THE EFFECT OF CLUSTERING TECHNIQUE ON...
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THE EFFECT OF CLUSTERING TECHNIQUE ON STUDENTS’ ABILITY IN WRITING RECOUNT TEXT (A Quasi-Experimental Study in Tenth Grade of SMAN 87 Jakarta) By: Ade Tiara 1110014000113 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015
Transcript of THE EFFECT OF CLUSTERING TECHNIQUE ON...
THE EFFECT OF CLUSTERING TECHNIQUE
ON STUDENTS’ ABILITY
IN WRITING RECOUNT TEXT
(A Quasi-Experimental Study in Tenth Grade of SMAN 87 Jakarta)
By:
Ade Tiara
1110014000113
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
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ABSTRACT
Ade Tiara (1110014000133) “The Effect of Clustering Technique on Students’
Ability in Writing Recount Text” (A Quasi-Experimental Study in Tenth Grade of
SMAN 87 Jakarta). Skripsi, Department of English Education, Faculty of
Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University
Jakarta.
Keyword: Writing, Recount Text, Clustering Technique.
The purpose of the study was to obtain empirical evidence about the
effectiveness of clustering technique on students’ ability in writing recount text.
The method of this study was quasi-experimental. The population of this
study is all tenth grade of SMAN 87 Jakarta at the 2014/2015 academic year. The
technique of sampling was accidental sampling, Class X MIA 2 as the
experimental class while Class X MIA 1 as the controlled class which each of
class consists of 20 students. The data collecting is done by giving the test (pre-
test and post-test). This study use T-test formula as the technique of data analysis.
The result of the data analysis shows that the value of the tcount was 2.92
while the value of ttable in the significance level 5% was 2.02. Therefore, the score
of tcount is higher than the ttable or 2.92 > 2.02. It means that the alternative
hypothesis (Ha) is accepted and the null hypothesis is rejected (H0). Based on the
research, it can be concluded that teaching writing recount text can be taught by
the use of clustering technique.
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ABSTRAK
Ade Tiara (1110014000113) “The Effect of Clustering Technique on Students’
Ability in Writing Recount Text (An Quasi-Experimental Study in an Tenth
Grade of SMAN 87 Jakarta)”. Skripsi Pendidikan Bahasa Inggris. Fakultas Imu
Tarbiyah dan Keguruan. Universitas Syarif Hidayatullah Jakarta.
Kata Kunci: Menulis, Teks Recount, dan teknik Cluster
Tujuan dari penelitian adalah mendapatkan bukti empiris tentang keefektifan
teknik clustering terhadap kemampuan siswa dalam menulis teks recount.
Metode penelitian ini adalah metode eksperimen semu. Populasi penelitian ini
adalah semua siswa kelas X SMAN 87 Jakarta apada tahun akademik 2014/2015.
Teknik pengambilan sampel pada penelitian ini adalah accidental sampling
dengan kelas X MIA 2 Sebagai kelas eksperimen dan kelas X MIA 1 sebagai
kelas control yang mana masing-masing kelas terdiri atas 20 siswa. Pengumpulan
data dilakukan dengan memberikan tes (pre-test dan post-test). Penelitian ini
menggunakan rumus T-test sebagai teknik analisis data.
Hasil penelitian ini menunjukkan bahwa niai thitung 2,92 sedangkan nilai dari
ttable pada taraf signifikan 5% adalah 2,02. Oleh karena itu nilai thitung lebih tinggi
dari nilai ttable atau 2.92 > 2.02. Berarti hipotesis alternative (Ha) diterima
sedangkan hipotesis nol (H0) ditolak. Berdasarkan penelitian di atas dapat
disimpulkan bahwa pengajaran menulis teks recount dapat diajarkan dengan
menggunakan teknik clutering.
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ACKNOWLEDGMENTS
“Bismillahi Rahmani Rahim”
In the name of Allah, The Beneficient, The Merciful
All praise be to Allah, the Lord of the universe, who has given the writer
His blessing, love, and guidance so the writer can accomplish this last assignment
of her study. Peace and salutation be upon the prophet Muhammad Shallallahu
‘Allaihi wa Salam, his family, his relatives, and his faithful followers.
It is a pleasure to acknowledge the help and contribution to all lectures,
institution, family and friends who contribute in different ways since the skripsi is
processed till it becomes a complete writing which will be presented to the
Faculty of Tarbiyah and Teachers Training in partial fulfillment of the
requirements for the degree of S.Pd. In English Language Education.
The writer would express her gratitude and honor to her mother Aisyah and
beloved aunt Reti Riseti who always gives her endless love and support. The
writer is obviously conscious that with her love, support and pray she can finish
her study. In this occasion, the writer would also like to give her thanks to her
brothers and sister; Ahmad Jaelani, Lisa Chairinnisa, Ahmad Hanif, Ahmad
Fahmi Sabiq, and Ahmad Ahsan Zuhdi.
The writer would also like to deliver her greatest thanks and deepest
gratitude to her advisor, Dr. Alek, M.Pd. and Hapsari Dwi Kartika, M.A.TESOL.
For being motivator and also give their guidance, corrections and suggestions that
has enable the writer to refine this “skripsi”.
The writer’s sincere gratitude also goes to:
1. Prof. Dr. Ahmad Thib Raya, M.A. as the Dean of Faculty of Tarbiyah and
Teachers Training Syarif Hidayatullah State Islamic University Jakarta.
2. Dr. Alek, M.Pd. as the Head of Department of English Education.
3. Zahril Anasy, M.Hum. as the secretary of Department of English Education.
4. Dr. Fahriany, M.Pd. as the academic advisor for her advices, guidance,
suggestions and supports.
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5. All lectures of Department of English Education who has shared their
knowledge, motivation, and inspiration to the writer during her study in
Syarif Hidayatullah Islamic State University Jakarta.
6. Erwati S.Pd as English teacher of class X MIA 1 and X MIA 2 SMAN 87
Jakarta who have helped and supported the writer during the research.
7. Her beloved best friends Endah Lestari, Sayidatullabibah S.Pd, Hani Taqiyya,
Rafasyah Herdianto, Enn Suhenah, Hanun Hafiyya who always give their
love, help, motivation and support to the writer.
8. Her beloved best friends in EED class C, Fara Zikara, S.Pd, Maulani Rifat Y,
Tiara Aulianda, S.Pd., Anis Choirunisa, Nur Indah Rusydah, Mochammad
Fajri and all friends of EED class C who have give many happy experience,
knowledge, and support during her study in Syarif Hidayatullah Islamic State
University.
Finally, the writer feels that it is really pleasure for her to receive critics and
suggestions to make this Skripsi better. She also hopes that this Skirpsi would be
beneficial, particularly for her and for those who are interested in it.
Jakarta, 24 October 2015
The Writer
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TABLE OF CONTENT
APPROVAL ............................................................................................. i
SURAT PERNYATAAN KARYA SENDIRI ......................................... ii
ENDORSEMENT SHEET ..................................................................... iii
ABSTRACT ............................................................................................ iv
ABSTRAK ............................................................................................... v
ACKNOWLEDGMENT .......................................................................... vi
TABLE OF CONTENTS ........................................................................ viii
LIST OF FIGURES ................................................................................ xi
LIST OF TABLES .................................................................................. xii
LIST OF APPENDICES ......................................................................... xiii
CHAPTER I. INTRODUCTION ............................................................ 1
A. Background of the Study ............................................ 1
B. Identification of the Problem ...................................... 4
C. Limitation of the Problem .......................................... 4
D. Formulation of the Problem........................................ 4
E. Purpose of the Study .................................................. 5
F. Significance of the Study ........................................... 5
CHAPTER II. THEORETICAL FRAMEWORK ................................. 5
A. Clustering Technique ................................................. 6
1. Definition of Clustering Technique ........................ 6
2. The Application of Clustering Technique
in Writing ............................................................. 8
B. Writing ...................................................................... 11
1. Definitions of Writing ………………………….. 11
2. Purposes of Writing …………………………….. . 14
3. The Process of Writing …………………………. .. 16
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C. Recount Text.............................................................. 19
1. Definitions of a Text ………………………….. ... 19
2. Definitions of Recount Text …………………... ... 20
3. The Purposes of Recount Text ………………… .. 21
4. The Generic Structures of Recount Text ……....... 22
5. The Language Features of Recount Text ……... ... 23
6. The Example of Recount Text ………………… .. 24
D. Previous Study …………………………………….. .. 27
E. Conceptual Framework ……………………………. .. 29
F. Theoretical Hypothesis ............................................... 29
CHAPTER III. RESEARCH METHODOLOGY .................................. 31
A. Design of the Research ............................................... 31
B. Place and Time of the Research .................................. 31
C. Population and Sample ............................................... 31
D. Technique of Collecting Data ..................................... 31
E. Instrument .................................................................. 31
F. Research Procedures ………………………………. 33
G. Technique of Analyzing Data .................................... 34
1. Normality Test ..................................................... 31
2. Homogeneity Test ................................................ 31
3. Hypothesis Test .................................................... 32
H. Statistical Hypothesis ................................................. 39
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION ... 40
1. Research Findings ...................................................... 40
2. The Analysis of Data ................................................. 44
3. The Interpretation of the Data ................................... 46
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CHAPTER V. CONCLUSION AND SUGGESTION ............................ 49
A. Conclusion ................................................................. 49
B. Suggestion ................................................................. 49
BIBLIOGRAPGHY ................................................................................. 51
APPENDICES .......................................................................................... 53
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LIST OF FIGURES
Figures 2.1 The First Step of Clustering Technique .................................... 8
Figures 2.2 The Second Step of Clustering Technique ............................... 8
Figures 2.3 The Third Step of Clustering Technique ................................. 9
Figures 2.4 The Fourth Step of Clustering Technique ................................ 9
Figures 2.5 The Fifth Step of Clustering Technique ................................... 10
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LIST OF TABLES
Table 2.1 Analysis of Text Structure and Language Features of
Recount Text ............................................................................ 8
Table 3.1 Rubric Scoring of Writing Test ................................................ 32
Table 4.1 Frequency Distribution Pretest Score Experimental Class ......... 40
Table 4.2 Frequency Distribution Pre-Test Score Controlled Class ........... 41
Table 4.3 Result of the Pre-Test Experimental Class and Controlled Class 41
Table 4.4 Frequency Distribution Post-Test Score Experimental Class ..... 42
Table 4.5 Frequency Distribution Posttest Score Controlled Class ............ 42
Table 4.6 Result of Post-test Experimental Class and Controlled Class .... 43
Table 4.7 The Recapitulation of Pre-Test and Post-Test Data of
Experimental Class and Controlled Class .................................. 43
Table 4.8 The Result of Normality Test of Pre-Test and Post-Test
Experimental Class and Control Class ....................................... 44
Table 4.9 The Result of Homogeneity Test of Pre-Test and Post-Test
Experimental Class and Controlled Class .................................. 45
Table 4.10 The Result of Hypothesis Test of Pre-Test and Post-Test
Experiment Class and Controlled Class .................................... 46
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LIST OF APPENDICES
Appendix I Lesson Plans ......................................................................... 53
1. Lesson Plans of Experimental Class ........................................ 53
2. Lesson Plans of Controlled Class ............................................. 69
Appendix II Research Instrument........................................................... 85
1. Instrument of Pre-Test .............................................................. 85
2. Instrument of Post-Test of Experimental Class ......................... 99
3. Instrument of Post-Test of Controlled Class .............................. 102
Appendix III Analysis Data .................................................................... 105
1. The Result of Pre-test ............................................................... 105
2. The Result of Post-Test ............................................................ 111
3. The Normality Test................................................................... 117
4. The Homogeneity Test ............................................................. 125
5. The Hypothesis Test ................................................................. 131
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Writing is one of the skills that are needed to communicate people. It is a
skill that is extremely needed almost in all subject and field- such as; science and
technology, politics, economy, trade, banking, culture, arts, and films- where
people meet and communicate for particular purpose by using not only spoken
language but also written language. Even in the daily life people need to master
this kind of skill since their everyday activity cannot be separated from the writing
activity, for example; exchanging messages or email, chatting, taking notes during
telephone conversation, sending letter, writing shopping list, etc. In economy
field, for example; a job seeker who is required to have the ability in writing the
application letter by using formal and appropriate written language must have a
good skill in writing. Therefore, the skill of writing is very important in every
aspect of life.
Similar to speaking skill, writing skill is used to convey the meaning of
information, ideas, opinion, feelings, and thought that is shared trough the symbol
of written language. However, writing is more complex to produce than speaking
skill for some reasons. As Geoffrey Broughton stated in Teaching English as a
Foreign Language that writing is different to the speaking skill where writing skill
is less spontaneous, more permanent, less flexible, and more standardized.1 Since
a written language is more standardized than spoken language, a writer must
produce a good work of writing with less error, more fluent and appropriate. So
that in order the messages can be effectively received by the readers, the writer
must produce a good work of writing.
1 Geoffrey Broughton., et al., Teaching English as Foreign Language, Second Edition,
(Great Britain; Routledge and Kegan Paul Ltd., 1980), p. 116.
2
As Oshima stated in his book Writing Academic English, writing is a
process rather than a product.2 It means that students possibly to review and
revise for many times. It spends so much time in rework and rework over a single
piece of writing. It requires the continuous hard effort in doing the long process of
writing where the writing stage; planning, drafting, writing until it become a final
work of writing- is not always finished once it is done .Considering these points,
writing is not an easy task for most language user, especially for students who
learn English as foreign language.
The fact that students are emphasized to be able to write correctly is
confronted by the problem that the writing skill is not an easy matter for most
students. This assumption grows because of some reasons. First, writing is a
difficult skill. Besides the students have problems in generating and organising
ideas, they also have to face the problems in transforming the ideas into readable
text. In addition, skills involved in writing are highly complex; the students have
to pay much attention of using punctuation, spelling, word choice, and so on. 3
Then, writing needs a very complex process which this skill contains different
stages and sub-processes that they are discovering and developing ideas,
organizing, revising, and editing to make the piece of writing effective and free of
error. Writing process also involves a wide range of other complex skill such as;
cognitive, interpersonal, and linguistics strategies. These difficulties and
complexity may bring some problems in language teaching and learning activity
and hamper the language teaching objectives.
Based on 2013 curriculum, tenth-grade of senior high school students have
to be able to produce some kinds of writing genre. Recount text is one of the
genres that are required to be able to write. It is a kind of text that retells a
moment happened in the past and it is usually presented in the order in which they
2 Alice Hoshima and Ann Hogue, Writing Academic English, Third Edition, (New York:
Pearson Education, 1991), p. 3. 3 Roya Khoii, A Solution to the Dilemma of Writting in a Foreign Language; Adaptive
Mentorship, International Journal for Cross-Diciplinary Subjects in Education (ICJDSE), Vol. 2,
2011, p. 493.
3
happend.4 In order the content and purpose of writing recount texts is effectively
fulfilled, the students are provided some guidelines and procedures; language
features and generic structures that formulate a good work of a recount text.
However, the way teacher provides the guidelines and procedures does not always
get the success in teaching and learning writing; students have some problems in
writing recount text. Many students do not understand how to start writing recount
text whereas the stage where the writer began to write is crucial since it affect the
following stage of writing. Moreover, start to write recount text is not an easy
thing because students have to express the beginning of the story as interesting as
possible so that the story is interesting to read
This phenomenon is proved by a research journal with the title An Analysis
on Students Errors in Writing Recount Text that analyzed the errors made by the
tenth-grade students in SMAN I Siantan in Academic Year 2012/2013 in writing
recount text. Based on the finding of the research, 34.54% students did errors in
the area of content of recount text. The errors occurred at orientation was 26, then
events 32, and re-orientation was 37. Orientation is one of the components of
recount text where students must firstly introduce the participants, place, and time
but mostly students came to the problems at the beginning of the story.5
Some research are applied to answer the question of why students still make
some errors whereas students have already been taught how to make a good piece
of writing, especially a recount text of writing. Method and technique of English
language teaching is suspected as one of the factors that mostly cause students’
difficulty in producing a recount text paragraph. Teacher generally asked students
to write a recount text without giving them enough encouragement and
appropriate techniques to develop their eagerness in writing. Considering this
problem, there would be a technique that can effectively help students to develop
a good writing of recount text.
