswa mengapa memilih topic tertentu.
70
1. Guru bersama-sama dengan peserta didik membuat rangkuman/simpulan pelajaran. 2. Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan 3. Guru memberikan umpan balik terhadap proses dan hasil pembelajaran, 4. Guru meminta seluruh tugas siswa dalam bentuk file Microsoft word
10
Disiplin
Tanggung jawab
Toleran Gotong royong Percaya diri
Proaktif Responsif
61
Kegiatan
Deskripsi
No.
Alokasi Waktu (menit)
Nilai Karakter
5. Guru menutup pelajaran dengan mengucapkan salam. H. Penilaian Bentuk Instrumen dan Jenis/Teknik Penilaian: a. Bentuk Instrumen berupa Tes: 1) Tes Tulis (Membuat Argumentatif teks (lampiran 1) b. Bentuk Instrumen berupa Non Tes: 1) Observasi sikap (Lampiran 2) Lampiran 1 Instruksi tes membuat Argumentative teks Instructions: - Choose one topic based on this statements: Smoking, I Phone, and Trees in the school - Make a title of your topic - Write down your thesis (minimum 3 arguments) - Write down your Recommendation - Make a detail of your arguments - Consist of 3 paragraphs Mind mapping
62
HORTATORY EXPOSITION TEXT
……………………………………….. Lampiran 2 Kompetensi yang dinilai :Penilaian Sikap (Observasi) Satuan Pendidikan : SMA Dharma Karya UT Mata Pelajaran : Bahasa Inggris Kelas/Semester /Tahun Pelajaran : XI/Ganjil/2014/2015 Kompetensi Dasar : 2.1 Berperilaku ilmiah (jujur, disiplin, tanggung jawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan proaktif) dalam melakukan percobaan dan diskusi di dalam kelas maupun di luar kelas Indikator : 1. Peserta didik dapat menunjukkan sikap jujur dalam melaporkan hasil pengamatan. 2. Peserta didik dapat menunjukkan sikap disiplin dalam mengerjakan tugas. 3. Peserta didik dapat menunjukkan sikap tanggung jawab dalam mengerjakan tugas. 4. Peseta didik dapat menunjukkan sikap peduli lingkungan. 5. Peserta didik dapat menunjukkan kemampuan bekerja sama Format Lembar Pengamatan Sikap Peserta Didik Nama Peserta Didik : Nomor Absen : Materi saat diobservasi : Tanggal Observasi : No. Sikap Kriteria
Hasil Pengamatan Ya
1
Jujur
2
Disiplin
3
Tanggung jawab
1. Melaporkan data sesuai dengan kenyataan/sesuai dengan apa yang diamati. 2. Menyampaikan pendapat disertai data konkret/data yang diamati. 1. Mengerjakan tugas sesuai waktu yang ditetapkan. 2. Mengumpulkan hasil pekerjaan tepat waktu. 1. Melaksanakan tugas yang diberikan oleh guru.
Tidak
63
4
Peduli lingkungan
5
Kerjasama
2. Menyelesaikan pekerjaan sampai tuntas. 1. Membersihkan meja dan kursi yang ditempatinya/meja dan kursi yang ditempati dalam keadaan bersih/ rapi. 2. Menata/menempatkan kembali alat/bahan/buku/sumber belajar lainnya dengan rapi atau menempatkan kembali pada tempat semula. 1. Menghargai pendapat teman 2. Mengambil bagian dalam kerja kelompok
Skor maksimum Catatan: Nilai = Skor perolehan x 100% 10 Mengetahui, Guru Pamong,
Ciputat, 11 Agustus 2014 Peneliti,
Dede Budiyanto, S. Pd.
Suhendra
NIP.
