IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT USING PICTURE SERIES FOR THE TENTH GRADE STUDENTS OF SMA NEGERI 11 SAMARINDA
THESIS
BY: DEA SETYORINI RIADI Student Number: 1305085117
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION MULAWARMAN UNIVERSITY SAMARINDA 2019
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IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT USING PICTURE SERIES FOR THE TENTH GRADE STUDENTS OF SMA NEGERI 11 SAMARINDA THESIS Presented to Mulawarman University In Partial Fulfillment of the Requirements For the Degree of Sarjana Education
BY: DEA SETYORINI RIADI Student Number: 1305085117
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION MULAWARMAN UNIVERSITY SAMARINDA 2019
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ABSTRACT Riadi, Dea Setyorini, 2019. Improving Students’ Achievement in Writing Recount Text Using Picture Series for The Tenth grade Students of SMA Negeri 11 Samarinda. S-1 Thesis. English Department. Faculty of Teacher Training and Education. Mulawarman University. Advisors : (I) Satyawati Surya, S.Pd., M.Pd (II) Dian Anggriyani, S.Pd., M.A Writing is an important skill as writing needs to be practiced and writing is difficult subject for the students to be master. Researcher found that the students at SMA Negeri 11 Samarinda faced difficulty in writing skill especially in recount text and then she applied picture series as media to solve this problem. The objective of this research is to improve students’ achievement in writing skill using picture series for tenth grade students of SMA Negeri 11 Samarinda in the academic year 2018/2019. This research was classroom action research that was conducted in two cycles. Each cycle consisted of three meetings. The subjects of the research were 30 students of X IPS 2 of SMA Negeri 11 Samarinda. The primary data in this researcher was qualitative, which were observations and filed note and analyzed using scoring scheme proposed by Anderson (2003). It was found that the teacher faced difficulty in improving students’ writing skill and the students’ ability in writing was very low. The data also supported by quantitative data, which were collected from tests and analyzed using simple calculation purposed by Arina (2013). The pre-post tests showed the significant effect of using picture series in writing recount text for the tenth grade students of SMA Negeri 11 Samarinda. The results of the research indicated that pictures series could help English teacher improve the students’ achievement in writing skill. The effectiveness of picture series can be seen from how picture series are able to facilitate English teacher to teach writing in the classroom. Furthermore, in two cycles using writing process proposed by Harmer (2004) the researcher and the English teacher were able to improve students’ achievement in some aspects in writing; vocabulary and grammar. It means picture series succeeded to help the English teacher in improving students’ achievement in writing skill The results of the research also indicated that the use of picture series improve the students’ skills in writing. Based on the students’ score on writing tests, it shows 26 students or 87% of the students surpassed minimum passing grade (KKM). It means that using picture series in teaching recount text gives an effect in improving students’ achievement in writing recount text. Key words: Student Achievement, Writing, Picture Series.
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ACKNOWLEDGEMENTS First of all, thanks and praises are expressed to the almighty Allah SWT for blessing the researcher in completing her study and the writing of this thesis as a partial part fulfilment of the requirements for the degree of Strata 1 (S-1) from English Department Faculty of Teacher Training and Education, Mulawarman University Samarinda. Secondly, deepest gratitude and appreciation to Satyawati Surya, S.Pd., M.Pd and Dian Anggriyani, S.Pd., M.A
as the advisors, for advice,
suggestion, useful guidance, and help during the completion of this thesis. Many thanks are extended to Prof. Dr. Rahmat Soe’oed, MA, Dr. Yuni Utami Asih, M.Pd, Dr. Aridah, M.A as the examiners for the suggestion of revision of this thesis. Further, to all the lecturers of English Department, the researcher wants to thank them so much for all the knowledge she got during her study in Mulawarman University. Thirdly, special thanks are dedicated to the researcher’s family especially for her parents, Mr. Hakmim Riadi and Mrs. Maya Swandayani for their love, supports, prayers and everything. The researcher extends her gratitude to her friends for giving her help, inspiration, motivation and support in finishing this research. Finally, the researcher realized that she could not reward all of the help that have been given to her. May Allah Subhanahu Wa Ta’ala always give His blessings to all the people who love and help the researcher. This thesis is far from being perfect. Therefore, she will happily accept constructive criticism in order to make it better. She hopes that this thesis would be beneficial to everyone. Aamiin. Samarinda,
January 2019
The Researcher, Dea Setyorini Riadi
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CURRICULUM VITAE
Dea Setyorini Riadi was born on March, 1995 in Samarinda. She is the first of three daughter of Mr. Hakmim Riadi and Mrs. Maya Swandayani. She started kindergarten at TK Darma Bahagia Samarinda in 2000 and finished it in 2001. Then, she continued her study to Elementary school at SDN 006 Samarinda in 2001, and finished it in 2007. After that, she continued her study to Madrasah Tsanawiyah Negeri Model Samarinda and finished it in 2010. In the same year, she continued her study to Vocational High School 7 and finished it in 2013. Finally, in 2013, she enrolled to English Department, Faculty of Teacher Training and Education of Mulawarman University Samarinda. In 2016, she followed Kuliah Kerja Nyata (KKN) or community service program in Kelurahan Mugirejo Sari. In 2017, she also followed Praktek Pengalaman Lapangan (PPL) or teaching practice at SMA Negeri 11 Samarinda.
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TABLE OF CONTENTS TITLE OF PAGE .............................................................................................
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APPROVAL SHEET .......................................................................................
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THE BOARD OF EXAMINERS SHEET .......................................................
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ABSTRACT .....................................................................................................
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ACKNOWLEDGEMENT ...............................................................................
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CURRICULUM VITAE ..................................................................................
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TABEL OF CONTENTS .................................................................................
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LIST OF APPENDICES ..................................................................................
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CHAPTER I INTRODUCTION 1.1. Background of the Study.............................................................
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1.2. Research Questions .....................................................................
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1.3. Objectives of the Study ...............................................................
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1.4. Significances of the Study...........................................................
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1.5. Scope and Limitation of the Study .............................................
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1.6. Definition of Key Term ..............................................................
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CHAPTER II REVIEW OF RELATED LITERATURE 2.1. Concepts of Achievement ..........................................................
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2.1.1. Student Achievement .....................................................
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2.2. Definition of Writing..................................................................
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2.2.1. The Process of Writing...................................................
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2.3. Definiton of Recount Text .........................................................
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2.3.1. Generic Structure of Recount Text ................................
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2.4. Picture Series ..............................................................................
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2.4.1. The Advantages of Picture Series ..................................
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2.4.2. The Application of Picture Series ..................................
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2.5. Review of Related Studies .........................................................
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CHAPTER III RESEARCH METHODOLOGY 3.1. Research Design .........................................................................
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3.2. Research Procedure ....................................................................
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3.3. Setting and Participants of the Study .........................................
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3.4. Subjects of the Study..................................................................
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3.5. Research Instruments .................................................................
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3.6. Data Collection Technique .........................................................
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3.7. Data Analysis Technique ...........................................................
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3.7.1. Inter-rater Reliability......................................................
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CHAPTER IV RESEARCH FINDING AND DISCUSSION 4.1. Research Finding........................................................................
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4.1.1. Preliminary Observation .................................................
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4.1.2. Report of Cycle 1 .............................................................
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4.1.3. Report of Cycle 2 .............................................................
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4.1.4. Students’ Score ................................................................
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4.2. Discussion ..................................................................................
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CHAPTER V CONCLUSION AND SUGGESTION 5.1. Conclusion .................................................................................
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5.2. Suggestion ..................................................................................
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REFERENCES………………………. ..........................................................
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APPENDIX .....................................................................................................
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LIST OF APPENDICES
Appendix 1 The Final Score of Students’ Writing
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Appendix 2 T-Test
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Appendix 3 t Table
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Appendix 4 Inter - rater Reliability
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Appendix 5 Students’ Worksheet
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Appendix 6 Observation Checklists
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Appendix 7 Lesson Plan of Cycle 1
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Appendix 8 Lesson Plan of Cycle 2
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Appendix 9 Scoring Scheme
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CHAPTER I INTRODUCTION This chapter consists of background of the study, research question, the purpose of the study, significance of the study, scope and limitation and definition of key-terms. 1.1. Background of the Study English is very important because it becomes a global or international language that is used by people around the world to communicate each other. English is implemented as a first or second language around the world. It means that English is the main language in communication. It can solve the problem in conversation among the people who have different background of cultures and languages around the world. Some people communicate and interact with others not only by using spoken language but also written language. The writing skill is needed in modern communication. Writing itself is an important skill as writing needs to be practiced and writing is the very difficult subject for the students. The students do not have much time to develop their writing ability. Strategy of teaching writing is also very important. The students need to be given new strategy to make them more interested in writing. There are several reasons why writing should be mastered by the students. First, the effective communication can take place through the
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medium of writing. It means that writing can be a means of communication. Second, the academic writing is emphasized on much greater accuracy and formal language that can be used by the students to reach their informational level (Riddel, 2003:130). Writing is very difficult for learners in a foreign language. Therefore, it is possible that the students face many problems in learning second language writing. Richards and Renandya (2002:303) state writing is the most difficult skill for second language learners to master. Based on the observation when researcher did PPL in the tenth grade students of SMA Negeri 11 Samarinda, researcher found that the ability of senior high school students in writing is still very low, despite they already had the experience in junior high school. The results of their previous assignments and midterm test in writing that the researcher given to them before shows the students’ low writing ability. It can be seen from the process of generating ideas, grammatical features, and organization. On the other hand, the teachers who knew how difficult to get their students to start writing will become reluctant on giving time for writing practices. Moreover, the students always make an excuse on time consuming in writing. That is why the students do not really know what to write when they were asked to write in English especially on recount text (Nugroho: 2010). Based on the previous observation the researcher also faces similar problems, in the classroom the teacher always gave the students opportunities to be active in class but they were scared to ask their teacher
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when they had problems. The students always made different excuses about how they struggled when they wrote, instead. Students complained how difficult the writing material was. They did not have enough time to write their assignment. They did not know how to arrange the text based on the correct structure; the common thing. One scope of English learning in Senior High school is that students can express and produce short functional written texts and simple essays in the forms of recount, narrative, descriptive, and procedure (Depdiknas, 2006). Senior High school students have to write short functional texts and express the meaning and rhetorical steps on the texts accurately and fluently. Furthermore, the students also have to use the variation in written language in the contexts of everyday life. Recount is one of text genres which has to be mastered by students of Senior High school grade X (SKKD: 2006: 278). Based on the observation when the researcher did her teaching practice (PPL) in SMA Negeri 11 Samarinda, it was found a fact that students still had difficulties in composing recount texts. The evidences were found from the final grade for midterm test especially in writing section (essay) and some confessions told by students when the researcher did PPL in SMA Negeri 11 Samarinda that writing a recount text was difficult because they did not know what to write and how to write it properly, even it is about their own experience. Moreover, they also rarely do the activities of writing in the classroom. The
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teacher of English also told her difficulties in teaching the students in writing and in asking them to write. There are some types of text that has to be mastered by the students; narrative, recount, descriptive and procedure text. Each of text type has their own difficulties, but in curriculum for Senior High School (2006) it is found that recount text has longer time allocation than the other material. It took 10 hours in 5 meetings. On the other hand, the latest curriculum for Senior High School (2013) takes 14 hours in 7 meetings for the applications. So, it is necessary to find a solution to be applied in the writing learning process to improve their writing ability, especially in writing recount text. This research deals with the implementation of picture series in recount text to develop students’ writing. Picture series is one of the visual aids used by the teacher in teaching learning process. Wright (1998) states that picture are very important in helping students to retell experiences or understand something since they can represent place, object, people, etc. Students can understand the content of the whole series of pictures because the pictures are related. Picture series are arranged as media to help students to express their idea and be enjoyable for the students because it encourages activity in guessing the messages from the pictures based on their imagination. To understand the way of the picture series, the students need to appreciate it in abstract way. In the same way, when they express their ideas to construct the text in a good coherence as well as unity, it will be easier for
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them in learning the process if the teacher can use picture series. It does not only help the students to get ideas more realistic in understanding the recount text but also in constructing ideas to create it. Wright (1997) states that picture can play a key role in motivating students, conceptualizing the language they want to use and give them a reference. The researcher assumes that using picture series is appropriate to apply in teaching writing as the solution to answer the problems which occur in the school. By doing this research, the researcher hopes that through this media, it can improve the students’ writing skills in writing recount text, especially to the students in tenth grade of SMA Negeri 11 Samarinda. The researcher chooses this school as the place of the research, because the researcher did her PPL at this school. Therefore, the researcher knew about the students’ skills, technique and media that are used in learning process of this school. The researcher is also familiar with school environment and characteristics of the students. The main reason of conducting this research is based on the assumption that writing is one of skill which will help them to have competence in English subject. In reference to the explanation that is given above the researcher will choose Classroom Action Research (CAR) because the researcher aims to improve student achievements in SMA Negeri 11 Samarinda and this study will be conducted to solve problem that occurs in the class. It is expected to
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make changes that give benefits on the students’ skills in writing to pass the minimum criteria of minimum passing grade or KKM.