4 Mark Anderson and Kathy Anderson, Text Types in English, (Australia; Macmilan
Education Autralia Pty Ltd, 2003), p. 48. 5 Doni Ramli, “An Analysis on Students’ Errors in writing Recount Text”, a skrpisi in
Teacher Training and Education Faculty Tanjung Pura University of Pontianak, Pontianak, 2013,
p. 8, unpublished skripsi.
4
Clustering technique is assumed as one of the techniques that can help
students to develop and organize their ideas until they can produce a good work of
recount text as they are expected. Clustering technique is a kind of technique in
pre-writing that can help students to explore their ideas related to the topic. In this
technique, students are allowed to write down many words relate to the topic area.
This way is assumed that it can help students to develop those words into
sentences that can be integrated into paragraph. In conclusion, the clustering
technique is claimed as the answer for the question in helping students to write a
recount text paragraph.
Based on the explanation above, the researcher (would like to) take a
research under the title: The Effect of Clustering Technique on Students’
Ability in Writing Recount Text.
B. Identification of the Problem
Based on the background above, the problems can be identified as follows:
1. There is a contradiction with the fact that students are emphasized to be
able to write correctly but writing skill is not an easy matter for students.
2. The guidelines and procedures that teacher provide students did not give
any encouragement to make students write easily.
3. Students have problem in getting the starting point to write but the
orientation is the important part of recount text in providing reader about
the background information of the whole paragraphs.
4. Teacher does not provide any appropriate technique and encouragements
to develop students’ eagerness in writing.
C. Limitation of the Problem
To avoid the narrowness and broadness, the problems are limited on the
effect of clustering technique on the tenth-grade students’ ability in writing
recount text in SMAN 87 Jakarta.
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D. Formulation of the Problem
The research problem is formulated as follows; Is there any different effect
on students’ ability in writing recount text after being taught by using clustering
technique?
E. Purpose of the Study
The purpose of the study is to get empirical evidence about the effect of
clustering technique on students’ ability in writing recount text.
F. Significance of the Study
The result of this study is expected to be useful not only for the writer in
getting the information about the of clustering technique in teaching writing of
recount text it is also expected to be useful students, teachers, and other
researchers.
1. For the students:
This research can help them in improving their writing, especially about how
to start their writing.
2. For teachers:
This research can help them to get the information about how to improve their
students’ ability in writing recount text.
3. For other researchers:
Other researcher can get the informations from the result of this study related
to the field of their study so that it can help them in conducting their study.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Clustering Technique
1. Definition of Clustering Technique
There are some definitions of clustering technique stated by experts, Alice
Hoshima and Ann Hogue in Writing Academic English define clustering
technique as another way of brainstorming technique in pre-writing process
besides listing and free-writing that is used to generate ideas after topic is chosen
and narrowed to a specific focus.1
Generally other experts define clustering technique and brainstorming
technique as a particular technique that helps writer to generate ideas. Contrary,
Hoshima and Hogue divide clustering technique as one of brainstorming
techniques that can be alternatively used in planning stage besides listing, free-
writing or other techniques introduced by other experts.
Alice Hosima and Ann Hogue mentioned that there are some ways or
techniques used in pre-writing process that is called brainstorming to develop
ideas from certain topic after the topic is narrowed. Clustering technique is one of
the techniques besides listing and free-writing.
As stated above, clustering technique is particular technique can be used in
pre-writing stage before a rough draft is developed into a piece of writing. Robert
Keith Miller divides pre-writing technique into two categories; chaotic process
and structured processed. Clustering technique is one of the chaotic processes
besides brainstorming, free-writing, and journaling. He calls clustering technique
as mapping or webbing which means that it analyzes the parts of the subject in
visual way. Clustering technique as chaotic process of pre-writing technique
means that it depends on the subconscious knowledge that people have. The
technique encourages such knowledge to show up so that people can impose order
1 Alice Hoshima and Ann Hogue, Writing Academic English Third Edition, (New York:
Pearson Education, 1991), p. 8.
7
on it.2 Clustering is classified into chaotic category because clustering techniques
allows people to free their mind in exploring ideas without considering rules of
particular structure. The writer just need to write down anything comes in mind,
just keep going, and stop when the writer do not have anything in mind to write
down.
Clustering is also named as diagramming, is a strategy in producing material
for a paper which is helpful for people who like thinks visually. In diagramming,
people use lines, boxes, arrows, and circles show the connections among the ideas
and details that occur. The rule in diagramming is that there is no right or wrong
way of diagramming so that the various ideas and details relate to one another.3
He implies that clustering technique helps a visual learner in connecting ideas
used various shapes and there is no a strict rule that limits the occurred ideas.
Clustering technique is defined as one of the techniques or way to put the
ideas onto the paper before the writer start to write a draft. In using clustering, the
writer makes a circle in the centre of the paper then draws the lines while the
writer gets the ideas in mind. The writer can free mind from the limitation
sentences and paragraphs to produce authentic details and ideas.4 This is the
advantage of clustering technique used in writing in which people can freely write
down any ideas come in mind without being afraid of being wrong or worry of
whether the ideas is appropriate or not. It is kind of technique in pre-writing that
give a bigger space for writer to explore ideas that is essentially abroad.
Based on the definition, the writer concludes that clustering technique is a
technique in pre-writing step after the writer focuses or narrows to the specific
topic used to get ideas of writing in visual way which circles and lines are used to
connect ideas. Since clustering technique is done in visual way, it is more helpful
for the writer who thinks visually in getting ideas before they actually write the
first draft of the writing. Clustering technique allows the writer to make his mind
2 Robert Keith Miller, Motives for Writing Fifth Edition, (New York, McGraw Hill
Companies, Inc, 2006), pp. 8—11. 3 John Langan, College Writing Skill Fifth Edition. (New York, McGraw Hill Companies ,
Inc, 2001), p. 29. 4 Paige Wilson and Teresa Ferster Glazier, The Least You Should Know About English
Writing Skill, tenth Edition, (The United States of America: Wadsworth, 2011), p. 221.
8
free from limited thought that probably limits the writer‘s ideas to put them in
their writing.
There is no exact rule like which is right and which is wrong in clustering.
The writer just needs to write down whatever comes in mind on the paper by
connecting them with lines, circles, or boxes. Some experts call it as mapping,
webbing, or diagramming. As the experts state that there are some pre-writing
technique besides clustering that can be used to get ideas that are put into a piece
of writing, such as: listing, brainstorming, free writing, journaling, etc.
2. The Application of Clustering Technique in Writing
As the definitions of clustering technique described above, clustering
technique is pre-writing technique that use visual shapes such as lines, boxes, or
circles in connecting any ideas occur in mind after the specific topic is clear.
However, clustering technique would not help if these simple steps are not
followed. Below are provided to mention the steps how to cluster in writing.
First, write down a subject area or topic that we want to think about in the
middle of a page. Then give a circle around the subject area or the topic that has
already written in the middle of a page. The picture would be like this:
Figure 2.1 The First Step of Clustering Technique
Next, connect the ideas to the central circle while we are thinking of them.
Figure 2.2 The Second Step of Clustering Technique
CAMPUS LIFE
CAMPUS
LIFE
Athletics Academics
Extracurricular
Activity
Social
Life
Dorm Life
9
Connect the ideas that occur in mind to the appropriate circles.
Figure 2.3
Figure 2.3 The Third Step of Clustering Technique
Keep writing down ideas come in mind and connect them to the circles until
you cannot thing anything else. Then, analyze the clustering you have already
worked to see whether one specific circle with its joining circles gives you enough
ideas to start writing the first draft of writing. For example, this portion of the
previous clustering probably serves as a starting point for a draft about the
advantages of extracurricular activities:
EXTRACURRICUL
AR ACTIVITIES
build skill lots
enjoyable
network
social life
build
skills
athletics
dorm life
roommate
problems
weird
no privacy
stressful
network
lots good
stress
relief
varsity
intramural
academics
campus
sponsored
activity
not
enough
stressful
fraternities
and
sorotirities
more
tutoring
needed
should
be main
focus;
often
isn‘t
CAMPUS
LIFE
extracurricular
activity
10
Figure 2.4 The Fourth Step of Clustering Technique
Cluster again to grow the branches if this clustering does not give enough
ideas to write a draft.5
Figure 2.5 The Fifth Step of Clustering Technique
The figures 2.1, 2.2, and 2.3 provided above describes step-by-step of how
ideas are written down through clustering. Any ideas related to the specific topic
can occur freely, just write them down without considering whether we use them
all or not. Continue writing any words relate to the topic until we cannot think of
anything else. Then, study whether there is a specific circle with its connecting
circle that can be used as starting point of the first draft Figure 2.4 presented as
5 Barbara Fine Clouse, 265 Troubleshooting Strategies for Writing Nonfiction, (The United
States of America: Mc-Graw Hill Companies, Inc, 2005), pp. 5—6.
meet faculty
and staff
build skill
something for
everyone
leadership
Organize I would
take
time
managemement
meet students
to try new
things to meet
people
to reduce
stress
for contact after
graduation for help and
later
EXTRACURRICULA
R ACTIVITIES
lots
enjoyable
network
11
the example that one of the branches of the central point is chosen to be used in
starting to write a first draft. Finally, continue clustering the chosen specific circle
to get details (see figure 2.5).
B. Writing
1. Definition of Writing
Everyday communication of human being-life cannot be separated from the
activity of writing; sending messages or e-mail, doing school assignments,
applying job, etc. Through writing, people communicate each other to send
messages or information in order the target reader gets the messages or
information. Besides as a way of communication, writing has some definitions
according to some experts.
Barnett and Stubbs in Practical Guide to Writing define writing as physical
act means that it needs materials and energy. Moreover, it also needs practice to
make writing skilfully performed and brings pleasure to both reader and audience.
Though there is only a few of people was born to be a great writer, writing can be
learnt as people learn how to swim for all practical purposes, including pleasure.6
Writing is a kind of activity that physically performed by the writer where it
literally needs a physical things; material and energy. To make the reader pleasure
reading our writing, we must do some practice to improve our writing skill.
Alice Hoshima and Ann Hogue define writing as a process, not a product,
means that a piece of writing is never complete whether it is a content of English
class or a lab report of chemistry class. Writing gives possibility to review and
revise, review and revise again. 7
This definition is supported by the theory of writing stated by John Langan.
He said that writing is a process of discovery that involves a series of steps that is
very often zigzag. As you are writing there is a possibility of a sudden direction
switch or doubled back; when you are working on a topic sentence, you may
6 Barnett and Stubbs, Practical Guide to Writing Fourth Edition, (Canada: Little Brown and
Company, (Canada) Limited, 1983), p. 4. 7 Hoshima and Hogue, op .cit.,, p. 3.
12
suddenly realize that it can be put on the conclusion. When you are working on
supporting detail, you may change your mind that it should be the main point of
your paper. This is the point that the writing is often a process of continuous
discovery.8
Both have similar thought about the essential definition of writing. Writing
is not a matter that a particular part can be finished in one certain step and there is
no necessity to look them back. Writing is very time consuming where it
probably go back to the previous step anytime it needs. There is no a certainty
where the writer must stop writing in a particular part of writing to go to the next
part. In other word, writing gives the possibilities to the writer to go back to the
previous writing step no matter how far the step is passed by the writer or figure
out the next part when ideas suddenly occur while the writer is working on the
previous part.
Miller states that writing is a skill that can be learnt by anyone who will to
take the trouble or the possibility of fail. It can be learnt through hard work, time
consuming, and effort to write successfully. He believes that people will get what
they pay for.9 Miller emphasized that the ability of writing can be acquired only
through practicing to write, taking the risk of being failed and consuming so much
time. Writing, according to him, is a skill that needs high motivation and
encouragement to work hard and put the effort to get the success in writing.
Similar to Miller, John Langan in his book College Writing Skill defines
writing as a skill that similar to skill of driving, typing, cooking, or any other skill
that can be learnt. Believing that writing is not a learned skill but a natural gift is a
certain way that wrecks the chances of learning how to write competently. People
imply that they do not have a talent to write while others do. This belief gives the
result that people turn writing away and they do not do best when they are writing.
They have washed their brain to believe that they have no ―the natural talent‖
8 Langan, op.cit., pp. 13—14.
9 Miller, op. cit., p. 1.
13
needed to write then it becomes a self-fulfilling prophecy and their writing fails
chiefly.10
Rather than defining writing skill as a talent that is owned by talented people
as they birth, John Langan prefer defining writing as a skill that can be learnt by
anyone who wants to learn it similar to others skills such as driving, cooking,
swimming. As long as people do some practice, they can write anything they
want. John emphasized that a belief of writing as a natural gift limits the
possibility of person in mastering writing skill.
Besides defining writing as a skill that can be learnt by anyone, John Langan
also defined writing as a difficult and complex matter that require not only
grammatical and rhetorical devices but also conceptual and judgements elements
to master it. He added that writing needs many other various skills that are
necessary to learn to produce a good writing; languages use, mechanical skills,
treatment of content, stylistic skills, and judgements skills.11
Mastering writing
means that mastering other skills that can help and support the writing skill. If
these skills are well learnt and mastered, writing skill can be successfully
acquired.
From these definitions, the writer concludes that writing is a skill that can be
learnt by anyone who wants to learn it as people want to learn how to swim, drive,
or cook, or any activity that needs a series of practice in mastering it. People who
want to be able to write well just need to put some effort; work hard and do so
much time-consuming- practice. This belief also deny that writing is an
assumption of people that mostly argue that writing is a skill acquired from birth
or what we call it as a talent. Writing is a skill that can be learnt without
considering whether someone has a talent of writing or not.
Writing is also a process that randomly done without an absolute rule that
people have to finish a step before they go to the other step. In other word, people
10
Langan, op. cit., p. 12. 11
J.B. Heaton, Writing English Language Tests, (United States of America: Longman, Inc.,
1988), First Print, p. 135.
14
may go back to write draft while they are revising when they find new ideas that
can be put on the draft that they have left to do the revision.
2. Purposes of Writing
In the first step of writing an experienced writer firstly decides what they are
going to decide or plan on their writing. The first thing the writer considers in
their writing is the purpose since it influences not only the kind of text, but also
the language they use in their writing and the information they include in their
writing.12
The writer‘ purpose is similar to the term of motive; these terms are used to
explain what a writer wants to attain. Having a clear sense of purpose give an
obvious advantage to the writer; the writer is much more likely to attain his
objective if he knows what it is. 13
Barbara Fine Clouse distinguishes the writing purposes into four common
categories; writing to relate experience, writing to inform, writing to persuade,
and writing to entertain.14
1. Writing to relate experience.
In writing to relate experience, people do not only recording what we have
experienced but also draw upon the record to examine the significance of what
happened. The writers use the memories to help understand who they are, how
they became that way, what they like, or what they want. They use the first person
because they are writing about themselves as we are likely to do when we write
about our own experience.15
The example of writing that its purpose to relate
experience is closely related to recount text where its contents are about retelling
past events.