NIM 1110014000032
64
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Post-Test Control Class) Sekolah Matapelajaran Kelas/Semester Materi Pokok Alokasi Waktu
: SMA Dharma karya UT : Bahasa Inggris : XI/Ganjil : Argumentative (Hortatory) Text : 2-4 jam pelajaran
A. Kompetensi Inti (KI) KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2
: Mengembangkan perilaku (jujur, disiplin, tanggungjawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan pro-aktif) dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3
: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural dalam ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. Kompetensi Dasar dan Indikator
Kompetensi Dasar 1. Merespon makna dalam makna dalam teks monolog sederhana menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: Argumentative Text
Indikator: a. Mengidentifikasi strukur argumentative text. b. Mengidentifikasi tujuan komunikasi argumentative text. Kompetensi Dasar 1. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan yang berbentuk: argumentative text
65
Indikator a. Mengungkapkan pendapat sesuai topic wacana. b. Membuat pola argumentative teks melalui mind mapping c. Membuat teks argumentative d. Melakukan revisi teks melalui pengamatan ulang (re-checking manually) C. Tujuan Pembelajaran Siswa dapat mengidentifikasi strukur argumentative text. Siswa dapat mengidentifikasi tujuan komunikasi argumentative text. Siswa dapat mengungkapkan pendapat sesuai topik wacana. Siswa dapat membuat pola teks argumentative teks melalui mind mapping Siswa dapat membuat teks argumentative teks Siswa dapat merevisi dan Meng-edit teks argumentative melalui pengamatan ulang (rechecking manually) C. Materi Pembelajaran Definition Argumentative text is a persuasive text that contains the writer’s point of view about a problem or case. This type of text gives a recommendation for the solution of the problem to persuade readers to do or do not do something. Argumentative text can be used in the socialization of a program, or a campaign. Communicative Purpose To persuade readers that something should or should not be the case. Text Organization (Generic Structure) Thesis Arguments Recommendation Examples 1:
Why Should Wearing a Helmet when Motorcycling We often hear lots of stories from road regarding people taking spill on motorcycle when they are riding without using helmet. Mostly the riders badly end up in mess. Wearing a fitted protective helmet offers many benefits which reduces the negative aspects of riding. First and the most important is that wearing the correct helmet can save a rider's life, physical ability, family pain, and money. The recommended designs of motorcycle helmets can provide total protection. They not only protect riders from getting a worse road injured accident but also from flying bugs, such as rain, sleet, mud and other potential projectiles.
66
Second, wearing a helmet can gives the riders a matter of style. Helmets give the opportunity for rider to express the image they may want to project when riding on they way. This benefit may not be important to some people, but to others, it means a lot and important. By choosing the most appropriate helmet from all of the various styles, such as beanie, shortly, and many others, wearing a helmet which can projecting an image is an inherent crucial part of motorcycling and help riders feel more confident when riding on the road. However, what most important is wearing helmet when riding is a matter of using it properly. Bikers should use the helmets which are fixed to their head. It is really not good if they places simply the helmets on the head without settling them properly. The bikers should fasten the helmet correctly to their head in order to get safe and comfort. E. Model dan Metode Pembelajaran a. Model Pembelajaran: Inkuiri b. Metode Pembelajaran: diskusi kelompok F. Media, Alat, dan Sumber Pembelajaran 1.
Media: a. Power point b. Microsoft word
2.
Alat/Bahan: a. Laptop b. LCD
3.
Sumber Belajar: a. Advance Learning English 2 b. http://britishicca.blogspot.com/2013/01/contoh-teks-hortatoryexposition_2.html
G. Langkah-langkah Kegiatan Pembelajaran Kegiatan
Deskripsi
No. 1
Pendahuluan
1. Guru memberikan salam 2. Guru mengajak berdoa terlebih dahulu sebelum belajar. 3. Guru menanyakan kabar siswa. 4. Guru menegecek kehadiran siswa. 5. Guru memberikan Ice Breaking “Word Chain” kepada siswa agar siswa dapat
Alokasi Waktu (menit) 10
Nilai Karakter Menghargai dan menghayati ajaran agama yang dianutnya.
67
Kegiatan
Deskripsi
No.
2
3
Inti
Penutup
memulai pelajaran dengan rileks dan fokus. 6. Guru menyampaikan tujuan pembelajaran. 1. Observing a. Siswa diberikan penjelasan umum tentang argumentative text. 2. Questioning a. Dengan arahan guru, siswa bertanya mengenai argumentative text. 3. Experimenting. a. Siswa di minta membuat argumentative teks secara individual berdasarkan instruksi yang diberikan oleh guru b. Siswa melakukan revisi dan editing teks argumentative melalui pengamatan ulang (rechecking manually) 4. Associating a. Siswa diminta untuk membuat mind mapping topic tertentu sebelum membuat teks atas penjelasan guru b. Masing-masing siswa memilih topic yang disediakan oleh guru c. Siswa meneruskan pola yang telah tersusun melalui mind mapping ke dalam teks sebenarnya. 5. Communicating a. Disela-sela pembuatan teks, guru menanyakan alasan siswa mengapa memilih topic tertentu. 1. Guru bersama-sama dengan peserta didik membuat rangkuman/simpulan pelajaran. 2. Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan 3. Guru memberikan umpan balik terhadap proses dan hasil pembelajaran, 4. Guru meminta seluruh tugas siswa dalam bentuk file Microsoft word 5. Guru menutup pelajaran dengan mengucapkan salam.
