THE EFFECTIVENESS OF PEER FEEDBACK IN IMPROVING STUDENTS WRITING ACHIEVEMENT

THE EFFECTIVENESS OF PEER FEEDBACK IN IMPROVING STUDENTS’ WRITING ACHIEVEMENT (An Experimental Study at SMA Negeri 11 Kota Tangerang Selatan)

By: Dessy Iryanti 109014000056

Department of English Education Faculty of Tarbiya and Teachers Training Syarif Hidayatullah State Islamic University Jakarta 2015

ABSTRACT

Dessy Iryanti (NIM : 109014000056). The Effectivness of Peer Feedback in Improving Students’ Writing Achievement. The paper of English Education Departement at Faculty of Tarbiya and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2015.

Keywords: Writing, Feedback, Peer Feedback. This study is carried out to to find out empirical data about the influence of peer feedback on students’ writing achievement in writing This study was conducted in April 2015 at SMAN 11 Kota Tangerang Selatan. The method used in this study was quantitative method with experimental research. Sixty four students were selected as the participants. They were randomly assigned into two groups, experimental and control group. The experimental group was treated by using peer feedback, while the control class was not. The data were gathered through tests, pre-test and post-test. The pretest held to know the students’ basic ability or score before the treatment is given. Meanwhile, the post-test is held to know the students’ achievement and significant effect after the students were taught by using peer feedback. The data was analyzed by using t-test with 0.05 level of significant. The gained score in experimental class result significant difference between tobservation (to) and ttable(tt). It shows that the value of to is 2,857, and the value of tt from the dƒ (62) on the degree of significance of 5% is 1.67. It means that to value is higher than tt, so the alternative hypothesis is accepted and the null hypothesis is rejected. It can be concluded that teaching writing by using peer feedback is more effective than by using teacher feedback.

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ABSTRAK

Dessy Iryanti (NIM : 109014000056). The Effectivness of Peer Feedback in Improving Students’ Writing Achievement. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2015.

Keywords: Menulis, Umpan Balik, Umpan Balik Siswa. Penelitian ini dilakukan untuk mengetahui data empiris mengenai pengaruh umpan balik siswa terhadap pencapaian kemampuan menulis siswa. Peneliatian ini dilaksanakan pada April 2015 di SMAN 11 Kota Tangerang Selatan. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan mengguanakan tehnik experimen. Sebanyak 64 siswa dipilih menjadi partisipan penelitian. Mereka secara acak dibagi kedalam dua kelompok, eksperimen dan kontrol. Kelompok eksperimen menggunakan tehnik umpan balik siswa, sementara kelas kontrol tidak menerima perlakuan umpan balik dari siswa. Data dikumpulkan menggunakan tes, pre-test and post-test. Pre-test dilakukan untuk mengetahui kemampuan dasar siswa sebelum perlakuan diberikan. Sementara, post-test dilakukan untuk mengetahui pencapaian siswa dan efek significan yang didapat siswa setelah mereka diajarkan dengan mengguanakan tehnik umpan balik. Data dianalisa dengan menggunakan t-test dengan level signifikansi 0.05. nilai yang diraih di kelompok eksperimen menghasilkan perpedaan signifikan antara t observasi (to) and t tabel (tt). Ini menunjukan bahwa nilai to adalah 2,857, dan nilai dari tt dari dƒ (62) pada level signifikansi 5% adalah 1.67. Ini berarti nilai to lebih tinggi dari tt, jadi hipotesis alternatif diterima, dan hipotesis nol ditolak. Dari sini dapat disimpulkan bahwa mengajarkan menulis dengan menggunakan tehnik umpan balik siswa lebih efektif daripada menggunakan umpan balik dari guru.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, Lord of the world who has blessed the writer in completing this paper. Sholawat and Salam are given upon our prophet Muhammad SAW, who has guided us the way of truth and brought us to the real light of life. From the sincere of the writer’s deepest heart, she realized that if there were no support and motivation from people around her, she could not finish this paper. Therefore, she would like to express her gratitude and give her best appreciation to: 1. Prof. Dr. Ahmad Thib Raya, MA, as the dean of the faculty of Tarbiya and Teacher Training. 2. Drs. Alek, M.Pd. as the chairman of the Department of English Education. 3. Zaharil Anasy, M.Hum as the secretary of the Department of English Education. 4. Dra. Farida Hamid, M. Pd. for his time, guidance, and advice as the academic advisor 5. Dr. Farkhan, M.Pd. and Teguh Khaeruddin, MAppLing. for their time, guidance, valuable helps, correction, and suggestion during completing this paper. 6. A very deep thank is presented to all of the lecturers and staff of the Department of English Education at State Islamic University Syarif Hidayatullah Jakarta. 7. Drs. Rodani, M.Pd as the headmaster of SMAN 11 Kota Tangerang Selatan and Areta Wulan Dari, S.Pd as the English Teacher at SMAN 11 Kota Tangerang Selatan for their help during the research. 8. The writer’s parents. This paper is dedicated to them who have given her the big opportunity to experience the study from elementary until university level and support throughout her life, their moral support and guidance to their daughter. 9. All of his friends in B Class 2009 the Department of English Education at State Islamic University of Syarif Hidayatullah Jakarta, for their support and assistance. iv

10. And other parties that have given helps, supports, and suggestions in finishing this paper. Hopefully, this paper can be useful to the readers, particularly to the writer. Also, the writer realized that this paper is far from being perfect. It is a pleasure for her to receive constructive criticism and suggestion from anyone who read his paper.

Jakarta, December 2015

The Writer

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TABLE OF CONTENT

APPROVAL........................................................................................................

i

ENDORSEMENT SHEET .................................................................................

ii

ABSTRACT ........................................................................................................ iii ABSTRAK .......................................................................................................... iv ACKNOWLEDGEMENT ..................................................................................

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TABLE OF CONTENT ...................................................................................... vi LIST OF APPENDICES ..................................................................................... viii LIST OF TABLE ................................................................................................ ix LIST OF GRAPHIC ............................................................................................

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CHAPTER I INTRODUCTION A. Background of the Study........................................................................

1

B. Problem Identification ............................................................................

3

C. Limitation of the Problem ......................................................................

3

D. Research Problem...................................................................................

4

E. Objective of the Study............................................................................

4

F. Significance of the Study .......................................................................

4

CHAPTER II LITERATURE REVIEW A. Theoretical Description ...........................................................................

5

1. Definition of Writing? .................................................................

5

2. Stages of Writing.........................................................................

6

3. Definition Feedback ....................................................................

7

4. Kinds of Feedback.......................................................................

8

5. Feedback in Writing ...................................................................

9

6. The Effect of Peer Feedback .......................................................

9

B. Previous Study ........................................................................................ 10 C. Theoretical Framework ........................................................................... 10 D. Hypothesis ............................................................................................... 11

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CHAPTER III RESEARCH METHODOLOGY A. Method and Design of the Study............................................................. 12 B. Population and Sample of the Study ....................................................... 13 C. Technique of Collecting Data ................................................................. 13 D. Instruments .............................................................................................. 13 E. Technique of Data Analysis .................................................................... 13 F. Statistical Hypothesis .............................................................................. 14 G. Time and Location of the Study .............................................................. 14 CHAPTER IV FINDING AND DISCUSSION A. Data Description...................................................................................... 15 B. Data Analysis .......................................................................................... 19 C. Discussion ............................................................................................... 20

CHAPTER V CONCLUSION AND SUGGESTIONS A. Conclusion ................................................................................................ 23 B. Suggestion ................................................................................................ 24

BIBLIOGRAPHY ...............................................................................................

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LIST OF APPENDICES Appendix 1 Lesson Plan Appendix 2 Pre-test and Post Test Writing Instruction Appendix 3 Pre-Test and Post-Test Score Appendix 4 Scores Rubric of Hortatory Exposition Writing Appendix 5 Surat Permohonan Izin Penelitian

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LIST OF TABLES

Table 4.1 Pre-test and Post Test Result of Experimental and Control Class Table 4.2 Standard Deviation Table Table 4.3 Normality Test Result of Experiment Class Table 4.4 Normality Test Result of Control Class Table 4.5 Homogenity Test Result of Experiment Class Table 4.6 Homogenity Test Result of Control Class

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LIST OF FIGURES

Graphic 4.1 Pre-test and Post-test of Control Class Graphic 4.2 Pre-test and Post-test of Experiment Clas