1.2. Research Questions Based on the background of the study, the researcher formulates the problem as follows: 1. How does the English teacher improve students’ achievement in writing skill using picture series? 2. How do the students improve writing skill by using picture series?
1.3. Objectives of the Study Related to the formulation of the problem, the objective of the study as a follows: 1. To describe how the English teacher improve students’ achievement in writing skill using picture series. 2. To describe how the students improve writing skill by using picture series.
1.4. Significances of the Study The result of the study is expected to give a contribution to the teaching and learning process of writing in English as a foreign language. 1. For the English teacher, the research is aimed to give new alternative medium of teaching for English teacher. Hopefully, that it will help the teacher to improve students’ writing and make writing more fun than the way she is used.
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2. For the students, this research study can be used to help students in writing. It means that, the media as the picture series can help students to improve students’ writing skills or vise versa depending on the result. 3. For other researchers, this study can be useful as the reference for other researchers who want to conduct a research in the same topic and purpose.
1.5.
Scope and Limitation of the Study This study would be conducted to fulfill the researcher’s curiosity by focusing on how the picture series as a media are used in teaching and learning process of writing. The picture series are one of the media that can be used to improve the students’ writing skills of a recount text of the tenth grade students’ of SMA Negeri 11 Samarinda. In order to make the study focus, the study is limited its scope, as follows: 1. The subject of this study is the tenth grade students of SMA Negeri 11 Samarinda in Academic Year 2017/2018. 2. The study focuses on improving students’ achievement in writing skill using picture series of the tenth grade students of SMA Negeri 11 Samarinda in Academic Year 2017/2018. 3. The material of this study will be focused on the recount text. 4. In this study, researcher will use picture series from textbook and internet.
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1.6. Definition of Key Terms In order to attain clear understanding of definitions derive from some terms used in this study, several key terms are presented, as follows: 1. Students’ Achievement is the result of what an individual has learned from some education experience. Tinambunan (1988: 149) defines achievement as the student’s grasp of some body of knowledge or proficiency in certain skills. In this study, student achievement is the result of students’ score after a certain period of time using picture series technique. 2. Writing is an English skill which needs an effort and much practice in composing, developing, and analyzing ideas (Myles, 2002). In this study, writing is one of English skills which is taught to the students of Senior High School based on curriculum 2013 for X class of Senior High School. 3. Picture Series are picture which represents some action or event in chronological orders (Wright, 1997). In this study, picture series is the sequence of images related to the material of writing.
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CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher will present some definition connected to the problem of the study. Some basic concepts that support this study are as follows. 2.1.
Concepts of Achievement Garrison, Kingston, and McDonald (1955-1964: 331) affirm the definition of achievement as the progress pupils make toward the goals and objectives of the curriculum, they then assert further about the definition that achievement may be the one’s ability or the extent of his/her knowledge in a specific content area. Based on the opinions above, it can be concluded that achievement is the result, the successfulness, the extent or ability, the progress in learning education experiences that the individual indicates a relation with his/her educational learning. 2.1.1. Students’ Achievement Students’ achievement measures the amount of academic content a student learns in a determined amount of time. Each grade level has learning goals or instructional standards that educators are required to teach. Standards are similar to a 'to-do' list that a teacher can use to guide instruction. Student achievement will increase when the quality instruction is used to teach instructional standards. Furthermore, Tinambunan (1988: 149)
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defines achievement as the student’s grasp of some body of knowledge or proficiency in certain skills.
2.2.
Definition of Writing Writing is one of the four language skills after listening, speaking and reading (Pulverness, Spratt, and William, 2005: 26). Moreover, writing is also a productive skill which is meant for communication to deliver messages in the forms of letters and symbols. In a message, there is something which is needed to be informed to others called a purpose. In other words, the activity of writing is aimed at creating a written product which is containing a certain message or information. Writing concerns on some aspects such as content, organization, originality, style, fluency, accuracy and the appropriate use of rhetorical forms of discourse. Writing skill as said by Brown (2000: 335) is a written product which is completed after the process of thinking, planning, drafting, and revising and also demands efforts and specialized skills of generating ideas, organizing them coherently, making use of the discourse markers and the rhetorical conventions, putting all of them into one, revising the content for a clearer meaning, and editing for accurate grammar into a final product. Furthermore, Brown (2001: 334) states that writing is a learned behavior that is similar to swimming. People speak as their natural behavior, but not all of them can write as it is a skill which only can be done consciously with efforts. According to Harmer’s theory (2004: 7),
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writing is the only skill that can produce a real product, which is touchable, readable, and keep-able for a long time. When the spoken form of language is an act of here and now the world, the written one involves time and also space. In writing, people must get everything right. Unlike speaking where the clarification and explanation can be made directly in order to make the messages clearer we deliver to people we talk to, writing tends to be more exact, precise and uses some special devices to make it work properly on the readers without creating any confusion and misunderstanding or misinterpretation (Harmer, 2004: 8). From the definitions proposed by many experts above, it can be inferred that writing is a productive skill which functions as a permanent record of communication event in delivering messages and information which provides the opportunity to connect the world of past, present and even future and allows the communication from near and also far distances after going through the process of thinking, drafting, and revising.
2.2.1. The Process of Writing To make a good-structured writing, a writer should refer to a certain checklist. Nation (2009:114) states that in order to focus on the different aspects of writing, the best way is to face writing as a process. When we try to make a product of writing, we need to go through several steps as parts of a process. It is not merely putting the word together into a sentence and then compiling sentences into a text. The steps act as guidelines for students to
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start their writing until they can finally finish it. In the process of writing, there are four stages proposed by Harmer (2004:4). 1) Planning In this stage, the students make a list of ideas related to the topic. They plan what they are going to write the first draft. In this stage, they have to consider three main issues. The issues are the purpose of the writing, the audience they are writing for and the content structure to sequence the facts, ideas or arguments. 2) Drafting After the students have a list of ideas related to the topic, it is the stage for the students to start writing the first draft. They write the ideas which they are going to write without paying attention to making mistakes. 3) Editing In this stage, students should re-write their first draft after finishing it. Its purpose is to see where it works and where it does not. The process of editing may be taken from oral or written feedback by peers and teachers. The feedback will help students to make a revision of their writing. The revision shows what has been written. It means that this step is important to
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4) Final Version The last writing stage proposed by Harmer (2004) is the final version. In this last stage, the students re-write their draft after revising with peers and teachers. The students have a good written text in the final product since they do the editing process before. Harmer (2004:6) after the first diagram of writing process he made was found unsatisfactory as it is depicted a linear process. The second one is found to be the most appropriate as it is allowed an ongoing process of writing in a recursive manner called “Process Wheel”. Picture 2.1 “Process Wheel” Diagram Proposed By Harmer (2004:6)
The students, by looking at the wheel process of writing above, can do the re-planning, re-drafting, and re-editing because there are some possibilities of them changing their minds after the final products are completed. The process wheel above shows a different way of making a writing product as we can see many directions the students can go backward or forwards around the rim and going up or down the wheel’s spokes until
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the best final versions are reached by them. They may still revisit or turn back to the previous stage. Overall, it is better for the students to see the activity of writing as a process wheel which gives them more space and flexibility in creating their pieces of work in writing.
2.3.
Definition of Recount Text Recount text can be considered as the most common kind of text we can find in our everyday life. The main goal of this text is to retell an event happened in the past. This is the basic form used in many storybooks or storytelling texts and also in non-fiction usually used to make factual accounts of events, current or historical ones. Anderson (1997: 49) suggests that recount is a text which tells about events happening in the past in a sequence of time. The purpose of the text is to tell the audience about what happened in the past and when it happened. Furthermore, Knapp and Watkins (2005) also say that recount text is a sequential text that does little more than sequencing a series of events. It can be considered as the simplest type of narrative genre. Recount texts can function to inform and to tell stories of past events. In our lives, it is a common thing to tell a story to someone both in spoken and written forms. If students are able to speak it up fluently, it is possible for them to write it down with the same flow of fluency. This kind of texts where they share with others can also add references for them to read which also improving the skill of reading.
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2.3.1. Generic Structure of Recount Text In making a recount text, there is an important point which is worth knowing. According to Anderson’s theory (1997:53), a recount text has three main parts (Generic Structure). They are: 1) Orientation: the opening of the text, the introduction of the topic of the text. It gives background information about who, what, where, and when. 2) Event: It is usually told in a series of paragraphs which retell the events in the order of sequence when they happened. 3) Reorientation: it functions as the closing statement. It is a paragraph which contains a personal comment of the writer. The language features of the text of recount are: 1) The use of proper nouns 2) The use of past tenses 3) It is organized in a chronological order, using time connectors that signal the order of sequences or events, for example, then, next, after, meanwhile, they function as connectors. 4) The use of adjectives and adverbs for details.
2.4.
Pictures Series Picture series is several or sequence events, actions or steps that come in photographic representation of people, place, and things and happened one after the other. A picture is a general language which is able to be understood and can be enjoyed everywhere. Wright (1997) stated
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that picture series are pictures, which show some action or event in chronological order. According to Raimes (1983), pictures (drawings, photographs, posters, slides, cartoons, magazine advertisement, diagrams, graphs, tables, charts, and maps) can be valuable resources for teaching. Some of the technique in learning process use picture series. According to Rahmawatiningsih (2010:5) Picture series is a visual media that contains the sequence of images that one with another picture is interrelated and declares an event. Picture series will help young learners a lot in understanding the situation and memorizing vocabularies.
2.4.1. The Advantages of Picture Series Wright (1998) states that pictures are very important in helping students to retell experiences or understand something since they can represents place, object, people, etc. It is enjoyable for students because it encourages activity in guessing the messages from the picture based on their imagination. Students can understand the content of the whole series of pictures because the pictures are related. Picture series are arranged as media to help students express their ideas and feelings fluently. Visual media were used in teaching and learning process as the tools to improve students’ ability in learning English. Visual media has a contribution to help students comprehending the explanation from the teacher easily. The visual media are used by the teacher can be in many forms: videos, slides, pictures or
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illustrations. Besides that, the use of visual media creates natural situation to attract students’ attention in teaching-learning process. In this case, the researcher decided to choose pictures as the media. There are some theories proposed that the use of pictures are very useful in the teaching process. According to Wright (1989:17) pictures contribute to improving the students’ interest and motivation in the teaching-learning process. Furthermore, he explains that pictures have a sense of the context of the language and it can be a specific reference point or stimulus to the students. Joklova (2009:19) states “The picture is used in a more meaningful and ‘real-life-communicative’ way than being just displayed for students to say what they can actually see.”