12
Jeremy Harmer, How to Teach Writing, (Malaysia: Pearson Education Limited, 2004),
pp.4—5. 13
Miller, op. cit., p. 4. 14
Clouse, op. cit., p. 7. 15
Miller, op. cit., p. 47.
15
2. Writing to inform
The writer proposes to inform the reader probably to increase the reader‘
knowledge, establishes a record, or provides help. For example, the reader
increases their understanding about the effect of cholesterol to human body by
reading a magazine article about the substance. Such informative writing is
needed to communicate the essential knowledge with others and to preserve
significant fact.16
Newspaper is the example where we can find some columns that
present articles that those main purposes are informing the readers about
knowledge that certainly useful applied in people‘ life.
3. Writing to persuade
We are using persuasion when we apply for a job, propose marriage, try to
borrow money, or ask the landlord to fix the plumbing, as an attempt to get
someone to do something we want. We also use persuasion to achieve benefits for
others in other times, such as: when we are trying to raise money of a famine or
trying to persuade government to protect an endangered species. Commonly these
examples assume as a given the need to change someone‘ mind.17
The writer who
proposes to persuade the readers means that the writer wants the readers think or
act a particular way.18
The purpose of persuading people is generally used in advertisement text
found in magazine, newspaper, or in the internet where they commonly performed
to make people interest in particular product or service or persuade readers to buy
the products or consume the service.
4. Writing to entertain or amuse
Writing to entertain means the writer brings important pleasure of life to the
readers so that life is not diminished. Short stories, romance, novels, and
humorous newspaper columns are the example of writing pieces that are written to
entertain the readers.19
16
Clouse, loc. cit. 17
Miller, op. cit., p. 451. 18
Clouse, loc, cit. 19
Ibid.
16
Writing does not always have a particular purpose but it can consists of two
or more purposes in a piece of writing, for instance; recount text is a kind of text
that its purpose is related to experience, but it can also propose to entertain readers
when the writer includes an interesting event or funny moment in the content.
3. The Process of Writing
Writing is the process so that it involves some activities and very time
consuming. The writers do not always go directly from prewriting to drafting to
revising to editing. They even often double back before they go forward. For
example, a writer has left drafting and doubled back to prewriting when he thinks
a new idea to add while he is drafting. He also probably think of a better way to
phrase an idea while he is editing so that she has left editing and doubled back to
revising.20
There is no obligation to complete one activity before starting another
one and there is no predetermined order in which these activities must occur.
Writing is not completely structured in process.21
In short, the writing process involves some stages, such as; being motivated
to write, getting ideas together, planning and outlining, making notes, making a
first draft, revising, re-planning, redrafting, editing, and getting ready for
publication. Although generally the writing process contains these overall steps,
the writing process is not a linier one; moving from planning to composing to
revising to editing. Saughnessy describes the writing process as ‗a messy process
that leads the clarity.‘22
Generally, every successes writing involves four writing process; planning or pre-
writing, drafting, revising, and editing.
1. Pre-writing
Before the writer puts pen to the paper, the skilled writer in real life
considers two important things. First, the writer must decide what the function is.
Is it a report which is persuasive or stimulate action or is it an explanation of how
20
Clouse, op. cit., pp. 4—5. 21
Miller, op. cit,. p. 7. 22
Tricia Hedge, Writing: Resource Book for Teachers, (New York: Oxford University
Press, 1988), pp. 20—21.
17
something works, which has to be careful, detailed, and clear? Is it an invitation
letter for friends or a letter of job applicant A particular purpose affects the
organisation choice and language choice. Second, the writer must decide the
audience or particular reader that the writer writes for. The reader may be
personal, one we know well, or a group of colleagues, an institution, an examiner,
or a tutor. Thinking about the proposed reader or the targeted audience helps the
writer to select what to say and how to present it in the most appropriate style;
formal, friendly, serious, or tentative.23
Alice Oshima and Hogue consider some sub-steps in pre –writing process.
First, the writer must choose and narrow the topic to a specific focus so that the
writing is clear and complete. After that, the writer can go to the next step of pre-
writing; generating the ideas. It can be done by brainstorming which make the
writer start writing more quickly and save time in alter stages of the writing
process. There are some brainstorming techniques that the writer can use; listing,
free-writing, and clustering- a technique that is used in this research.24
Pre-writing stage is the most crucial step that affects the whole writing
contents. In this stage, the writer decide the certain topic he is going to write on
the paper, the purpose of what he is going to attain, and the readers that he is
going to write for. After narrowing a specific topic, the writer generates the ideas
to put them on his draft by using particular technique that mostly help him in
developing ideas, such as: listing, free-writing, and clustering technique. The
writer just needs to choose the most suitable technique for his self since every
technique is depend on the writer‘s style.
2. Drafting
A draft is called as an early version of writing, means that mostly writer
cannot write well in the first try of writing so that it must be rewritten and
rewritten. The initial efforts are called draft, the distinction from the final of the
writing. The more writer drafts, the better his writing will be. In drafting phase,
the writer does not need to worry of small mistakes since drafting is not the end or
23 Ibid., p. 21-22.
24 Hoshima and Hogue, op. cit., pp. 3—6.
18
final of the writing. Draft does not have to be perfect, it is tentative. In drafting,
the writer just need to accept the imperfection, the main purpose of the writer is
developing ideas and working out the structure. 25
Drafting is a writing stage that the writer starts to write the ideas generated
in pre-writing stage without considering any strict right or wrong rules in
developing paragraph. The writer just needs to focus on the structure of the
writing and there is no need in worrying any small mistakes.
3. Revising
Revising consists generally more than fixing the spelling and punctuation
before you passed your writing on to the reader. To simplify what actually the
revising is, we can break the word ‗revising‘ into its parts; re means ―again‖, and
vising means ‗seeing‘. Revising means seeing again, taking another look.
Revision means re-entering the writing on at least three different levels-
evaluating the content, analyzing the organisation, and purifying the style- to see
what works and what possibly need to change.26
As the writer stated above, writing is very long process where there is possibility
of the writer to go back or re-work what needs to be deleted, added, and changed.
In the revising stage, the writer takes a look back to correct the content
organization, and style.
4. Editing
In this stage, the writer‘s duty is reading through and trying to apply a
reader‘s point of view in order to assess whether reader can clearly follow the
ideas or not. To make the text maximally accessible to the reader, the writer-in
this stage- makes the final readjustments and checks the accuracy27
As the writer stated above, writing is physical activity and need effort to
bring pleasure to the reader so that the writer has to work hard in order his work is
readable and comprehensible not only in the view of the writer but also in the
readers‘ view. Since the readers are people who judge whether the writing is
25
Thomas S. Kane, The Oxford Essential Guide to Writing, (New York: Oxford University
Press, 2000), p. 42. 26
Miller, op. cit., pp. 27—8. 27
Tricicia Hedge, op. , p. 23.
19
accessible or not, the writer needs to put his self as the reader when working in
this stage.
C. Recount Text
1. Definitions of a Text
Language is organised as cohesive units that is produced, exchanged, or
received as text. Any completed act of communication such as a greeting between
friends in the street, a television advertisement, a novel, or a film, and soon, are
called text. A text stands alone as an act of communication as far as a speech and
writing are concerned28
Any meaning-producing events which can be in the form of a book, a film,
an advertisement, a phone conversation and so on are called text. A text can also
be seen in two points of view; a thing in itself which can be recorded, analysed,
and discusses; and also the outcome of a process of an occasion that is socially
produces.29
Texts are always created in a context. While individual created texts, texts
are created as social subject particularly in social environment. In short, Text is
always related to a social environment and to other texts. Texts are never
completely individual or original.30
Depending on types are made to, different types of texts have distinctive
characteristics. For instance, a piece of poetry is immediately and
characteristically different from scientific description since each is doing a very
different with language. Peter Knapp and Megan Watkins divided text into two
categories: literary text and factual text.
The broad range of texts that reflect and interpret individual and social life;
whether real or imaginary might be included in literary text. Everyday experience
in a way that lifts readers beyond the everyday is what literary text deal with.
Language that is used in literary text is in a way that moves it beyond the concrete
28
Peter Knapp and Megan Watkins, Genre, Texts, Grammar: Technologies for Teaching
and Assessing Writing, ( Australia: University of New South Wales Press Ltd, 2005), p. 30. 29
Ibid., p. 14 30
Ibid., p. 19.
20
representational and functional modes of languages. Language is frequently used
in literary to create images in readers‘ minds: the language enables readers to
involve with the text and merge their own meanings and understandings with
those of the writer. Figural language (metaphor, rhythm, repetition) and poetics
(language for the sake of language) is greater used in literary text than everyday
texts. Novels, epics, poems, dramas, and sagas are the example of what literary
text includes.
The texts that have the primary aim of informing knowledge as it has been
educationally defined, classified and constructed are included in factual text if it is
seen from the point of view of schooling. Factual texts are related to the exchange
of knowledge (learning) in all of the learning areas. Factual texts include all of the
texts that we use from day to day to ‗get things done‘. Purpose tends to drive
many actual texts such as technical descriptions, explanations and procedures and
these texts seek to be efficient and effective in their transmission. 31
We produced texts almost in everyday-life language communication
whether in formal or informal, whether in form of sounds or written in various
media; directed conversation, telephone chat, exchanging mail and letter. We also
received texts when we watch news in radio and television, listening to
advertisements in the internet, reading books, magazines, and newspaper. Even
when we are learning at class; while we are listening to lecturers and responding,
and asking question, we are producing and receiving texts. Text is any meaning
input or output of a cohesive language system in the symbol of sounds and writing
by using various media; directed conversation, telephone, internet, paper, etc- in
social context.
In school, students are required to produce whether literary or factual text in
form of speech and writing: they are asked to play drama, perform speech in front
of other students, write poems, reports, and short stories in various genre. In
language class, in particular, students are required to write some kinds of texts;
narrative texts, descriptive texts, expository texts, and recount text.
31
Ibid., p. 31.
21
2. Definitions of Recount Text
There are some kinds of text that high-school students have to produce;
narrative text, descriptive text, explanatory text, and recount text. These texts are
different in definitions, purpose, generic structures, and language features. In
mastering a kind of text, before we are required to write best, firstly we must
identify what recount text is so that we can differ its content to other kinds of text
or what the writer presents in a recount. There are some definitions described by
some experts.
You frequently will intend to tell others about something that happened in
your life. Probably you want to tell about what you did at the weekend. It would
be the exciting things happened in your last-year holiday. Recount text is about
speaking or writing the past event. Recount Text is one of text types that retells an
event happened in the past and it is presented in order in which they happened.
Recount text can be found in the form of newspaper reports, conversations,
speeches, television interviews, eyewitness accounts, and letters. 32
Telling what we have experienced both in the form of speech or writing by
ordering chronologically is called recount text. There are interesting things in the
experiences hared in recount text that the readers need to know.
3. The Purpose of Recount Text
As mentioned above, a writer must firstly decide the purpose of his writing
before he starts to write a first draft. Every kind of a written text has different
purpose or what the writer wants to attain. Moreover, having a clear purpose in
mind makes the writer absolutely knows what he is going to write in his writing
so that the content is relevant to the text type. The purpose of writing recount text
is to give the audience a description of what occurred and when it occurred. 33
32
Mark Andersen and Kathy Andersen, Text Types in English, (New York: Macmilan
Education Australia Pty Ltd., 2003), p. 48. 33
Ibid
22
Furthermore, Emi EmilIlia in her journal mentioned that there are three purposes
of writing recount text; informing, reflecting, and entertaining. 34
1. Personal Recount
In personal recount, the writer involves his self in telling an activity and it
may have relationship building between the writer and the reader e.g. anecdote,
diary journal, personal letter.
2. Factual Recount
In factual recount, the writer reports the particulars of an incident by
reconstructing factual information e.g. police reconstruction of an accident,
historical recount, biographical and autobiographical recounts.
3. Imaginative Recount
In imaginative recount, the writer applies factual knowledge to an imaginary
role in order to interpret an recount events e.g. A day in the life of Roman Slave,
How I Discovered Radium.
4. Procedural Recount
In procedural recount, the writer records the steps in an investigation or
experiment and thereby providing the basis for reported results or findings.
5. Literary Recount
In literary recount, the writer retells a series of events for the purpose of
entertaining.35
Knowing what exactly the recount texts are written, the writer has a hint
what actually the content of recount should be. The writer will carefully adds the
appropriate details or particular information in his recount; what generic structure
and language features should be used in his recount.
34
Emi Emilia, ‗Engaging and Exploring Recount Writing: A Practical Guide for Classroom
Teacher‘, Government of South Australia, Department for Education and Child Development,
2012, p. 1. 35
Ibid.
23
4. The Generic Structures of Recount Text
Writing recount text is about writing an event happened in the past that is
usually presented in order which it happened. It needs generic structure to
construct a recount text so that the purpose of writing recount text can be
achieved. There are three generic structures of a recount text.
1. Orientation
Orientation presents to the readers about background information such as;
who, when, and where.36
This part is firstly presented by the writer in the first
paragraph to introduce the characters, the setting of place and time that can
helpfully guide the reader to understand the whole content of the recount text
paragraph.
2. Sequence of Event
Sequence of events presents a series of events typically ordered in
chronological order.37
The writer often use words that order time to make the
reader such as when, next, then, etc
3. Reorientation
Re-orientation is presented in the form of a summary statement or an
evaluative comment or a return to the starting point.38
Mark Anderson and Kathy
Anderson call re-orientation as concluding paragraph. According to them, re-
orientation is not always necessary to be consisted in a recount text.39
Commonly, there are three parts in writing every kind of text no matter how many
paragraphs are written; opening paragraph, paragraphs of the content, and closing
paragraph. These parts must be included in every kind of writing. However,
recount text has these three generic structures that make it can be identified as a
recount text.
36
Andersen, op. cit., p. 50. 37
Ibid. 38
Emilia, op. cit., p. 2. 39
Andersen, loc. cit.
24
5. The Language Features of Recount Text
The writer can make his written work interesting and meaningful by using
the language features. This includes the choice of word, sentence structure, and
layout text among others. These are the language features that are usually found in
a recount text:
1. Proper nouns to identify those involved in the text
2. Descriptive words to give details about who, what, when, where, and how
3. Past tense to retell the past event
4. Words to show the order of events, for example: first, next, then, etc.40
6. The Example of Recount Text
The model essay above can be analyzed according to its generic structures
and language features as follows.41
May Gibbs Year 7 Text
Cecilia May Gibbs or Mamie as she was sometimes called was born in
England on 17th
January, 1987. When she was four years old her family migrated
to Australia.
May‘s interest in art was obvious from an early age. Her parents encouraged
her to attend school at the Art Gallery of Western Australia. Later, when May was
twenty three her parents sent her to London for Art Classes.
During the next nine years May visited London three times. On her third
visit May took along some manuscripts for children‘s books, but they were
rejected because publishers said they were more suitable for Australian children.
She returned to Australia in 1913 where she illustrated a series of children books.
By 1918 May Gibbs was famous for her beautiful watercolour pictures of
gumnuts and gum blossoms, which culminated in “The Tales of Snugglepot and
and Cuddlepie”. This children‘s book was an immediate success.
40
Ibid. 41
Emilia, loc. cit.
25
May married in 1919 and lived in her home ‗Nutcote‘ on the shores of
Sydney Harbour, where she gained inspiration from her natural bush garden, she
published two children‘s comic strips and a series of short stories. One of the
comic strips gained popularity nation-wide.
May continued to draw cartoons until she was ninety years old. Though a
love of the Australian bush, which was displayed in her artwork and stories, she
has encouraged young Australians to care for their natural environment.
May Gibbs left a legacy to all young Australians. Even today children enjoy
reading the stories and looking at the illustrations of the unique Gum Nut
Characters.