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CHAPTER I INTRODUCTION

This chapter discovers the general information about the background of the study which includes the reason of the writer on taking the problem, problems identification that includes some logical reasons of the problem occurrence, and limitation of the problem that explains about the problem which is studied.Then, research problem is about the questions that must be answered in this study, objective of the study consists of the purpose why this study is held. As the last, significance of the study that tells about what is hoped by this study. A. Background of the Study Writing is one of the skills in language that is important to be mastered. People write to fulfill duties whether on their work or education. The government includes writing as one of the skills that should be mastered by Indonesian students as they prepare Indonesian to be ready to enter the global world. In globalization era, students should compete with other countries, thus they should master the skill. Students could also use their writing skill when they want to apply for a scholarship. In scholarship requirement, students usually have to make a essay, writing skill help them to reach it. Moreover, when they want to apply for a job, they need to make documents, such as application letter, CV, etc. The way people write an application letter can affect the company to hire them as employee. Application letter is assumed as good from the way people write it. It becomes the reason why writing is important to be learnt before people entering a working life. The first thing that the company will see when people apply for a job is the application letter. In addition, writing skill is needed by people who have already working such as when they have to make a report or presentation. Another importance of writing is it itself teaches mental development. Writing is not a simple activity. It has a quite long process, thus it needs effort to transfer the idea into a text. Many stages should be done before it cames 1

into a product which will be read by the readers. Writing also teaches student how to think critically and how to organize something. They should make the draft, arrange, edit, and rearrange their writing into a good product. They have to make it a very organized product and avoid word, sentence, or other aspect that could lead readers into misunderstanding or confusion. However, teaching writing is not always easy. There are still problems in teaching writing. According to the writer’s experience when she teaches at school in her time while following teacher’s training as her university assignment, she finds several problems in teaching writing. Moreover, she asks the English teacher at school about their problems in teaching writing skills. First, students have difficulties arranging ideas into a piece of writing, thus they need much time to do it. They put everything in their mind into their work which make the writing become unorganized. Students usually do not know about what and how to write. Their writing is not developed because they always do the same mistake in their next writing. Teacher act as if students writing as final products. They give correction without further explanantion on valuable strategies for revising. Another problem occured is students hard to understand the teachers’ feedback. Thus, most of the students does not follow up the feedback. Furthermore, the problems above shows that lack of teacher guidance, correction, and explanation on writing become the major problems. Long process of writing bring teacher not to follow the whole process or stages of writing as the teacher time in the class is limited. In the process of writing, teacher should correct the students work in every stages, thus the students could revise it and learn the mistake not to occur in the next writing. Giving feedback in order to make the mistake to occur in the next writing needs a lot of effort because writing is a complex thing to do. It has a lot of aspects. Tecaher must correct a lot of aspects such as grammar, arrangement of the sentence, coherence, and also cohesion. Moreover, Indonesian teacher usually have large class and even teach more than one class. It hampers him/her to correct all of their students writing effectively. Meanwhile, giving correction

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or feedback in every stages of writing is needed before it turns into final product as when it is in the readers’ hand, writer does not have time to explain ideas or mistakes in their writing. Thus, they should make it clear from the beginning. From the explanation above on the problems of writing, limited time brings teacher’s correction uneffective for the students writing. Thus, she starts to apply peer feedback as she believes it could solve the time problem which occured on teachers’ feedback. The writer preliminary study on peer feedback shows that it bring more advantages than teacher feedback. It is not only bring advantages for teachers but also students. Students could save time of giving correction on their students writing as it is already done by the students peers. As the correction is done by peers, the time in the class can be used by teacher to give guidance and explanation on how writing should be done. This study is conducted to examine whether students will gain significant writing achievement after they have peer feedback in their writing. The study is focused on investigating the effect of peer feedback on students writing achievement. The writer wants to find the effectiveness of peer feedback in improving students’ writing achievement. B. Problem Identification In Indonesian class, the writer found that teacher is hampered to teach writing as they have limited time. The condition appears as Indonesian teacher has large class. It causes teacher correction on students’ writing become less advantageous. First, teacher sometimes misread the students’ composition. They have different understanding with their students about the content of the text. Teacher should provide correction in a lot of aspects in every stages of writing. Meanwhile, it is difficult for students to correct tose things in a very large class of Indonesian students. C. Limitation of the Problem The writer limits the problem on finding whether or not the use of peer feedback has an effect on student’s writing achievemnt.

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D. Research Problem 1. Is there any significant difference between experiment using peer feedback and control group without peer feedback in their writing achievement? 2. Does peer feedback in teaching writing affect students’ writing achievement? E. Objective of the Study The objective of the study is to examine whether peer feedback in teaching writing affect students’ writing achievement. F. Significance of the Study This study is held in the purpose of giving the teacher idea of what can make students easy to learn writing. It is also hoped that the teacher can have idea on what is the suitable technique of teaching writing. And then, the writer hopes that after getting the result of this study, the teaching and learning process of writing can be better and make Indonesian students can learn writing better.

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CHAPTER II LITERATURE REVIEW

In this chapter, the writer explains about the theories used in this study. There are also previous studies which become the references for this study. Theoretical framework is also included in this chapter which consists of the writer conclusion based on several theories explained. The last is the hypothesis of this study. A. Theoretical Description 1. Definition of Writing According to Hamp-Lyons and Kroll, writing is “an act that takes place within a context, that accomplishes a particular purpose, and that is appropriately shaped for its intended audience”.1Writing has a lot of aspect that must be taken care such as the passive voice, matching subject and verb, adjectives and adverbs, pronouns, like-sounding words, prepositions, punctuation (period, comma, semicolon, colon, hyphen, dash, parentheses, question and exclamation marks, ellipses, quotation marks), spelling. The writers have to take care of those aspects because they cannot explain to the readers if there are mistakes in the text. Beside those aspects, the writers also have to make the sentences or paragraphs coherent, so each sentence flows logically to the next.2 Writing is not a one-step action. There are some processes that must be followed so it can produce a good text. When people write something, they have to know about what to write and how they will write it. They have the ideas. They arranged the idea into a paragraph. When they finish writing, it does not mean that it is done, but they still have to read it and make correction into it. They have to write and revise and write

1

Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2002) P. 19 Robert Keith Miller, Motives for Writing,(New York: McGraw-Hill Companies, 2006), P.30

2

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and revise again until the text becomes a satisfying text.3Some people believe that writing cannot be taught because writing is a skill with complicated aspects inside it. However, this skill can be taught if the teacher know how.4 Writing is a process that relates various variables. Writing as a process has several ideas. First, writing represents a way of making meaning of our experience. Itb provides us with a unique way of learning. Next, writing occurs as a chain processes. It is a series of interactions with words and ideas that develop and charge over time. these interactions may sometimes be complicated because students engange in so many activities almost at the same time such as thingking of grammatical rules, vocabularies, and so on. Thirdly, external and internal factors affect students such as experience, time, and how deeply students care about the writing.5 2. Stages of Writing According to Betty MattixDietsch, there are four stages of writing process; prewriting, drafting, revision and editing/proofreading.6Seow also describes the basic process of writing that is planning, drafting, revising, and editing. He added that there are three other stages inserted in the drafting stage; responding, evaluating, and post-writing. 7 a. Planning Planning or pre-writingis the activity in the classroom that encourages students to write. At this stage, students can do some activities such as group brainstorming, clustering, rapid free writing, and wh-questions. b. Drafting

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Alice Oshima& Ann Hogue, Introduction to Academic Writing, (USA: Pearson, Longman, 2007) , P.15 4 Diane Larsen-Freeman & Marti Anderson, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2000), P.65 5 Gary Tate, Four Worlds of Writing (Janice M Lauer, Gene Montague, Andrea Lunsford, Janet Emig, 1981), Pg.2 6 Betty mattixdietsch, Reasoning and writing well, (New York: McGraw-Hill, 2006), P.11 7 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching - An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), P.316

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At the drafting stage, the writers focus with how to arrange the ideas that they get at the pre-writing stage. Neatness is not necessary at this stage. The important of this stage is the writers can choose which idea they will use and arrange them into a good order. To make it easier in arranging the idea, the students have to know about who are their audiences. At this stage the students can do three other stages; responding, evaluating, and post-writing. They respond to their writing by reading it again and then evaluate it by giving correction of the mistakes they made. Responding and evaluating can be done not only by the students but also by their peers. After the writing has been given the respond and evaluation, they can do the post-writing. While doing the post-writing, they rewrite the text. c. Revising At this stage, the students read their writing more and more. Anthony Seow stated that when students revise, they review their texts based on the feedback given in the responding stage. According to Barbara E. Walvoord, there are three steps of revising.8 The first step that can be done is by reading the writing and have attention to the meaning and style of the writing. Then, they can do the second step that is revising the grammar and punctuation. The last step that they have to do is revising the spelling, capitalization, and abbreviations. d. Editing At editing stage, students revise the some other aspects of the writing. It is the final evaluation and correction before they submit it to the teacher.9 3. Definition of feedback Feedback is the information that people give to others in order to make their performances become better by giving correction or 8

Barbara E. Walvoord, Three Steps to Revising Your Writing for style, Grammar, Punctuation, and Spelling, (USA: Scott, Foresman and Company, 1988), P.317 9 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching - An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), P.328