2.4.2. The Application of Picture Series The general strategies for using any pictures according to Rimes (1983), they are; 1) The whole-class discussion which then leads to writing, it can be generated by many types of pictures. 2) To provide a student audience for the student writes, give a half the class one picture, and the other half another. 3) With students working in pairs or small group, give each student of pair or each group different pictures to work with, it can make teacher frees of obtaining class sets of pictures, and also provides students with real communicative task. When the
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students have the only copy of picture, they should be able to inform the rest of the class about it. 4) Real communicative tasks can be developed by using the classroom pictures that the students themselves provide. The advantages are the teacher can be relieved of the task of finding a picture and the students have something to write about in the classroom. The other advantage is students are students can be asked to provide their own favorite picture, they can choose the picture that they like. Therefore, they will be interested to participate in the lesson. 5) A teacher can ask the student to use their imagination to visualize what happened just before the moment in the picture and what will happen next, it will be easier for the student to predict the event that might be happened when they see it in the picture, they will be able to express write their idea easily.
2.5.
Review of Related Studies There were some relevant studies related to the use of picture series to improve students’ writing ability of recount text. A quasi-experimental research study was written by Linda Litasari (2010) entitle “An Experimental Study on the Use of Picture Series in Teaching Writing Narrative Text at the Tenth Grade Students of SMA Negeri 2 Banajarbaru”. This research used a quasi-experimental method and the instruments used in collecting data are test and observation. Since t-test
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result from both result of pre-test and post-test was higher than t-table, it means picture series has given some effects in improving the students’ ability in writing narrative text at the tenth grade students of SMA Negeri 2 Banjarbaru. Based on the research, it is concluded that picture series was a useful technique to use to improve the students’ achievement in writing skill, they are taught by using this technique. An experimental research study was written by Mochammad Riyan (2014) entitled “The Effectiveness of Using Picture as Media to Teach Writing Procedure Text for Tenth Graders of SMA Negeri Jombang”. The objective of this study was to find out whether there was significant effect between the students who has been taught writing pictures series and students who has not. The researcher used test as the research instrument. The researcher found that picture series was easy to use so they could write with picture series easily. Writing procedure through picture series brought the students to new kind of situation. It would help both the teacher and students to revise the students’ writing and made writing more fun than the way it used to be. From the previous studies above, the similarities with this research are the subject is the tenth grade students and the strategy is teaching writing using picture series. Then, the differences are the design of research and the material of the study. The design of the research used experimental, while in this researcher will use classroom action research. Also, the material of the study used narrative and procedure text,
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meanwhile in this research, the researcher will use recount text as the material of the study.
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CHAPTER III RESEARCH METHODOLOGY In this chapter, the research concern to the research design, population and sample, researcher instrument, data collection technique, data analysis technique, validity and reliability of the data, and also research procedure.
3.1. Research Design A classroom action research is conducted to solve problems in the classroom. Action research can be used for teachers to improve the quality of students’ learning. Action research is also need for teachers to improve professionalism as a teacher. According to Jaedun (2008), classroom action research is a type of action research that conducted by teachers to improve the quality of learning in class such as methods, approaches, use of media, evaluation techniques, etc. According to McNiff (1992:1) action research encourages a teacher to be reflective of his own practice in order to enhance the quality of education for himself and his pupils. Kemis (1983) says that action research in education fields is a form of self-reflective enquiry undertaken by participants in social (including educational) situations in order to improve the rationality and justice of (a) their own social educational practices, (b) their understanding of these practices, and (c) the situations in which the practice are carried out.
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This classroom action research was conducted in order to find the best way to improve the writing skills of the tenth grade students of Senior high school students’ of SMA Negeri 11 Samarinda. The research was performed with the help of collaborator, the English teacher. In this study, the researcher was design the lesson plan, act as an observer and also make a note during the teaching-learning process. Then, the English teacher was applied the lesson plan in the classroom. Applying the principle of an action research design, this study involves the spirals of plan, action, observe, and reflect. The main steps are preceded by reconnaissance (preliminary study). The research followed the model of CAR proposed by Kemmis and Taggart (1988) in Burns (2009: 9) which is presented as follows:
Picture 3.1 Cyclical Action Research’s Model by Kemmis and Mc Taggart (1988)
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According to Burns’ opinion (2009: 8), although there are many criticisms against the model of process in action research designed by Kemmis and McTaggart but this is also considered as probably the best known model. It appears in many writing relevant to action research and despite all those saying, this is deemed to be very useful model since it is able to summarize important phases of the action research process. Based on those facts, the researcher decided to use this as the model of the process in action research. The process in action research will be explained in research procedure in details.
3.2. Research Procedure The research was focused on collecting information related to the students’ writing abilities especially on recount texts before implementing the picture series. An observation was conducted in term to identifying the problem from both parties, the students of grade X of SMA Negeri 11 Samarinda and the English teacher herself. a. Planning When the problems have been identified successfully, the researcher was considered the plans to be implemented in the field, such as: 1) Preparing a lesson plan by using picture series. 2) Preparing the instrument, such as; observation checklist and test. The observation checklist adopted from Arina (2013) and the prepost tests will be in form of essay from English book, using scoring scheme proposed by Anderson (2003).
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3) Making a schedule to perform the lesson plan in the class by following the school’s calendar and also considering the classroom teachers’ schedule. 4) Discussing the strategy with the English teacher before the actions begin, such as:
Selecting the materials Selecting the teaching media Deciding the teaching and learning activities Preparing the course grid and lesson plans b. Action When the plans are already decided after some discussions between the researcher and the English teacher, the actions was performed in the field according to schools’ schedule and the plan was explained as a follow: 1) Each cycle took three meetings 2) The teacher was conducted the teaching learning process according to lesson plan. The modifications applied on the second cycle were film frame (slides) and visual motion (video) as media to teach writing using picture series and using writing process proposed by Harmer (2004). 3) The teacher was evaluated the result of students’ work with the help of the researcher in each meeting to get the progress of the students.
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c. Observation During the actions, the researcher as the collaborator acted as an observer. The researcher monitored the tool that were use, students and teachers’ behaviors in the classroom during teaching learning process using picture series and took notes on everything happened in the class. Based on the results of the observations, the researcher made reflection based on the previous actions and determined the actions about what they would do next. d. Reflection Reflection activity begins with the researcher give feedback on teacher performance in the classroom. Also examine students’ behavior during teaching leaning process through observation’s lists, field notes, and exercises before. The discussion between the researcher and English teacher came to a conclusion whether the action was done successfully and effectively or not. The different between first cycle and second cycle was the media, in the first cycle used print media (textbook or worksheet) while in the second cycle used film frame (slides) and visual motion (video) as media to teach writing using picture series and using writing process proposed by Harmer (2004) . The implementation of using pictures as method to improve students’ achievement in writing skill will be explained by each cycle in detail as follows:
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CYCLE 1 To conduct the first cycle, it was took three meetings according students’ calendar and teacher schedule. The activity in first cycle such as: a. Planning 1) Design a lesson plan, which contained about teaching material and procedure by using picture series. 2) Prepare the exercises and assignments as a follow up. 3) Prepare observation checklists and pre-posts test. b. Actions 1) The pre-test was given to the students one week before first cycle begins. 2) Implementing of using picture series as media to teach writing recount text. 3) Giving explanation about general structure and language feature that used in recount text. 4) Giving student exercises, which were taken from English book of curriculum 2013 or internet with similar subject. 5) Evaluated students work using score scheme from Hughes (2003). c. Observation 1) The activity in each classroom meeting was observed by the researcher.
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2) The observation checklists were adopted from Arina (2013) on the title: “Improving Students’ Writing Skill in Recount Through The Use of Dialog Journal Writing of The Tenth Grade Students of SMA IT ABU BAKAR Yogyakarta”. 3) The result of observation was analyzed to determine action and make a reflection. 4) The students were given post-test to determine and calculate percentage of successful research. d. Reflection The difficulties of the students in writing recount text were discussed in the reflection stage. It depended on the criteria of success to see if the result of the action is success or not. In this study, the success criteria of the study are set by researcher. If the writing scores of 80% students in the class reach the minimum passing grade (KKM) of English in SMA Negeri 11 Samarinda, the action is success but if the students’ scores are less than 80%, the action that is carried out is fail.
CYCLE 2 The second cycle was conducted based on reflection steps from first cycle. The detail of modification will be explained as follows:
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a. Planning 1) Prepared the lesson plan using slides and video as a modification to solve the problem that occurred in the first cycle. 2) Prepared the different exercises 3) Prepared media to make students more focused 4) Prepared post-test after the cycle meet the criteria of successful. b. Action 1) The students got the clear explanation from previous lesson, more focus on generic structure and language feature. 2) The students made a group to discus and make a story based on the picture. 3) The students made outline and write first draft based on the picture series. 4) The teacher was evaluated the result of students exercise. 5) The students had to re-write the draft which had been revised before. c. Observation 1) The activity in the classroom was observed by the researcher and other collaborator. 2) The observation checklists were adopted from Arina (2013). 3) The result of observation was analyzed to determine the successful of the action in this cycle.
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4) The students were given post-test to determine and calculate percentage of successful research. d. Reflection
Based on the observation and the data from the second cycle, the actions that carried out in the second cycle were success. Because the second cycle fulfill the criteria of success, that is the writing scores of 80% students in the class reach the minimum passing grade (KKM) of English in SMA Negeri 11 Samarinda, that is 70.
3.3. Setting and Participants of the Research The setting of the research is referred to the time or the schedule of the research and also the place or the location of the research. Based on the background of the study, the research took place in SMA Negeri 11 Samarinda and was performed in class X IPS 2. The institution was located at jalan Pelita 4 Samarinda, Kalimantan Timur. The school consists of students of class grade X, XI, XII. For grade XI and XII, The classes are classified into class IPA and IPS. Each class accommodates 30 students in average. The research was conducted on the first semester of 2018/2019 academic year. The research was conducted by following the school’s calendar and also considering the classroom teachers’ schedule and syllabus of English lessons which was taught in class X of SMA Negeri 11 Samarinda.
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3.4. Subjects of the Study Related to the background of the study, the main subjects of this research are the English teacher and the students of grade X, especially the students of X IPS 2 grade of SMA Negeri 11 Samarinda, in the academic year of 2018/2019.
3.5. Research Instruments In this study, the researcher used field note, observation checklist and test as instruments. The research instruments are explained as follows: 1) Field Notes The field note supports the data from the research. It is aim to record the process of teaching and learning. The information is related to the students’ involvement during the research process, the researcher who will be played as a collaborator monitors the students’ acts and behaviors which are also required as the data to be compared from time to time. 2) Observation Checklists The observations will be conducted to see the steps of teaching which are done appropriately in the classroom and to discover valuable information related to the teaching and learning process. Also, preliminary study will be conducted to help the researcher to find the problem in classroom.
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3) Writing Tests The tests were conducted to make comparisons of before and after the implementation of picture series. The tests help researcher to see whether the tests will fulfill the criteria of success or not and whether stop or continue the cycle. In this study, the researcher sets the criteria of success of the study as a follows: 1. 80% of the students shows the improvement in writing skill 2. The score of writing test of 80% of the students is greater than or equal to 70 for recount text. 3. The average score of writing is greater than or equal to 70 for recount text. The researcher analyzed students’ writing scoring scheme proposed by Anderson (2003) on the five aspects of writing namely, grammar, vocabulary, mechanics such as punctuation and spelling, fluency in writing, and form.
3.6. Data Collection Technique To facilitate the data collection technique the researcher used some data, such as observation checklist, note, and test. The observation and note were to record every symptom of change during teaching learning process. The test itself was administered to see the improvement in writing skill. In this study, the researcher will explain data collection technique as follows:
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1) Preliminary observation To help researcher gathers the data to see problem before taking action in the classroom. 2) Giving pre-test to the students The pre-test was conducted before the first cycle begins, which is one week before the cycle begin. 3) Planning of Cycle 1 In the first cycle was designing lesson plan, preparing teaching material and exercising with the help of the collaborator. 4) The action of cycle 1 The action of first cycle was the implementation by using picture series to teach writing in the classroom and observation in teaching learning process. 5) Giving 1st post-test The post-test was conducted after the first cycles to determine successful of research. 6) Reflecting on the process The reflection was made based on the observation that is already done in the first cycle and was discussed with the collaborator. 7) Planning of cycle 2 The planning in the second cycle was based on reflection from the first cycle. Any problem that is already found in the first cycle will be
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decided how modification was made in the lesson plan for the second cycle. 8) The action of cycle 2 The students were review previous lesson and took into action the modification of lesson plan that was already made before. 9) Giving 2nd post-test The post-test was conducted after the second cycles fulfilling the criteria of success. 10) Reflecting on the process The reflection was made based on the observation that is already done in the second cycle and was discussed with the collaborator. 11) Organizing and analyzing the data Based on the analysis and reflection of each cycle, the researcher and collaborator decided the second cycle fulfilled the criteria of success. The researcher took one week to organize and analyze the data and made a report.