The model essay above can be analyzed according to its generic structures
and language features as follows.42
Table 2.1 Analysis of Text Structure and Language Features of Recount
Text
Text
Structure
Text
Language Features-
Examples
Orientation Cecilia May Gibbs or
Mamie as she was
sometimes called was
born in England on 17th
January, 1987. When she
was four years old her
family migrated to
Australia.
Topic word: May Gibbs
Past Tense: called, was
born, migrated
Circumstances of time:
17th
January, 1877. When she
was four years
Sequence
of events
May‘s interest in art was
obvious from an early
age. Her parents
Nominalisation: interest
Verb: encouraged
(sensing)
42
Ibid.
26
encouraged her to attend
school at the Art Gallery
of Western Australia.
Later, when May was
twenty three her parents
sent her to London for
Art Classes.
Time Connective: Later
Noun group: the Art
Gallery of Western
Australia.
Circumstance of time:
when May was twenty
three
Circumstance of purpose:
art classes
Sequence
of events
During the next nine
years May visited
London three times. On
her third visit May took
along some manuscripts
for children‘s books, but
they were rejected
because publishers said
they were more suitable
for Australian children.
She returned to Australia
in 1913 where she
illustrated a series of
children books.
Circumstance of time:
During the next nine years
Noun groups: her third
visit, some manuscripts
for children‘s books
Binding Conjunction:
because
Topic specific
vocabulary: manuscripts,
publishers, illustrated.
Verbs: Illustrated, were
rejected
Comparative: more
suitable
Sequence
By 1918 May Gibbs was
famous for her beautiful
watercolour pictures of
gumnuts and gum
blossoms, which
culminated in “The
Tales of Snugglepot and
The Connective: By 1918..
Noun group: her beautiful
watercolour pictures of
gunnuts and gum blossoms,
two children‘s comic strips,
a series of short stories
Reference items: her, this,
27
of events and Cuddlepie”. This
children‘s book was an
immediate success.
May married in 1919 and
lived in her home
‗Nutcote‘ on the shores
of Sydney Harbour,
where she gained
inspiration from her
natural bush garden, she
published two children‘s
comic strips and a series
of short stories. One of
the comic strips gained
popularity nation-wide.
she, one
Evaluative language:
beautiful
Relative Clause: which
culminated in ...
Nominalisation: Inspiration,
popularity
Topic Specific vocabulary:
comic strips
Sequence
of events
May continued to draw
cartoons until she was
ninety years old. Though
a love of the Australian
bush, which was
displayed in her artwork
and stories, she has
encouraged young
Australians to care for
their natural
environment.
Foregrounding human
element: May
Conjunction: until
Verb group: continued to
draw
Relative Clause: which
was displayed ...
Re-
Orientation
May Gibbs left a legacy
to all young Australians.
Even today children
enjoy reading the stories
Foregrounding of
human element: May
Gibbs ...
Conjunction: even
28
and looking at the
illustrations of the
unique Gum Nut
Characters.
Sensing verb: enjoy
Evaluative language:
enjoy, unique
D. Previous Study
Yunita (2012) in her skripsi under the title The Effectiveness of Clustering
Technique in Writing Recount Text carried out to find out the effectiveness of
clustering technique in writing recount text in the first grade of SMAN 87 Jakarta
academic year 2011/2012. Based on the aim above, the writer formulated the
problem: ―Is there any significant improvement on students‘ writing after using
clustering technique?‖ To answer the formulation of the problem the writer used
quantitative through experimental research and analysed with t-test. The
population of the research is the first grade students of SMAN 87 Jakarta. It
consists of Grade X-1 and X-2. Sample of the research was 20 students from each
class. X-1 students as experimental class, and X-2 students as controlled class.
The result of this study showed that there was improvement of students‘ ability in
writing recount text after clustering is applying clustering technique.43
The difference of the research that Yunita conducted and this research is
that, Yunita used true-experimental research as the design of the research to find
out the effectiveness of clustering technique in writing recount text while this
research used quasi-experimental research as a design of this research to obtain
the empirical evidence about the effectiveness of clustering technique on students‘
ability in writing recount text. Furthermore, the research conducted by Yunita was
emphasized to find out the improvement of the students in writing recount while
this research only focused on the effect of clustering technique in writing recount
text. The last difference of the previous research conducted by Yunita is that she
applied the use of clustering technique in writing personal recount text while this
43
Sisca Yunita, ―The Effectiveness of Clustering Technique in Writing Recount Text: An
Esperimental study at the first Grade of SMAN 87 Jakarta,‖ Skripsi in UIN Syarif Hidayatullah
Jakarta, 2012, p. 1—5, Unpublished Skripsi.
29
research used clustering technique in writing factual recount text (biographical
recount text).
The second previous study conducted by Megawati (2013) under the title
The Effectiveness of Using Clustering Technique toward Students’ Ability in
Descriptive Writing. This research carried out to find out the effectiveness of
clustering technique in writing descriptive text in the first grade students of SMP
Mabad Rempoa. The sample of the research was the entire population. It consists
of 20 students. This study was called one-group pre-test-posttest design, one class
as the experiment group without control group. The result of the study showed
that there was improvement of the students‘ ability in writing descriptive text after
applying clustering technique.44
The difference of the previous research conducted by Megawati (2013) is
that this research used pre-experimental research design to conduct the research
while this research used quasi-experimental research as the design of the research.
Then, the use of clustering technique of this research is applied in teaching writing
descriptive text in middle school while this research focused on teaching writing
recount text by using clustering in high school.
E. Conceptual Framework
A high school of students must produce a good writing of recount text with
some standards requires students have much attention in their writing; choice of
words, grammar, vocabulary, spelling, and so on. However, writing has so many
difficulties and complexities that may hamper teaching and learning process. It
brings some problems for student to produce a good work of recount text writing
as teacher expected. Moreover, teacher generally asked students to write a recount
text without giving them enough encouragement and appropriate techniques to
develop students‘ eagerness in writing
44
Megawati, ―The Effectiveness of Using Clustering Technique toward Students‘ Ability in
Descriptive Writing: Pre-Experimental Study at First Grade of SMP Mapad Rempoa, ― Skripsi in
UIN Jakarta, 2013, p—9, Unpublished Skripsi.
30
In teaching writing of recount text, teacher provides some guidelines and
procedures to minimize students‘ problems and difficulties in writing recount text.
However, this way does not give significant effect to students to successfully
write a recount text with less problems. In some case, students even do not know
how to star their writing or how to develop the ideas in the first paragraph of
writing. Considering this problem, there would be a technique that can effectively
help students to develop a good writing of recount text.
Clustering technique is a technique of pre-writing that can help students in
exploring and developing ideas until they can produce a good work of recount text
writing. In clustering technique, students are allowed to write as many as words
related to the topic that the students required to write in their paper. This
technique is assumed that it can help students to develop these words into
sentences and paragraphs. Clustering technique is assumed that it is an answer for
the questions in helping students to write recount text paragraph.
F. Hyphothesis
Based on the theory and the objective of the study, it can be formulated
hypothesis, that there is significant effect of clustering technique in students‘
ability in writing recount text.
31
CHAPTER III
RESEARCH METHODOLOGY
A. Design of the Research
In education, research design is the systematic study about designing,
developing and evaluating intervention in education, such as; programs,
teaching-learning strategies and materials, products and systems as the
solutions for complex problems in the practice of education which its aim also
to advance our knowledge about the characteristics of these interventions and
the process of designing and developing them.1
Quasi-experimental research design is used in this research in which it is
a kind of experimental research design that has less control in extraneous
variables.2 There is no randomly assignment of subject into two groups:
experimental class and control class. Both classes conduct the pre-test and
post-test and only the experimental class was given treatment.3
B. Place and Time of the Research
This research is conducted at tenth grade students of SMAN 87 Jakarta
which is located on Jalan Kesadaran Pesanggrahan, South Jakarta
The research was conducted on Mei to June 2015 in five meetings in
both classes; experiment class and control class which includes the pre-test
and post-test conductions.
1 Tjeered and Plomp and Nineke Nieeveen (eds), An Introduction to Educational
Design Research, (Shanghai; Netherlands Institute for Curriculum Development,2007), p. 15. 2 Donald Ary,et.al. Introduction to Research in Education, (New York: Harcourt Brace
Publishers, 1996), p. 328. 3 John W Cresswell, Desain Penelitian: Pendekatan Kualitatif dan Kuantitatif, from
Research Design: Qualitative and Quantitative Method. Translated by Angkatan III and IV,
(KIK-UI and NurKhabibah, (Jakarta: KIK Press), 1st Print, p . 128.
32
C. Population and Sample
The Population of this research are tenth grade students of SMAN 87
Jakarta. There are four classes of the population, they are: X MIA 1, X MIA 2,
X IPS 1, and X IPS 2. The class of X MIA 1 and X MIA 2 are selected to be
the samples of the research which the total of the students from both classes is
40 students. Each of class consists of 20 students; 20 students in the class of X
MIA 2 as the experiment class and 20 students in the class of X MIA 1 as the
controlled class.
By using accidental sampling, X MIA 1 is chosen to be the experimental
class and X MIA 2 as the control class in this research. Accidental sampling is
a one of the non-random or non-probability sampling designs that is based
upon convenience in accessing the sampling population.4 These classes are
chosen because they have similar quantity and they are taught by the same
teacher so that they have similar experience in learning English.
D. Technique of Collecting data
In collecting the data, the researcher will use the students’ score of pre-
test and post-test. The score of students’ pre-test is used to measure the ability
of students’ writing recount text before the treatment given and the post-test
used to measure the ability of students in writing recount text after teaching-
learning process is conducted in both classes and the treatment is given to the
experimental class. Then, both score can be analyzed to compare between
control class and experiment class so that it can be concluded whether
clustering technique can improve students’ writing recount text or not.
E. Instrument
Test is used as the instrument of this research to know the ability of the
students in writing recount text before and after clustering technique is used.
The pre-test is used in both classes to measure the ability of the students in
mastering recount text writing and the post-test is used to measure the
4 Ibid., 162.
33
significance improvement after the clustering technique used in the
experiment class.
In the pre-test and the post-test students in both classes are asked to write
100 words in three paragraphs of recount text. The topic chosen is ‘My Idol’
and the students are required to include the structure of recount text in their
writing.
In post-test, the instrument test is different between the experiment class
and the controlled class. In the experiment class, the students are required to
use clustering technique before they write recount text while the students
control class are not.
In scoring the students’ test, the research used the writing scoring of
composition in United States:5
Table 3.1 of Rubric Scoring of Writing Test:
Components
of Writing
Scores
Indicators
Content 30-27 (excellent to very
good)
26-22 (good to average)
21-17 (fair to poor)
16-13 (very poor)
Knowledgeable, substantive, etc
Some knowledgeable of subject,
adequate range, etc.
Limited knowledge of subject,
non-substantive, etc.
Doesn’t show knowledge of
subject, non-substantive, etc
Organization 21-18 (excellent to very
good)
17-14 (good to average)
Fluent expression, ideas clearly
stated, etc.
Somewhat choppy, loosely
organized, but main ideas stand
out, etc
5 J. B. Heaton, Writing English Language Tests, (United States of America: Longman
Inc, 1988), p. 146.
34
13-10 (fair to poor)
9-7 (very poor)
Non-fluent, ideas confused or
disconnected, etc.
Doesn’t communicate, no
organization, etc
Language-
use
25-22 (excellent to very
good)
21-19 (good to average)
17-11 (fair to poor)
10-5 (very poor)
Effective complex constructions,
etc.
Effective but simple
constructions, etc
Major problems in
simple/complex constructions,
etc
Virtually no mastery of sentence
constructions rules, etc.
Mechanics 5 (excellent to very good)
4 (good to average)
3 (fair to poor)
2 (very poor)
Demonstrates mastery of
conventions, etc
Occasional errors of spelling,
punctuation, etc
Frequent errors of spelling,
punctuation, capitalization, etc
No mastery of conventions,
dominated by errors of spelling,
punctuation, capitalization,
paragraphing, etc
F. Research Procedure
1. Step of preparation:
a. Observing classroom
b. Reviewing curriculum
c. Observing students’ problem
d. Studying Literature
e. Obtaining the research permit
f. Making research instrument and lesson plans
35
2. Step of Implementation:
a. Conducting the pre-test to the experiment class and the controlled class
b. Teaching writing recount text by using clustering technique in the
experiment class and teaching writing recount text without clustering
technique in the control class
c. Providing the post-test to the experiment class and controlled class.
3. Step of Data Procession:
a. Processing and analyzing data
b. Testing the hypothesis
G. Technique of analyzing Data
To find out the differences of students’ score in writing recount text of
X MIA 1 as control class which is taught writing English without using
clustering technique and the students’ score in writing recount text of X
MIA 2 which is taught writing English by using clustering technique.
Several steps are performed while the process of analyzing data, they
are: normality test, homogeneity test, and hypothesis test.6
1) Normality Test
Data normality test was conducted to determine whether the samples studied
came from normally distributed population or not. The normality test is used Chi
Square Test7.
∑
Explanation:
: The value of chi-square test
fo : Frequency observed
ft : Frequency expected
6 Suharsmi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2012), p.
99. 7 Ibid., pp. 99—120.
36
Value of chi-square test criteria are as follows:
a) If count ≥
tabel,, the data distribution is not normal
b) Jika count
tabel, the data distribution is normal
2) Homogeneity Test
Homogeneity test was conducted to determine the similarity between
two states or population. The test is used to determine whether the two
groups of population were homogenous or heterogeneous. The homogeneity
test is used Fisher’s Exact test:8
Where:
Explanation:
F = Fisher’s exact test
Sι = The biggest variant
S2
2 = The smallest variant
The test criteria are:
a) If Fc < Ft both of the data have homogeny variant, Ho is accepted.
b) If Fc > Ft both of the data have no homogeny variant, Ho is rejected.
3) Hypothesis Test
T-Test is used to test the hypothesis of the research and statistical
methods for determining the hypothesis test to be used must be adapted to the
statistical assumptions, for example assumption of distribution and
homogeneity of variants. The following condition of assumption of
8 Ibid, pp.122—126.
37
distribution and homogeneity of variants of research data and hypothesis test
that should be used:9
a. Normal Distribution of Data and Homogenous
For the normal distribution of data and homogenous hypothesis test
using parametric statistical t test according to the following equation:10
√
With,
√
Explanation:
= The average score of experimental group
= The average score of controlled group
= Combined standard deviation (the experimental group and
controlled group)
= Standard deviation of the experimental group
= Standard deviation of the controlled group
= Number of members of the experimental group
= Number of members of the controlled group
The next step is as follows:
1) Proposed a hypothesis,
2) Testing the equality of two average pretest result
There was no significant difference between the average pretest score
of experimental group and controlled group.
9 Ibid, pp. 128—131.
10 Ibid,. p. 140.
38
There are significant differences between the average pretest score of
experimental group and controlled group.
3) Testing the equality of two average posttest result
There was no significant difference between the average posttest score
of experimental group and controlled group.
There are significant differences between the average posttest score of
experimental group and controlled group
a. Determining tcount with t-test formula
b. Determining the degrees of freedom (df) with the formula:
c. Determining the value of t-table with α = 0,05
d. Testing the hypothesis
If -ttabel < tcount < ttabel then, Ho is accepted at the confidence level 0,95
and if tcount ≤ -ttabel or ttabel ≤ tcount then Ha is accepted at the confidence level
0,95.
b. Normal Distribution of Data and Not Homogenous
For the normal distribution of data and not homogenous hypothesis test
using parametric statistical t’ test according to the following equation:11
√
Explanation:
= The average score of experimental group
= The average score of controlled group
= Standard deviation of the experimental group
= Standard deviation of the controlled group
11
Ibid, p. 141.
