LAILA TANOOR SRN

THE EFFECT OF GUIDED – QUESTIONS STRATEGY ON THE STUDENTS’ SKILL IN WRITING RECOUNT TEXT AT THE TENTH GRADE OF SMA NU PALANGKA RAYA

THESIS Presented to the Department of Language Education of the State Islamic Institute of Palangka Raya in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam

By:

LAILA TANOOR SRN. 1101120662

THE STATE ISLAMIC INSTITUTE OF PALANGKA RAYA THE FACULTY OF EDCATION AND TEACHER TRAINING THE DEPARTMENT OF LANGUAGE EDUCATION THE STUDY PROGRAM OF ENGLISH EDUCATION 1436 H/2015 M

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THE EFFECT OF GUIDED – QUESTIONS STRATEGY ON THE STUDENTS’ SKILL IN WRITING RECOUNT TEXT AT THE TENTH GRADE OF SMA NU PALANGKA RAYA

ABSTRACT The objective of the study was to measure whether there was a significant effect of guided – questionsstrategy toward the students’ writing score of the tenth grade students at SMA NU Palangka Raya. The study includes in quantitative paradigm with pre-experimental design. The writer designed the lesson plan, conducted the treatment and observed the students’ score by pretest and posttest. The population of study was the tenth grade students at SMA NU Palangka Raya which consisted only 1 class. The writer chose X as sample. After getting the data that were from pretest and posttest, the writer analyzed the data using ttest formula to test the hypothesis stated based on the result of analysis, it was found that the value of tobserved = 3.135 and the ttable =2.31. It showed that the tobserved was higher than the ttable. The result of testing hypothesis determined that the Alternative Hypothesis (Ha) stating that there was significant effect of using guided - questions strategy toward the students’ writing score of the tenth grade students at SMA NU Palangka Raya was accepted and Ho stating that there was no any significant effect of using guided - questions strategy toward the students’ writing score of the tenth grade students at SMA NU Palangka Raya was rejected. It meant that there was significant effect of using guided - questioning strategy toward the students’ writing score of the tenth grade students at SMA NU Palangka Raya. Therefore, teaching writing using guided – questions strategy of the tenth grade students of SMA NU Palangka Raya was effective at 5 % significance level. The writer recommended to teacher use guided – questions strategy in teaching writing. Key Words: Effect, Guided – Questions Strategy, Writing

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PENGARUH STRATEGI PERTANYAAN PEMANDU TERHADAP KEMAMPUAN SISWA MENULIS TEKS RECOUNT KELAS X DI SMA NU PALANGKA RAYA

ABSTRAK Tujuan penelitian ini adalah untuk mengukur apakah ada pengaruh yang berarti pada strategi pertanyaan pemandu terhadap kemampuan menulis siswa pada kelas sepuluh di SMA NU Palangka Raya. Penelitian ini termasuk penelitian kuantitatif dengan desain preeksperimental.Penulis menyusun rencana pembelajaran, memberikan perlakuan dan mengobservasi skor siswa dengan Pra-uji dan Pasca-uji.Populasi dari studi ini adalah Murid kelas sepuluh (X) SMA NU Palangka Raya yang tediri hanya 1 kelas. Penulis memilih kelas X sebagai sample. Setelah mendapatkan data dari Pra-uji dan Pasca-uji, Penulis menganalisis data tersebut menggunakan rumus Ttest untuk menguji hipotesis yang telah ditetapkan. Berdasarkan hasil analisis, ditemukan bahwa nilai dari tobserved = 3.135 dan ttable = 2.31 pada Taraf Signifikansi 5% dengan derajat kebebasan = 8. Hasil dari Penelitian ini menerapkan Penelitian kuantitatif dengan desain eksperimental. Penulis menyusun Rencana data analisis menunjukkan bahwa tobserved = 3.135 lebih tinggi dari ttable = 2.31. Hasil dari Pengujian Hipotesis menentukan bahwa Hipotesis Alternatif (Ha) yang menyatakan bahwa mengajar teks recount menggunakan strategi pertanyaan pemandu memberikan pengaruh yang signifikan terhadap murid kelas sepuluh (X) SMA NU Palangka Raya telah diterima dan Hipotesis Nihil yang menyatakan bahwa mengajar teks recount menggunakan strategi pertanyaan pemandu tidak memberikan pengaruh yang signifikan terhadap murid kelas sepuluh (X) SMA NU Palangka Raya telah ditolak. Ini berarti bahwa mengajar teks recount dengan menggunakan strategi pertanyaan pemandu memberikan pengaruh yang signifikan terhadap Murid kelas sepuluh (X) SMA NU Palangka Raya. Oleh karena itu, pengajaran menulis menggunakan strategi pertanyaan pemandu di siswa kelas X SMA NU Palangka Raya efektif di level signifikan 5 %. Penulis merekomendasikan kepada pengajar menggunakan strategi pertanyaan pemandu dalam pembelajaran menulis. Kata Kunci : Pengaruh, Strategi Pertanyaan Pemandu, Menulis

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MOTTO

“Man Jadda Wa Jada” Barang siapa yang bersungguh sungguh akan mendapatkannya

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ACKNOWLEDGMENTS Alhamdulillah and praise belong to Allah the Almighty, because of His Blessing and Mercy, the writer is able to accomplish this thesis entitled: THE EFFECT OF GUIDED – QUESTIONS TECHNIQUE ON THE STUDENTS’ SKILL IN WRITING RECOUNT TEXT AT THE TENTH GRADE OF SMA NU PALANGKA RAYA This thesis is written to fulfill one of the requirements to get title of Sarjana Pendidikan Islam (S.Pd.I) in the English Education Study Program, the Department of Language Education, the State Islamic Institute of Palangka Raya. Many people have contributed guidance, suggestion, and support to improve the writer’s thesis, therefore the writer would like to express her greatest gratitude to: 1. Dr. Ibnu Elmi A.S. Pelu, S.H., M.H., the Director of the State Islamic Institute of Palangka Raya (IAIN), for his direction and encouragement. 2. Drs. Fahmi, M.Pd, the Dean of of the State Islamic Institute of Palangka Raya (IAIN), for his direction and encouragement. 3. Dra. Hj. Rodhatul Jennah, M.Pd, The Vice Chairman of Academic Affairs, for heragreement so that the writer can complete the requirements of writing this thesis. 4. Ahmadi, M.SI The Chair of

Department ofLanguage Education, for

hisagreement so that the writer can complete the requirements of writing this thesis. 5. M. Zaini Miftah, M.Pd, The chief of the English Education Study Program, for hispermission so that the writer can complete the requirements of writing this thesis. 6. Hj. Apni Ranti, M.Hum,as the frist advisor, for herguidance, suggestion, and encouragement during the accomplishment of this thesis. 7. Akhmad Ali Mirza, M.Pd, as the second advisor, for his valuable guidance, suggestion, and encouragement. xii

8. Drs. Hadari, as the headmaster of SMA NU Palangka Raya, for the time and opportunity that has been given during the accomplishment of this thesis. 9. All English lecturers of IAIN of Palangka Raya and all the teachers of SMA NU Palangka Raya for their support. 10. Her family who always give support morally and spiritually. 11. Last,all friends who have helped the accomplishment of this thesis. The writer realizes that this thesis is not perfect; therefore some constructive critical and suggestion are warmly welcomed. She hopes that may Allah always keeps us on the straight path, rewards, and blesses us for what we do and this writing can be useful for all of us.