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assessment. Feedback can come from many sources such as teachers, peers, parents, etc. There are some aims of giving feedback, such as:10 a. To encourage; b. To correct error; c. To improve performance; d. To customize explanation for particular issues or students; e. To reward particular behavior; f. To penalise certain behavior; g. To demonstrate to students that tutors notice what they are doing and care enough to comment. 4. Kinds of Feedback Feedback can be divided into two kinds of feedback, peer feedback and teacher feedback. Peer feedback is the feedback that is given by their peers, while teacher feedback is given by the teacher. Many researches has been conducted to find which one is the best technique to improve students writing and most of the statement of the researchers resulted that peer feedback has more effective effect in improving students writing. it is supported by the opinion given by Elbow: Elbow (1992) believes that when students write only for their teacher (which usually means for a grade), they often fall into certain bad habits, treating writing as an empty school exercise and attempting simply to just “get it right” or “give teachers what they want”. When students write for their peers, they become very concerned about what they say and how they say it. Students may not be as skilled as their teachers at responding to each other’s work, but they are excellent in providing the one thing that writers need most – an audience. When writers study other people’s writing to improve their own craft, they read differently than when they read only to enjoy what someone else has written.11 10

Catherine Haines, Assessing Students Written Work – Marking Essays and Reports, (New York: taylor&Francais e-Library, 2004), P. 19 11 Elizabeth Cowan Neeld,The Way a Writer Reads,(USA: Scott, Foresman and Company, 1987), P.106

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Andrea H. Penaflorida, in her paper Nontraditional Forms of assessment and Response to Student Writing: A Step Toward Learner Autonomy, quoted Kroll’s statement that “because ESL students lack the language competence of native speakers of English who can react instructively to their classmates’ papers, peer responding in the ESL classroom must be modeled, taught, and controlled in order for it to be valuable activity.” Controlling peer response, just like self-feedback, can be done through the use of checklist.12 5. Feedback in Writing Feedback and writing cannot be separated. Writing needs feedback to make it becomes a good writing. Feedback is given to the students writing in order to make them aware about their writing whether there are errors in it. Feedback is most useful when it is included as the process of writing not as the final evaluation of the writing. It has been found that students who receive feedback and self-correct their mistakes during revision are more likely to develop their linguistic competence than those who receive no feedback and those who are not asked to do re-writes. Therefore, revision in the form of re-writes is a must if we want any improvement.13 6. The Effect of Peer Feedback Responding to student writing by the teacher (or by peers) has a central role to play in the successful implementation of process writing. Peer responding can be effectively carried out by having students respond to each other’s texts in small groups or in pairs. After the respond have been given, the students can start to evaluate the written. Andrea H. Penaflorida stated that the traditional way of evaluating papers where the teacher is the only reader for whom the students write and that the teacher’s role is to assume responsibility for reading through errors and 12

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching - An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), P.351 13 ZelihaGulcat and OyaOzagac September, Correcting and Giving Feedback to Writing, 2004

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editing the paper for grammatical and mechanical mistakes is now being gradually replaced by the so-called extended readership. Seow describes that at the evaluating stage, students may be encouraged to evaluate their own and each other’s texts once they have been properly taught how to do it. B. Previous Studies A research conducted by Yang Miao, Richard Badger, and Yu Zhen (2006) found that teacher feedback led to greater improvements in writing. this study examines whether peer feedback may provide a resource for addressing this issue by examining two groups of students at Chinese university writing essays on the same topic, one receiving feedback from the teacher and one from their peers. Additionally, this research also revealed that peer feedback was associated with greater of student autonomy. Another research by BasmaMajari (2010) conducted to the 10th grade Secondary L2 students in one private school in Lebanon. Both qualitative and quantitative data were obtained and triangulated. Findings showed that teacher feedback was preferred to peer feedback. No statistically significant data was obtained concerning the impact of the teacher and peer feedback on the writing quality. Related to those researches, this study is purposed in examining whether peer feedback has a significant effect in improving students’ writing achievement in the country where English placed as a Foreign Language (EFL) with most classes are big classes. C. Theoretical Framework Writing is not only a single process that result a product of writing. There are some stages that should be followed when people want to make a good writing. These stages are pre-writing, drafting, revising, and editing. When teaching writing, the teachers can guide their students to follow these stages. In the pre-writing, they can use free writing, brainstorming, etc, to make it easier to get the idea. Moreover, the students have to think about to whom

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they make their writing. In short, they have to think about their audience before they write something. After they have ideas, they start to arrange ideas into a good paragraph. The paragraph should be concise and coherence. In order to find this as concise and coherent paragraphs, they have to go to the next stage that is revising. In this stage, they start to respond to their writing about which part of their writing that must be evaluated and corrected. If they have done this stage, it does not mean that their writing is done. They have to do the post writing to ensure that their writing is not recopying. After they have done the rewriting of their writing, they can do the last stage, editing. At this stage, the students only correct the grammatical, lexical, and mechanical errors before they submit it to their teacher. From this explanation, it can be concluded that check, evaluate, and correcting writing is the important thing in writing. By evaluate and correct students’ writing is the technique that the students use to give feedback to the writing. Feedback is the information that people get from others; they can be your teachers, peers, or parents. Alice Oshima and Ann Hogue said, “After you have finished writing, you read over and over what you have written. D. Hypothesis The hypothesis of this study is, “Students’ writing test score that is taught by using peer feedback technique is higher than those taught without peer feedback technique”.

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CHAPTER III RESEARCH METHODOLOGY

In this chapter, the writer presents the method and design of the study, population and samples of the study, technique of collecting data, and techniques of data analysis, statistical hypothesis in this study, and time and location of the study. A. Method and Design of the Study This study uses experimental study. In experimental studies, the investigator manipulates what the subjects will experience.1 From this manipulation, the investigator wants to find whether particular treatment can have effect in subject or samples attitudes, achievement, and so on. Experimental research is the only form to investigate inquiry in which the researcher has the opportunity to manipulate variables in order to study causes and effects.2 The design of the study is using control group pretest-posttest design. The observation held before the experiment called pre-test, and the observation after the experiment called post-test.3 In this research design, the writer compares the score of pre-test and the post-test of the control and experimental group to judge whether the treatment given succeed. The pretest will be held to know the students’ basic ability or score before the treatment is given. Then, the students of experimental group are given treatment that is taught writing by peer feedback technique and the control group taught by teacher feedback technique. After given the treatment, the post-test is held to know the students’ achievement or score after the treatment is given. The result score of both pre-test and post-test in experimental and control class will be analyzed by using t test with level of significance 5%.

1

Douglas C. Wiseman, Research strategies for Education, (USA: Wadsworth Publishing Company, 1999), P.296 2 Ibid, P.296 3 Suharsimi Arikunto, Prosedur Penelitian, (Jakarta: PT. Rineka Cipta, 2006), P.85

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B. Population and Sample of the Study The population of the study is the second grade students of SMA N 11, science major. The sample of the study is 64 students taken randomly; 32 students of experimental group and 32 students of control group. C. Technique of Collecting Data The data in this study is collected by using tests. There are two tests that will be held. First, pre-test is held to know the students’ basic writing ability. Then, after treatment is given, there will be a post-test to know the final score or achievement of the student writing. D. Instruments The instrument in this study is test. According to Suharsimi Arikunto test are questions or practice and other tools that are used to measure skills, intelligence, or a gift that is possessed by someone or group.4 The writer uses writing test in form of essay because by essay test form the students could write freely which could explore their writing ability in term of idea, vocabularies, and arranging sentence. However, the writer gives instructions before the students write to guide the students in order to ease the students including kind of text they should write, the amount of paragraph, the topic, time, and the aspects which will be scored. Students’ writing will be scored by scoring rubric which score several aspects of syllabus target such as the organization of the text, ideas, vocabulary, grammar, and mechanics. E. Technique of Data Analysis The data is analyzed by using t test. There are some procedures in for computing t-test ratio. to =

The Procedure of calculation as formula: 1. Determining mean variable X1 with the formula as follows: M1 = 4

Ibid, p.150

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2. Determining mean variable X2 with the formula as follows: M2 = 3. Determining deviations variable X1 with the formula: X1 = X1 – M1 4. Determining deviation variable X2 with formula: X2 = X2 – M2 5. Determining t-table in significance level 5% with the formula: df = N1 + N2 – 2 F. Statistical Hypothesis Alternative Hypothesis (Ha)

: If there is an increase in students’ score from the pre-test to post-test, using peer feedback is effective to teach writing.

Null hypothesis (H0)

: If there is no increase in students’ score from the pre-test to post-test, using peer feedback is not effective to teach writing.

1. t0 > tt

: The null hypothesis (H0) is rejected and the alternative

hypothesis is accepted. 2. t0 < tt

: The null hypothesis (H0) is accepted and the alternative

hypothesis (Ha) is rejected.

G. Time and Location of the Study The study is done at SMA N 11 Kota Tangerang Selatan. The time of the study is on April 2015.

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CHAPTER IV FINDINGS AND DISCUSSION This chapter will discover the research result from the data description and the data analysis. This chapter also discuss about the discussion of the test result and the correclation of the result and the theories given in the second chapter. A. Data Description The data of students’ achievement is divided into two kinds, pre-test and post-test data which gained from experiment and control class. The result of pre-test and post-test in both classes is presented in the table below: Table 4.1 Pre-test and Post Test Result of Experimental and Control Class

Mean Dƒ Median Mode

Experiment Class Pre-test Post-test 40.375 62.5625 62 62 40 65 40 66

Control Class Pre-test Post-test 37.875 56.125 62 62 38 57 20 52

Table 4.1 above shows the test score mean, degree of significance, median and mode which gained from both classes. From the table, it can be seen that there were improvement from pre-test and post-test score of experimental and control class data. The writer provides a graphic to ease readers to understand the significant result of the test in experiment and control class which make the research become more valuable.