3.7. Data Analysis Technique To know how effective of a method in learning activities is through data analysis. The analysis of the successful rate or percentage of students’ learning mastery after the teaching learning process took place in each cycle, by giving evaluation of the writing test at the end of each cycle. This analysis was calculated using simple statistics as follows:
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1) Assessment of Exercise and Tests The researcher analyzed students’ writing scoring scheme proposed by Anderson (2003) and calculated as a follow: Gramm…+ Vocab… + Mech…. + Fluen…. +Form… = 𝚺 𝒔𝒄𝒐𝒓𝒆 𝒊𝒕𝒆𝒎𝒔 𝑺𝒄𝒐𝒓𝒆 =
𝚺 𝒔𝒄𝒐𝒓𝒆 𝒊𝒕𝒆𝒎𝒔 𝒙 𝟏𝟎𝟎 𝚺 𝒕𝒐𝒕𝒂𝒍 𝒊𝒕𝒆𝒎𝒔
2) Indicator of Successful Research
To know whether this classroom action research procedures successful or not, the researcher prepared the criteria of success. The classroom action research means successful if students can meet the minimum criteria of improving students’ achievement using picture series in writing skill with the minimum score of 70 as minimum passing grade (KKM) of SMA Negeri 11 Samarinda. In this study, the researcher needed criteria in order to find out the success or the failure of the action research procedures. The research can be considered to be successful if the result of the cycle meets the criteria of success, while if the result does not meet the criteria so the researcher needs to repeat the applying of the next cycle. So that the researcher set the criteria as follows: 1. 80% of the students shows the improvement in writing skill 2. The score of writing test of 80% of the students is greater than or equal to 70.
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3. The average score of writing is greater than or equal to 70 for recount text. To calculates the percentage of successful the researcher use simple calculation as a follows: 𝚺 𝑵𝒖𝒓𝒎𝒃𝒆𝒓𝒔 𝒐𝒇 𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔 𝒘𝒉𝒐 𝒈𝒐𝒕 𝒔𝒄𝒐𝒓𝒆 𝒈𝒓𝒆𝒂𝒕𝒆𝒓 𝒕𝒉𝒂𝒏 𝒐𝒓 𝒆𝒒𝒖𝒂𝒍 𝒕𝒐 𝟕𝟎 𝒙 𝟏𝟎𝟎% 𝑷(%) = 𝚺 𝑵𝒖𝒎𝒃𝒆𝒓𝒔 𝒐𝒇 𝒂𝒍𝒍 𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔 This analysis was performed during the reflection stage. If the cycle fails, the results of this analysis are used as a reflection material to plan in the next cycle. The modification or design of a new lesson would be planned or as a material consideration in determining the appropriate model and material of learning.
3.7.1. Inter-rater Reliability Inter-rater reliability is the level of agreement between raters or judges. Inter-rater reliability needed to provide the reliability between the English teacher as first rater and the researcher as second rater in assessing tests. The data was analyzed by using a Cohen’s Kappa (1968) in SPSS statistics to provide the reliability of research. Cohen’s Kappa (k) is 0.593. This is the proportion of agreement over and above chance agreement.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION This chapter describes the results of the research based on the actions that were implemented by the researcher and collaborator in the class. The explanation of the result of this research is divided into two sections: research findings and discussion.
4.1. Research Finding The research finding was explains the process of the research in the class. It starts from the beginning to the last of the research when the researcher took data in the teaching-learning process. The research divided into two cycles. The first cycle and second cycle consists of three meetings. Each cycle consists of planning, actions, observation and reflection. The findings can be explained as follows: 4.1.1. Preliminary Observation The researcher conducted classroom observation and make a note during teaching learning process with English teacher and also the students in class X IPS 2 to identify the problems of the teaching and learning process of writing. Then, the researcher designed and discussed with English teacher as collaborator for the treatments for the students before implementing them in the first cycle based on the observation.
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The observation was conducted on October 1st, the observation on the field note shows the teaching and learning process of writing and students’ attitudes toward the writing class and based on the observation and students’ score, researcher found some problems in the writing class. The researcher found that the teacher faced difficulty in improving students’ writing skill and from the data that obtained from the teacher itself, only few students who pass the minimum passing grade (KKM). The average of students’ score in writing was 50, which is below minimum passing grade (KKM). However, the researcher has no data about the students’ writing ability. Therefore, the researcher conducted a pre-test to identify the students’ ability in writing recount texts on October 6th, 2018. The pre-test was conducted for ninety minutes and the topic that students wrote in the pre-test was holiday. The aim of the pretest is to identify the students’ ability in writing before the implementing began. The students’ score in pre-test shows that out of 30, there were 11 or 37% students who were able to pass minimum passing grade (KKM), that was, at the score of 70. Meanwhile, there were 19 students who achieved the scores under minimum passing grade (KKM). Further result indicated that the standard of deviation of pretest scores was 4.90133 and the standard of error of pre-test score was 0.89486.
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The data of the pre-test shows that the students did not really understood the explanation of language feature of a recount text. Based on the result of the pre-test, many of students still had difficulties in writing a recount text. Some of them seemed had difficulties in developing ideas and they still had difficulties in other aspects too, below was one of the example of students’ work:
From the identification above, there were many problems occurring during the process of pre-test in the classroom. The following table presents the identified problems: No. 1. 2. 3. 4. 5. 6. 7.
Filed Problems The students could not develop the idea in writing. Grammatical errors occurred in writing. The students could not construct the paragraph into coherently and cohesively. The students had low vocabulary mastery. The students were not accurate in spelling and punctuation. During teaching learning process lacked the use of media. The teacher only taught using the materials from textbook.
Table 1: The field problems in X IPS 2 of SMA Negeri 11 Samarinda
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4.1.2. Report of Cycle 1 a. Planning In the first cycle, the researcher planned to have three meetings. These meetings were planned to cover the materials for a recount text of the X IPS 2 students. Then, these meeting were implemented to help students understand about retelling their experience. They would get clear explanation of what recount is and how to construct it in the correct pattern. In addition, these meetings made them understand how to develop their ideas in writing by using picture series. In this research, the researcher took a role as an observer and the teacher took a role as a collaborator and she had to teach a recount text based on the lesson plan that was design by the research. The activities designed by the researcher in each meeting are: 1) The teacher focused on stimulating the students’ background knowledge and explaining the objective of the task. 2) The teacher shows the example of recount text using picture series. 3) The teacher guide students to identification generic structure and language feature with picture series. 4) The teacher gives students picture series to arrange them in the correct order.
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5) The teacher asks students to write recount text based on the picture series. 6) The class activity is focused on having students write down the text based on picture series 7) Then the teacher gives feedback on students’ writing.
b. Action and Observation In this research, the researcher took a role as an observer, to ensure that the teacher implemented the actions in the class were appropriate technique. In the first stage, the teacher gave some questions to build students’ background knowledge and gave modeling of the text by showing the recount texts to the students and discussed the content of the text. In the practice, the teacher asked the students understanding in the structure of the recount text based on the picture series. The last stage, students were asked to write a paragraph bases on the picture. The detail descriptions of each meeting are presented as follows: 1th Meeting The first meeting was conducted on Tuesday, October 9th, 2018. The class started at 07.15 a.m. The teacher greeted the students by saying “Assalamu’alaikum wr. wb. Good morning everyone. How are you all today?”. The students answered “Good morning miss. I am fine, thank you”, then the teacher
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continued with checking the attendance list by asking to the students. The teacher explaining the social function, language feature, and word order of recount text, then the teacher shows the example of recount text using picture series to discuss together and the topic was “My Great Day”.
The teacher asked the
students to pay attention to the pictures. Then the teacher guide students discussed and identification the generic structure and language features of the text using picture series. The teacher gives students picture series to arrange them in the correct order. The teacher asks students to write recount text based on the picture series. Then, teacher gave an instruction to check it in the dictionary “Everyone, use your dictionary please!”. The class activity is focused on having students write down the text based on picture series After they finish, the teacher gives feedback on students’ writing. The teacher asked the students about what they had learned that day and closed the lesson by saying good bye to the students “Thank you and good bye”. 2nd Meeting The second meeting was conducted on Saturday, October 13th, 2018. The class started at 09.10 a.m. The teacher began the class by greeting and checking the students’ attendance. Then
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she repeated the explanation about recount text and discussed other examples of recount text with the students. Students asked to identify the generic structure and language features of the recount text which the title is “Trip to TMII”. The teacher gave more explanation about language features and checked the students understanding by asking them to shows which part is orientation, events, and reorientation. In this part, the students were asked to write a paragraph based on the picture series. Then, some of students asked a question to the teacher about the word that they do not know in English. The teacher walked around to help the students who have problems. The teacher asked a question about the topic that was taught by teacher “Ok, what have we learned today everyone?” the students responded the teacher question. Then, teacher closed the lesson. 3rd Meeting The third meeting was conducted on Tuesday, October 16st, 2018. As usual, the teacher began the class by greeting, and checking the attendance. The teacher asked students if they remember about recount material. Only few of them remember, and the teacher explants again the material about recount text.
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Then, the teacher gave different example of recount text using picture series and discussed the structure of the text together. The teacher gave handouts to the students and gave instructions to arrange the picture into correct order and make a story based on the picture series. First, the teacher gave an instruction to look at what the pictures are. The teacher let the students do brainstorming to get the idea from the pictures to create a text. Then, the teacher walked around to help students in writing a text. When the time was over, students had to submit their work to the teacher. Then, teacher summarized and reflected the lesson. The teacher closed the lesson by saying thank you.
c. Reflection Reflection stage conducted after the implementation in the first cycle finished. The researcher conducted 1th post-test to determine the successful of the research. In the first cycle, the student’ score shows only 22 students or 73% of the students who pass minimum passing grade (KKM) with the average score of students’ writing was 68. Based on explanations above, the result of the first cycle does not meet the criteria of success, which mean the action in the first cycle was fail. In this cycle the researcher also found that some of indicators had not been achieved, especially in language use
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aspects. However, it was help to improve students’ ability to developing ideas in writing. They seemed as if they did not have any difficulty in developing ideas when the teacher used picture series to create a recount text. The researcher found that the students’ writing still had inappropriate word choice and grammatical errors. The researcher and the teacher need to solve the problem that occurred in the first cycle and decided to continue to the second cycle. The modification in the second cycle would be using writing process proposed by Harmer (2004:4).
4.1.3. Report of Cycle 2 a. Planning In the second cycle, the researcher planned to have three meetings. These meeting was planned to solve the problem based on the reflection and result of the first cycle by improving the material and media that were use. The teacher took a role as a collaborator and she had to teach a modification of lesson plan that was design by the research. The activities designed by the researcher in each meeting are: 1) The teacher focused on stimulating the students’ background knowledge and explaining the objective of the task.
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2) The teacher shows the example of recount text using picture series through video and slides. 3) The teacher guide students to identification generic structure and language feature with picture series. 4) The teacher gives students picture series to arrange them in the correct order. 5) The teacher asks students to write an outline based on the picture series with writing process proposed by Harmer (2004:4). a. Planning (make a list of idea related to picture) b. Drafting (writing first draft based on the students skill) c. Editing (spoken or written feedback from teacher) d. Final (re-write their draft after revising) 6) The class activities focused on having students revising and re-write their writing. 7) Then the teacher gives feedback on students’ final writing.
b. Action and Observation On the second cycle, the students could develop their ideas to make a story and the students’ writing ability in construct paragraph coherently and cohesively improved. The technique was appropriate to improve the students’ writing. It could be seen in the result of their writing.