Palangka Raya, October 2015 The Writer

LAILA TANOOR SRN.1101120662

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DEDICATION This thesis dedicated to

1. My beloved parents, my father Armain and my mother Muriah, thanks for your love, praying, motivation, and material in finishing the study. You are my heroes of spirit and inspiration. 2. My beloved sisters Amalia Hikmah and Rahmi, thanks for your support. 3. Hj. Apni Ranti, M.Hum, M.Pd, and Akhmad Ali Mirja, M.Pd, who have given me advice and support. 4. Drs. Hadari, as the headmaster of SMA NU Palangkaraya who gave me the permission when I researched the problem of this thesis. 5. Lidya Shanti, S.Pd, as the Englishteacher in SMA NU Palangkaraya has given me advice and ways. 6. All of the lectures of English Education Study Program who have given me the knowledge of English. 7. My boyfriend “Slamet Riady” You are also my heroes of spirit and inspiration. 8. My friends Rahmi, Farida Riati, Nurhalimah, Misteni, and Eti Rubiati,thanks for being my close friends. Thanks for your time that we have spent together, help and support. 9. My all friends of English study program at academic year 2011, thankyou very much for your support.

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TABLE OF CONTENTS COVER PAGE ......................................................................................

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APPROVAL OF THE THESIS ADVISORY COMMITTEE ..........

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OFFICIAL NOTE .................................................................................

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LEGALIZATION OF THESIS EXAMINING COMMITTEE .......

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DECLARATION OF AUTHENTICCATION ...................................

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ABSTRACT ...........................................................................................

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MOTTO….............................................................................................

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ACKNOWLEDMENTS .......................................................................

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DEDICATION .......................................................................................

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TABLE OF CONTENTS ......................................................................

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LIST OF TABLES ................................................................................

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LIST OF FIGURES ..............................................................................

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LIST OF ABSERVATION ...................................................................

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LIST OF APPENDICES…...................................................................

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CHAPTER I INRODUCTION A. Background of the study ................................................ B. Problem of the study ...................................................... C. Objective of the study .................................................... D. Assumption of the study ................................................ E. Significance of the study ................................................ F. Variable of the study ...................................................... G. Hypothesis of the study .................................................. H. The scope and limitation of the study ............................ I. Definition of key terms .................................................. J. Frame of discussion .......................................................

1 5 5 5 5 6 7 8 8 9

CHAPTER II REVIEW OF RELATED LITERATURE A. Previous studies.............................................................. 11 B. Guided Questions ........................................................... 13 1. The Definition of Guided - Questions ...................... 13 2. The Use of WH-Question......................................... 15 3. The Advantages of Guided – Questons Strategy ..... 16

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C. The Procedures of Teaching Writing by Using Guided Questions..........................................................................17 D. Writing skill ................................................................... 19 1. The definition of writing skill .................................. 19 2. The purpose of writing ............................................. 20 3. The Process of Wrting.............................................. .21 4. Assessment of Writing ............................................. 25 E. Recount Text .................................................................. 27 1. The Definition of Recount Text ............................... 27 2. The structure of Recount Text.................................. 28 3. Example of Recount Text ........................................ 29 4. Teaching writing Recount text ................................. 30 CHAPTER III RESEARCH METHOD A. Time and place of the study ........................................... 32 B. Research type of the study ............................................. 32 C. Approach of the study .................................................... 33 D. Population and sample ................................................... 33 E. Data collection procedure .............................................. 34 F. Instrument of the study................................................... 37 G. Instrument validity ......................................................... 37 H. Instrument reliability ...................................................... 42 I. Data analysis procedure ................................................. 43 CHAPTER IV RESULTS OF STUDY A. Description of The Data ................................................. 47 B. Test of Normality and Homogenety............................... 62 C. Results of The Data Analyses ........................................ 64 D. Discussion ...................................................................... 65 CHAPTER V CLOSING A. Conclusion ..................................................................... 68 B. Suggestion ...................................................................... 69 REFFERENCES

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LIST OF TABLE TABLE

PAGE

Table 3.1 The Sample of Study ........................................................................ 29 Table 3.2Signification of Content Validity ...................................................... 34 Table 3.3Syllabus of Writing Recount Text .................................................... .35 Table 3.4 Criteria of Validity .......................................................................... 36 Table 3.5Inter-rater coefficients Correlation and Interpretation... ................... 38 Table 4.1The Description Data of Student’ Pretest Score... ............................ 42 Table 4.2Frequency Distribution of Pretest Score... ........................................ 44 Table 4.3 The Table for Calculating Mean of Pretest Score ............................ 46 Table 4.4 the Table for Calculating Standard Deviation,and Standard Error of Pretest Score….................................................................................................. 47 Table 4.5 The Description Data of students’ Posttest Score…………………. 51 Table 4.6 Frequency Distribution of the Posttest Score ................................... 53 Table 4.7 The Table for Calculating Mean of Posttest Score…....................... 54 Table 4.8the Table for Calculating Standard Deviation, and Standard Error of Post-test Score………………………………………………………………………55 Table 4.9 Testing Normality of Posttest .......................................................... 56 Table 4.10 Testing Homogeneity of Posttest … .............................................. 57 Table 4.11 Mean and The Standard Error of Posttest ..................................... 58 Table 4.12 The Result of T-test Using Manual Calculation ........................... 59

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LIST OF FIGURES FIGURE

PAGE

Figure 4.1The Distribution Frequency of students’ Pretest Score .................. 45 Figure 4.2 The Distibution of Teaching Learning Process .............................. 50 Figure 4.2The Distribution Frequency of students’ Posttest Score ................. 53

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LIST OF ABBREVIATIONS DF

:

Degree of Fredom

Ha

:

Alternative Hypothesis

Ho

:

Null Hypothesis

IAIN

:

Institut Agama Islam Negeri

SMA

:

Sekolah Menengah Atas

SPSS

:

Statistical Product and Service Solution

SD

:

Standar deviation

K

:

Class Interval

I

:

Interval of Temporary

F

:

Frequency

X

:

Midpoint

Y

:

Pretest

Z

:

Posttest

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LIST OF APPENDICES Appendix 1 2 3 4 5 6 7 8