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Graphic 4.1 Pre-test and Post-test of Control Class

The graphic above shows that the pre-test and post-test score in control class is varied. The scores in control class increases after the class received treatment. The lowest score in pretest is 20, while in post-test, it reaches 47. Meanwhile, the highest score also increased from 48 to 65.

Graphic 4.2 Pre-test and Post-test of Experiment Class

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From the graphics 4.2, it shows that the pre-test score in control class is still varied after the treatment. Thus the treatment has affected the whole class not only several students. The students who get lower score in pre-test improved their score from previously 34 to 56.

In this research, there were 32 participants in experiment class with the mean score of pre-test is 40.375, while the pre-test is 62.5625. Moreover, the gained score in experiment class was 22.1875. The wide range of the gained score increase in experimental class before and after giving the treatment can be concluded as significant.

Meanwhile, there were 32 participants in

control class where the mean score of pre-test reach 37.875, while the post-test score was 56.125. the score gained from pre-test to post-test not as significant as experimental class, only 18.25 points. As previously mentioned in chapter III, in analyzing the data, the writer uses statistic calculation of the t-test formula with the degree of significance 5%. Table 4.2 Standard Deviation Table X1

X2

X12

X22

6

-6.2

-12.2

38.44

148.84

26

8

3.8

-10.2

14.44

104.04

3.

20

0

-2.2

-18.2

4.84

331.24

4.

28

18

5.8

-0.2

33.64

0.04

5.

22

4

-0.2

-14.2

0.04

201.64

6.

20

14

-2.2

-4.2

4.84

17.64

7.

30

32

7.8

13.8

60.84

190.44

8.

36

6

13.8

-12.2

190.44

148.84

9.

10

38

-12.2

19.8

148.84

392.04

10.

26

16

3.8

-2.2

14.44

4.84

11.

32

4

9.8

-14.2

96.04

201.64

12.

30

22

7.8

3.8

60.84

14.44

Students

X1

X2

(Gained

(Gained

Score)

Score)

1.

16

2.

17

13.

8

60

-14.2

41.8

201.64

1747.24

14.

14

14

-8.2

-4.2

67.24

17.64

15.

10

16

-12.2

-2.2

148.84

4.84

16.

36

24

13.8

5.8

190.44

33.64

17.

22

0

-0.2

-18.2

0.04

331.24

18.

2

4

-20.2

-14.2

408.04

201.64

19.

30

30

7.8

11.8

60.84

139.24

20.

12

2

-10.2

-16.2

104.04

262.44

21.

20

40

-2.2

21.8

4.84

475.24

22.

36

28

13.8

9.8

190.44

96.04

23.

24

32

1.8

13.8

3.24

190.44

24.

16

22

-6.2

3.8

38.44

14.44

25.

40

4

17.8

-14.2

316.84

201.64

26.

14

34

-8.2

15.8

67.24

249.64

27.

10

36

-12.2

17.8

148.84

316.84

28.

20

40

-2.2

21.8

4.84

475.24

29.

20

30

-2.2

11.8

4.84

139.24

30.

36

4

13.8

-14.2

190.44

201.64

31.

32

-4

9.8

-22.2

96.04

492.84

32.

12

0

-10.2

-18.2

104.04

331.24

N=32

∑X1 = 710

∑X2 = 584 ∑X1 = - ∑X2 =

∑ X12 = ∑ X22 =

0.4

3018.88 7678.08

1.6

The writer used t-test formula to find out the effectiveness of the teaching writing by using peer feedback as follows: M1 =

M2 =

=

=

= 22.1875

= 18.25

18

to =

to =

to =

to =

to =

to =

to = 2.857 Determining t-table in significance level 5% with dƒ: dƒ = N1 + N2 -2 = 32 + 32 – 2 = 62 The value of ttable is │1.67│. From the statistic calculation result, it can be seen that the value of to is 2.857 and the degree of freedom in the table of significance (dƒ) is 62. B. Data Analysis As mentioned in chapter one, this research is conducted in order to know whether teaching writing using peer feedback at SMA N 11 Kota Tangerang Selatan is more effective than using teacher feedback.

19

To answer the questions above, the writer made a null hypothesis and alternative hypothesis. According to Anas Sudjiono, if to>tt, the null hypothesis (Ho) is rejected, on the contrary the alternative hypothesis (Ha) is accepted. It means that between variable x and y is significance. Meanwhile, if to 1,67 which means that the alternative hypothesis is accepted and the null hypothesis is rejected. In conclusion, teaching writing by using peer feedback is more effective to increase students’ writing achievement than teaching writing by using teacher feedback. C. Discussion As explained in the first chapter, the purpose of this study is to find out whether peer feedback can improve students’ writing achievement. In this section, the writer tries to discuss the findings of the research from the result of pre and posttest of experiment and control group. Before analyzing the hypothesis, the researcher calculated normality to find the data has normal distribution. Whenever the data has normal distribution, it can be calculated by using statistical parametric where the data is assumed as valid as it counted by refering to several parameters. After calculating the normality test, the writer counts the mean in each experiment and control group. The result shows that mean of experiment group was higher than control group. Table 4.3 Normality Test Result of Experiment Class Normality Test Result of Experiment Class Tests of Normality a Kolmogorov-Smirnov Shapiro-Wilk Statistic df Sig. Statistic df * .123 32 .200 .973 32 *. This is a lower bound of the true significance. a. Lilliefors Significance Correction

Sig. .590

20

Table 4.4 Normality Test Result of Control Class Normality Test Result of Control Class Tests of Normality a

Kolmogorov-Smirnov Statistic preex

df

.079

Shapiro-Wilk

Sig. 32

Statistic

.200

*

df

.968

Sig. 32

.438

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

The table 4.3 shows the result of normality test in experiment and control class. The result of normality test reach 0.590 or higher than the table of 0.05. Meanwhile, the table 4.4 shows the result of normality test in control class which reach 0.438 or higher than the table of 0.05. It can be concluded that the data used in experiment and control class are normal and assessed as valid to be used in this research. After variance of experiment and control group was found, the writer calculates homogenenity test to determined t-test formula. Based on the calculation of homogenity test, it could be seen that the test is homogeneous in both classes. The result of the homogenous test could be seen in the table below.

Table 4.5 Homogenity Test Result of Experiment Class Test of Homogeneity of Variances preex Levene Statistic

df1

1.804

df2 7

Sig. 14

.165

Table 4.6 Homogenity Test Result of Control Class Test of Homogeneity of Variances preex Levene Statistic 2.316

df1

df2 8

Sig. 14

.081

21

The results of t-test shows that t-value is higher than t-table. Thus, in this case, the null hypothesis (H0) in this research is rejected and alternative hypothesis (Ha) is accepted. It means the treatment which is given to the experiment group by using peer feedback technique to improve students’ writing achievement is successful. There are some factors which make the success of this research. First, peer feedback demanded students work in team. They have responsibility to help their friends to understnd the material by giving them feedback. Students must communicate with their friends once they could not understand the feedback. Second, in peer feedback they will have to comprehend their peer’s work carefully to give the feedback. At that time, unconciously, they study by themselves and it also grow their motivation to know more. Third, peer feedback demands students to be active. It also supports the situation in the class. Learning a language can not be understood only by explanation. They should practice it frequently. In most classes, the writers see the fact that students who passively learn could not understand the material well. Yet, learning by doing is still become the key to comprehend the material well. However, as this technique focus on students as the center of learning, teacher’s explanation is still needed to make them easily understand about what they should assess in their peers’ writing. The students’ participation will not be effective if the teacher did not give clear explanation about the students’ roles and job description and the procedure in doing the feedback. Another discovery of this research is following stages of writing is very important as includes feedback in some stages of writing could help the students to understand how to write effectively.