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In the first stage, the teacher gave some questions about previous material to build students’ background knowledge. The teacher gave example of the text by showing the recount texts using picture series to the students through slides and video and discussed the content of the text. In the practice, the teacher asked the students to write an outline. The last stage, the teacher give feedback and the students re-write the task based on the feedback. The detail descriptions of each meeting are presented as follows: 1sh Meeting The first meeting was conducted on Tuesday, October 24th, 2018. The class started at 07.00 am. The teacher started the class by greeting and checking the students’ attendance. Then, the teacher told the purpose of the meeting and the topic that would be taught in the first meeting to the students. The teacher asked students if they remember the material about recount text. In this point, they already remember the structure and social function of recount text. The teacher explaining the material and gave them the example of recount text using video. Then, the teacher discussed the material with the students. The teacher gave a chance for the students to ask the question about the example of the text. Only one student was
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asked a question and the teacher gave the clear explanation to the student. After that, the teacher gave the students to work in pairs to arrange picture into correct order and make a story based on the picture series. The teacher gave them instruction to make an outline using picture series. First, the teacher ask students to list the idea related to the picture and then the students could write the first draft without concern about mistakes or error that they would made. In the writing process, the students were already aware to use the dictionary during writing a story. After the students wrote their first draft, the teacher gave feedback to the students writing. Then, the students re-write their writing based on the feedback before. After that the teacher summarized the lesson that day and closed the lesson by saying good bye to the students. 2nd Meeting The second meeting was conducted on Saturday, October 27th, 2018. The class started at 09.00 a.m. The teacher greeted the students to start the class and checked the students’ attendance. The teachers gave students the example of recount text through slides and remind them about generic structure and tenses that was used in the text.
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After that, the teacher gave pictures series to the students to arrange into correct order. The students asked to write an outline based on the pictures. Next, they asked to write the first draft of a recount text based on their own outline, individually. In this session, the teacher walked around to help the students who found some problems. After they finished writing their first draft, the teacher gave feedback of the students’ draft. In this session, the class sounds very noise because the students wanted their draft gave to be revised first. Then, the teacher gave feedback also explained about their mistake with help from the researcher. After the teacher gave feedback on their first draft, students were asked to re-write their final draft. They did their work very well and they were submitted their writing in the same day. The teacher summarized the lesson and closed the lesson by saying good bye. 3rd Meeting The third meeting was conducted on Tuesday, October 30st, 2018. As usual, the teacher began the class by greeting, and checking the attendance. The teacher asked students if they remember about recount material and then the teacher shows the example of recount text using picture series to discuss together.
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The teacher gave handout to the students, asked them to arrange picture series and make an outline based on the picture. The students already master the concept of made an outline based on the picture. After they finish made an outline, the teacher would give feedback on the students writing. Then, the students focus on revising and re-write their writing. Then the teacher gives feedback on students’ final writing. The teacher summarized the lesson and closed the lesson by saying good bye.
c. Reflection Reflection stage conducted after the implementation in the second cycle finished. The researcher conducted 2th post-test to determine the successful of the research. In the second cycle, the student’ score shows 26 students or 87% of the students who pass minimum passing grade (KKM) with the average score of students’ writing was 73. Based on explanations above, the result of the action on the second cycle was met the criteria of success research, which mean the action in the second cycle was successful. Therefore, the researcher and the teacher took a decision to stop in this cycle and continue with post-test. The researcher also found the result in the second cycle was satisfying because the picture series helped the students to develop their idea and improving their ability in writing,
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especially in recount text. Based on the action on the first cycle and the second cycle, it can be conclude that picture series could improve students’ achievement in writing skill, especially in recount text.
4.1.4. Students’ Score In this section, the researcher shows the result of students’ achievement in writing skill by using picture series score during teaching and learning process. The result of the research can be seen from the result of reflection from first cycle and second cycle and also from score comparison between pre-test and post-test. In the first cycle, the researcher found that some of indicators had not been achieved, especially in language use aspects. Based on the 1th post-test that was conducted after implementation of first cycle shows only 22 students or 73% of the students who pass minimum passing grade (KKM) with the average score of students’ writing was 68. Based on the reflection, the result of the first cycle does not meet the criteria of success, which mean the action in the first cycle was fail. The researcher and the teacher need to solve the problem that occurred in the first cycle and decided to continue to the second cycle with modification, which using writing process proposed by Harmer (2004:4).
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Meanwhile in the second cycle, the researcher found that the result was satisfying because the picture series helped the students to develop their idea and improving their ability in writing, especially in recount text. Based on the 2nd post-test that was conducted after implementation of second cycle shows 26 students or 87% of the students who pass minimum passing grade (KKM) with the average score of students’ writing was 73. Based on the reflection stage, the results of the second cycle meet the criteria of success, which mean the action in the second cycle was successful. Therefore, the researcher and the teacher took a decision to stop in this cycle. The students’ improvement also can be seen from the students’ ability in raising the some aspects of writing and the students’ mistakes in the post-test also decreased. Although, there were a few mistakes in terms of spelling and punctuation the students’ ability in writing of a recount text improved. It can be seen from the example of students’ writing presented below:
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Example of students’ work in Post-Test
The result of the research could also be seen through the students’ writing score. The comparison between students’ writing score in the pre-test and the post-test is presented in the following table: TEST STYLE FORM VOCB GRMR MECH TOTAL Pre-Test 3.83 3.60 3.50 3.07 3.53 17.53 Post-Test 4.67 4.70 4.23 3.77 4.63 22.00 Gained 0.84 1.10 0.73 0.70 1.10 4.47 Score Table 2: The Comparison of Students’ Mean Score in Five Aspects of Writing Score in the Pre-Test and Post-Test
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The table above shows the improvement of the students’ writing skills in all aspects. It presents the mean score in five aspects of writing including the style, form, vocabulary, grammar, and mechanic. It was taken from the pre-test and the post-test. The descriptions of the mean score in five aspects are presented as follows. The first aspect is style. The mean score in the pre-test is 3.83 while in the post-test score is 4.67. Thus, the gained score in the content aspect is 0.84. The next aspect is form aspect. The mean score in the pre-test is 3.60 while in the post-test, the score is 4.70. Thus, the gained score is 1.10. Meanwhile, in vocabulary aspect, the mean score of the pre-test is 3.08 while that in the post-test is 4.22. So, the gained score is 1.14. Then in the grammar aspect, the mean score in the pre-test is 3.50 while the mean score in the post-test is 4.23. Thus, the gained score is 0.73. The last aspect is mechanic. The mean score in the pre-test is 3.53 while that in the post-test score is 4.63. Therefore, the gained score is 1.10. The improvement of the writing skill can be seen from the mean score of the tasks on the first cycle and the second cycle as a follow:
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Table 4.1 The Comparison of Students’ Score in Five Aspects of Writing Score in Cycle 1 and Cycle 2
No.
Writing Skills
1 Style 2 Form 3 Vocabulary 4 Grammar 5 Mechanics Number of students who reach KKM Percentages of students who reach KKM
M1 3.82 3.60 3.50 3.07 3.53
Cycle 1 M2 4.21 4.15 3.73 3.18 4.26
M4 4.50 4.44 4.00 3.48 4.50
Cycle 2 M5 4.59 4.66 4.18 3.63 4.57
M3 4.47 4.33 3.90 3.30 4.47
M6 4.67 4.70 4.23 3.77 4.63
12
17
19
21
24
26
40%
57%
63%
70%
77%
87%
Based on the result of the observation, it was found that teaching recount text using picture series encouraged and made the students more active during the teaching and learning process. Therefore, it can imply that teaching recount texts by using picture series could improve students’ achievement in writing skill.
4.2. Discussion In this section, the results of the research in the first cycle and second cycle are provided. The results of the research were used to prove the improvement of students’ writing skills of recount texts by using picture series in teaching and learning process. Before conducting a research, the researcher conducted an observation in the class at tenth grade student of SMA Negeri 11 Samarinda. The observation was done to know the problems in teaching and learning process of writing. Based on the observation, the researcher found that the students had a problem in developing ideas. They also could not construct the paragraphs
55
coherently and cohesively. In addition, they made mistakes in grammatical use. Besides that, the media used by the teacher was not sufficient. To overcome the problems, the researcher and the collaborator discussed some action to be implemented picture series in teaching learning process. The results of the first cycle showed the students’ improvement in finding and developing ideas. In addition, Wright (1998) states that pictures series were arranged as media to help students express their ideas and feelings fluently. However, the students’ improvement in vocabulary and grammar were not satisfying. From the results in the first cycle, the researcher and the collaborator discussed to conduct the second cycle to solve those problems. In the second cycle shows the students’ improvement were increased. They could construct text in a good chronological order and improving language aspects; vocabulary and grammar, but they still made few mistakes in terms of grammar. Likewise, Koren (1997) points out that the learning
of foreign words with pictures can be easier and memorable than the words without pictures. Therefore, many teachers in English language classrooms use photo dictionaries to increase the extent of vocabulary of the learners. Visual elements such as pictures can be an important and suitable solution for many problems (Horn, 1998). This study also supported by studies were conducted by Linda Litasari (2010) and Mochammad Riyan (2014). Study which was conducted by Linda Litasari (2010) in her study entitled “An Experimental Study on the
56
Use of Picture Series in Teaching Writing Narrative Text at the Tenth Grade Students of SMA Negeri 2 Banajarbaru”, stated that by using picture series can improving students writing skill in narrative text, especially in structure aspect. The second researcher was Mochammad Riyan (2014) who conducted a study about “The Effectiveness of Using Picture as Media to Teach Writing Procedure Text for Tenth Graders of SMA Negeri Jombang”, stated that by using picture series students writing skill in procedure text improved, mainly in finding and developing idea. From the explanation above, it can be concluded that the use of picture series improved the students’ ability in writing a recount text in developing idea in writing, vocabulary mastery and grammatical error, helping students to construct the paragraph into coherently and cohesively. Also, the students learn to write accurately in terms of spelling and punctuation. In addition, the English teacher stated, it helps them to improve students’ writing by using picture series as a new alternative media of teaching for writing.
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CHAPTER V CONCLUSION AND SUGGESTION This chapter presents the conclusions and suggestions of the research. The further explanation of each part will be described as follows:
5.1. Conclusions Based on the discussion in the previous chapter, the researcher draws conclusion that the use of the picture series on recount texts can improve the students’ achievement on writing skills. The first is about the answer of the research problem: how does the English teacher improve students’ achievement in writing skill using picture series. At first, the teacher is not used to using media in her classroom, as the result it was more confusing for the students to understand teacher explanation. Since the teacher not mastering the media, the researcher had to help in explaining the text to the students. After the second up to the third meeting, the teacher had mastered the media to teach writing. She could give clear explanation to the students and picture series help her in raising some aspects in students’ writing ability. Students’ achievement can be seen not only from students’ score until the last meeting, but also can be seen from students’ interest and motivation during the teaching learning process.
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The results of this research in line with that of other researchers like Krčelić and Matijević (2015) who examined the effect of teaching writing through pictures, and their results showed that both the teacher and students who took part in this study had positive attitudes toward the use of the pictures. Furthermore on the second cycle, from the fourth meeting up to the sixth meeting, the teacher more active in the class and the teacher also used picture series in different forms in order to make students more focus and interested in the class and active at the same time. As Harmer (2001) maintains, visual things make the learning process easier. As a result, they are used by teachers for better learning. English teachers feel that using visual materials such as pictures, real objects, etc. in teaching new words makes the learning process enjoyable and memorable. The teacher also found that visual elements can motivate students for better learning. As Danan (1992) stipulates, language teachers use different visual materials so that they can increase students’ interaction and motivation in the classroom. The use of different types of visual materials can be helpful for teacher, too (Horn, 1998). Visual aids can provide useful and suitable solutions for problems of language teachers. If teachers use visual and verbal aids together, the students’ learning is better (Mayer & Sims, 1994). According to Levin and Mayer (1993), visual elements increase students’ learning because there is more concentration for them.