: : : : : : : :

The syllabus of SMA NU Palangka Raya Research Schedule and Lesson Plan The student’s writing product of pretest and posttest The student’s writing score of pretest and posttest by rater 1 and rater 2 The manual measurement of instrument validity The manual measurement of instrument reliability The values of T table The presents list of students

9 10 11 12

: : : :

The explanation of each meeting of treatment Permission letter Photos of the study Curriculum vitae

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REFERENCES Alderson, Charles J and Lyle, Bachman F. Assessing Writing. Cambridge University Press, New York. Anderson, Mark and Kathy Anderson.1998.Text Types in English 3. Macmillan: Education Australia PTY LTD. Ary, Donald, et, all.,Introduction to Research in Education. Canada: Wadsworth, Cengage Learning 8th Edition. Axelrod, Rise B. and Cooper, Charles R. 1985. The ST. Martin's Guide to Writing.New York: ST. Martin's press. Barnet and Stubbs's. 1983. Practical Guide to Writing. Boston: Little, Brown and Company. Brown, H Douglas.Teaching by Principles: An Interactive Approach to Language Pedagogy.San fransisco:longman. Creswell, John W. 1994. Qualitative and Quantitative Approach.California: SAGE Publications. Department Pendidikan Nasional, Materi Pelatihan Terintegrasi,Mata Pelajaran: Bahasa Inggris, 2004. Djiwandono, M.Soenardi. 2008. Tes Bahasa Pegangan Bagi Pengajar Bahasa. Malang: PT.Indeks. Donn, Byrne 1988. Teaching Writing Skill. (England: Longman Group UK Ltd. Donough, Jo M.C. and Shaw Christopher. 1993.Materials and Methods in ELT. Cambridge: Blackwell Publisher. Edelstein, Michael. E. and Pival. 1988. The Writing Commitment. New York: Harcourt Broce Javanovich Publisher.

Fauziati, Endang. 2002. Teaching English as a Foreign language. Surakarta: Muhammadiyah University Press. George, Brown and Wragg, E.C. 1993. Questioning.London : Routledge Falmer.

Hammoud, Enny. 1992. English for Social Purpose A Handbook for Teachers of Adult Literacy. Sydney: Maquarie University. Herlina. 2012. The Effectiveness of Using Concept Mapping in Recount Paragraph Toward The Students’ Writing Ability at The Tenth Year of SMA Muhammadiyah 1 Tumbang Samba Katingan Tengah, Unpublished Thesis, Palangka Raya : State Islamic College of Palangka Raya. Jackie A. Walsh and Sattes, D Beth. 2005. Quality Questioning: Research Based Practice to Engage Every Learner. London : A Joint Publication.

Jaya, Alexander Mongot. 2008. English Revolution. Jepara: Mawwaas Press. Kementrian Pendidikan dan Kebudayaan, Buku Guru Bahasa Inggris SMA/SMK Kelas X, cet 1, Jakarta, 2014. Kempler, Adam U. 2003. Adventures in Writing, An Introduction to the Writing Process with Reading,Upper Sadddle River: Prentice Hall.

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Ketetapan Menteri Pendidikan dan Kebudayaan Repulik Indonesia No. 372 Tahun 2003 Tentang Pengajaran Bahasa Inggris di Indonesia Megawati. 2011. " The Effectiveness of Questioning Strategy in Prewriting Technique Toward The Students' Ability in Writing Narrative Text at MAN model Palangka Raya, Thesis, Palangka Raya: STAIN.

Najah, Triwid Syafarotun. 2012. Statistik Pendidikan. STAIN Palangka Raya. Nation, I. S. P. and Newton, Jonathan. 2008. Teaching ESL/EFL Listening and Speaking. New York and London: Routledge. Nawawi, Muhammad Bagus, “Improving Students’ Writing Skill Descriptive Text Through Guided Questions. Unpublished Skripsi.

Nunan, David. 1992. Research Methods in Language Learning. New York: Cambridge Patzelt, Karen E. 1995. Principle of WL and implications for ESL learners.Pall. Phelps-Gunn, Trisha and Phelps-Terasaki Diana. 1982. Written Language Instruction, London: an Aspen Publication. Richards, Jack C. and Renandya, Willy A. 2002. Methodology in Language Teaching: An Anthology of current practice. New York, Cambridge University Press. Richards, Jack C. Richards and Rodgers, Theodore S. 1986.Approaches and Methods in Language Teaching. New York: Cambridge University Press. Riduwan. 2007. Metode dan Teknik Menyusun Thesis. Bandung: Alfabeta, Sabarun.2010. The Effectiveness of Using Outline in Writing Expository Essay, STAIN Palangka Raya: Unpublished. Sari, Ika Tri Mustika.Investigating The Students’ EFL Problems On The Use Of Auxiliary Did, Do, And Does Faced By The Eleventh Grade Of SMAN 1 Sematu Jaya. Siahaan, Sanggam. 2008. Issue in Linguistics. Yogyakarta,: Graha Ilmu. Sudijono, Anas Sudijono. 2005. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada. Sudijono, Anas. 2012. Pengantar Statistik Pendidikan. Jakarta: Rjawali Press. Sudjana, Metode Statistika, Bandung: Tarsito.

Sugiyono. 1987. Metode Penelitian Kualitatif. Bandung:Remaja Rosda Karya. University Press. Ur, Penny, 1996. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press. Warriner, John E.1982. English Grammar and Composition.New York: Harcourt, Breace Jovanovich, Publisher. White, Fred D. 1986. The Writer’s Art, California; Wadsworth Publishing Company. Wilga, Rivers. 1978. Teaching Foreign Language Skill. Chicago: The University of Chicago.

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RESEARCH SCHEDULE

NO

Day / Date

Activity

Material

1.

Wednesday, August 12st, 2015

Pretest of experimental group

-

Wednesday, August 19th, 2015

Teaching for experimental group (meeting I)

Introduction of Recount Text

Friday, August 21th , 2015

Teaching for experimental group (meeting II)

Unforgettable Holiday

Wednesday, August, 26th, 2015

Teaching for experimental group (meeting III)

Unforgettable Experience

Friday, August 28th, 2015

Teaching for experimental group (meeting IV)

Unforgettable Trip

Wednesday, September 2nd, 2015

Post-test of Experimental Group

-

2.

3.

4.

5.

6.

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah

: SMA NU Palangka Raya

Mata Pelajaran

: Bahasa Inggris

Skill

: Writing

Kelas/Semester

:X/1

Tema

: Recount Text

Pertemuan Ke

:1

Alokasi Waktu

: 2 x 45 menit

A. Standar Kompetensi Menulis 6.

Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative, procedure dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar 6.2 Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure. C. Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi 

Mengidentifikasi

Nilai Budaya dan Karakter Bangsa

struktur

dan Aktif dan mandiri

kebahasaan teks recount.

D. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat mengidentifikasi struktur dan kebahasaan teks recount.

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E.

Materi Pokok

1. Prewriting In prewriting stage, a writer decides the interesting topic. Prewiting covers a wide variety of activities. There are numerous prewriting techniques that the writers can use to generate ideas as they begin to write, namely: listing, clustering, brainstorming, strategies questioning and free writing.

2. Guided – qusetions strategy Guided - questions can help the students to explore their idea in learning writing. The questions can be a way of playing with material before deciding what you want to make of it, like toying with modeling clay until it takes a vague shape that suggest the final shape it ought to take. If you happen to know in advance what sort of writing you want to do, you can turn directly to the questions that are most suitable for that sort of writing. If you do not know what sort of writing you want to do, working through several sets of questions may lead you to a purpose as well as to information 3. Example of guided – questions strategy The title : My Experience Parts of Recount Text and List of Questions Introduction: 1. What is your unforgettable experience? 2. When did it happen? 3. Where did it happen?

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Order: 1. What happened first? 2. What happened next? 3. What happened last? Use “Connecting Words” to show the order of events. The end: 1. What was the last thing that happened? 2. How did it finish?

4. Recount Text  Purpose: To retell events for the purpose of informing or entertaining.  Text Organization: a. Orientation : provides the setting and introduces participants b. Events : tell what happened, in what sequence c. Re-orientation : optional-closure of events  Language Features: a. Focus on individual people (use the words, I or we) b. Use words which indicate when (e.g. afterlunch) and where the events took place (e.g. inthe shed) c. Write in the past tense (e.g. had, visited) d. Use action words (e.g. helped, crutched). 5. Example of Recount Text:

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Last Holiday to Kuta Beach Orientation: Last month, I went to Bali by plane with my family for three days and stayed in the hotel near Kuta Beach. We chose Bali because we thought that Bali was the most beautiful place and it was the island of the God. Series of events: Event 1: At the first day, my family and I walked along the beach. My sister and I built a sand castle, while our parents sat and enjoyed the scenery around the beach. There were many tourists at the beach.

Event 2: Next day, I swam on the beach and dived under the sea. The view was very beautiful; there were many little fishes and other sea creatures. I enjoyed my adventure in the sea. Event 3: On the last day, I sunbathed in the beach like other tourists. Then, my family and I rowed a boat around the beach. The wind blew and we felt really relax. Kuta beach was really beautiful. Re-orientation: I will never forget it. And I am proud of being an Indonesian because my country is one of the most famous places in the world. F.

Metode Pembelajaran/Teknik: guided – questions strategy

H. Langkah-langkah kegiatan:

1. Kegiatan Pendahuluan

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

menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran



memberi motivasi belajar



mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan sebelumnya dengan materi yang akan dipelajari (recount teks).

2. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi guru:



Memberikan stimulus berupa pemberian materi teks berbentuk recount.



Mendiskusikan materi bersama siswa mengenai pengertian,generic structure, ciri kebahasaan, simple past tense dan contoh dari recount teks.



Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai teks berbentuk recount.

Elaborasi Dalam kegiatan elaborasi guru:

 Membiasakan siswa membuat kalimat teks berbentuk recount menggunakan simple past tense.  Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal untuk dikerjakan secara individual menggunakan guided – questions strategy. Konfirmasi Dalam kegiatan konfirmasi guru:



Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.



Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.

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

Memfasilitasi

siswa

melakukan

refleksi

untuk

memperoleh

pengalaman belajar yang sudah dilakukan. 

Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi berbentuk recount text.

3. Kegiatan Akhir  Guru meminta siswa menyimpulkan tentang apa saja yang mereka pahami tentang recount teks.  Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

I.

Sumber/Bahan/Alat: 

Buku teks yang relevan :INTERLANGUAGE: English for Senior High School Students X.



Papan tulis

J. Penilaian Tes Tertulis I. Indikator, Tehnik, Bentuk dan Instruments. No

Indikator

Tehnik

1.

Mengidentifikasi

struktur

kebahasaan teks recount.

dan Tes

Bentuk

Instruments

Essay

List into table below

Tulis

based on text

II. Instrument Penilaian Last Holiday to Kuta Beach Last month, I went to Bali by plane with my family for three days and stayed in the hotel near Kuta Beach. We chose Bali because we thought that Bali was the most beautiful place and it was the island of the God. At the first day, my family and I walked along the beach. My sister and I built a sand castle, while our parents sat and enjoyed the scenery around the beach. xxix

There were many tourists at the beach.Next day, I swam on the beach and dived under the sea. The view was very beautiful; there were many little fishes and other sea creatures. I enjoyed my adventure in the sea. On the last day, I sunbathed in the beach like other tourists. Then, my family and I rowed a boat around the beach. The wind blew and we felt really relax.Kuta beach was really beautiful.I will never forget it. And I am proud of being an Indonesian because my country is one of the most famous places in the world.

Latihan

List into table below based on text:

No

Past

Action

Chronological

Time

tense

verbs

conjuctions

connectives

1 2 3 4

Palangka raya,

Mengetahui : Guru Mata Pelajaran,

Penulis,

Lydia Shanti, S.PdLaila Tanoor

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Nama Sekolah


Mata Pelajaran

: Bahasa Inggris

Skill

: Writing

Kelas/Semester

:X/1

Tema

: Recount Text

Pertemuan Ke

:2

Alokasi Waktu

: 2 x 45 menit

A. Standar Kompetensi Menulis 6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative, procedure dalam konteks kehidupan sehari-hari. B. Kompetensi Dasar 6.2 Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure. C. Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi 


Menggunakan kalimat past tense dalam Aktif dan mandiri

membuat sebuah deskripsi. 

Siswa

dapat

menghasilkan

berbentuk recount.

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teks

D. Tujuan Pembelajaran

1.

Menggunakan kalimat past tense dalam membuat sebuah recount teks.

2. Siswa mampu menulis sebuah contoh sederhana dari teks recount dan mempresentasikan kepada teman-temannya. E.

Materi Pokok Example of Recount Text: Last Holiday to Kuta Beach

Orientation: Last month, I went to Bali by plane with my family for three days and stayed in the hotel near Kuta Beach. We chose Bali because we thought that Bali was the most beautiful place and it was the island of the God. Series of events: Event 1: At the first day, my family and I walked along the beach. My sister and I built a sand castle, while our parents sat and enjoyed the scenery around the beach. There were many tourists at the beach. Event 2: Next day, I swam on the beach and dived under the sea. The view was very beautiful; there were many little fishes and other sea creatures. I enjoyed my adventure in the sea. Event 3: On the last day, I sunbathed in the beach like other tourists. Then, my family and I rowed a boat around the beach. The wind blew and we felt really relax. Kuta beach was really beautiful.

xxxii

Re-orientation: I will never forget it. And I am proud of being an Indonesian because my country is one of the most famous places in the world. F.