39
= Number of members of the experimental group
= Number of members of the controlled group
The test criterion is accepting Ho, if:
Or,
With,
and
With,
t1 = ⁄
t2 = ⁄
For other value of t’, Ho is rejected.
c. Abnormal Distribution of Data
For the abnormal distribution data hypothesis test using parametric
statistical the Wilcoxon test, the steps of Wilcoxon test are as follows:12
1) Formulate the hypothesis:
Ho : K1 = K2
H1 : K1 ≠ K2
2) Set up the value of alpha = 0,05
3) Determine the statistic value of Wilcoxon with the following steps:
a. Determine the amount and sign of the difference.
b. Sort the difference regardless of the sign of the smallest until the
biggest, if at averaged.
4) Separate the marked positive and negative numbers.
12
Ibid,. p. 145.
40
5) Add up all the positive and negative signs. The smallest value of the
sum is called the statistical value ω that will be the basis of the
Wilcoxon test.
6) Determine the critical point with α = 0.05.
7) Draw conclusions, with provision reject Ho if statistical J ≤ Jkritis
and accept Ho if J> Jkritis.
The Wilcoxon test for large samples for instance more than 25 the
value of J is assumed normal distribution with a mean standard deviation as
follows:
√
The test criterion using the standard normal distribution is with the
following transformation:
H. Statistical Hypothesis
Statistical hypothesis to be tested in this research are:
Ho : μ1 = μ2
Ha : μ1 ≠ μ2
Explanation:
Ho = Null hypothesis, there is no significant effects of
students’ ability in writing recount text before and after clustering
technique used.
Ha = Alternative hypothesis, there is significant effect of
students’ ability in writing recount text before and after clustering
technique used.
41
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
This research uses quantitative as a technique in collecting the data which
consists of pre-test and post-test of recount text given to two classes. The
experimental class and the controlled class are given different treatment where the
experimental class received the treatment of the clustering technique and the
controlled class does not.
1. Research Finding
a. The Result of Pretest of Experimental Class and Controlled Class
Based on the result of pre-test of experimental class and controlled class
consist of 20 students, the data obtained as follows:
Table 4.1 Frequency Distribution Pretest Score Experimental Class
No Class Interval
Pre-Test Frequency
(fi)
Experiment
1. 50-55 8
2. 56-61 5
3. 62-67 3
4. 68-73 2
5. 74-79 1
6. 80-85 1
Total 20
Table 4.1 shows that the score of pre-test of experimental class can be seen
that student’s score acquisition in the interval of 50-55 are 8 students, interval 56-
61 are 5 students, interval 62-67 are 3 students, interval 68-73 are 2 students,
interval 74-79 are 1 students and interval 80-85 are 1 students.
42
Table 4.2 Frequency Distribution Pre-Test Score Controlled Class
No Class Interval
Pre-Test Frequency
(fi)
Control
1. 50-54 1
2. 55-59 4
3. 60-64 3
4. 65-69 1
5. 70-74 7
6. 75-79 4
Total 20
Table 4.2 shows the score of pre-test of controlled class, student’s
acquisition in the interval of 50-54 is 1 students, interval 5-59 are 4 students,
interval 60-64 are 3 students, interval 65-69 are 1 students, interval 70-74 are 7
students and interval 75-79 are 4 students.
Based on the statistical calculation gained some centralization and
distribution score of data from pre-test score as the following table.
Table 4.3 Result of Pre-test Experimental Class and Controlled Class
Based on the Table 4.3, known that the highest score that is achieved by
experimental class and is 80 while the highest score that achieved by controlled
class is 70. The lowest score of experimental class is 50 and controlled class is 48.
The average score of experimental class is 60.3 while controlled class is 61.7. The
median of experimental class is 57.5 and controlled class also 65.5. The most
score appears (modus) in the experimental class is 59 while in the controlled class
is 63.5. In the experimental class the deviation standard is 8.9 while in controlled
class is 6.5.
No. Centralization and
Distribution of Data
Pre-Test
Experimental Controlled
1. Highest Score 80 70
2. Lowest Score 50 48
3. Average 60.3 61.7
4. Median 57.5 65.5
5. Modus 59 63.5
6. Deviation Standard 8.94 6.5
43
b. The Result of Posttest of Experimental Class and Controlled Class
Based on the result of post-test of experimental class and controlled class
consist of 20 students, the data obtained as follows:
Table 4.4 Frequency Distribution Post-Test Score Experimental Class
No Class Interval
Post-test Frequency
(fi)
Experimental
1. 53-57 2
2. 58-62 2
3. 63-67 1
4. 68-72 2
5. 73-77 7
6. 78-82 6
Total 20
Table 4.4 shows the score of post-test of experimental class, student’s
acquisition in interval 53-57 is 2 student, interval 58-62 is 2 student, interval 63-
67 are 1 students, interval 68-72 are 2 students, interval 73-77 are 7 students, and
interval 78-82 are 6 students.
Table 4.5 Frequency Distribution Posttest Score Controlled Class
No Class Interval
Pre-Test Frequency
(fi)
Controlled
1. 50-55 6
2. 56-61 4
3. 62-67 5
4. 68-73 1
5. 74-79 1
6. 80-85 3
Total 20
Table 4.5 shows the score of post-test of controled class, student’s
acquisition in interval 50-55 are 6 students, interval 56-61 are 4 students, interval
44
62-67 are 5 students, interval 68-73 are 1 students, interval 74-79 are 1 students,
and interval 80-84 is 3 student.
Based on the statistical calculation gained some centralization and
distribution score of data from pre-test score as the following table.
Table 4.6 Result of Post-test Experimental Class and Controlled Class
Based on the table 4.6 known that the highest score achieved by
experimental class and is 80 while the highest score that achieved by controlled
class is 85. The lowest score of experimental class is 53 while controlled class is
50. The average score of experimental class is 72 while controlled class is 63.3.
The median of experimental class is 72.5 while controlled class is 61.5. The most
score appears (modus) in the experimental class is 76.6 while in the controlled
class is 54. In the experiment class the deviation standard is 8.49 while in
controlled class is 10.58.
c. The Recapitulation of Pre-test and Post-Test
Based on the calculation of pre-test and post-test of experimental class and
controlled class consists of 20 students, the recapitulation of the data obtained as
follows:
Table 4.7 The Recapitulation of Pre-Test and Post-Test Data of
Experimental Class and Controlled Class
No. Frequency
Distribution
Pre-Test Post-Test
Experiment Control Experiment Control
1. Highest Score 80 70 80 85
2. Lowest Score 50 48 53 50
3. Average 60.3 61.7 72 63.3
4. Median 57.5 65.5 72.5 61.5
5. Modus 59 63.5 76.6 54
No. Centralization and
Distribution of Data
Post-Test
Experimental Controlled
1. Highest Score 80 85
2. Lowest Score 53 50
3. Average 72 63.3
4. Median 72.5 61.5
5. Modus 76.6 54
6. Deviation Standard 8.49 10.58
45
6. Deviation
Standard 8.94 6.54 8.49 10.58
Pre-test was given to the experimental class and the controlled class to
determine the students’ initial ability before the research was conducted.
According to the result obtained the average of the experimental class is 60.3 and
the average score of the controlled class is 61.7. This result illustrates that the
experimental class and the control class have almost the similar initial ability
before both classes are given the treatment.
After the experimental class was given the clustering technique as the
treatment while the controlled class was not given any treatment, the data above
illustrates that the learning outcomes in the experimental class and controlled
class has changed. The change of average score of the experimental class from
60.3 to 72 and the change of average score of the controlled class from 61.7 to
63.3
2. The Analysis of Data
a. Normality Test
The normality test conducted on two data of pretest and posttest score of
experimental class, and pretest and posttest score of controlled class. To test the
normality of data is used the formula of chi-square test at the significance level (α)
= 0,05. Data testing criteria is if count ≥ table, the distribution of data is not
normal and if count ≥ table, the distribution of data is normal.
The result of normality test of pretest and posttest on both samples is as the
table below:
Table 4.8The Result of Normality Test of Pre-Test and Post-Test
Experimental Class and Controlled Class
Statistic Pre-Test Post-Test
Experiment Control Experiment Control
N 20 20 20 20
60.3 61.7 72 63.3
S 8.94 6.54 8.49 10.58
count 8.85 0.07 6.35 3.38
table 11.07 11.07
46
Conclusion Normal Normal Normal Normal
Based on table 4.8 it can be seen that the score of count in all data is
smaller than the score of table, it can be concluded that the result of pretest and
posttest of experimental class and controlled class is normal.
b. Homogeneity test
The homogeneity test is conducted on two data of pretest score of
experimental class and controlled class, and the data of posttest score of
experimental class and controlled class. The homogeneity test is conducted using
Fisher (F) test. The result of homogeneity test of pretest and posttest is as the
sample below.
Table 4.9 The Result of Homogeneity Test of Pre-Test and Post-Test
Experiment Class and Control Class
Statistic Pre-Test Post-Test
Experiment Control Experiment Control
S2 79.92 42.77 80.49 10.58
Fcount 1.86 0.64
Ftable 2.12 2.12
Kesimpulan Homogen Homogen
Based on the table 4.9, the score of Fcount of pretest data is 1.86 and the score
of Fcount of posttest is 0.64. From both of the data are obtained Fcount < Ftable, it can
be concluded that the data of learning outcome from the two classes have the
same variants and homogenous.
c. Hypothesis Test
Based on the normality test and homogeneity test found that the data of
pretest and posttest are normal distribute and homogeneous. Therefore the
hypothesis test can be performed using t-test with the test criteria; if tcount > ttable,
then Ha is accepted and H0 is rejected, and if tcount < ttable, then H0 is accepted and
Ha is rejected. Based on the calculation, the result is as follow:
47
Table 4.10 The Result of Hypothesis Test of Pre-Test and Post-Test
Experimental Class and Controlled Class
Statistic Pre-Test Post-Test
Experiment Control Experiment Control
N 20 20 20 20
60.3 61.7 72.2 65.3
S 8.94 6.54 8.49 10.58
tcount 0.25 2.92
ttable 2.02 2.02
Conclusion There is No Significant Effect There is Significant Effect
Based on the table 4.10 the result of hypothesis test of pretest score before
treatment, it can be seen that tcount < ttable; 0.25 < 2.02 on the significance level 5%
therefore the null hypothesis (H0) is accepted and the alternative hypothesis (Ha) is
rejected. It can be concluded that there is no significant difference in the result
score between experimental class and controlled class. Thus, both classes have the
same ability and suitable to be the research sample.
Different with the result of hypothesis test of pretest, the result of hypothesis
test of posttest shown that tcount > ttable; 2.92 > 2.02 on the significance level 5%
therefore the alternative hypothesis (Ha) is accepted and the null hypothesis is
rejected. It means that there is significance effect of students’ ability in
pronouncing similar sound of word before and after using minimal pair drill
technique.
3. The Interpretation of Data
The data of pretest of experimental class and controlled class are normally
distribute and homogeneous. On the table 4.8 the result of normality test shown
that the ttable (11.07) is higher than tcount of experimental class is (8.85) and tcount of
controlled class is (0.07) and the result of homogeneity test on table 4.9 shown
that the Ftable (2.12) is higher than Fcount (1.86). It can be concluded that both of
experimental class and controlled class have the same capability in writing
recount text before the clustering technique was conducted.
48
The normally distributed and homogeneous data are also illustrated in the
result of post-test of experimental class and controlled class. On the table 4.8 the
result of normality test shown that the ttable (11.07) is higher than tcount of
experimental class is (6.35) and tcount of controlled class is (3.38) and the result of
homogeneity test on table 4.9 shown that the Ftable (2.12) is higher than Fcount
(0.64).
The t-test is used to test the hypothesis in this research because the collected
data is normally distributed and homogeneous. Based on the hypothesis test the
result of tcount (2.92) is higher that ttable (2.02) on the significance level 5%.
Therefore the alternative hypothesis (Ha) is accepted and the null hypothesis (H0)
is rejected. It can be concluded that clustering technique has a significant effect to
the students’ ability in writing recount text.
49
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the analysis in the previous chapter, it can be
concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis
is rejected (H0). It can be seen that the result of tcount is 2.92 while the value of ttable
in the significance level 5% is 2.02. Therefore the score of tcount is higher than the
ttable or 2.92 >2.02. It means that there is significance effect of clustering technique
in improving students writing recount text. Based on the result, it can be drawn
the conclusion that teaching writing recount text can be taught by the use of
clustering technique.
B. Suggestion
Based on the data prescribed previously, the writer gives some suggestions as
follows.
1. Suggestion for the students
Students should learn other components or recount text such as; language
features and generic structures since the students’ comprehending of these
components influence the students’ achievement of learning in writing a recount
text. Students should be firstly taught the use of past tense before they are taught
how to write a recount text.
2. Suggestion for the teachers
Teacher should use particular technique that minimize students’ problem in
writing. The technique suggested should brings students fun and encourage
students to write more easy. Clustering technique is one of the techniques
suggested in helping students to write more easy and fun. In writing recount text,
students use this kind of visual technique in exploring ideas in mind until it
become a good piece of writing.
50
3. Suggestion for other researchers.
Other researchers should have a good mastery of teaching material and
enough skill of demonstrating the technique of clustering in the classroom since
these things influence the students’ successful of their achievements in learning
recount text. Furthermore, the researchers should varied the technique in
classroom teaching to avoid students’ boredom since in some meetings of the
research conduction they have to learn the same material with the same technique.
Teacher should have a competence in applying particular technique in class to
bring the technique understood by the students so that they can apply the
technique in their own work. The instruction must be clearly pronounced by the
teacher so that the explanation must be easily understood by the students
51
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2011.
53
APPENDIX 1
Rencana Pelaksanaan Pembelajaran (RPP)
(Experiment Class)
Nama Sekolah : SMA 87 Jakarta
Mata Pelajaran : Bahasa Inggris
Materi Ajar : Recount Text
Kelas/Semester : X MIA 2/II
Alokasi Waktu : 5x90 menit
Aspek/Skill : Writing
Kompetensi Inti :
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 menunjukkan 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
KI 3 :
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.
54
KI 4 :
Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
Kompetensi Dasar:
11.1. Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar
2.3. Menunjukkan prilaku tanggung jawab, peduli, kerjasama, dan cinta damai
dalam melaksanakan komunikasi fungsional
3.9. Menganalisis fungsi 54opic54, struktur teks, dan 54opic54 kebahasaan
pada teks recount sederhana tentang pengalaman/kejadian pristiwa, sesuai
dengan konteks penggunaannya.
4.13. Menagkap makna dalam teks recount lisan dan tulis sederhana. Menyusun
teks recount lisan dan tulis sederhana tentang
pengalaman/kegiatan/kejadian/peristiwa , dengan memperhatikan fungsi
54opic54, struktur teks, dan unsure kebahasaan, secara benar dan sesuai
dengan konteks.
Indikator Pencapaian Kompetensi:
1. Menulis sebuah teks recount berbentuk biografi (pre-test)
2. Mengetahui fungsi 54opic54 dari sebuah teks recount
3. Mengidentifikasi struktur teks (text structure/generic structure) dan 54opic54
kebahasaan (language feature) yang terkandung sebuah teks recount
4. Menarik informasi yang terkandung dalam sebuah teks recount (menjawab
pertanyaan yang merajuk pada sebuah teks recount)
55
5. Siswa dapat membuat sebuah outline teks recount
6. Siswa dapat membuat sebuah teks recount dengan baik berdasarkan topik
yang sudah ditentukan dengan memperhatikan struktur teks (text
structure/generic structure) dan 55opic55 kebahasaan (language feature)
sebuah teks recount (post-test)
Tujuan Pembelajaran:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount tentang
biografi tokoh.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks recount berbentuk biografi
3. Mengidentifikasi fungsi 55opic55, struktur teks, dan 55opic55 kebahasaan dari
teks recount berbentuk biografi.