22

CHAPTER V CONCLUSION AND SUGGESTIONS A. Conclusion After carrying the experiment, the result shows that the comparison of students’ scores of experimental class in SMAN 11 Kota Tangerang Selatan from analysis of data is significant. It means that peer feedback gives valuable effect in improving students writing achievement. According to the data, the gained score in experimental class result significant difference between tobservation (to) and ttable(tt). It shows that the value of to is 2,857, and the value of tt from the dƒ (62) on the degree of significance of 5% is 1.67. It means that to value is higher than tt, so the alternative hypothesis is accepted and the null hypothesis is rejected. It can be concluded that teaching writing by using peer feedback is more effective than by using teacher feedback. In this study, the writer discovers other possible explanation. First, clear teacher guidance before they do their role of giving feedback is important. She found that when teaching writing, teacher should follow the stages of writing to make it easier in building the students mapping on how to write effectively. She also found that even it is a minor thing, the time allocations could hamper the activity in the class. However, this study still has limitation such as the writer did not know the factors which might influence the result of this study, such as outside classroom activities that support students’ writing skill. B. Suggestion There are several weaknesses in this study. First, in writing process, several writing steps has not done effectively and unorganized. Sometime students switch the stages of writing. In the beginning of the process, the writer has difficulties to guide and motivate students in composing the ideas. Thus several of this writing does not has original ideas. Students tried to copy it from the source directly without doing some writing process. Second,

23

limited time in the class also affect this study. The time allocation for the whole writing processes does not well organized. Thus, it leads to unorganized writing process. From those weaknesses, the writer provides several suggestions in order to hint next study to have a better result in the future. For the teacher, they should take attention on the students’ interest. This study indicated that teachers’ awareness of students’ interest is insufficient especially when the teacher has to determine the topic for writing. Teacher needs more effort in understanding the students’ need as it affect on the assignment given to students. As for the students, they should be active in the classroom and not assume teacher as their only source for learning. They also have to make learning from peers as their needs as it can increase their social activities such as respect and help each other. As they respect their peers with high or low ability in English, it can help their peers confidence in learning. Meanwhile for the research itself, the teacher should also pay attention on stages of writing which should be done by the students as it will affect the students’ writing. Finally, due to weaknesses in this study, further study could be conducted to find other findings which could increase the students’ ability in learning English skill such as writing.

24

BIBLIOGRAPHY

Arikunto, Suharsimi. ProsedurPenelitian. Jakarta: PT. RinekaCipta. 2006 Dietsch,BettyMattix.Reasoning & Writing Well: a Rhetoric, Research Guide, Reader, and Handbook. New York: McGraw-Hill Companies, 2006. Flinders

University, Principles (www.Flinders.edu.au)

of

Good

Feedback

Practices,

2014,

Freeman, Diane Larsen &Aderson. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. 2000. Gulcat, Zeliha and Ozagac, Oya.Correcting and Giving Feedback to Writing. September 2004

Haines, Catherine, Assessing Students Written Work – Marking Essays and Reports, New York: Taylor&Francais e-Library. 2004 Miller, Robert Keith. Motives for Writing. New York: McGraw-Hill Companies. 2006. Neeld, Elizabeth Cowan. The Way a Writer Reads. USA: Scott, Foresman and Company. 1987. Oshima, Alice & Hogue, Ann. Introduction to Academic Writing. USA: Pearson, Longman. 2007. Richards, Jack C. The Language Teaching Matrix. Cambridge: Cambridge University Press. 1999. Tate, Gary. Four Worlds of Writing. United State of America: Harper & Row Publishers Inc. 1981 Walvoord, E. Barbara, Three Steps to Revising Your Writing for style, Grammar, Punctuation, and Spelling. USA: Scott, Foresman and Company. 1988. Weigle, Sara Cushing. Assessing Writing. Cambridge: Cambridge University Press. 2002. Wiseman, Douglas C. Research Strategies for Education. USA: Wadsworth Publishing Company. 1999.

Rencana Pelaksanaan Pembelajaran Mata Pelajaran Kelas/Semester Pertemuan keAlokasi Waktu Keterampilan

: B. Inggris : XI/2 :1 : 4 x 45 menit : Menulis

Standar Kompetensi 1. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari Kompetensi Dasar 1.1. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition. Indikator 1. Menyebutkan tujuan dari teks Horatatory Exposition. 2. Mengenali struktur umum dari sebuah teks Hortatory Exposition. 3. Menjelaskan fungsi dari setiap bagian dari struktur umum teks Hortatory Exposition. 4. Menentukan teks Hortatory Exposition berdasarkan ciri-ciri dan tujuan penulisannya. 5. Memproduksi sebuah teks Hortatory Exposition. 1. Tujuan Pembelajaran a. Siswa mampu menyebutkan tujuan dari teks Hortatory Exposition. b. Siswa mampu mengenali struktur umum dari sebuah teks Hortatory Exposition. c. Siswa mampu menjelaskan fungsi dari setiap bagian stuktur umum teks Hortatory Exposition. d. Siswa mampu menentukan sebuah teks Hortatory Exposition berdasarkan cirriciri dan tujuan penulisannya. e. Siswa mampu memproduksi sebuah teks Hortatory Exposition.





Karakter siswa yang diharapkan : Toleransi, Disiplin, Demokratis, Rasa Ingin tahu, Semangat kebangsaan, Bersahabat, Cinta Tanah Air, Cinta Damai, Peduli sosial, Tanggung Jawab, Rasa Hormat, Berpikir Kritis Kewirausahaan / Ekonomi Kreatif : Kepemimpinan, Percaya diri, Berorientasi Tugas dan Hasil, Jujur, Ulet.

2. Materi Pokok Pengertian dan penjelasan teks Hortatory Exposition (Terlampir). Teks monolog berbentuk Hortatory Exposition (Terlampir). 3. Metode Pembelajaran/Teknik: Three-phase technique 4. Langkah-langkah Kegiatan

 Kegiatan Awal Kegiatan apersepsi  Guru mengucapkan salam.  Guru menanyakan kabar siswa-siswi. Kegiatan Motivasi  Tanya-jawab mengenai pendapat siswa mengenai suatu isu yang memacu siswa untuk mengungkapkan pendapatnya.  Guru meminta beberapa siswa mengungkapkan argumen-argumen atau alasan-alasan mereka terhadap pendapat yang telah mereka ungkapkan.  Kegiatan Inti Kegiatan Eksplorasi  Guru meminta siswa untuk membaca dan memahami sebuah teks yang terdapat pada layar.  Guru menanyakan apa yang mereka temukan setelah membaca teks tersebut.  Guru membantu siswa menghubungkan hasil pengamatan mereka dengan materi Hortatory Exposition dengan memberikan stimulus kata kunci yang berhubungan dengan teks karakteristik dari teks Hortatory Exposition.  Guru membimbing siswa untuk menuliskan topic sentence untuk paragraf yang akan mereka buat.  Guru meminta siswa-siswi menuliskan poin-poin argumen yang bisa mendukung topic sentence yang sudah mereka buat.  Guru meminta siswa-siswi untuk menyusun topic sentence dan poin-poin argumen tersebut menjadi sebuah paragraph berdasarkan struktur umum dari teks Hortatory Exposition. Kegiatan Elaborasi  Siswa menentukan apa yang terdapat pada paragraf awal, tengah dan akhir dari teks yang mereka baca.  Siswa secara berkelompok menyusun paragraf acak menjadi paragraf utuh berdasarkan apa yang sudah mereka baca.  Siswa menentukan teks Hortatory Exposition dari beberapa teks yang diberikan oleh guru.  Siswa membuat topic sentence untuk paragraf yang mereka buat.  Siswa menentukan poin-poin argumen yang bisa mendukung topic sentence yang sudah mereka buat.  Siswa-siswi mulai menyusun topic sentence dan poin-poin argumen menjadi sebuah paragraf yang berdasarkan struktur umum dari teks Hortatory Exposition. Kegiatan Konfirmasi  Guru memberikan umpan balik atas kegiatan eksplorasi dan elaborasi yang sudah dilakukan siswa.  Kegiatan Akhir  Siswa menyimpulkan kegiatan yang pembelajaran yang dilakukan.

5. Sumber/Bahan/Alat  Buku text book  Script dari text book dan internet  Projector 6. Penilaian  Sumatif

Mengetahui Kepala Sekolah

Tangerang, 21 Maret 2015 Guru Mata Pelajaran

Drs. Rodani NIP. 19640105 198811 101

Dessy Iryanti

Rencana Pelaksanaan Pembelajaran Mata Pelajaran Kelas/Semester Pertemuan ke Alokasi Waktu Skill

: B. Inggris : XI/2 :2 : 2 x 45 menit : Menulis

Standar Kompetensi 1. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari Kompetensi Dasar 1.1. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition. Indikator 1. Mengenali tenses yang digunakan dalam sebuah teks. 2. Mengenali susunan dari kalimat yang menggunakan simple present tense. 3. Menentukan kata kerja yang digunakan dalam simple present tense. 4. Membedakan penggunaan kalimat aktif dan pasif. 5. Memproduksi sebuah teks dengan menggunakan simple present tense.

1. Tujuan Pembelajaran a. Siswa mampu mengenali tenses yang digunakan dalam sebuah teks. b. Siswa mampu mengenali susunan dari kalimat yang menggunakan simple present tense. c. Siswa mampu menentukan kata kerja yang digunakan dalam simple present tense. d. Siswa mampu membedakan penggunaan kalimat aktif dan pasif. e. Siswa mampu memproduksi sebuah teks dengan menggunakan simple present tense.





Karakter siswa yang diharapkan : Toleransi, Disiplin, Demokratis, Rasa Ingin tahu, Semangat kebangsaan, Bersahabat, Cinta Tanah Air, Cinta Damai, Peduli sosial, Tanggung Jawab, Rasa Hormat, Berpikir Kritis. Kewirausahaan / Ekonomi Kreatif : Kepemimpinan, Percaya diri, Berorientasi Tugas dan Hasil, Jujur, Ulet.