G. Langkah-langkah kegiatan:

Kegiatan Pendahuluan 







mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan sebelumnya dengan materi yang akan dipelajari (recount teks).

Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi guru:



Memberikan stimulus berupa pemberian materi teks berbentuk recount.



Mendiskusikan materi bersama siswa mengenai pengertian,generic structure, ciri kebahasaan, simple past tense dan contoh dari recount teks.



Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai teks berbentuk recount.


 Membiasakan siswa membuat kalimat teks berbentuk recount menggunakan simple past tense.

xxxiii

 Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal untuk dikerjakan secara individual menggunakan guided – questions strategy.

Konfirmasi Dalam kegiatan konfirmasi guru:






Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.



Memfasilitasi

siswa

melakukan

refleksi

untuk

memperoleh



Kegiatan Akhir  Guru meminta siswa menyimpulkan tentang apa saja yang mereka pahami tentang recount teks.  Menyampaikan rencana pembelajaran pada pertemuan berikutnya. H. Sumber/Bahan/Alat: 




Papan tulis

I. Penilaian Tes Tertulis 1. Indikator, Tehnik, Bentuk dan Instruments. No

Indikator

Tehnik

xxxiv

Bentuk

Instruments

1.

Menggunakan kalimat past tense dalam

Tes

membuat sebuah deskripsi.

Tulis

Essay

Please make some sentences of simple past tense!

2. Instrument Penilaian a. Task I  Please make some sentences of simple past tense! b. Task II Title : My Holiday Introduction: 1. What is your unforgettable holiday? 2. When did it happen? 3. Where did it happen? Order: 4. What happened first? 5. What happened next? 6. What happened last? Use “Connecting Words” to show the order of events. The end: 7. What was the last thing that happened? 8. How did it finish?

Answer those questions and make an outline based on your answer. And then, you can write your own writing based on your outline!

3. Pedoman penilaian xxxv

Sum

Criteria scores of writing recount text Students

Contents Organizations Vocabulary Sentence Spelling structure

of Score

and

writing

Grammar

Rating score

Component

Score

Level

Content

30-27

Excellent to very good

Organization

26-22

Good to average

21-17

Fair to poor

16-13

Very poor

20-18


Vocabulary

17-14

Good to average

13-10

Fair to poor

20-18


Language use

17-14

Good to average

13-10

Fair to poor

9-7

Very poor

25-22


xxxvi

Mechanics

21-18

Good to average

17-11

Fair to poor

10-5

Very poor

5


4

Good to average

3

Fair to poor

2

Very poor

Palangka raya,

Mengetahui : Guru Mata Pelajaran,

Penulis,


xxxvii


Nama Sekolah


Mata Pelajaran

: Bahasa Inggris

Skill

: Writing

Kelas/Semester

:X/1

Tema

: Recount Text

Pertemuan Ke

:3

Alokasi Waktu

: 2 x 45 menit

A. Standar Kompetensi Menulis 6.Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative, procedure dalam konteks kehidupan sehari-hari. B. Kompetensi Dasar 6.2 Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure. C.

Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi




Mengidentifikasi

tehnik

sebelum

menulis 

Mengidentifikasi cara menjawab guided –

questions

strategy

yang

xxxviii

telah

Aktif dan mandiri

diberikan.

D. Tujuan Pembelajaran 1. Siswa dapat mengetahui tujuan dan memahami tehnik sebelum

menulis. 2. Siswa dapat mengetahui tujuan dan cara membuat paragraph

menggunakan guided – questions strategy sebelum menulis. E.

Materi Pembelajaran

Prewriting In prewriting stage, a writer decides the interesting topic. Prewiting covers a wide variety of activities. There are numerous prewriting techniques that the writers can use to generate ideas as they begin to write, namely: listing, clustering, brainstorming, strategies questioning and free writing.

Guided – qusetions strategy Guided - questions can help the students to explore their idea in learning writing. The questions can be a way of playing with material before deciding what you want to make of it, like toying with modeling clay until it takes a vague shape that suggest the final shape it ought to take. If you happen to know in advance what sort of writing you want to do, you can turn directly to the questions that are most suitable for that sort of writing. If you do not know what sort of writing you want to do, working through several sets of questions may lead you to a purpose as well as to information Example of guided – questions strategy The title : My Experience Parts of Recount Text and List of

xxxix

Questions Introduction: 1. What is your unforgettable experience? 2. When did it happen? 3. Where did it happen? Order: 4. What happened first? 5. What happened next? 6. What happened last? Use “Connecting Words” to show the order of events. The end: 7. What was the last thing that happened? 8. How did it finish?

F. Metode Pembelajaran : Komunikatif G. Langkah-langkah kegiatan:


menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran xl






mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan sebelumnya dengan materi yang akan dipelajari (prewriting).

Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi guru: 

Memberikan stimulus berupa pemberian materi teks berbentuk prewriting.



Mendiskusikan materi bersama siswa mengenai pengertian, tujuan dan contoh dari prewriting (guided – questions strategy).



Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai prewriting.


 Membiasakan siswa membuat prewriting (guided – questions strategy).  Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan dengan beberapa pertanyaan untuk membuat teks recount. Konfirmasi

Dalam kegiatan konfirmasi guru: 




Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa.



Memfasilitasi

siswa

melakukan

refleksi

pengalaman belajar yang sudah dilakukan.

xli

untuk

memperoleh




Kegiatan Akhir  Guru meminta siswa menyimpulkan tentang apa saja yang mereka pahami tentang prewriting (guided – questions strategy)  Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi berbentuk recount text.  Menyampaikan rencana pembelajaran pada pertemuan berikutnya. H. Sumber/Bahan/Alat: 

Buku teks yang relevan: INTERLANGUAGE: English for Senior High School Students X.



Papan tulis



Power point

I. Penilaian Tes Tertulis 1. Indikator, Tehnik, Bentuk dan Instruments. No 1.

2.

3.

Indikator

Tehnik

Bentuk

Mengidentifikasi tehnik sebelum Tes

Presentasi

menulis (prewriting)

lisan

lisan

Mengidentifikasi guided – questions Tes

Presentasi

strategy

lisan

lisan

Siswa dapat menggunakan guided – Tes

Menulis

Instruments

Please make a

questions strategy dalam membuat tertulis

recount

teks recount.

paragraph by answering the questions above !