4. Merespon makna teks recount berbentuk biografi tokoh.
5. Menyusun teks recount berbentuk biografi
Materi Pelajaran:
A. The Definition of Recount Text
Recount is a text which retells events or experiences in the past. Its purpose is
either to inform or to entertain the audience. There is no complication among
the participants and that differentiates from narrative
B. Social Function of Recount Text
To tell the readers what happened in the past through a sequence of events.
C. Generic Structure
1. Orientation:
Orientation presents to the readers about background information such as;
who, when, and where. This part is firstly presented by the writer in the first
paragraph to introduce the characters, the setting of place and time that can
helpfully guide the reader to understand the whole content of the recount text
paragraph.
56
2. Sequence of Event
Sequence of events presents a series of events typically ordered in
chronological order. The writer often use words that order time to make
the reader such as when, next, then, etc
3. Re-orientation
Re-orientation is presented in the form of a summary statement or an
evaluative comment or a return to the starting point. Mark Anderson and
Kathy Anderson call re-orientation as concluding paragraph.
D. The Example of Recount text
B.J. HABIBIE
Bacharuddin Jusuf Habibie known as BJ. Habibie was born on 25
June 1936. He was the Third President of the Republic of Indonesia
(1998–1999). Habibie was born in Parepare, South Sulawesi Province to
Alwi Abdul Jalil Habibie and R.A. Tuti Marini Puspowardojo. His father
was an agriculturist from Gorontalo of Bugis descent and his mother was a
Javanese noblewoman from Yogyakarta. His parents met while studying in
Bogor. When he was 14 years old, Habibie’s father died.
Following his father’s death, Habibie continued his studies in Jakarta
and then in 1955 moved to Germany. In 1960, Habibie received a degree
in engineering in Germany, giving him the title Diplom-Ingenieur.
He remained in Germany as a research assistant under Hans Ebner at
the Lehrstuhl und Institut für Leichtbau, RWTH Aachen to conduct
research for his doctoral degree.
In 1962, Habibie returned to Indonesia for three months on sick
leave. During this time, he was reacquainted with Hasri Ainun, the
daughter of R. Mohamad Besari. The two married on 12 May 1962,
returning to Germany shortly afterwards. Habibie and his wife settled in
Aachen for a short period before moving to Oberforstbach. In May 1963
they had their first son, Ilham Akbar Habibie, and later another son,
Thareq Kemal Habibie.
When Habibie’s minimum wage salary forced him into part-time
work, he found employment with the Automotive Marque Talbot, where
he became an advisor. Habibie worked on two projects which received
57
funding from Deutsche Bundesbahn. Due to his work with Makosh, the
head of train constructions offered his position to Habibie upon his
retirement three years later, but Habibie refused.
Habibie did accept a position with Messerschmitt-Bölkow- Blohm in
Hamburg. There, he developed theories on thermodynamics, construction,
and aerodynamics known as the Habibie Factor, Habibie Theorem, and
Habibie Method, respectively. He worked for Messerschmit on the
development of the Airbus A-300B aircraft. In 1974, he was promoted to
vice president of the company.
In 1974, Suharto requested Habibie to return to Indonesia as part of
Suharto’s drive to develop the country. Habibie initially served as a special
assistant to Ibnu Sutowo, the CEO of the state oil company Pertamina.
Two years later, in 1976, Habibie was made Chief Executive Officer of the
new state-owned enterprise Industri Pesawat Terbang Nusantara (IPTN).
In 1978, he was appointed as Minister of Research and Technology.
Habibie was elected vice president in March 1998. On 21 May 1998,
Suharto publicly announced his resignation and Habibie was immediately
sworn in as president. Habibie’s government stabilized the economy in the
face of the Asian financial crisis and the chaos of the last few months of
Suharto’s presidency.
Since relinquishing the presidency, Habibie has spent more time in
Germany than in Indonesia. However, he has also been active as a
presidential adviser during Susilo Bambang Yudoyono’s presidency. In
September 2006, he released a book called Detik- Detik Yang
Menentukan: Jalan Panjang Indonesia Menuju Demokrasi (Decisive
Moments: Indonesia’s Long Road Towards Democracy). The book
recalled the events of May 1998.
(Adapted from: http://en.wikipedia.org/wiki/B._J._Habibie)
Metode Pembelajaran:
Pendekatan Scientific Approach
Media dan alat pembelajaran:
Spidol dan papan tulis
Slide
Worksheet
58
Sumber Pembelajaran :
1. Buku referensi : Mark Andersen and Kathy Andersen, Text Types
in English, (New York, Macmilan Education Australia Pty Ltd., 2003)
2. Artikel : Emi Emilia, ‘Engaging and Exploring Recount
Writing: A Practical Guide for Classroom Teacher.”, Government of
South Australia, Department for Education and Child Development,
2012
3. Internet : Situs ‘Lets Study English!’ :
//englishwithgalih.blogspot.com/2014/01/list-of-examples-recount-
text.html
Langkah-langkah Pembelajaran:
1. Pertemuan pertama (pre-test)
Pendahuluan
Tahap Kegiatan
Pendahuluan (Pre-test) Guru megucapkan salam dan menyapa
siswa
Pendahulan dan perkenalan atau
penyampaian maksud dan tujuan
Kegiatan Inti
Experimenting
Pre-test
Guru bertanya tentang idola siswa
Siwa menulis sebuah teks yang
menceritakan perjalanan karir idola
masing-masing.
Siswa mengumpulkan teks yang telah
mereka tulis
Guru memeriksa hasil pekerjaaan satu-
dua siswa
Observing
Guru menjelaskan bahwa teks yang
baru saja mereka tulis termasuk ke
dalam salah satu jenis teks recount
59
yang sebelumnya pernah mereka
pelajari, yaitu teks recount berbentuk
biografi
Guru membagikan satu contoh teks
recount berbentuk biografi yang baik
Guru bertanya pada siswa mengenai
59opic-ciri teks yang menunjukkan
bahwa teks tersebut adalah jenis teks
recount
Guru menjelaskan secara singkat
definisi dan fungsi 59opic59 sebuah
teks recount
Guru menjelaskan struktur teks
(generic structure) yang terdapat
dalam sebuah teks recount
Guru menampilkan sebuah contoh teks
recount di-slide
Siswa mengidentifikasi generic
structure teks recount yang
ditampilkan di-slide
Questioning
Siswa mempertanyakan hal terkait
dengan teks recount berbentuk biografi
Exploring
Guru membagikan sebuah contoh teks
recount berbentuk berbentuk biografi
Siswa mengidentifikasi generic
structure yang terkandung dalam teks
recount tersebut
Associating Siswa membuat kesimpulan sementara
tentang materi recount text
Guru memberi penguatan tentang
60
materi recount text:
1. Definition of Recount text
2. Social Function of Recount Text
3. Generic Structure of Recount
text
Networking Guru meminta beberapa siswa untuk
menyimpulkan materi pelajaran
mengenai teks recount berbentuk
biografi
Penutup
Penutup Guru bertanya mengenai kesulitan
yang dialami siswa selama
mempelajari teks recount berbentuk
biografi, terutama pada kesulitan yang
mereka alami selama mengerjakan
pre-test.
Guru dan siswa bersama-sama
menyimpulkan materi pelajaran
2. Pertemuan ke-dua
Pendahuluan (50 menit)
Tahap Kegiatan
Pendahuluan Guru memberi salam dan menyapa siswa
Guru me-review pelajaran sebelumnya
Kegiatan Inti (35 menit)
Observing Guru menampilkan sebuah contoh teks
recount berbentuk biografi dengan judul;
BJ. Habibie di slide dan membagikan
teks-nya kepada siswa
Siswa membaca teks recount tersebut
Guru meminta siswa mengamati
61
language features dan generic structure
yang terkandung dalam sebuah teks
recount berbentuk biografi
Guru meminta siswa untuk mengamati
jenis-jenis informasi-informasi penting
yang dibutuhkan dalam sebuah teks
recount berbentuk biografi
Questioning Guru mengarahkan siswa untuk
mempertanyakan teks recount tersebut
Exploring Guru memperkenalkan teknik clutering
pada siswa
Guru menulis satu nama tokoh yang
diidolakan: Tere Liye, dan melingkari
nama tersebut
Guru menulis kata ‘writer’ di sisi nama
tersebut kemudian melingkarinya dan
menghubungkannya dengan nama yang
guru tulis di tengah.
Guru terus menulis ide-ide yang terlintas
di kepala sambil mengkominikasikannya
kepada siswa.
Associating Guru membuat kesimpulan sementara
terkait denga fungsi clustering technique
di dalam menulis sebuah teks recount
terutama yang berbentuk biografi
Experimenting Guru membentuk siswa menjadi
beberapa kelompok
Guru meminta siswa untuk memilih
salah satu nama idola yang disepakati di
dalam anggkota kelompok
62
Guru meminta masing-masing siswa
dalam kelompok melakukan clustering
technique sebelum benar-benar menulis
sebuah paragraph recount
Networking Guru meminta salah satu kelompok
untuk maju ke depan kelas dan
mengkomunikasikan hasil pekerjaan
mereka
Penutup
Penutup Guru bersama-sama siswa
menyimpulan materi pelajaran
Guru menutup pelajaran dengan berdoa
3. Pertemuan ke-tiga
Pendahuluan
Tahap Kegiatan
Pendahuluan Guru memberi salam dan menyapa
siswa
Guru me-review materi pelajaran
sebelumnya
Kegiatan Inti
Observing Guru menampilkan sebuah contoh
clustering technique
Guru membuat sebuah outline dari ide-
ide yang didapat dalam clustering
tersebut
Guru menampilkan sebuah teks recount
berbentuk biografi yang ide-nya didapat
dengan cara meng-cluster sebelumnya
(Judul atau 62opic clustering technique,
outline, dan teks recount yang disajikan
63
saling terkait satu sama lain)
Questioning Guru mengarahkan siswa untuk
bertanya terkait dengan materi yang
bari saja disampaikan
Exploring Guru membagi siswa menjadi
beberapa kelompok
Guru membagikan contoh clustering
technique yang sudah terbemtuk ke
dalam outline dan teks final sebuah
teks recount berbentuk biografi
Guru meminta semua siswa untuk
bekerja secara kelompok dalam
mengidentifikasi informasi-informasi
yang secara utuh didapat dengan cara
meng-cluster
Associating
Guru mengaitkan fungsi clustering
technique dengan kegiatan lain yang
dengan clustering technique akan
sangat membantu kegiatan tersebut
Experimenting Guru membagikan handout berupa
panduan dalam memuat outline sebuah
paragraph recount berbentuk biografi
Guru meminta siswa bekerja secara
kelompok dalam membuat sebuah
outline dari clustering yang sudah
mereka dapatkan di hari sebelumnya
(kelompok yang terbentuk pada
pertemuan ini merupakan kelompok
yang sudah terbentuk pada pertemuan
sebelumnya)
64
Guru meminta kelompok yang sudah
selesai dalam membuat outline untuk
segera menulis sebuah teks recount
berbentuk biografi
Networking Guru meminta kelompok yang sudah
selesai untuk mempresentasikan hasil
kerja kelompok mereka di depan kelas
Penutup
Penutup Guru menanyakan kesulitan siswa
dalam kerja kelompok
Guru dan siswa sama-sama
menyimpulkan materi pelajaran
4. Pertemuan ke-empat
Pendahuluan
Tahap Kegiatan
Pendahuluan Guru mengucapkan salam dan
menyapa siswa
Guru menyajikan sebuah game warm-
up
Kegiatan Inti
Observing Guru menyajikan sebuah teks recount
berbentuk biografi yang baik yang
diambil dari salah satu karya kelompok
siswa yang dibuat pada pertemuan
sebelumnya
Guru bersama-sama siswa
mendiskusikan teks recount tersebut
Questioning Guru mengarahkan siswa untuk
bertanya
Exploring Guru meminta masing-masing
65
kelompok untuk membuat sepuluh
pertanyaan terkait dengan informasi
yang terkandung di dalam teks recount
yang telah mereka tulis pada
pertemuan sebelumnya
Guru menukar hasil pekerjaan
kelompok siswa satu sama lain
Guru meminta setiap kelompok untuk
menjawab pertanyaan yang sudah
dibuat siswa dari kelompok lain
Associating Guru mengaitkan materi pelajaran
dengan kehidupan sehari-hari siswa
Guru mengarahkan siswa menarik
kesimpulan dari kegiatan menulis
tentang tokoh idola mereka
Experimenting Guru meminta siswa untuk menulis
sebuah nama idola masing-masing di
selembar kertas yang sudah disediakan
Guru meminta siswa untuk menulis
informasi apa saja yang terkai dengan
tokoh idola yang mereka tulis tersebut
sampai siswa tak menemukan
informasi apapun lagi (Guru meminta
siswa untuk meng-cluster)
Guru meminta siswa yang sudah
selesai meng-cluster untuk membuat
sebuah outline teks recount
Guru meminta siswa yang sudah
selesai membuat outline untuk
membuat teks recount berbentuk
66
biografi
Networking Guru meminta siswa yang sudah
selesai untuk mengkomunikasikan
hasil kerja mereka dengan teman
sebangku
Penutup
Penutup Guru bersama-sama siswa
mnyimpulkan materi pelajaran
Guru menutup pelajaran dengan
memimpin doa
5. Pertemuan ke-lima (Post-test)
Pendahuluan
Tahap Kegiatan
Pendahulan Guru mengucapkan salam dan
menyapa siswa
Guru me-review materi pelajaran
selama empat kali pertemuan secara
singkat
Kegiatan Inti
Kegiatan Inti Post-test
Penutup
Penutup Guru mengucapkan terimakasih pada
siswa
Guru menutup pelajaran dengan
berdoa dan mengucapkan salam
67
Rencana Pelaksanaan Pembelajaran (RPP)
(Controlled Class)
Nama Sekolah : SMA 87 Jakarta
Mata Pelajaran : Bahasa Inggris
Materi Ajar : Recount Text
Kelas/Semester : X MIA 1/II
Alokasi Waktu : 5x90 menit
Aspek/Skill : Writing
Kompetensi Inti :
KI 1 :
Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 :
Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukkan 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
KI 3 :
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
68
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4 :
Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
Kompetensi Dasar:
11.1. Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar
2.3. Menunjukkan prilaku tanggung jawab, peduli, kerjasama, dan cinta damai
dalam melaksanakan komunikasi fungsional
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
recount sederhana tentang pengalaman/kejadian pristiwa, sesuai dengan
konteks penggunaannya.
4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana. Menyusun
teks recount lisan dan tulis sederhana tentang
pengalaman/kegiatan/kejadian/peristiwa , dengan memperhatikan fungsi
sosial, struktur teks, dan unsure kebahasaan, secara benar dan sesuai
dengan konteks.