2. Materi Pokok Simple Present Tense (Terlampir) 3. Metode Pembelajaran/Teknik: Three-phase technique 4. Langkah-langkah Kegiatan  Kegiatan Awal Kegiatan apersepsi

 Guru mengucapkan salam.  Guru menanyakan kabar siswa-siswi. Kegiatan Motivasi  Tanya jawab dengan siswa mengenai kegiatan yang dilakukan dan kebenaran umum yang biasa terjadi di lingkungan sekitar siswa.  Kegiatan Inti Kegiatan Eksplorasi  Guru meminta siswa untuk membaca dan memahami kalimat-kalimat yang terdapat pada layar.  Guru meminta siswa untuk fokus pada tenses yang digunakan pada teks yang diberikan.  Guru menanyakan ciri-ciri apa saja yang terdapat pada kalimat dalam teks tersebut.  Guru meminta siswa mengerjakan soal latihan simple present tense.  Guru meminta siswa membuat kalimat dengan penggunaan simple present tense. Kegiatan Elaborasi  Siswa membaca teks yang ditampilkan di layar dan mengidentifikasi ciriciri dari kalimat yang mereka baca.  Siswa mengerjakan soal latihan simple present tense yang diberikan oleh guru.  Siswa membuat kalimat simple present tense.  Kegiatan Konfirmasi  Guru memberikan umpan balik penjelasan tentang simple present tense.  Kegiatan Akhir  Siswa menyimpulkan hasil dari kegiatan pembelajaran yang dilakukan. 5. Sumber/Bahan/Alat  Buku text book  Script dari text book dan internet  Projector 6. Penilaian  Sumatif

Mengetahui Kepala Sekolah

Tangerang, 21 Maret 2015 Guru Mata Pelajaran

Drs. Rodani NIP. 19640105 198811 101

Dessy Iryanti

Rencana Pelaksanaan Pembelajaran Mata Pelajaran Kelas/Semester Pertemuan ke Alokasi Waktu

: B. Inggris : XI/2 :3 : 2 x 45 menit

Standar Kompetensi 1. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari Kompetensi Dasar 1.1. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition. Indikator 1. Menyebutkan fungsi dari preposition. 2. Menyebutkan fungsi dari conjunction. 3. Menyebutkan jenis-jenis preposition. 4. Menyebutkan jenis-jenis conjunction. 5. Mengimplementasikan penggunaan preposition dalam sebuah kalimat. 6. Mengimplementasikan penggunaan conjunction dalam sebuah kalimat. 1. Tujuan Pembelajaran a. Siswa mampu menyebutkan fungsi dari preposition. b. Siswa mampu menyebutkan fungsi dari conjunction. c. Siswa mampu menyebutkan jenis-jenis preposition. d. Siswa mampu menyebutkan jenis-jenis conjunction. e. Siswa mampu mengimplementasikan penggunaan preposition dalam sebuah kalimat. f. Siswa mampu mengimplementasikan penggunaan conjunction dalam sebuah kalimat.



Karakter siswa yang diharapkan : Toleransi, Disiplin, Demokratis, Rasa Ingin tahu, Semangat kebangsaan, Bersahabat, Cinta Tanah Air, Cinta Damai, Peduli sosial, Tanggung Jawab, Rasa Hormat, Berpikir Kritis.  Kewirausahaan / Ekonomi Kreatif : Kepemimpinan, Percaya diri, Berorientasi Tugas dan Hasil, Jujur, Ulet. 2. Materi Pokok Preposition dan Conjunction (Terlampir). 3. Metode Pembelajaran/Teknik: Three-phase technique 4. Langkah-langkah Kegiatan  Kegiatan Awal Kegiatan apersepsi  Guru mengucapkan salam.  Guru menanyakan kabar siswa-siswi.

Kegiatan Motivasi  Tanya jawab dengan siswa tentang pengetahuan dan pengalaman mereka menggunakan preposition dan conjunction.  Kegiatan Inti Kegiatan Eksplorasi  Guru meminta siswa untuk membaca dan memahami sebuah teks yang terdapat pada layar.  Guru meminta siswa untuk fokus pada penggunaan preposition dan conjunction yang digunakan pada teks yang diberikan.  Guru meminta siswa secara berkelompok me-list dan mengelompokkan preposition dan conjunction apa saja yang mereka temukan pada teks tersebut.  Guru meminta siswa untuk mengerjakan soal latihan mengenai penggunaan preposition dan conjunction.  Guru meminta siswa untuk membuat kalimat yang menggunakan preposition dan conjunction yang diberikan. Kegiatan Elaborasi  Siswa membaca teks yang ditampilkan di layar oleh guru.  Siswa secara berkelompok me-list dan mengelompokan preposition dan conjunction yang mereka temukan pada teks tersebut.  Siswa mengerjakan soal latihan yang diberikan oleh guru.  Siswa membuat kalimat menggunakan preposition dan conjunction yang diberikan.  Kegiatan Konfirmasi  Guru memberikan umpan balik kepada siswa berupa penjelasan mengenai preposition dan conjunction.  Kegiatan Akhir  Siswa menyimpulkan hasil dari kegiatan pembelajaran yang telah dilakukan. 7. Sumber/Bahan/Alat  Buku text book  Script dari text book dan internet  Projector 8. Penilaian  Sumatif Mengetahui Kepala Sekolah

Tangerang, 21 Maret 2015 Guru Mata Pelajaran

Drs. Rodani NIP. 19640105 198811 101

Dessy Iryanti

Rencana Pelaksanaan Pembelajaran

Mata Pelajaran

: B. Inggris

Kelas/Semester

: XI/2

Pertemuan ke-

:1

Alokasi Waktu

: 4 x 45 menit

Keterampilan

: Menulis

Standar Kompetensi 1. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari Kompetensi Dasar 1.1. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition. Indikator 1. Menyebutkan tujuan dari teks Horatatory Exposition. 2. Mengenali struktur umum dari sebuah teks Hortatory Exposition. 3. Menjelaskan fungsi dari setiap bagian dari struktur umum teks Hortatory Exposition. 4. Menentukan teks Hortatory Exposition berdasarkan ciri-ciri dan tujuan penulisannya. 5. Memproduksi sebuah teks Hortatory Exposition.

1. Tujuan Pembelajaran a. Siswa mampu menyebutkan tujuan dari teks Hortatory Exposition. b. Siswa mampu mengenali struktur umum dari sebuah teks Hortatory Exposition. c. Siswa mampu menjelaskan fungsi dari setiap bagian stuktur umum teks Hortatory Exposition. d. Siswa mampu menentukan sebuah teks Hortatory Exposition berdasarkan cirriciri dan tujuan penulisannya. e. Siswa mampu memproduksi sebuah teks Hortatory Exposition.



Karakter siswa yang diharapkan : Toleransi, Disiplin, Demokratis, Rasa Ingin tahu, Semangat kebangsaan, Bersahabat, Cinta Tanah Air, Cinta Damai, Peduli sosial, Tanggung Jawab, Rasa Hormat, Berpikir Kritis



Kewirausahaan / Ekonomi Kreatif

:

Kepemimpinan, Percaya diri,

Berorientasi Tugas dan Hasil, Jujur, Ulet. 2. Materi Pokok Pengertian dan penjelasan teks Hortatory Exposition (Terlampir). Teks monolog berbentuk Hortatory Exposition (Terlampir). 3. Metode Pembelajaran/Teknik: Three-phase technique 4. Langkah-langkah Kegiatan  Kegiatan Awal Kegiatan apersepsi 

Guru mengucapkan salam.



Guru menanyakan kabar siswa-siswi.

Kegiatan Motivasi 

Tanya-jawab mengenai pendapat siswa mengenai suatu isu yang memacu siswa untuk mengungkapkan pendapatnya.



Guru meminta beberapa siswa mengungkapkan argumen-argumen atau alasan-alasan mereka terhadap pendapat yang telah mereka ungkapkan.

 Kegiatan Inti Kegiatan Eksplorasi 

Guru meminta siswa untuk membaca dan memahami sebuah teks yang terdapat pada layar.



Guru menanyakan apa yang mereka temukan setelah membaca teks tersebut.



Guru membantu siswa menghubungkan hasil pengamatan mereka dengan materi Hortatory Exposition dengan memberikan stimulus kata kunci yang berhubungan dengan teks karakteristik dari teks Hortatory Exposition.



Guru membimbing siswa untuk menuliskan topic sentence untuk paragraf yang akan mereka buat.



Guru meminta siswa-siswi menuliskan poin-poin argumen yang bisa mendukung topic sentence yang sudah mereka buat.



Guru meminta siswa-siswi untuk menyusun topic sentence dan poin-poin argumen tersebut menjadi sebuah paragraph berdasarkan struktur umum dari teks Hortatory Exposition.

Kegiatan Elaborasi 

Siswa menentukan apa yang terdapat pada paragraf awal, tengah dan akhir dari teks yang mereka baca.



Siswa secara berkelompok menyusun paragraf acak menjadi paragraf utuh berdasarkan apa yang sudah mereka baca.



Siswa menentukan teks Hortatory Exposition dari beberapa teks yang diberikan oleh guru.