2. Instrument Penilaian Task 1

xlii

Title : My Holiday Introduction:

1. What is your unforgettable holiday? 2. When did it happen? 3. Where did it happen? Order: 4. What happened first? 5. What happened next? 6. What happened last? Use “Connecting Words” to show the order of events. The end:

7. What was the last thing that happened? 8. How did it finish?


Pedoman penilaian Sum

Criteria scores of writing narrative text Students

Contents Organizations Vocabulary Sentence structure

Spelling

of

and

Score writing

Grammar

xliii

Rating score

Component

Score

Level

Content

30-27


Organization

26-22

Good to average

21-17

Fair to poor

16-13

Very poor

20-18


Vocabulary

17-14

Good to average

13-10

Fair to poor

20-18


Language use

17-14

Good to average

13-10

Fair to poor

9-7

Very poor

25-22


Mechanics

21-18

Good to average

17-11

Fair to poor

10-5

Very poor

5


xliv

4

Good to average

3

Fair to poor

2

Very poor

Palangka raya,

Mengetahui :

Guru Mata Pelajaran,

Penulis,


xlv


Nama Sekolah


Mata Pelajaran

: Bahasa Inggris

Skill

: Writing

Kelas/Semester

:X/1

Tema

: Recount Text

Pertemuan Ke

:4

Alokasi Waktu

: 2 x 45 menit

A. Standar Kompetensi Menulis 6.Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative, procedure dalam konteks kehidupan sehari-hari. B. Kompetensi Dasar 6.2Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure. C.

Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi

Nilai

Budaya

Karakter Bangsa 

Menggunakan

guided

–

questions

strategy sebelum menulis recount text. 

Membuat teks berbentuk recount.

xlvi

Aktif dan mandiri

dan

D. Tujuan Pembelajaran

1. Siswa dapat menggunakan guided – questions strategy dalam menulis recount text. 2. Siswa dapat membuat teks berbentuk recount.

E.

Materi Pokok

My Experience Parts of Recount Text and

Recount Text

List of Questions When I was in the Junior High School, I joined

Introduction: 3. What

is

your football club. I joined the club because I love

unforgettable

sports. I had football on Sunday mornings. One

experience?

day

4. When

my

football

did

it competition.

did

it

club

joined

a

football

happen? 5. Where happen? There were eight clubs joining the competition. At

Order: 6. What happened first? 7. What happened next? 8. What happened last?

first, our club won the match. Then, we had to defeat one club to get to the final. Fortunately, we won again. After those two matches, we had lunch in the cafeteria. We were so impatient to play in the last game. It was the hard one because our opponent was very strong. Finally, we won the game with a nice score of 3-2.

Use “Connecting Words” to show the order of events.

xlvii

We were so tired. However, we were happy and

The end:

9. What was the last proud to be the winner of the competition. It thing that was a very interesting competition in my experience.

happened? 10. How

did

it

finish?

F.


G. Langkah-langkah kegiatan:








mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan sebelumnya dengan materi yang akan dipelajari (recount teks dan guided – questions strategy).

Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi guru:



Memberikan stimulus berupa pemberian materi teks berbentuk recount dan guided – questions strategy.



Mendiskusikan materi bersama siswa mengenai contoh cara menjawab guided- questions strategy kemudian membuat recount teks.



Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai menjawab pertanyaan dari guided – question strategy dalam membuat teks berbentuk recount.

Elaborasi

xlviii

Dalam kegiatan elaborasi guru:

 Membiasakan siswa menjawab pertanyaan dari guided – questions strategy kemudian membuat teks berbentuk recount.  Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan dengan beberapa pertanyaan untuk membuat teks recount dikerjakan secara individual. Konfirmasi Dalam kegiatan konfirmasi guru:






Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa.



Memfasilitasi

siswa

melakukan

refleksi

untuk

memperoleh



Kegiatan Akhir  Guru meminta siswa menyimpulkan tentang apa saja yang mereka pahami tentang recount teks.  Menyampaikan rencana pembelajaran pada pertemuan berikutnya. H. Sumber/Bahan/Alat: 




Papan tulis

I. Penilaian Tes Tertulis 1. Indikator, Tehnik, Bentuk dan Instruments. No

Indikator

Tehnik

xlix

Bentuk

Instruments

1.

Siswa dapat menjawab pertanyaan Tes

Essay



Answer those

dari guided – questions strategy tertulis

questions and

sebelum menulis recount teks.

make

an

outline based on

your

answer. 2.

Siswa dapat menghasilkan teks Tes berbentuk recount.

Essay

Tertulis



And

then,

you can write your

own

writing based on outline!

2. Instrument Penilaian Task 1 Title : My Trip Introduction:

1. What is your unforgettable trip? 2. When did it happen? 3. Where did it happen? Order: 4. What happened first? 5. What happened next? 6. What happened last? Use “Connecting Words” to show the order of events. The end:

7. What was the last thing that happened?

l

your

8. How did it finish?


Pedoman penilaian

Students

Criteria scores of writing narrative text

Sum

Contents Organizations Vocabulary Sentence Spelling

of

structure

Score

and

writing

Grammar

Rating score

Component

Score

Level

Content

30-27


Organization

26-22

Good to average

21-17

Fair to poor

16-13

Very poor

20-18


Vocabulary

17-14

Good to average

13-10

Fair to poor

20-18


li

Language use

17-14

Good to average

13-10

Fair to poor

9-7

Very poor

25-22


21-18

Good to average

17-11

Fair to poor

10-5

Very poor

5

Excellent to very

Mechanics

good 4

Good to average

3

Fair to poor

2

Very poor

Palangka raya,

Mengetahui :

Guru Mata Pelajaran,

Penulis,


lii

PRE-TEST Name : Class :

Read the instruction below!

1. Choose one of the topics that you like below: a. My Holiday b. My birthday’s party 2. Write a recount text consist of minimally 100 words around 90 minutes 3. Your text should include the following points: a. Orientation b. Event (event 1 and 2) 4. Your paragraph will be scored in terms of the writing components (content, organization, vocabulary, grammar, and mechanics).

liii

POST-TEST

Name : Class :

Read the instruction below!

1.

Choose one of the topics that you like below: a. My trip b. My Experience

2. Answer those questions and make an outline based on your answer and then, you can write your own writing based on your outline! Introduction: 1. What is your unforgettable experience? 2. When did it happen? 3. Where did it happen? Order: 1. What happened first? 2. What happened next? 3. What happened last? Use “Connecting Words” to show the order of events. The end: 4. What was the last thing that happened? 5. How did it finish?

3. Write a recount text consist of minimally 100 words around 90 minutes 4. Your text should include the following points: c. Orientation d. Event (event 1 and 2) 5. Your paragraph will be scored in terms of the writing components (content, organization, vocabulary, grammar, and mechanics)

liv

Pretest Score By The First Rater Student’s Name

Criteria scores of writing recount text

Score

Cont

Org

Voc

Gram

Mec

AHMAD APRIWIJAYA

21

13

14

13

4

65

AHMAD MUJAHID

20

13

14

13

3

63

AHMAD RIJANI

21

14

13

13

3

64

AHMAD YUDHA PRATAMA

21

13

14

13

4

65

HERLINA

22

15

17

14

4

72

NANDA TRI .A.