Indikator Pencapaian Kompetensi:
1. Menulis sebuah teks recount berbentuk biografi (pre-test)
2. Mengetahui fungsi sosial dari sebuah teks recount
3. Mengidentifikasi struktur teks (text structure/generic structure) dan unsur
kebahasaan (language feature) yang terkandung sebuah teks recount
4. Menarik informasi yang terkandung dalam sebuah teks recount (menjawab
pertanyaan yang merajuk pada sebuah teks recount)
69
5. Siswa dapat membuat sebuah outline teks recount
6. Siswa dapat membuat sebuah teks recount dengan baik berdasarkan topik
yang sudah ditentukan dengan memperhatikan struktur teks (text
structure/generic structure) dan unsur kebahasaan (language feature) sebuah
teks recount (post-test)
Materi Pelajaran:
A. The Definition of Recount Text
Recount is a text which retells events or experiences in the past. Its
purpose is either to inform or to entertain the audience. There is no
complication among the participants and that differentiates from narrative
B. Social Function of Recount Text
To tell the readers what happened in the past through a sequence of events.
C. Generic Structure
1. Orientation:
Orientation presents to the readers about background information such
as; who, when, and where. This part is firstly presented by the writer in
the first paragraph to introduce the characters, the setting of place and
time that can helpfully guide the reader to understand the whole
content of the recount text paragraph.
2. Sequence of Event
Sequence of events presents a series of events typically ordered in
chronological order. The writer often use words that order time to
make the reader such as when, next, then, etc
3. Re-orientation
Re-orientation is presented in the form of a summary statement or an
evaluative comment or a return to the starting point. Mark Anderson
and Kathy Anderson call re-orientation as concluding paragraph.
70
D. Language Features of Recount Text
1. Use past tense to retell the events.
2. Use words that show the order of events. Such as: first, next, then.
3. Use descriptive words to give details about who, what, when, where
and how.
E. The Example of Recount text
B.J. HABIBIE
Bacharuddin Jusuf Habibie known as BJ. Habibie was born on 25
June 1936. He was the Third President of the Republic of Indonesia
(1998–1999). Habibie was born in Parepare, South Sulawesi Province to
Alwi Abdul Jalil Habibie and R.A. Tuti Marini Puspowardojo. His father
was an agriculturist from Gorontalo of Bugis descent and his mother was a
Javanese noblewoman from Yogyakarta. His parents met while studying in
Bogor. When he was 14 years old, Habibie’s father died.
Following his father’s death, Habibie continued his studies in Jakarta
and then in 1955 moved to Germany. In 1960, Habibie received a degree
in engineering in Germany, giving him the title Diplom-Ingenieur.
He remained in Germany as a research assistant under Hans Ebner at
the Lehrstuhl und Institut für Leichtbau, RWTH Aachen to conduct
research for his doctoral degree.
In 1962, Habibie returned to Indonesia for three months on sick
leave. During this time, he was reacquainted with Hasri Ainun, the
daughter of R. Mohamad Besari. The two married on 12 May 1962,
returning to Germany shortly afterwards. Habibie and his wife settled in
Aachen for a short period before moving to Oberforstbach. In May 1963
they had their first son, Ilham Akbar Habibie, and later another son,
Thareq Kemal Habibie.
When Habibie’s minimum wage salary forced him into part-time
work, he found employment with the Automotive Marque Talbot, where
he became an advisor. Habibie worked on two projects which received
funding from Deutsche Bundesbahn. Due to his work with Makosh, the
head of train constructions offered his position to Habibie upon his
retirement three years later, but Habibie refused.
Habibie did accept a position with Messerschmitt-Bölkow- Blohm in
Hamburg. There, he developed theories on thermodynamics, construction,
and aerodynamics known as the Habibie Factor, Habibie Theorem, and
Habibie Method, respectively. He worked for Messerschmit on the
71
development of the Airbus A-300B aircraft. In 1974, he was promoted to
vice president of the company.
In 1974, Suharto requested Habibie to return to Indonesia as part of
Suharto’s drive to develop the country. Habibie initially served as a special
assistant to Ibnu Sutowo, the CEO of the state oil company Pertamina.
Two years later, in 1976, Habibie was made Chief Executive Officer of the
new state-owned enterprise Industri Pesawat Terbang Nusantara (IPTN).
In 1978, he was appointed as Minister of Research and Technology.
Habibie was elected vice president in March 1998. On 21 May 1998,
Suharto publicly announced his resignation and Habibie was immediately
sworn in as president. Habibie’s government stabilized the economy in the
face of the Asian financial crisis and the chaos of the last few months of
Suharto’s presidency.
Since relinquishing the presidency, Habibie has spent more time in
Germany than in Indonesia. However, he has also been active as a
presidential adviser during Susilo Bambang Yudoyono’s presidency. In
September 2006, he released a book called Detik- Detik Yang
Menentukan: Jalan Panjang Indonesia Menuju Demokrasi (Decisive
Moments: Indonesia’s Long Road Towards Democracy). The book
recalled the events of May 1998.
(Adapted from: http://en.wikipedia.org/wiki/B._J._Habibie)
Metode Pembelajaran:
Pendekatan Scientific Approach
Media dan alat pembelajaran:
Spidol dan papan tulis
Slide
Worksheet
Sumber Pembelajaran :
1. Buku referensi : Mark Andersen and Kathy Andersen, Text Types
in English, (New York, Macmilan Education Australia Pty Ltd., 2003)
2. Artikel : Emi Emilia, ‘Engaging and Exploring Recount
Writing: A Practical Guide for Classroom Teacher.”, Government of
South Australia, Department for Education and Child Development,
2012
3. Internet : Situs ‘Lets Study English!’ :
//englishwithgalih.blogspot.com/2014/01/list-of-examples-recount-
text.html
72
Langkah-langkah Pembelajaran:
1. Pertemuan pertama (pre-test)
Pendahuluan
Tahap Kegiatan
Pendahuluan Guru megucapkan salam dan menyapa
siswa
Pendahulan dan perkenalan atau
penyampaian maksud dan tujuan
Kegiatan Inti
Experimenting
Pre-test
Guru bertanya tentang idola siswa
Siwa menulis sebuah teks yang
menceritakan perjalanan karir idola
masing-masing.
Siswa mengumpulkan teks yang telah
mereka tulis
Observing
Guru memeriksa hasil pekerjaaan satu-
dua siswa
Guru menjelaskan bahwa teks yang
baru saja mereka tulis termasuk ke
dalam salah satu jenis teks recount
yang sebelumnya pernah mereka
pelajari, yaitu teks recount berbentuk
biografi
Guru membagikan satu contoh teks
recount berbentuk biografi yang baik
Guru bertanya pada siswa mengenai
ciri-ciri teks yang menunjukkan bahwa
teks tersebut adalah jenis teks recount
Guru menjelaskan secara singkat
definisi dan fungsi sosial sebuah teks
73
recount
Guru menjelaskan struktur teks
(generic structure) yang terdapat
dalam sebuah teks recount
Guru menampilkan sebuah contoh teks
recount di-slide
Siswa mengidentifikasi generic
structure teks recount yang
ditampilkan di-slide
Questioning
Siswa mempertanyakan hal terkait
dengan teks recount berbentuk
biografi
Exploring Guru membagikan sebuah contoh teks
recount berbentuk biografi
Siswa mengidentifikasi generic
structure yang terkandung dalam teks
recount tersebut
Associating Siswa membuat kesimpulan sementara
tentang materi recount text
Guru memberi penguatan tentang
materi recount text:
1. Definition of Recount text
2. Social Function of Recount Text
Generic Structure of Recount
text
Networking Guru meminta beberapa siswa untuk
menyimpulkan materi pelajaran
mengenai teks recount berbentuk
biografi
74
Penutup
Penutup Guru bertanya mengenai kesulitan yang
dialami siswa selama mempelajari teks
recount berbentuk biografi, terutama
pada kesulitan yang mereka alami
selama mengerjakan pre-test.
Guru dan siswa bersama-sama
menyimpulkan materi pelajaran
2. Pertemuan ke-dua
Pendahuluan
Tahap Kegiatan
Pendahuluan Guru memberi salam dan menyapa siswa
Guru me-review pelajaran sebelumnya
Kegiatan Inti
Observing Guru menampilkan sebuah contoh teks
recount berbentuk biografi dengan judul;
BJ. Habibie di slide dan membagikan
teks-nya kepada siswa
Siswa membaca teks recount tersebut
Guru meminta siswa mengamati
language features dan generic structure
yang terkandung dalam sebuah teks
recount berbentuk biografi
Guru meminta siswa untuk mengamati
jenis-jenis informasi penting yang
dibutuhkan dalam sebuah teks recount
berbentuk biografi
Questioning Guru mengarahkan siswa untuk
mempertanyakan teks recount tersebut
75
Exploring Guru membentuk siswa menjadi
beberapa kelompok
Guru membagikan sebuah teks recount
berbentuk biografi kepada masing-
masing kelompok
Guru meminta masing-masing kelompok
membaca teks tersebut dengan teliti
Guru meminta masing-masing kelompok
menjwab 10 pertanyaan terkait dengan
teks tersebut
Guru dan siswa membahas jawaban dari
pertanyaan tersebut
Guru meminta siswa mengidentifikasi
generic structure dan language feature
teks tersebut
Associating Guru mengarahkan siswa membuat
kesimpulan sementara tentang materi
teks recount yang baru saja mereka
pelajari
Guru mengarahkan siswa untuk
menyimpulkan fungsi social dari
sebuah teks recount berbentuk biografi
Experimenting Guru meminta setiap kelompok untuk
membuat sebuah teks recount berbentuk
biografi dengan judul yang sama
dengan teks recount yang mereka
terima. Masing-masing kelompok harus
membuat sebuah teks recount berbentuk
biografi dengan gaya bahasa mereka
sendiri
76
Networking Beberapa kelompok mempresentasikan
hasil pekerjaan mereka di depan kelas
Guru bersama-sama siswa membahas
beberapa teks yang dipresentasikan
tersebut
Penutup
Penutup Guru bersama-sama siswa
menyimpulan materi pelajaran
Guru menutup pelajaran dengan berdoa
3. Pertemuan ke-tiga
Pendahuluan
Tahap Kegiatan
Pendahuluan Guru memberi salam dan menyapa
siswa
Guru me-review materi pelajaran
sebelumnya
Kegiatan Inti
Observing Guru me-review beberapa jenis teks
yang sebelumnya pernah siswa pelajari
Guru mempresentasikan secara sigkat
jenis tes naratif dan recount dengan ciri
kebahasaan dan struktur paragrafnya
Guru menekankan pada perbedaan jenis
teks naratif dan teks recount
Guru menampilkan di slide dua
pargraph yang berbeda dan siswa
diminta menyebut jenis teks tersebut
berikut alasannya.
Questioning Guru mengarahkan siswa untuk
bertanya mengenai dua jenis teks
77
naratif dan teks recount
Exploring Guru membagi siswa menjadi beberapa
kelompok
Guru membagikan setiap kelompok tiga
jenis teks; teks recount sederhana
bertemakan pengalaman sehari-hari
dengan, teks naratif, dan teks recount
berbentuk biografi dengan tema ‘My
Idol’
Guru meminta masing-masing siswa
untuk berdiskusi dengan teman-teman
di dalam kelompoknya masing-masing
mengenai tiga jenis teks yang mereka
terima:
Siswa harus mendapatkan jawaban dari
beberapa pertanyaan:
1. What kind of the text?
2. Can you identify the generic
structures and language features of
each text?
3. Can you mention types of recount
text?
Associating Siswa membuat kesimpulan sementara
tentang materi recount text
Guru memberi penguatan tentang
materi recount text
Experimenting Guru memberi masing-masing 10 jenis
teks yang berbeda yaitu 5 teks
merupakan jenis teks naratif dan 5 teks
termasuk ke dalam jenis teks recount
78
Siswa mengelompokkan teks-teks
tersebut ke dalam dua jenis teks yaitu
teks naratif dan teks recount
Networking Guru membuat dua kolom di papan tulis
dengan memberi judul masig-masing
kolom dengan ‘Narrative Text’ dan
‘Recount Text’.
Perwakilan siswa diminta bersaing
menempelkan kesepuluh judul teks
tersebut sesuai dengan jenis teks-nya
Penutup
Penutup Guru dan siswa sama-sama
menyimpulkan materi pelajaran
4. Pertemuan ke-empat
Pendahuluan
Tahap Kegiatan
Pendahuluan Guru mengucapkan salam dan
menyapa siswa
Guru menyajikan sebuah game warm-
up
Kegiatan Inti
Observing Guru menyajikan sebuah contoh
outline teks recount berbentuk biografi
Siswa memperhatikan outline tersebut
Guru menyajikan informasi-informasi
penting yang dibutuhkan dalam
menulis sebuah teks recount berbentuk
biografi
Guru menjelaskan tentang cara
menulis teks recount berbentuk
79
biografi sederhana
Guru menjelaskan generic structures
dan language features dalam sebuah
teks recount berbentuk biografi
Questioning Guru mengarahkan siswa untuk
bertanya mengenai teks recount
berbentuk biografi sederhana
Exploring Guru membentuk siswa menjadi
beberapa kelompok
Guru memberi satu teks recount
berbentuk biografi
Masing-masing kelompok harus
membuat outline dari teks yang sudah
final tersebut, mengidentifikasi
language faeatures dan generic
structures dari teks tersebut
Associating Guru mengarahkan siswa membuat
kesimpulan sementara tentang materi
teks recount yang baru saja mereka
pelajari
Guru mengarahkan siswa untuk
menyimpulkan fungsi social dari
sebuah teks recount berbentuk biografi
Experimenting Masing-masing siswa menetapkan satu
judul untuk digunakan seagai outline
dalam menulis sebuah teks recount
berbentuk biografi
Masing-masing kelompok menulis
sebuah teks recount berbentuk teks
biografi sederhana dari outline yang
80
sudah mereka buat
Networking Siswa mengkomunikasikan hasil
pekerjaan mereka di depan kelas
Guru bersama-sama siswa mengadakan
evaluasi dari kesalahan atau
kekurangan yang dibuat kelompok-
kelompok tersebut
Penutup
Penutup Guru bertanya pada siswa mengenai
kesulitan dalam menulis sebuah teks
recount berbentuk biografi sederhana
Guru bersama-sama menyimpulkan
materi pelajaran selama empat kali
pertemuan sebelumya secara singkat
Guru menutup pelajaram dengan
berdoa
5. Pertemuan ke-lima
Pendahuluan
Tahap Kegiatan
Pendahuluan Guru mengucapkan salam dan
menyapa siswa
Guru me-review materi pelajaran
selama empat kali pertemuan secara
singkat
Kegiatan Inti
Post-Test Guru meminta siswa untuk menulis
seuah teks recount berbentuk biografi
dengan topik ‘My Idol’ sebanyak 100
81
kata dalam tiga paragraph. Masing-
masing siswa harus menulis judul yang
berbeda-beda.
Penutup
Penutupan Guru mengucapkan terimakasih pada
siswa
Guru menutup pelajaran dengan
berdoa dan mengucapkan salam
82
APPENDIX II
PRE TEST
Name :
Class :
Date :
Instructions:
1. Write down a text based on the topic given! Write down the setting, the detail
information, and the conclusion of the event!
2. Write down at least 100 words in three paragraphs
3. If two points above are not fulfilled, the test cannot be categorized as a sample
of the research
4. This test will not give any effect on your English score
Topic: “My Idol.”
__________________________________________________________________
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83
POST TEST
(Experiment Class)
Name :
Class :
Date :
Instructions:
1. Write down a factual Recount Text based on the topic given! Before you write
the text, make clustering first in a piece of paper that is prepared for you!
Don’t forget to show the features of personal recount text clearly!
2. Write three paragraphs with 100 words as the minimum words!
3. If three points above are not fulfilled, the test cannot be categorized as a
sample of the research
4. This test will not affect score in your report
Topic: “My Idol.”
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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84
POST TEST
(Controlled Class)
Name :
Class :
Date :
Instructions:
1. Write down a factual Recount Text based on the topic given! Don’t forget to
show the features of recount text clearly!