The second is about the answer of the second research problem: how do the students improve writing skill by using picture series. The
59
improvement of the students’ achievement in writing can be seen from the result of the test scores. It shows 26 students or 87% of the students’ who surpassed minimum passing grade (KKM). Meanwhile, the mean score of pre-test was 17.53 and it improved to 20.47 in the first post-test and it also improved to 23.62 in the final post-test. It means picture series success in improving students’ achievement in writing skill. In this research, positive and negative sides of using picture series to improve students’ achievement in recount text were also found. The positive sides were the picture series helped the teacher to make the students involved in teaching and learning process more actively. Picture series could encourage the students to be enthusiastic, active, creative, and confident during teaching and learning process. Moreover, picture series could improve the students’ ability in writing a recount text in developing idea in writing, vocabulary mastery and grammatical error, helping students to construct the paragraph into coherently and cohesively. In the other hand, the negative sides were found. The teacher needed time than usual to get used to using picture series as media on teaching and technical problem could be arisen during teaching learning process because picture series might be chosen very carefully, because picture series should be suitable both for the teacher and the students. Based on the explanation above, the researcher can imply that the use of picture series in teaching writing is an effective technique to improve the students’ achievement on recount for the tenth grade students of SMA
60
Negeri 11 Samarinda. Moreover, picture series could improve classroom situation during teaching and learning process. Even, picture series is effective to improve the students’ motivation and the students’ learning activities during teaching process.
5.2. Suggestions After conducting the research, the suggestions for the English teacher and other researchers were proposed as follows: 1. English Teachers Teachers should be able to choose an appropriate technique which improves the students’ motivation in teaching and learning process. It is better if the teachers use interesting media. One of the media to teach writing is picture series. 2. Other Researchers This research discusses the implementation of picture series to improve students’ writing skills in SMA Negeri 11 Samarinda. It is expected that the results of the study can be used as an additional reference for other researchers, especially researchers dealing with the teaching of recount text.
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REFERENCES Anderson, M. and Anderson, K. 1997. Text Type in English 1. Australia: Macmillan. Burns, A. 1999. Classroom Action Research for English Language Teachers. Cambridge: Cambridge University Press. Burns, A. 2001. Collaborative Action Research for English Language Teachers. Cambrige: Cambridge University Press. Burns, A. 2010. Doing Action Research in English Language Teaching. A Guide for Practitioners. New York: Routledge Burn, R. B. 1997. Introduction to Research Method. California: SAGE Publications Ltd; 4th Ed. Brown, H. D. 2000. Principle of Language and Teaching. New York: Pearson Education Ltd. Brown, H. D. 2001. Teaching by Principle: An Interactive Approach to Language Pedagogy. New York: Pearson Education co.2nd Ed. Cohen, L., Manion, L., & Morrison, K. 2011. Research Methods in Education. New York: Routledge. Departemen Pendidikan Nasional. 2006. Standar Isi Untuk Satuan Pendidikan Dasar Dan Menengah. Jakarta: Badan Standar Nasional Pendidikan. Hairson, M. 1986. Contemporary Composition. Company.
Boston: Houghton Mifflin
Harmer, J. 2004. How to Teaching Writing. England: Pearson Education Ltd. London: Longman Inc. Hayland, K. 2002. Teaching and Researching Writing. Harlow: Pearson Education.
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Hughes, A. 2003. Testing for Language Teachers. Cambridge: Cambridge. University Press. Joklova, K. 2009. Using Picture in Teaching Vocabulary. http://is.muni.cz/th/123676/pedf_b/Bachelor_Thesis_Using_picutre_in_tea ching_vocabulary.pdf. Retrieved on 9th December, 2017. Jaedun, A. 2008. Peningkatan Profesionalisme Guru Melalui Penelitian Tindakan Kelas. [Online], Available on http://staff.uny.ac.id/sites/default/files/lainlain/drs-amat-jaedun-mpd/Peningkatan%20Profesionalisme%20Guru02.pdf (Retrieved on January 9th, 2018) Knapp, P., and Watkins, M. 2005. Genre, Texts, Grammar: Technologies for Teaching and Assessing Writing. Sydney: University Of New South Wales Press. Kemmis, S. & McTaggart, R. 1988. The Action Research Planner. Victoria: Deakin University Press. Khotimah, K. 2006. Penelitian Tindakan Kelas untuk Guru. Surabaya: Yraman Widya. Leondari, A.y, & Gialamas, V., 2002. “Implicit Theories, Goal Orientations, and Perceived Competence: Impact On Students’ Achievement Behavior”. Psychology in the Schools. 39(3), pp. 279-291. Litasari, L. 2010. An Experimental Study on the Use of Picture Series in Teaching Writing Narrative Text at the Tenth Grade Students of SMA Negeri 2 Banajarbaru. Retrieved on September 9, 2017, from http://www.academia.edu/5503404/An_Experimental_Study_on_the_Use_ of_Picture_Series_in_Teaching_Writing. Muflikhati, A. 2013. Improving Students’ Writing Skill on Recount Texts Through The Use of Dialogue Journal Writing of The Tenth Grade Student of SMA IT ABU BAKAR Yogyakarta. Retrieved on September 9, 2017, from http://eprints.uny.ac.id/18614/. McNiff, J. 1992. Action Research for Professional Development. Retrieved from http://repositary.upi.edu on December 17th 2017. Myles, J. 2002. Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts. TESL-EJ, 6(2).
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Nation, I.S.P. 2009. Teaching ESL/EFL Reading and Writing. New York and London: Routledge Publisher. Raimes, A. 1983. Technique in Teaching Writing. New York: Oxford University Press. Riyan, M. 2014. The Effectiveness of Using Picture Series as Media to Teaching Writing for Tenth Graders of SMA Negeri Jombang. Retrieved on September 9, 2017, from http://jurnalmahasiswa.unesa.ac.id/index.php/retain/article/view/7559. Richards, Jack C., and Renandya, Willy A. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press: New York. Sukanti. 2008. Meningkat Kompetensi Guru Melalui Pelaksanaan Penelitian Tindakan Kelas. Jurnal Pendidikan Akuntansi Indonesia. Vol. VI.(1). Yogyakarta: Pustaka Pelajar. Saunders, M., Lewis, P. & Thornhill, A. 2012. Research Methods for Business Students. Vol.6th. New York: Pearson Education Ltd. Tinambunan, W. Evaluation of Student Achievement. Jakarta: Depdikbud. 1988. Weigle, S. C. 2002. Assessing Writing. New York: Cambridge University Press. Wright, T. 1987. Roles of Teachers and Learners. England: Oxford University. Wright, A. 1997. Pictures for Language Learning. Cambridge: Cambridge University Press. Yuliani, E. 2016. The Correlation Between Students’ Ability in Writing Narrative Text and Their Ability in Storytelling Year 2014/2015. Unpublished Thesis. English Depatment Samarinda: Mulawarman University.
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65
Score of Students' Writing in Pre-Test No. 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
Name Ahmad Rafi Anas Ahmad Roziq Aulia Natasya Balan Sorin Rolando G Cevine Ananta Susilo Devi Putriani Dini Anjani Fahlevi Mihrazanur Susaonto Hena Putria Zelda Jesrien Budi Juliansyah Karnita Matin Pratama Misya Viola Maulidina Muhammad Azmi Badali S Muhammad Imron Muhammad Ode Rumambie Muhammad Zidan Raadhan Mukti Sahnakri Nandya Dwi Aprilia Noni Chantika Farisyah R Normanisa Nur Aida Nur Azizah Nur Rahmiwati Putra Arya Budiman Putri Syifa Kartika Piandhita Siti Nur Aisyah Wulan Anggraini Yuliani Syafitri Mean Score
S
F
V
G
M
TOTAL
4 3 2 4 2 5 4 3 3 5 5 3 3 4 3 4 5 3 4 4 4 4 5 4 3 4 5 4 5 4 3.83
4 2 4 3 2 4 5 3 2 4 4 4 4 2 3 4 4 4 3 5 4 3 5 3 4 3 4 5 4 3 3.60
3 2 2 3 3 5 5 3 3 5 4 3 5 3 2 2 5 4 4 5 4 3 4 3 3 3 4 3 4 3 3.50
2 2 3 3 3 4 4 2 2 3 4 2 4 3 3 2 4 3 3 4 4 3 4 2 3 3 4 3 4 2 3.07
3 2 2 3 2 5 4 4 3 5 4 3 5 4 3 3 4 2 4 4 5 3 4 3 4 3 4 4 4 3 3.53
16 11 13 16 12 23 22 15 13 22 21 15 21 16 14 15 22 16 18 22 21 16 22 15 17 16 21 19 21 15 17.53
SCORE Total : 30 x 100 53 37 43 53 40 77 73 50 43 73 70 50 70 53 47 50 73 53 60 73 70 53 73 50 57 53 70 63 70 50 58
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𝑷(%) =
𝟏𝟏 𝒙 𝟏𝟎𝟎% = 𝟑𝟔, 𝟔𝟕% 𝟑𝟎
Score of Students' Writing in Post-Test 1 No. 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
Nama Ahmad Rafi Anas Ahmad Roziq Aulia Natasya Balan Sorin Rolando G Cevine Ananta Susilo Devi Putriani Dini Anjani Fahlevi Mihrazanur Susaonto Hena Putria Zelda Jesrien Budi Juliansyah Karnita Matin Pratama Misya Viola Maulidina Muhammad Azmi Badali S Muhammad Imron Muhammad Ode Rumambie Muhammad Zidan Raadhan Mukti Sahnakri Nandya Dwi Aprilia Noni Chantika Farisyah R Normanisa Nur Aida Nur Azizah Nur Rahmiwati Putra Arya Budiman Putri Syifa Kartika Piandhita Siti Nur Aisyah Wulan Anggraini Yuliani Syafitri Mean Score
S
F
V
G
M
TOTAL
4 5 4 5 4 5 5 4 5 4 5 5 5 4 5 5 5 5 3 5 4 4 4 4 4 4 5 4 4 5 4.47
4 4 5 4 5 4 5 3 5 5 5 4 5 4 5 4 4 5 3 4 3 5 5 5 5 3 4 4 5 4 4.33
4 4 4 3 3 4 4 2 4 3 4 4 4 3 5 4 5 4 3 4 3 5 4 4 5 3 4 4 5 5 3.90
4 4 3 3 3 3 3 2 3 4 3 4 3 3 3 4 3 4 2 3 3 4 4 3 4 3 4 3 3 4 3.30
5 5 5 4 4 5 4 4 5 5 5 4 5 4 4 4 5 5 4 5 4 4 4 5 5 4 5 4 4 4 4.47
21 22 21 19 19 21 21 15 22 21 22 21 22 18 22 21 22 23 15 21 17 22 21 21 23 17 22 19 21 22 20.47
SCORE Total : 30 x 100 70 73 70 63 63 70 70 50 73 70 73 70 73 60 73 70 73 77 50 70 57 73 70 70 77 57 73 63 70 73 68
67
𝑷(%) =
𝟐𝟐 𝒙 𝟏𝟎𝟎% = 𝟕𝟑% 𝟑𝟎
Score of Students' Writing in Post-Test 2 No. 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
Name Ahmad Rafi Anas Ahmad Roziq Aulia Natasya Balan Sorin Rolando G Cevine Ananta Susilo Devi Putriani Dini Anjani Fahlevi Mihrazanur Susaonto Hena Putria Zelda Jesrien Budi Juliansyah Karnita Matin Pratama Misya Viola Maulidina Muhammad Azmi Badali S Muhammad Imron Muhammad Ode Rumambie Muhammad Zidan Raadhan Mukti Sahnakri Nandya Dwi Aprilia Noni Chantika Farisyah R Normanisa Nur Aida Nur Azizah Nur Rahmiwati Putra Arya Budiman Putri Syifa Kartika Piandhita Siti Nur Aisyah Wulan Anggraini Yuliani Syafitri Mean Score
S
F
V
G
M
4 5 5 4 5 5 4 4 3 4 5 5 4 4 5 4 4 4 4 5 4 5 4 4 5 4 5 4 5 5 4 4 4 5 5 5 5 4 4 5 6 4 5 3 4 5 6 4 4 4 4 5 4 4 5 5 4 5 4 5 5 4 4 3 6 4 5 4 4 5 5 6 4 4 5 4 4 4 3 4 3 4 3 4 4 6 5 5 3 4 4 4 4 4 5 6 5 4 4 4 4 4 4 3 4 4 3 5 4 5 5 5 4 4 5 5 5 4 3 5 5 5 4 3 4 4 5 5 4 5 6 5 6 3 4 5 5 4 4 5 4 6 4 4 4 6 5 4 4 4 4.67 4.70 4.23 3.77 4.63
TOTAL 23 20 23 21 22 23 22 23 22 23 22 23 22 22 24 19 18 23 21 23 19 21 23 22 21 23 24 23 22 23 22.00
SCORE Total : 30 x 100 77 67 77 70 73 77 73 77 73 77 73 77 73 73 80 63 60 77 70 77 63 70 77 73 70 77 80 77 73 77 73
68
𝑷(%) =
𝟐𝟔 𝒙 𝟏𝟎𝟎% = 𝟖𝟕% 𝟑𝟎
T-Test Group Statistics
Final
Group
N
Mean
Std. Deviation
Std. Error Mean
Pre
30
57.9000
4.90133
0.89486
Post
30
72.5500
5.07416
0.85747
Independent Samples Test Levene's Test for Equality of
t-test for Equality of Means
Variances
F
Sig.