22

16

17

14

4

73

ONGKI PRATAMA

21

14

13

13

3

65

RINDIANI PUTRI

18

10

13

12

3

56

WISNU DEWANTORO

22

14

14

13

4

67

Pretest Score By The Second Rater Student’s Name


Score

Cont

Org

Voc

Gram

Mec

AHMAD APRIWIJAYA

22

14

14

13

4

66

AHMAD MUJAHID

21

13

14

13

4

64

AHMAD RIJANI

22

15

13

13

3

66

AHMAD YUDHA PRATAMA

21

13

14

13

4

65

HERLINA

22

16

18

14

4

73

NANDA TRI .A.

22

17

18

14

4

74

ONGKI PRATAMA

21

13

13

13

3

64

lv

RINDIANI PUTRI

18

10

13

12

3

56

WISNU DEWANTORO

22

15

13

13

4

68

The Combination of Pretest Score Student’s Name


Score

Cont

Org

Voc

Gram

Mec

AHMAD APRIWIJAYA

21.5

13.5

14

13

4

66

AHMAD MUJAHID

20.5

13

14

13

3.5

64

AHMAD RIJANI

20.5

14.5

13

13

3

64

AHMAD YUDHA PRATAMA

21

13

14

13

4

65

HERLINA

22

15.5

17.5

14

4

73

NANDA TRI .A.

22

16.5

17.5

14

4

74

ONGKI PRATAMA

21

13.5

13

12.5

3

63

RINDIANI PUTRI

18

10

13

12

3

56

WISNU DEWANTORO

22

14.5

14

13.5

4

68

lvi

Post test Score By The First Rater Student’s Name

AHMAD APRIWIJAYA AHMAD MUJAHID AHMAD RIJANI AHMAD YUDHA PRATAMA HERLINA NANDA TRI .A. ONGKI PRATAMA RINDIANI PUTRI WISNU DEWANTORO

Criteria scores of writing recount text Cont Org Voc Gram Mec

Score

24 23 25 24

15 16 17 16

15 16 19 16

14 14 17 14

4 3 4 4

72 72 82 74

22 27 24 24 25

16 18 15 15 18

17 19 16 15 19

15 17 14 14 17

4 4 4 3 4

77 85 73 71 83

Post test Score By The Second Rater Student’s Name

AHMAD APRIWIJAYA AHMAD MUJAHID AHMAD RIJANI AHMAD YUDHA PRATAMA HERLINA NANDA TRI .A. ONGKI PRATAMA RINDIANI PUTRI WISNU DEWANTORO

Criteria scores of writing recount text Cont Org Voc Gram Mec

Score

24 23 24 24

16 16 17 16

15 16 18 16

15 14 17 14

4 3 4 4

74 72 80 74

24 26 24 24 24

16 17 15 15 17

17 19 16 15 19

15 17 14 14 17

4 4 4 3 4

79 83 73 71 81

lvii

The Combination of Post test Score Student’s Name Criteria scores of writing recount text Cont Org Voc Gram Mec AHMAD APRIWIJAYA 24 15.5 15 14.5 4 AHMAD MUJAHID 23 16 16 14 3 AHMAD RIJANI 24.5 17 18.5 17 4 AHMAD YUDHA 24.5 15.5 16 14 4 PRATAMA HERLINA 23 16 17 15 4 NANDA TRI .A. 26.5 17.5 19 17 4 ONGKI PRATAMA 23.5 15.5 16 14 4 RINDIANI PUTRI 23.5 15.5 15 14 3 WISNU DEWANTORO 24.5 17.5 19 17 4

lviii

Score 73 72 81 74 75 84 73 71 82

PERSON PRODUCT MOMENT CORRELATION OF PRE TEST

N

Rater I (X)

Rater II (Y)

XY

X²

Y²

AHMAD APRIWIJAYA

65

66

4290

4225

4356

AHMAD MUJAHID

63

64

4032

3969

4096

AHMAD RIJANI

64

66

4224

4096

4356

AHMAD YUDHA PRATAMA

65

65

4225

4225

4225

HERLINA

72

73

5256

5184

5329

NANDA TRI .A.

73

74

5402

5329

5476

ONGKI PRATAMA

65

64

4160

4225

4096

RINDIANI PUTRI

56

56

3136

3136

3136

WISNU D.T.

67

68

4556

4489

4624

∑X= 590

∑Y= 596

∑XY= 39281

∑X²= 38878

∑Y²=39694

∑N= 9

rxy = rxy = rxy = rxy = rxy = rxy =

N

XY −( X) ( Y)

√{NΣX²−(ΣX)²}{NΣY²−(ΣY)²} 9 . 39281 −(590)(596) √{9 . 590²−(590)²}{9 . 596²−(596)²} 353529 −351640 √{349902−348100 }{357246 −355216 } 1889 √1802 . 2030 1889 √3658060 1889 1912.605

lix

rxy = 0,9876 The writer interpreted the result of the test taken by rater 1 and rater 2. Previously, the writer accounted the degree of freedom (df) with the formula: Df = N-nr =9-1 =8 Based on the result above, it was found that the value of "r xy" or "ro" was grater than value of "rtable" or "rt" at 5% and 1% significance level or 0.632<0.9876>0.765. It meant the test was valid and include to high validity.

lx

PERSON PRODUCT MOMENT CORRELATION OF POST TEST

N

Rater I (X) 72

AHMAD APRIWIJAYA

72

Rater II (Y) 74

XY

X²

Y²

5328

5184

5476

5184

5184

5184

6560

6724

6400

5476

5476

5476

6083

5929

6241

7055

7225

6889

5329

5329

5329

5041

5041

5041

6723

6889

6561

∑XY= 52779

∑X²= 52981

∑Y²=52597

72

AHMAD MUJAHID AHMAD RIJANI

82

80

AHMAD YUDHA PRATAMA

74

74

77

HERLINA NANDA TRI .A. ONGKI PRATAMA RINDIANI PUTRI

79

85

83

73

73

71

71

83

81

WISNU D.T.

∑N= 9

∑X= 689

rxy = rxy = rxy = rxy = rxy =

N

∑Y= 687

XY −( X) ( Y)

√{NΣX²−(ΣX)²}{NΣY²−(ΣY)²} 9 . 52779 −(689)(687) √{9 . 52981−(689)²}{9 . 52597 −(687)²} 475011 −473343 √{476829 −474721 }{473373 −471969 } 1668 √2108 . 1404 1668

√2959632

lxi

rxy =

1668 1720 .358

rxy = 0,9695 The writer interpreted the result of the test taken by rater 1 and rater 2. Previously, the writer accounted the degree of freedom (df) with the formula: Df = N-nr =9-1 =8 Based on the result above, it was found that the value of "rxy" or "ro" was greater than value of "rtable" or "rt" at 5% and 1% significance level or 0.632<0.9695>0.765. It meant the test was valid and include to high validity.

lxii

The Combination of Pretest Score Student’s Name

Criteria scores of writing recount text Score (X)

X2

Cont

Org

Voc

Gram

Mec

AHMAD APRIWIJAYA

21.5

13.5

14

13

4

66

4356

AHMAD MUJAHID

20.5

13

14

13

3.5

64

4096

AHMAD RIJANI

20.5

14.5

13

13

3

64

4096

AHMAD YUDHA PRATAMA

21

13

14

13

4

65

4225

HERLINA

22

15.5

17.5

14

4

73

5329

NANDA TRI .A.