Siswa membuat topic sentence untuk paragraf yang mereka buat.



Siswa menentukan poin-poin argumen yang bisa mendukung topic sentence yang sudah mereka buat.



Siswa-siswi mulai menyusun topic sentence dan poin-poin argumen menjadi sebuah paragraph yang berdasarkan struktur umum dari teks Hortatory Exposition.

Kegiatan Konfirmasi 

Guru memberikan umpan balik atas kegiatan eksplorasi dan elaborasi yang sudah dilakukan siswa.



Kegiatan Akhir 

Siswa menyimpulkan kegiatan yang pembelajaran yang dilakukan.

5. Sumber/Bahan/Alat 

Buku text book



Script dari text book dan internet



Projector

6. Penilaian 

Sumatif

Mengetahui

Tangerang, 21 Maret 2015

Kepala Sekolah

Guru Mata Pelajaran

Drs. Rodani

Dessy Iryanti

NIP. 19640105 198811 101

Rencana Pelaksanaan Pembelajaran

Mata Pelajaran

: B. Inggris

Kelas/Semester

: XI/2

Pertemuan ke

:2

Alokasi Waktu

: 2 x 45 menit

Skill

: Menulis

Standar Kompetensi 1. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari Kompetensi Dasar 1.1. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition. Indikator 1. Mengenali tenses yang digunakan dalam sebuah teks. 2. Mengenali susunan dari kalimat yang menggunakan simple present tense. 3. Menentukan kata kerja yang digunakan dalam simple present tense. 4. Membedakan penggunaan kalimat aktif dan pasif. 5. Memproduksi sebuah teks dengan menggunakan simple present tense.

1. Tujuan Pembelajaran a. Siswa mampu mengenali tenses yang digunakan dalam sebuah teks. b. Siswa mampu mengenali susunan dari kalimat yang menggunakan simple present tense. c. Siswa mampu menentukan kata kerja yang digunakan dalam simple present tense. d. Siswa mampu membedakan penggunaan kalimat aktif dan pasif. e. Siswa mampu memproduksi sebuah teks dengan menggunakan simple present tense.



Karakter siswa yang diharapkan : Toleransi, Disiplin, Demokratis, Rasa Ingin tahu, Semangat kebangsaan, Bersahabat, Cinta Tanah Air, Cinta Damai, Peduli sosial, Tanggung Jawab, Rasa Hormat, Berpikir Kritis.



Kewirausahaan / Ekonomi Kreatif

:

Kepemimpinan, Percaya diri,

Berorientasi Tugas dan Hasil, Jujur, Ulet. 2. Materi Pokok Simple Present Tense (Terlampir). 3. Metode Pembelajaran/Teknik: Three-phase technique 4. Langkah-langkah Kegiatan  Kegiatan Awal Kegiatan apersepsi 

Guru mengucapkan salam.



Guru menanyakan kabar siswa-siswi.

Kegiatan Motivasi 

Tanya jawab dengan siswa mengenai kegiatan yang dilakukan dan kebenaran umum yang biasa terjadi di lingkungan sekitar siswa.



Kegiatan Inti Kegiatan Eksplorasi 

Guru meminta siswa untuk membaca dan memahami sebuah teks yang terdapat pada layar.



Guru meminta siswa untuk fokus pada tenses yang digunakan pada teks yang diberikan.



Guru menanyakan cirri-ciri apa saja yang terdapat pada kalimat dalam teks tersebut.



Guru memberikan teks salah satu siswa yang memiliki kesalahan pengguanaan tenses.



Guru meminta siswa bersama-sama untuk mengidentifikasi kesalahan yang terdapat pada teks yang ditampilkan dilayar.



Guru memberikan hasil tulisan siswa di minggu sebelumnya dan membagikannya secara acak kepada siswa.



Guru meminta siswa untuk mengidentifikasi kesalahan penggunaan tenses apa saja yang terdapat dalam teks yang sudah dibuat oleh temannya.

Kegiatan Elaborasi 

Siswa membaca teks yang ditampilkan di layar dan mengidentifikasi ciriciri dari kalimat yang mereka baca.



Siswa mengidentifikasi kesalahan penggunaan tenses yang terdapat pada tulisan yang dibuat oleh temannya.



Kegiatan Konfirmasi 



Guru memberikan umpan balik penjelasan tentang simple present tense.

Kegiatan Akhir 

Siswa menyimpulkan hasil dari kegiatan pembelajaran yang dilakukan.

5. Sumber/Bahan/Alat 

Buku text book



Script dari text book dan internet



Projector

6. Penilaian 

Sumatif

Mengetahui

Tangerang, 21 Maret 2015

Kepala Sekolah

Guru Mata Pelajaran

Drs. Rodani

Dessy Iryanti

NIP. 19640105 198811 101

Rencana Pelaksanaan Pembelajaran

Mata Pelajaran

: B. Inggris

Kelas/Semester

: XI/2

Pertemuan ke

:3

Alokasi Waktu

: 2 x 45 menit

Standar Kompetensi 1. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari Kompetensi Dasar 1.1. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition. Indikator 1. Menyebutkan fungsi dari preposition. 2. Menyebutkan fungsi dari conjunction. 3. Menyebutkan jenis-jenis preposition. 4. Menyebutkan jenis-jenis conjunction. 5. Mengimplementasikan penggunaan preposition dalam sebuah kalimat. 6. Mengimplementasikan penggunaan conjunction dalam sebuah kalimat.

1. Tujuan Pembelajaran a. Siswa mampu menyebutkan fungsi dari preposition. b. Siswa mampu menyebutkan fungsi dari conjunction. c. Siswa mampu menyebutkan jenis-jenis preposition. d. Siswa mampu menyebutkan jenis-jenis conjunction. e. Siswa mampu mengimplementasikan penggunaan preposition dalam sebuah kalimat. f. Siswa mampu mengimplementasikan penggunaan conjunction dalam sebuah kalimat.



Karakter siswa yang diharapkan : Toleransi, Disiplin, Demokratis, Rasa Ingin tahu, Semangat kebangsaan, Bersahabat, Cinta Tanah Air, Cinta Damai, Peduli sosial, Tanggung Jawab, Rasa Hormat, Berpikir Kritis.



Kewirausahaan / Ekonomi Kreatif

:

Kepemimpinan, Percaya diri,

Berorientasi Tugas dan Hasil, Jujur, Ulet. 2. Materi Pokok Preposition dan Conjunction (Terlampir). 3. Metode Pembelajaran/Teknik: Three-phase technique 4. Langkah-langkah Kegiatan  Kegiatan Awal Kegiatan apersepsi 

Guru mengucapkan salam.



Guru menanyakan kabar siswa-siswi.

Kegiatan Motivasi 

Tanya jawab dengan siswa tentang pengetahuan dan pengalaman mereka menggunakan preposition dan conjunction.



Kegiatan Inti Kegiatan Eksplorasi 

Guru meminta siswa untuk membaca dan memahami sebuah teks yang terdapat pada layar.



Guru meminta siswa untuk fokus pada penggunaan preposition dan conjunction yang digunakan pada teks yang diberikan.



Guru meminta siswa secara berkelompok me-list dan mengelompokkan preposition dan conjunction apa saja yang mereka temukan pada teks tersebut.



Guru memberikan teks salah satu siswa yang memiliki kesalahan penggunaan preposition dan conjunction.



Guru

meminta

siswa

bersama-sama

dengan

kelompoknya

untuk

mengidentifikasi kesalahan yang terdapat pada teks yang ditampilkan dilayar. 

Guru memberikan hasil tulisan siswa di minggu sebelumnya dan membagikannya secara acak kepada siswa.



Guru meminta siswa secara individu untuk mengidentifikasi kesalahan penggunaan preposition dan conjunction apa saja yang terdapat dalam teks yang sudah dibuat oleh temannya.

Kegiatan Elaborasi



Siswa membaca teks Hortatory Exposition buatan temannya yang ditampilkan di layar.



Siswa secara berkelompok me-list dan mengelompokan preposition dan conjunction yang mereka temukan pada teks tersebut.



Siswa secara bersama-sama dengan kelompoknya berdiskusi untuk menemukan kesalahan penggunaan preposition dan conjunction yang terdapat dalam teks yang ada pada layar.



Siswa membaca sebuah teks Hortatory Exposition hasil tulisan temannya.



Siswa secara individu mengidentifikasi kesalahan penggunaan preposition dan conjunction apa saja yang terdapat pada tulisan temannya.



Siswa saling memberikan komentar terhadap tulisan yang dibuat oleh temannya



Kegiatan Konfirmasi 

Guru memberikan umpan balik kepada siswa berupa penjelasan mengenai preposition dan conjunction.



Kegiatan Akhir 

Siswa menyimpulkan hasil dari kegiatan pembelajaran yang telah dilakukan.