T
df
Sig. (2-
Mean
Std. Error
tailed)
Difference
Difference
95% Confidence Interval of the Difference Lower
Upper
Equal variances Final
.129
.721
4.400
58
.000
5.66667
1.28802
3.08841
8.24493
4.400
57.930
.000
5.66667
1.28802
3.08834
8.24499
assumed Equal variances not assumed
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t Table Degree of Freedom 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 40 60 120 ∞
Probability, p 0.1 6.31 2.92 2.35 2.13 2.02 1.94 1.89 1.86 1.83 1.81 1.80 1.78 1.77 1.76 1.75 1.75 1.74 1.73 1.73 1.72 1.72 1.72 1.71 1.71 1.71 1.71 1.70 1.70 1.70 1.70 1.68 1.67 1.66 1.65
0.05 12.71 4.30 3.18 2.78 2.57 2.45 2.37 2.31 2.26 2.23 2.20 2.18 2.16 2.14 2.13 2.12 2.11 2.10 2.09 2.09 2.08 2.07 2.07 2.06 2.06 2.06 2.05 2.05 2.05 2.04 2.02 2.00 1.98 1.96
0.01 63.66 9.93 5.84 4.60 4.03 3.71 3.50 3.36 3.25 3.17 3.11 3.06 3.01 2.98 2.95 2.92 2.90 2.88 2.86 2.85 2.83 2.82 2.82 2.80 2.79 2.78 2.77 2.76 2.76 2.75 2.70 2.66 2.62 2.58
0.001 636.62 31.60 12.92 8.61 6.87 5.96 5.41 5.04 4.78 4.59 4.44 4.32 4.22 4.14 4.07 4.02 3.97 3.92 3.88 3.85 3.82 3.79 3.77 3.75 3.73 3.71 3.69 3.67 3.66 3.65 3.55 3.46 3.37 3.29
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Inter-rater Reliability of Pre-Test Case Processing Summary Cases Valid Rater2 * Rater1
Missing
Total
N
Percent
N
Percent
N
Percent
30
100.0%
0
0.0%
30
100.0%
Rater1 * Rater2 Crosstabulation Count Rater2
Rater1
47
50
53
63
70
73
40
2
0
0
0
0
0
0
2
43
1
1
0
0
0
0
0
2
47
0
1
0
0
0
0
0
1
50
1
2
2
0
0
0
0
5
53
0
1
4
1
0
0
0
6
57
0
0
0
1
0
0
0
1
60
0
0
0
0
1
0
0
1
63
0
0
0
0
1
0
0
1
70
0
0
0
0
0
1
4
5
73
0
0
0
0
0
5
0
5
77
0
0
0
0
0
0
1
1
4
5
6
2
2
6
5
30
Total
Symmetric Measures
Measure of Agreement
Total
43
Kappa
N of Valid Cases
Value
Asymptotic Standard a Error
Approximate b T
Approximate Significance
.622
.092
9.899
.000
30
a. Not assuming the null hypothesis.
71
b. Using the asymptotic standard error assuming the null hypothesis.
Inter-rater Reliability of 1st Post-Test Case Processing Summary Cases Valid Rater2 * Rater1
Missing
Total
N
Percent
N
Percent
N
Percent
30
100.0%
0
0.0%
30
100.0%
Rater1 * Rater2 Crosstabulation Count Rater2
Rater1
Total
60
67
70
73
77
60
0
1
0
0
0
1
63
2
0
0
0
0
2
67
1
0
0
0
0
1
70
0
0
3
1
0
4
73
0
0
3
5
0
8
77
0
0
1
6
5
12
80
0
0
0
0
2
2
3
1
7
12
7
30
Total
Symmetric Measures
Measure of Agreement
Kappa
N of Valid Cases
Value
Asymptotic Standard a Error
Approximate b T
Approximate Significance
.783
.062
9.987
.000
30
a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis.
72
Inter-rater Reliability of 2nd Post-Test Case Processing Summary Cases Valid Rater2 * Rater1
Missing
Total
N
Percent
N
Percent
N
Percent
30
100.0%
0
0.0%
30
100.0%
Rater2 * Rater1 Crosstabulation Count Rater1
Rater2
63
67
70
73
77
80
60
1
0
0
0
0
0
0
1
63
0
2
0
0
0
0
0
2
67
0
0
1
0
0
0
0
1
70
0
0
0
4
0
0
0
4
73
0
0
0
0
8
2
0
10
77
0
0
0
0
0
10
1
11
80
0
0
0
0
0
0
1
1
1
2
1
4
8
12
2
30
Total
Symmetric Measures
Measure of Agreement
Total
60
Kappa
N of Valid Cases
Value
Asymptotic Standard a Error
Approximate b T
Approximate Significance
.864
.075
8.747
.000
30
a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis.
73
1st Students’ Worksheet
74
2nd Students’ Worksheet
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OBSERVATION CHECKLIST Meeting Day/Date Observer
: : :
No. Activities KEGIATAN PENDAHULUAN 1. Guru mengecek kesiapan siswa belajar Guru menjelaskan tujuan 2. pembelajaran atau kompetensi yang akan dicapai Guru menyampaikan garis besar 3. cakupan materi dan penjelasan tentang kegiatan yang akan dilakukan siswa KEGIATAN INTI Mengamati Guru memperlihatkan contoh teks 4. dengan picture series (Attachment 1) Siswa diminta mengamati contoh teks 5. tersebut. Mempertanyakan Guru membantu siswa/i 6. mengidentifikasi generic structure dan language feature Guru menanyakan tentang susunan 7. teks yang benar berdasarkan generic structure. Guru menanyakan kejadian dalam teks 8. secara singkat Guru menanyakan tentang susunan 9. teks yang benar berdasarkan language feature. Siswa menanyakan hal-hal yang 10. belum di ketahui kepada guru. Mengasosiasi Guru membagikan picture series 11. kepada siswa. (Attachment 2)
Yes
No
Description
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Siswa diminta untuk merangkai picture series sesuai urutan. Mengeksplorasi Siswa diminta untuk menuish sebuah 13. paragraph berdasarkan gambar yang telah diberikan. 12.
Mengkomunikasi Guru memberikan feedback tentang 14. hasil dari kegiatan tersebut. KEGIATAN PENUTUP Guru membimbing siswa untuk 15. meringkas tentang pelajaran hari itu 16.
Guru menutup kelas
SITUASI KELAS Siswa aktif selama proses mengajar 17. didalam kelas. Siswa memiliki kesadaran untuk 18. menggunakan kamus. Siswa menunjukan antusiasme selama 19. proses mengajar didalam kelas. Siswa menyukai media pembelajaran 20. yang digunakan didalam kelas: picture series Guru memiliki manajemen waktu 21. yang baik. 22. Guru mengelola kelas dengan baik. Guru memberikan instruksi yang jelas 23. kepada siswa/i
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RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Topik Kelas/ Semester Alokasi Waktu Pertemuan
: Bahasa Inggris : Recount Text : X /I : 3 x 90 menit : 1 - 3 (Cycle 1)
A. Kompetensi Inti (KI) KI.1 Menghayati dan mengamalkan ajaran agama yang dianutnya. KI.2 Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI3 Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI4 Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. Kompetensi Dasar 3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount sederhana tentang pengalaman/ kejadian/ peristiwa, sesuai dengan konteks penggunaannya. 4.14 Menyusun text recount lisan dan tulis sederhana tentang pengalaman/kegiatan/kejadian atau peristiwa, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan secara benar dan sesuai dengan konteks. C. Indikator 1. Mengidentifikasi social function pada teks recount
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2. Mengidentifikasi generic structure pada teks recount terkait dengan orientation, sequence event, dan re-orientation. 3. Siswa dapat menyusun dan menulis teks recount berdasarkan picture series D. Tujuan Pembelajaran 1. Siswa dapat mengidentifikasi social function pada teks recount 2. Siswa dapat mengidentifikasi generic structure pada teks recount terkait dengan orientation, sequence event, dan re-orientation. 3. Siswa dapat menyusun dan menulis teks recount berdasarkan picture series E. Materi Pembelajaran Recount Texts A recount text is a text which retells events or experiences in the past. Its purpose is to entertaining or informing the reader. Generic Structure a. Orientation : It tells who was involved, what happened, where the events took places, and when it happened. b. Sequence of Events : It tells what happened and in what sequence. c. Reorientation : It consists of optional-closure of events/ending. Language Feature a. Simple past tense is used to express something that happened in the past. The pattern is S + Verb 2. For example: - I woke up at half past seven - I played computer games until bedtime b. Adverb Time - Yesterday - Last week - Last Friday - Last month - ……. ago c. Word Showing Order One of the language features of recount is the use of words that show the order in which the events in the text happened. - First
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Next Then…etc.
F. Media, Alat, dan Sumber Pembelajaran 1. Media - Power point presentation - Picture series 2. Alat - Laptop - LCD - White board and marker 3. Sumber Belajar - Buku Bahasa Inggris Kelas X (Kementrian Pendidikan dan Kebudayaan Republik Indonesia 2014) - www.dailyenglish.com - http://www.englishexercise.org - http://komuniti.iluvislam.com G. Metode Pembelajaran Pendekatan : Scientific Approach Model : Pair Work Strategi : Membaca, diskusi, studi pustaka, penugasan individu. H. Langkah - langkah Kegiatan Pembelajaran 1) Kegiatan Pendahuluan - Guru mengecek kesiapan siswa belajar baik secara fisik maupun psikologis. - Guru menjelaskan tujuan pembelajaran atau kompetensi yang akan dicapai; - Guru menyampaikan garis besar cakupan materi dan penjelasan tentang kegiatan yang akan dilakukan siswa untuk menyelesaikan latihan-latihan dan tugas dalam pembelajaran. 2) Kegiatan Inti Mengamati - Guru memperlihatkan contoh teks pendek dengan picture series. (Attachment 1) - Siswa diminta mengamati contoh teks tersebut. Mempertanyakan Guru membantu siswa/i mengidentifikasi generic structure dan language feature sebagai berikut:
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Guru menanyakan tentang susunan teks yang benar berdasarkan generic structure. “Which one is orientation, sequence of events, and reorientation?” - Guru menanyakan kejadian dalam teks secara singkat “Who was involved?” “What was the event about?” “When was the event happened?” “Where the events took places?” - Guru menanyakan language feature yang digunakan pada contoh teks tersebut. “Can you mention the example of simple tenses in the text?” “Can you show the adverb time that was used in the text? Mengasosiasi - Guru membagikan picture series kepada siswa. (Attachment 2) - Siswa diminta untuk merangkai picture series sesuai urutan. Mengeksplorasi - Siswa diminta untuk menulis sebuah paragraph berdasarkan gambar (picture series) yang telah diberikan. Mengkomunikasikan - Guru memberikan feedback tentang hasil dari kegiatan tersebut. 3) Kegiatan Penutup - Siswa dengan bimbingan guru meringkas tentang pelajaran hari itu. - Salam I. Penilaian 1. Jenis/Teknik Penilaian - Sikap (melalui rubric pengamatan sikap selama pembelajaran) - Pengetahuan; Tes tertulis - Ketererampilan: Keterampilan menulis 2. Bentuk Instrumen Instrumen Penilaian Sikap Sikap No Nama Tanggung Keterangan Peduli Kerjasama Disiplin Jawab 1. 2. 3. K 4. e 30. t
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Kerangan: Skala penilaian sikap dibuat dengan rentang antara 1 s.d 5 1 =Sangat Kurang; 2 =Kurang Konsisten; 3 =Mulai Konsisten; 4 =Konsisten; 5 =Selalu Konsisten 3. Rubrik Penilaian Isian Gramm…+Vocab…+Mech….+Fluent….+Form…= 𝚺 𝒔𝒄𝒐𝒓𝒆 𝒊𝒕𝒆𝒎𝒔 𝑺𝒄𝒐𝒓𝒆 =
𝚺 𝒔𝒄𝒐𝒓𝒆 𝒊𝒕𝒆𝒎𝒔 𝒙 𝟏𝟎𝟎 𝚺 𝒕𝒐𝒕𝒂𝒍 𝒊𝒕𝒆𝒎𝒔
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Lembar Kerja Siswa (Meeting 1) Attachment 1 Read the following text recount text about “My Great Day” carefully My Great Day Hi! I am Sam. I have something to tell you about my day last week. It was very interesting and I enjoyed it.