Alokasi Waktu (menit)
Nilai Karakter Proaktif Responsif
70
Disiplin
Tanggung jawab
Toleran Gotong royong Percaya diri
10
Proaktif Responsif
68
H. Penilaian Bentuk Instrumen dan Jenis/Teknik Penilaian: a. Bentuk Instrumen berupa Tes: 1) Tes Tulis (Membuat Argumentatif teks (lampiran 1) b. Bentuk Instrumen berupa Non Tes: 1) Observasi sikap (Lampiran 2) Lampiran 1 Instruksi tes membuat Argumentative teks Instructions: - Choose one topic based on this statements: Smoking, I Phone, and Trees in the school - Make a title of your topic - Write down your thesis (minimum 3 arguments) - Write down your Recommendation - Make a detail of your arguments - Consist of 3 paragraphs Mind mapping
HORTATORY EXPOSITION TEXT
………………………………………..
69
Lampiran 2 Kompetensi yang dinilai :Penilaian Sikap (Observasi) Satuan Pendidikan : SMA Dharma Karya UT Mata Pelajaran : Bahasa Inggris Kelas/Semester /Tahun Pelajaran : XI/Ganjil/2014/2015 Kompetensi Dasar : 2.1 Berperilaku ilmiah (jujur, disiplin, tanggung jawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsif dan proaktif) dalam melakukan percobaan dan diskusi di dalam kelas maupun di luar kelas Indikator : 1. Peserta didik dapat menunjukkan sikap jujur dalam melaporkan hasil pengamatan. 2. Peserta didik dapat menunjukkan sikap disiplin dalam mengerjakan tugas. 3. Peserta didik dapat menunjukkan sikap tanggung jawab dalam mengerjakan tugas. 4. Peseta didik dapat menunjukkan sikap peduli lingkungan. 5. Peserta didik dapat menunjukkan kemampuan bekerja sama Format Lembar Pengamatan Sikap Peserta Didik Nama Peserta Didik : Nomor Absen : Materi saat diobservasi : Tanggal Observasi : No. Sikap Kriteria
Hasil Pengamatan Ya
1
Jujur
2
Disiplin
3
Tanggung jawab
1. Melaporkan data sesuai dengan kenyataan/sesuai dengan apa yang diamati. 2. Menyampaikan pendapat disertai data konkret/data yang diamati. 1. Mengerjakan tugas sesuai waktu yang ditetapkan. 2. Mengumpulkan hasil pekerjaan tepat waktu. 1. Melaksanakan tugas yang diberikan oleh guru.
Tidak
70
4
Peduli lingkungan
5
Kerjasama
2. Menyelesaikan pekerjaan sampai tuntas. 1. Membersihkan meja dan kursi yang ditempatinya/meja dan kursi yang ditempati dalam keadaan bersih/ rapi. 2. Menata/menempatkan kembali alat/bahan/buku/sumber belajar lainnya dengan rapi atau menempatkan kembali pada tempat semula. 1. Menghargai pendapat teman 2. Mengambil bagian dalam kerja kelompok
Skor maksimum Catatan: Nilai = Skor perolehan x 100% 10 Mengetahui, Guru Pamong,
Ciputat, 13 Agustus 2014 Peneliti,
Dede Budiyanto, S. Pd.
Suhendra
NIP.
NIM 1110014000032
71 Picture 1. Tutor Menu Style Writer Display
Picture 2. Editing a Document
72 Picture 3. Style Writer’s Statistics
Picture 4. Style Writer’s Text Screen
73 Picture 5. Style Categories
Picture 6. Style Writer’s Menus
74 Picture 7. Style Writer’s Categories
Picture 8 S Style Writer’s Tips