7. Sumber/Bahan/Alat 

Buku text book



Script dari text book dan internet



Projector

8. Penilaian 

Sumatif

Mengetahui

Tangerang, 21 Maret 2015

Kepala Sekolah

Guru Mata Pelajaran

Drs. Rodani

Dessy Iryanti

NIP. 19640105 198811 101

Rencana Pelaksanaan Pembelajaran

Mata Pelajaran

: B.Inggris

Kelas/Semester

: XI/2

Pertemuan ke

:4

Alokasi Waktu

: 2 x 45 menit

Standar Kompetensi 1. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari Kompetensi Dasar 1.1. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition. Indikator 1. Mengidentifikasi ciri paragraf yang coherence. 2. Menyusun kalimat-kalimat menjadi paragraf yang coherence. 3. Mengetahui fungsi penggunaan tanda baca dalam sebuah teks. 4. Menggunakan tanda baca sesuai dengan fungsinya pada sebuah kalimat/paragraf.

1. Tujuan Pembelajaran a. Siswa mampu mengidentifikasi ciri-ciri paragraf yang coherence. b. Siswa mampu menyusun kalimat-kalimat menjadi paragraf yang coherence. c. Siswa mampu mengetahui fungsi penggunaan tanda baca dalam sebuah teks. d. Siswa mampu menggunakan tanda baca sesuai dengan fungsinya dalam sebuah kalimat/paragraf.



Karakter siswa yang diharapkan : Toleransi, Disiplin, Demokratis, Rasa Ingin tahu, Semangat kebangsaan, Bersahabat, Cinta Tanah Air, Cinta Damai, Peduli sosial, Tanggung Jawab, Rasa Hormat, Berfikir Kritis.



Kewirausahaan / Ekonomi Kreatif Berorientasi Tugas dan Hasil, Jujur, Ulet.

2. Materi Pokok

:

Kepemimpinan, Percaya diri,

Pengertian coherence (Terlampir) Penggunaan dan fungsi tanda baca (Terlampir).

5. Metode Pembelajaran/Teknik: Three-phase technique 6. Langkah-langkah Kegiatan  Kegiatan Awal Kegiatan apersepsi 

Guru mengucapkan salam.



Guru menanyakan kabar siswa-siswi.

Kegiatan Motivasi 

Tanya jawab dengan siswa tentang bagaimana cara mereka menjelaskan atau menceritakan suatu hal atau informasi kepada orang lain.



Kegiatan Inti Kegiatan Eksplorasi 

Guru meminta siswa untuk membaca dan memahami sebuah teks yang terdapat pada layar.



Guru meminta siswa untuk fokus pada penggunaan kalimat-kalimat pada teks tersebut apakah saling memiliki urutan yang saling menjelaskan atau apakah kalimat-kalimat tersusun dengan dengan kurang rapi sehingga membuat kebingungan pembacanya untuk mengerti maksud dari penulis.



Guru juga meminta siswa untuk mengidentifikasi penggunaan tanda baca pada teks tersebut.



Guru memberikan dua teks Hortatory Exposition yang coherence dan yang belum coherence dan ditampilkan pada layar.



Guru meminta siswa secara berkelompok mengidentifikasi perbedaan yang terdapat pada dua teks tersebut dan mengidentifikasi kesalahan penggunaan tanda bacanya.



Guru bersama murid membahas hasil dari diskusi tersebut.



Guru memberikan kalimat dan paragraf yang belum berurutan dan meminta siswa untuk menyusun kalimat tersebut.



Guru memberikan hasil tulisan siswa di minggu sebelumnya dan membagikannya secara acak kepada siswa.



Guru meminta siswa secara individu untuk mengidentifikasi apakah teks tersebut sudah coherence dan menggunakan tanda baca yang sesuai.

Kegiatan Elaborasi 

Siswa membaca dan memahami sebuah teks yang terdapat pada layar.



Siswa fokus mengidentifikasi pada penggunaan kalimat-kalimat pada teks tersebut apakah saling memiliki urutan yang saling menjelaskan atau apakah kalimat-kalimat tersusun dengan dengan kurang rapi sehingga membuat kebingungan pembacanya untuk mengerti maksud dari penulis.



Siswa mengidentifikasi penggunaan tanda baca pada teks tersebut.



Siswa secara berkelompok mengidentifikasi perbedaan yang terdapat pada dua teks tersebut dan mengidentifikasi kesalahan penggunaan tanda bacanya.



Siswa bersama guru membahas hasil dari diskusi tersebut.



Siswa menyusun kalimat tersebut menjadi kalimat yang berurutan.



Siswa secara individu untuk mengidentifikasi apakah teks yang diberikan sudah coherence dan menggunakan tanda baca yang sesuai.



Kegiatan Konfirmasi 

Guru memberikan umpan balik kepada siswa berupa penjelasan mengenai coherence dan penggunaan tanda baca.



Kegiatan Akhir 

Siswa menyimpulkan hasil dari kegiatan pembelajaran yang telah dilakukan

9. Sumber/Bahan/Alat 

Buku text book



Script dari text book dan internet



Projector

10. Penilaian 

Sumatif

Mengetahui

Tangerang, 21 Maret 2015

Kepala Sekolah

Guru Mata Pelajaran

Drs. Rodani

Dessy Iryanti

NIP. 19640105 198811 101

Post-test Hortatory Exposition Writing

INSTRUCTION: Write a Hortatory Exposition essay about “Drug Dealer Should Be Sentenced to Death” story (based on your opinion)! -

Write at least 4 paragraphs and maximum 5 paragraphs

-

The text should be based on Hortatory Exposition Writing’s generic structure.

-

You will have 60 minutes to write the essay

-

You will be scored based on organizational structure, developing ideas, choosing appropriate vocabulary, grammar, and the use effective diction and right punctuation

Pre – Test Hortatory Exposition Writing

INSTRUCTION: Write a Hortatory Exposition text about “The Use of Social Media Among Secondary School’s Students” (based on your opinion)! -

Write at least 4 paragraphs and maximum 5 paragraphs

-

The text should be based on Hortatory Writing’s generic structure.

-

You will have 60 minutes to write the essay

-

You will be scored based on organizational structure, developing ideas, choosing appropriate vocabulary, grammar, and the use effective diction and right punctuation.

Scoring Rubric of Hortatory Exposition Writing Organization Score Thesis, arguments, and recommendation highly organized; progression of ideas clear 5 and well linked; like educated native writer. Thesis, arguments, and recommendation highly organized well organized; links could 4 occasionally be clearer but communication not impaired. Some lack of generic structure and organization; re-reading required for clarification 3 of ideas. Little or no attempt at connectivity, though reader can deduce some organization. 2 Individual ideas may be clear, but very difficult to deduce connection between them. 1 Developing Ideas Ideas are substantial and elaborated in introducing characters, arising of problems, and 5 solving the problems. Ideas show some development or elaboration in introducing characters, arising of 4 problems, and solving the problems. Ideas are few, not elaborated in introducing characters, arising of problems, and 3 solving the problems. Ideas are very few and very simple, ideas appear unrelated and lack of introducing 2 characters, arising of problems, and solving the problems. Ideas are very few and very simple, lack of introducing characters, arising of problems, 1 and solving the problems. Vocabulary Use of vocabulary and idiom rarely (if it all) distinguishable from that educated native writer. Occasionally uses inappropriate or relies on circumlocutions; expression of ideas hardly impaired. Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inadequate vocabulary. Limited vocabulary and frequent errors clearly hinder expression of ideas. Vocabulary so limited and so frequently misused that reader must often rely own interpretation. Grammar Few (if any) noticeable errors of grammar or word order. Some errors of grammar or word order which do not, however, interfere with comprehension. Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension. Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader’s part. Errors of grammar or word order very frequent; reader often has to rely on own interpretation. Mechanics Few (if any) noticeable lapses in punctuation or spelling. Occasional lapses in punctuation or spellings which do not, however, interfere with comprehension. Errors in punctuation or spelling fairly frequent; occasional re-reading necessary for full comprehension. Frequent errors in spelling or punctuation; lead sometimes to obscurity. Errors in spelling or punctuation so frequent that reader must often rely on own interpretation.

5 4 3 2 1

5 4 3 2 1 5 4 3 2 1 Ʃx4

Test Score of Experiment Class Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Pre-Test Score 50 40 40 28 54 56 24 30 40 40 42 38 40 52 46 36 22 56 44 34 42 34 66 44 20 26 50 44 50 30 40 34

Post-Test Score 66 66 60 56 76 76 54 66 50 66 74 68 48 66 56 72 44 58 74 46 62 70 90 60 60 40 60 64 70 66 72 46

Gained Score 16 26 20 28 22 20 30 36 10 26 32 30 8 14 10 36 22 2 30 12 20 36 24 16 40 14 10 20 20 36 32 12

Test Score of Control Class Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Pre-Test Score 24 54 38 32 42 50 46 32 20 32 48 50 20 38 42 28 56 26 38 46 20 48 36 56 28 26 50 20 36 26 56 48

Post-Test Score 30 62 38 50 46 64 78 38 58 48 52 72 80 52 58 52 56 30 68 48 60 76 68 78 32 60 86 60 66 30 52 48

Gained Score 6 8 0 18 4 14 32 6 38 16 4 22 60 14 16 24 0 4 30 2 40 28 32 22 4 34 36 40 30 4 -4 0