ORIENTATION
I remembered that I woke up at half past seven. Then, I got dressed and ate breakfast at eight o’clock. After that, I went to school at quarter to nine. The was very lesson interesting because we learned about music. School finished at half past three. I went to home with my friend Jeremy. We talked all the things along the street. Suddenly, I arrived at my home. Then, I said goodbye to Jeremy.
EVENT 1
In the afternoon, I did my home works. After that, Jeremy and I played football in the field.
EVENT 2
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Before dinner, I watched my favorite program on TV. My mother and I had dinner at half past eight. Next, I played computer games until bedtime. Finally, I brushed my teeth and went to bed because I was sleepy.
EVENT 3
I had a very nice day and REORIENTATION I was happy.
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Attachment 2 Write a story based on the picture of series below.
__________________________________
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Lembar Kerja Siswa (Meeting 2) Attachment 3 Read the following recount text carefully. Trip to TMII
On Sunday, May 14th, my friends and I also our teacher joined a study tour to "Taman Mini Indonesia Indah". We went there by bus. At “Taman Mini Indonesia Indah” we saw many kinds of traditional houses of Indonesian and their cultures. There are custom house from East Java, West Kalimantan, etc. After we had some observations, we gathered to discuss our observation result led by our teacher. We sat surround our teacher. In the afternoon we returned to our school, we told each other how happy we were. Then I went home and told my tour to my mother. Although I felt so tired, I still felt very happy to have the study tour.
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Attachment 4 The series of pictures below tell you about the past experience. Make a story based on the picture series below.
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Lembar Kerja Siswa (Meeting 3) Attachment 5 Read the following recount text carefully. PEPPAS’ HOLIDAY
Last week, Peppa spent her holiday in Italy. Peppa went to Colosseum. Peppa and her family went there early morning. Soon after our arrival at Rome, Peppa visited Colosseum, Peppa saw some tourists. Peppa could learn and practice her English with one of them. Also, there were many sellers who sold many kinds of souvenirs. Peppa and her family looked around and bought some of souvenirs. Then, they felt hungry, so they went to a restaurant. The restaurant was really famous for pizza. As soon as Peppa finished her lunch, they went home. For Peppa, that was a beautiful day. Peppa really enjoyed this holiday and hope she and her family could visit Italy again.
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Attachment 6 Arrange them in the correct order and make a story based on the picture series below.
Camping
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RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Topik Kelas/ Semester Alokasi Waktu Pertemuan
: Bahasa Inggris : Recount Text : X /I : 1 x 90 menit : 1 Satu (Cycle 2)
J. Kompetensi Inti (KI) KI.1 Menghayati dan mengamalkan ajaran agama yang dianutnya. KI.2 Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI3 Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI4 Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. K. Kompetensi Dasar 3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount sederhana tentang pengalaman/ kejadian/ peristiwa, sesuai dengan konteks penggunaannya. 4.14 Menyusun text recount lisan dan tulis sederhana tentang pengalaman/kegiatan/kejadian atau peristiwa, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan secara benar dan sesuai dengan konteks. L. Indikator 1. Mengidentifikasi social function pada teks recount
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2. Mengidentifikasi generic structure pada teks recount terkait dengan orientation, sequence event, dan re-orientation. 3. Siswa dapat menyusun dan menulis teks recount berdasarkan picture series M. Tujuan Pembelajaran 1. Siswa dapat mengidentifikasi social function pada teks recount 2. Siswa dapat mengidentifikasi generic structure pada teks recount terkait dengan orientation, sequence event, dan re-orientation. 3. Siswa dapat menyusun dan menulis teks recount berdasarkan picture series N. Materi Pembelajaran Recount Texts A recount text is a text which retells events or experiences in the past. Its purpose is to entertaining or informing the reader. Generic Structure d. Orientation : It tells who was involved, what happened, where the events took places, and when it happened. e. Sequence of Events : It tells what happened and in what sequence. f. Reorientation : It consists of optional-closure of events/ending. Language Feature d. Simple past tense is used to express something that happened in the past. The pattern is S + Verb 2. For example: - I woke up at half past seven - I played computer games until bedtime e. Adverb Time - Yesterday - Last week - Last Friday - Last month - ……. ago f. Word Showing Order One of the language features of recount is the use of words that show the order in which the events in the text happened. - First - Next - Then…etc.
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O. Media, Alat, dan Sumber Pembelajaran 1. Media - Power point presentation - Picture series 2. Alat - Laptop - LCD - White board and marker 3. Sumber Belajar - Buku Bahasa Inggris Kelas X (Kementrian Pendidikan dan Kebudayaan Republik Indonesia 2014) - www.dailyenglish.com - https://www.youtube.com/watch?v=FDUeey2Rc2k P. Metode Pembelajaran Pendekatan : Scientific Approach Model : Pair Work Strategi : Membaca, diskusi, studi pustaka, penugasan individu. Q. Langkah - langkah Kegiatan Pembelajaran 3) Kegiatan Pendahuluan - Guru mengecek kesiapan siswa belajar baik secara fisik maupun psikologis. - Guru menjelaskan tujuan pembelajaran atau kompetensi yang akan dicapai; - Guru menyampaikan garis besar cakupan materi dan penjelasan tentang kegiatan yang akan dilakukan siswa untuk menyelesaikan latihan-latihan dan tugas dalam pembelajaran. 4) Kegiatan Inti Mengamati - Guru memperlihatkan contoh teks pendek dengan picture series. (Attachment 1) - Siswa diminta mengamati contoh teks tersebut. Mempertanyakan Guru membantu siswa/i mengidentifikasi generic structure dan language feature sebagai berikut: - Guru menanyakan tentang susunan teks yang benar berdasarkan generic structure. “Which one is orientation, sequence of events, and reorientation?” - Guru menanyakan kejadian dalam teks secara singkat “Who was involved?”
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“What was the event about?” “When was the event happened?” “Where the events took places?” - Guru menanyakan language feature yang digunakan pada contoh teks tersebut. “Can you mention the example of simple tenses in the text?” “Can you show the adverb time that was used in the text? Mengasosiasi - Guru membagikan picture series kepada siswa. (Attachment 2) - Siswa diminta untuk merangkai picture series sesuai urutan - Siswa diminta untuk membuat outline berdasarkan gambar (picture series) yang telah diberikan. Mengeksplorasi - Siswa diminta untuk membuat daftar ide yang sesuai picture series yang telah diberikan (planning) - Siswa diminta untuk membuat draft sesuai kemampuan (drafting) Mengkomunikasikan - Guru memberikan feedback tentang hasil dari kegiatan tersebut. (editing) - Siswa focus untuk menulis kembali draft setelah diberikan feedback (final) 4) Kegiatan Penutup - Siswa dengan bimbingan guru meringkas tentang pelajaran hari itu. - Salam R. Penilaian 1. Jenis/Teknik Penilaian - Sikap (melalui rubric pengamatan sikap selama pembelajaran) - Pengetahuan; Tes tertulis - Ketererampilan: Keterampilan menulis 2. Bentuk Instrumen Instrumen Penilaian Sikap Sikap No Nama Tanggung Keterangan Peduli Kerjasama Disiplin Jawab 1. 2. 3. 4. 40.
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Keterangan: Skala penilaian sikap dibuat dengan rentang antara 1 s.d 5 1 =Sangat Kurang; 2 =Kurang Konsisten; 3 =Mulai Konsisten; 4 =Konsisten; 5 =Selalu Konsisten 3. Rubrik Penilaian Isian Gramm…+Vocab…+Mech….+Fluent….+Form…= 𝚺 𝒔𝒄𝒐𝒓𝒆 𝒊𝒕𝒆𝒎𝒔 𝑺𝒄𝒐𝒓𝒆 =
𝚺 𝒔𝒄𝒐𝒓𝒆 𝒊𝒕𝒆𝒎𝒔 𝒙 𝟏𝟎𝟎 𝚺 𝒕𝒐𝒕𝒂𝒍 𝒊𝒕𝒆𝒎𝒔
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Lembar Kerja Siswa (Meeting 4) Attachment 1 Pay attention to the video! Below was screen-capture of video the example of recount text. PEPPAS’ HOLIDAY
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Attachment 2 Arrange them in the correct order and make an outline based on the picture series below.
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Lembar Kerja Siswa (Meeting 5) Attachment 3 Pay attention to the example of recount text.
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Attachment 4 Arrange them in the correct order and make an outline based on the picture series below.
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Lembar Kerja Siswa (Meeting 6) Attachment 5 Pay attention to the example of recount text.
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1
2
3
4
5
6
7
8
9
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Attachment 6 Arrange them in the correct order and make an outline based on the picture series below.
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Scoring Scheme proposed by Anderson (2003) ASPECT Grammar
SCORE 6 5 4
3 2 1 Vocabulary 6
5
4 3 2 1 Mechanics
6 5
4 3
DESCRIPTION Few, (if any) noticeable errors of grammar or word order. Some errors of grammar or word order do not, however, interfere with comprehension. Errors of grammar or word order 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. Errors of grammar or word order so severe as to make comprehension virtually impossible. Use of vocabulary and idiom rarely (if at all) distinguishable from that of educated native writer. Occasionally use inappropriate term 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 on own interpretation. Vocabulary limitations so extreme as to make comprehension virtually impossible. 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
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2 1 Fluency (Style & Ease of Communication)
6
5
4 3
2
1
Form (Organization)
6 5 4 3 2 1
Errors in spelling or punctuation so frequent that reader must often rely on own interpretation. Errors in spelling or punctuation so severe as to make comprehension virtually impossible. Choice of structure and vocabulary consistently appropriate; like that of educated native writer. Occasional lack of consistency in choice of structures and vocabulary which does not, however, impair overall ease of communication. “Patchy” with some structure or vocabulary items noticeably inappropriate to general style. Structure and vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication. Communication often impaired by completely inappropriate or misused structure or vocabulary items. A “hotchpotch” of half learned misused structures and vocabulary items rendering communication almost impossible. Highly organized; clear progression of ideas well-linked; like educated native writer. Material well-organized; links could occasionally be clearer but communication not impaired. Some lack of organization’ re-reading required for clarification of ideas. Little or no attempt at connectivity, though reader can deduce some organization. Individual idea may be clear, but very difficult to deduce connection between them. Lack of organization so severe that communication is seriously impaired.