22

16.5

17.5

14

4

74

5476

ONGKI PRATAMA

21

13.5

13

12.5

3

63

3969

RINDIANI PUTRI

18

10

13

12

3

56

3136

WISNU D.T.

22

14.5

14

13.5

4

68

4624

SUM OF SCORE

188,5

124

130

118

32,5

593

QUADRATIC SUM OF SCORE COMPONENTS

∑X12= 3960,75

∑X22= 1735,5

∑X32= 1903,5

∑X42=15 50.5

∑X52= 119.25

∑Xt=593

The First Step : Counting Varience Scoreof Each Component S1 = S2 =

( 𝑥1)² 𝑁

𝑋12 −

𝑁 ( 𝑥2)² 𝑁

𝑋22 − 𝑁

= =

(188 ,5)² 9

3960,75− 9

(124 )² 9

1735 ,5− 9

= 1,41357

= 3,01

lxiii

∑Xt2= 39307

S3 = S4 = S5 =

( 𝑥3)² 𝑁

𝑋32 − 𝑁

( 𝑥4)² 𝑁

𝑋42 −

( 𝑥5)² 𝑁

𝑁

9 (118 )² 9

1550 ,5−

=

𝑁 𝑋52 −

(130 )² 9

1903,5−

=

9 (32,5)² 9

119,25−

=

9

= 2,866 = 0,376 = 0,237

The Secound Step: Sum of Component Varience ∑SI = S1 + S2 + S3 + S4 + S5 ∑SI = 1,41357 + 3,01 + 2,866 + 0,376 + 0,237 ∑SI = 7,903347 The Third Step: Counting Total Variance Used Formula ∑St =

𝑋𝑡2 −

( 𝑋 𝑡 )² 𝑁

𝑁

=

3930,7−

(593 )² 9

9

= 26,1

The Fourth Step: Counting Alpha Value with Formula 𝑘

1− 𝑆𝑖 ) 𝑆𝑡

r11 = (𝑘−1)(

5

1−9,90 ) 26,1

= (5−1)(

= 1,25 X 0,7 = 0,875

If the result of r11 = 0,875 was consulted with rtable of Product Moment with df = N-1 = 9-1 = 8, the level of significance 5%, so rtable = 0,632 With the criteria : If r11> rtable, it meant realiable If r11< rtable, it meant unrealiable Based on the calculation above, because r11 = 0.875 > rtable = 0.632, it could be concluded that the first item was reliable.

lxiv

The Combination of Post Tes tScore Student’s Name

Criteria scores of writing recount text Score (X)

X2

Cont

Org

Voc

Gram

Mec

AHMAD APRIWIJAYA

24

15.5

15

14.5

4

73

5329

AHMAD MUJAHID

23

16

16

14

3

72

5184

AHMAD RIJANI

24.5

17

18.5

17

4

81

6561

AHMAD YUDHA PRATAMA

24.5

15.5

16

14

4

74

5476

HERLINA

23

16

17

15

4

75

5625

NANDA TRI .A.

26.5

17.5

19

17

4

84

7056

ONGKI PRATAMA

23.5

15.5

16

14

4

73

5329

RINDIANI PUTRI

23.5

15.5

15

14

3

71

5041

WISNU D.T.

24.5

17.5

19

17

4

82

6729

SUM OF SCORE

217

146

151.5

136.5

34

685

QUADRATIC SUM OF SCORE COMPONENTS

∑X12=

∑X22=

∑X32=

∑X42=20 86.25

∑X52=

∑Xt=68 5

5241.5

2374.5

2571.25

The First Step : Counting Varience Scoreof Each Component S1 = S2 =

( 𝑥1)² 𝑁

𝑋12 −

𝑁 ( 𝑥2)² 𝑁

𝑋22 − 𝑁

= =

(217 )² 9

5241 .5− 9

(146 )² 9

2374 .5− 9

= 1.044 = 0.677

lxv

130

∑Xt2= 52325

S3 = S4 = S5 =

( 𝑥3)² 𝑁

𝑋32 − 𝑁

( 𝑥4)² 𝑁

𝑋42 −

( 𝑥5)² 𝑁

𝑁

= 2.333

9 (136 .5)² 9

2086 .25−

=

𝑁 𝑋52 −

(151 .5)² 9

2571 .25−

=

9 (34)² 9

130−

=

9

=1.778

= 0.178

The Secound Step: Sum of Component Varience ∑SI = S1 + S2 + S3 + S4 + S5 ∑SI = 1.044+ 0.677 + 2.333 + 1.778 + 0.178 ∑SI = 6.011 The Third Step: Counting Total Variance Used Formula ∑St =

𝑋𝑡2 −

( 𝑋 𝑡 )² 𝑁

𝑁

=

52325 −

(1685 )² 9

9

= 20.988

The Fourth Step: Counting Alpha Value with Formula 𝑘

1− 𝑆𝑖 ) 𝑆𝑡

r11 = (𝑘−1)(

5

1−96.01

= (5−1)( 20.988 ) = 1,25 X 0.713 = 0,891

If the result of r11 = 0,875 was consulted with rtable of Product Moment with df = N-1 = 9-1 = 8, the level of significance 5%, so rtable = 0,632 With the criteria : If r11> rtable, it meant realiable If r11< rtable, it meant unrealiable Based on the calculation above, because r11 = 0.891 > rtable = 0.632, it could be concluded that the first item was reliable.

lxvi

PHOTOS OF THE STUDY Pre-test of Experiment Group

Teaching with Guided - questions strategy of Experiment Group

lxvii

Post-test of Experiment Group

lxviii

CURRICULUM VITAE

Laila Tanoor was born on April 3th, 1994 in Banjarmasin. She was the first child of Armain and Muriah. She has two sisters namely Amalia Hikmah andRahmi. She graduated from SDN 1 Menteng Palangka Raya in 2005. Then, she attended SMP 1 Pahandut in Palangka Raya from 2005-2008. She continued his study at SMA 1 Pahandut Palangka Raya and took Science program and finished his study in 2011. In order to be English teacher, she entered the State Islamic College of Palangka Raya in 2011.

lxix

LAILA TANOOR SRN

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