2. Write down at least 100 words in three paragraphs!
3. If the points above are not fulfilled, the test cannot be categorized as a sample
of the research
4. This test will not give any effect on your English score
Topic: “My Idol.”
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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85
APPENDIX III
The Result of Pretest of Experiment Class
The attainment of pretest score from the lowest score to the highest score of
experiment class is as follows:
50 50 50 50 50 50 50 50 50 56
58 58 59 61 63 63 67 69 78 80
To create a frequency distribution table needs some score. which are:
1. Total of the data (N) : 20
2. Maximum score (Xmax) : 80
3. Minimum score (Xmin) : 50
4. Outreach (J) : Xmax – Xmin = 80 – 50 = 30
5. Total of classes (k) : k = 1 + 3.3 log n
k = 1 + 3.3 log 20 = 5.3 ≈ 5
6. Class interval :
Table of Frequency Distribution Experiment Class
Interval Frequency
(fi)
Class
Limit
Central
Point (xi) xi
2 fi . xi fi . xi
2
50-55 8 49.5 52.5 2756 420 22050
56-61 5 55.5 58.5 3422 292.5 17111.25
62-67 3 61.5 64.5 4160 193.5 12480.75
68-73 2 67.5 70.5 4970 141 9940.5
74-79 1 73.5 76.5 5852 76.5 5852.25
80-85 1 79.5 82.5 6806 82.5 6806.25
Total 20 27968 1206 74241
Based on the table of frequency distribution above, determined some score there
are:
1) Average score ( )
∑
86
2) Median (Me) :
The score of median determined with statistic formula as follows:
(
)
Keterangan :
Me : median
b : lower limit of median class
n : total of the class
p : length of the class
F : frequency cumulative score before the median class
f : frequency cumulative score of the median class
(
)
(
)
3) Modus (Mo)
The score of modus determined with statistic formula as follows:
(
)
Keterangan :
b : lower limit of modus class
P : length of the class
b1 : frequency of modus class minus frequency of the class before
b2 : frequency of modus class minus frequency of the class after
(
)
87
4) Deviation Standard (S)
√∑
∑( )
∑ ∑
√
( )
√
88
The Result of Pretest of Control Class
The attainment of pretest score from the lowest score to the highest score of
control class is as follows:
48 52 52 54 54 56 56 58 60 64
64 65 65 65 66 66 68 68 70 70
To create a frequency distribution table needs some score. which are:
1. Total of the data (N) : 20
2. Maximum score (Xmax) : 70
3. Minimum score (Xmin) : 48
4. Outreach (J) : Xmax – Xmin = 70 – 48 = 22
5. Total of classes (k) : k = 1 + 3.3 log n
k = 1 + 3.3 log 20 = 5.3 ≈ 5
6. Class interval :
Table of Frequency Distribution Control Class
Interval Frequency
(fi)
Class
Limit
Central
Point (xi) xi
2 fi . xi fi . xi
2
48-51 1 47.5 49.5 2450 49.5 2450.25
52-55 4 51.5 53.5 2862 214 1149
56-59 3 55.5 57.5 3306 172.5 9918.75
60-63 1 59.5 61.5 3782 61.5 3782.25
64-67 7 63.5 65.5 4290 458.5 30031.75
68-71 4 67.5 69.5 4830 278 19321
Total 20 21522 1234 76953
Based on the table of frequency distribution above determined some score there
are:
1) Average score ( )
∑
89
2) Median (Me) :
The score of median determined with statistic formula as follows:
(
)
Keterangan :
Me : median
b : lower limit of median class
n : total of the class
p : length of the class
F : frequency cumulative score before the median class
f : frequency cumulative score of the median class
(
)
(
)
3) Modus (Mo)
The score of modus determined with statistic formula as follows:
(
)
Keterangan :
b : lower limit of modus class
P : length of the class
b1 : frequency of modus class minus frequency of the class before
b2 : frequency of modus class minus frequency of the class after
(
) )
90
4) Deviation Standard (S)
√∑
∑( )
∑ ∑
√
( )
√
91
The Result of Post-test of Experiment Class
The attainment of pretest score from the lowest score to the highest score of
experiment class is as follows:
53 55 58 60 64 68 70 74 74 75
75 75 76 76 78 78 78 80 80 80
To create a frequency distribution table needs some score. which are:
7. Total of the data (N) : 20
8. Maximum score (Xmax) : 80
9. Minimum score (Xmin) : 53
10. Outreach (J) : Xmax – Xmin = 80 – 53= 27
11. Total of classes (k) : k = 1 + 3.3 log n
k = 1 + 3.3 log 20 = 5.3 ≈ 5
12. Class interval :
Table of Frequency Distribution Experiment Class
Interval Frequency
(fi)
Class
Limit
Central
Point (xi) xi
2 fi . xi fi . xi
2
53-57 2 49.5 55 3025 110 6050
58-62 2 57.5 60 3600 120 7200
63-67 1 62.5 65 4225 65 4225
68-72 2 67.5 70 4900 140 9800
73-77 7 72.5 75 5625 525 39375
78-82 6 77.5 80 6400 480 384000
Total 20 27775 1440 105050
Based on the table of frequency distribution above, determined some score there
are:
5) Average score ( )
∑
92
6) Median (Me) :
The score of median determined with statistic formula as follows:
(
)
Keterangan :
Me : median
b : lower limit of median class
n : total of the class
p : length of the class
F : frequency cumulative score before the median class
f : frequency cumulative score of the median class
(
)
(
)
7) Modus (Mo)
The score of modus determined with statistic formula as follows:
(
)
Keterangan :
b : lower limit of modus class
P : length of the class
b1 : frequency of modus class minus frequency of the class before
b2 : frequency of modus class minus frequency of the class after
(
)
93
8) Deviation Standard (S)
√∑
∑( )
∑ ∑
√
( )
√
94
The Result of Post-test of Control Class
The attainment of pretest score from the lowest score to the highest score of
control class is as follows:
50 50 52 52 52 55 56 56 58 59
62 62 64 64 66 70 75 80 80 80
To create a frequency distribution table needs some score. which are:
7. Total of the data (N) : 20
8. Maximum score (Xmax) : 85
9. Minimum score (Xmin) : 50
10. Outreach (J) : Xmax – Xmin = 80– 50 = 35
11. Total of classes (k) : k = 1 + 3.3 log n
k = 1 + 3.3 log 20 = 5.3 ≈ 5
12. Class interval :
Table of Frequency Distribution Control Class
Interval Frequency
(fi)
Class
Limit
Central
Point (xi) xi
2 fi . xi fi . xi
2
50-55 6 49.5 52.5 2756 315 16537.5
56-61 4 55.5 58.5 3422 234 13689
62-67 5 51.5 64.5 4160 322.5 20801.25
68-73 1 67.5 70.5 4970 70.5 4970.25
74-79 1 73.5 76.5 5852 76.5 5852.25
80-85 3 79.5 82.5 6806 247.5 2041875
Total 20 27968 1266 82269
Based on the table of frequency distribution above determined some score there
are:
5) Average score ( )
∑
95
6) Median (Me) :
The score of median determined with statistic formula as follows:
(
)
Keterangan :
Me : median
b : lower limit of median class
n : total of the class
p : length of the class
F : frequency cumulative score before the median class
f : frequency cumulative score of the median class
(
)
(
)
7) Modus (Mo)
The score of modus determined with statistic formula as follows:
(
)
Keterangan :
b : lower limit of modus class
P : length of the class
b1 : frequency of modus class minus frequency of the class before
b2 : frequency of modus class minus frequency of the class after
(
)
96
8) Deviation Standard (S)
√∑
∑( )
∑ ∑
√
( )
√
97
Normality Test of Pretest
Normality test using chi-square as the following formula:
∑
Explanation:
= score of chi-square
= observed frequency
= expected frequency
The criterion of chi-square test is as follow:
1) If count ≥ table, the distribution is not normal
2) If count <
table, the distribution is normal
A. Experiment Class
The steps to determine the score of the table above is as follows:
1. Making the table of frequency distribution
2. Determining score of Z class limit with formula:
Interval (fi)
Centra
l Point
(xi)
xi2 fi . xi fi . xi
2
Class
Limit
Z
Class
Limit
Board
of
Classes
ft f0 (f0-ft)2
Count
49.5 -1.24
50-55 8 52.5 2756 420 22050 0.223 4.450 8 12.832 2.832
55.5 -0.44
56-61 5 58.5 3422 292.5 17111.25 0.087 1.736 5 10.654 6.134
61.5 0.25
62-67 3 64.5 4160 193.5 12480.75 -0.214 -4.270 3 52.853 -12.378
67.5 0.83
68-73 2 70.5 4970 141 9940.5 -0.152 -3.034 2 25.341 -8.352
73.5 1.63
74-79 1 76.5 5852 76.5 5852.25 0.938
18.764 1 315.56
0 16.817
79.5 2.32
80-85 1 82.5 6806 82.5 6806.25 0.009 0.178 1 0.675 3.796
85.5 3.01
Total 20 27968 1206 74241 count 8.85
98
Explanation:
: average score
: deviation standard score
3. Determining board of Z table
Z Class limit -1.24 -0.44 0.21 0.83 1.63 2.32 3.01 Board of Z table 0.3925 0.17 0.0832 0.2967 0.4484 0.4898 0.4987
Board of each Z table:
a. Class 50-55
Z= 0.3925– 0.17= 0.2225
b. Class 56-61
Z= 0.17 – 0.0832= 0.0868
c. Class 62-67
Z= 0.0832– 0.2967= -0.2135
d. Class 68-73
Z= 0.2967 – 0.4484= -0.1517
e. Class 74-74
Z= 0.4484 + 0.4988= 0.8472
f. Class 80-85
Z= 0.4988– 0.4871= 0.0117
4. Counting the score of expected frequency (ft) with the following formula:
∑
5. Searching for counted chi-square ( count)
∑
6. Determining total of chi-square by summed up score of chi-square of each
class.
7. Testing normality hypothesis
Score of table with the degree of freedom dk = 5 on significance level
5% is 11.07. To test the normality of the data, then score of count and
99
table is compared. The result is
count < table; 8.85. It means that Ha is
accepted (the data distribution is normal)
B. Control Class
The steps to determine the score of the table above is as follows:
1. Making the table of frequency distribution
2. Determining score of Z class limit with formula:
Explanation:
: average score
: deviation standard score
3. Determining board of Z table
Z Class limit -2.22 -1.44 -0.81 -0.19 0.44 1.07 1.69 Board of Z table 0.4686 0.4251 0.291 0.0753 0.17 0.3577 0.4545
Board of each Z table:
a. Class 48-51
Z= 0.4868 – 0.4251= 0.0617
Interval (fi)
Centra
l Point
(xi)
xi2 fi . xi fi . xi
2
Class
Limit
Z
Class
Limit
Board of
Classes ft f0 (f0-ft)2
Count
47.5 -2.22
48-51 1 49.5 2450 49.5 2450.25 0.062
1.234 1 0.055 0.044
51.5 -1.44
52-55 4 53.5 2862 214 11449 0.134 2.682 4 1.734 0.648
55.5 -0.81
56-59 3 57.5 3306 172.5 9918.75 0.216 4.314 3 1.727 2.400
59.5 -0.19
60-63 1 61.5 3782 61.5 3782.25 -0.095 -1.894 1 8.875 -4.422
63.5 0.44
64-67 7 65.5 4290 458.5 30031.7
5
0.528 10.554 7 12.631 1.197
67.5 1.07
68-71 4 69.5 4830 278 19321 0.097 1.936 4 4.260 2.200
71.5 1.69
Total 20 21522 1234 76953 count 0.07
100
b. Class 52-55
Z= 0.4251– 0.291= 0.1341
c. Class 56-59
Z= 0.291 – 0.0753= 0.2157
d. Class 60-63
Z= 0.0753 – 0.17= -0.0947
e. Class 64-67
Z= 0.17 + 0.3577= 0.5277
f. Class 68-71
Z= 0.3577– 0.4545= -0.0968
4. Counting the score of expected frequency (ft) with the following formula:
∑
5. Searching for counted chi-square ( count)
∑
6. Determining total of chi-square by summed up score of chi-square of each
class.
7. Testing normality hypothesis
Score of table with the degree of freedom dk = 5 on significance level
5% is 11.07. To test the normality of the data, then score of count and
table is compared. The result is
count < table; 0.07. It means that Ha is
accepted (the data distribution is normal)
101
Normality Test of Posttest
Normality test using chi-square as the following formula:
∑
Explanation:
= score of chi-square
= observed frequency
= expected frequency
The criterion of chi-square test is as follow:
1) If count ≥ table, the distribution is not normal
2) If count <
table, the distribution is normal
A. Experiment Class
The steps to determine the score of the table above is as follows:
1. Making the table of frequency distribution
2. Determining score of Z class limit with formula:
Interval (fi)
Centra
l Point
(xi)
xi2 fi . xi fi . xi
2
Class
Limit
Z
Class
Limit
Board
of
Classes
ft f0 (f0-ft)2
Count
52.5 -2.36
53-57 2 55 3025 110 6050 0.031 0.620 2 1.904 3.072
57.5 -1.75
58-62 2 60 3600 120 7200 0.377 7.534 2 30.625 4.065
62.5 -1.15
63-67 1 65 4225 65 4225 -0.122 -2.444 1 11.861 -4.853
67.5 -0.54
68-72 2 70 4900 140 9800 0.182 3.630 2 2.657 0.732
72.5 0.06
73-77 7 75 5625 525 39375 0.269 5.386 7 2.605 0.484
78.5 0.66
78-82 6 80 6400 480 38400 0.153 8.691 6 8.691 2.848
82.5 1.47
Total 20 27775 1440 105050 count 6.35
102
Explanation:
: average score
: deviation standard score
3. Determining board of Z table
Z Class limit -2.36 -1.75 0.21 -0.54 0.06 0.66 1.27 Board of Z table 0.4909 0.4599 0.0832 0.2054 0.0239 0.2454 0.398
Board of each Z table:
a. Class 53-57
Z= 0.4900– 0.4599= 0.31
b. Class 58-62
Z= 0.4599– 0.0832= 0.3767
c. Class 63-67
Z= 0.0832 – 0.2054= -0.1222
d. Class 68-72
Z= 0.2054 – 0.0239= 0.1815
e. Class 73-77
Z= 0.0239+ 0.2454= 0.2454
f. Class 78-82
Z= 0.2454 – 0.398= 0.1526
4. Counting the score of expected frequency (ft) with the following formula:
∑
5. Searching for counted chi-square ( count)
∑
6. Determining total of chi-square by summed up score of chi-square of each
class.
7. Testing normality hypothesis
Score of table with the degree of freedom dk = 5 on significance level
5% is 11.07. To test the normality of the data, then score of count and
103
table is compared. The result is
count < table; 6.35 It means that Ha is
accepted (the data distribution is normal)
B. Control Class
The steps to determine the score of the table above is as follows:
1. Making the table of frequency distribution
2. Determining score of Z class limit with formula:
Explanation:
: average score
: deviation standard score
3. Determining board of Z table
Z Class limit -1.34 -0.76 -0.17 0.41 0.99 1.57 2.15 Board of Z table 0.4099 0.2764 0.0675 0.5191 0.3389 0.4418 0.4842
Board of each Z table:
a. Class 50-55
Z= 0.4099 – 0.2764= 0.1335
Interval (fi)
Centra
l Point
(xi)
xi2 fi . xi fi . xi
2
Class
Limit
Z
Class
Limit
Board of
Classes ft f0 (f0-ft)2
Count
49.5 -1.34
50-55 6 52.5 2756 315 16537 0.134 2.670 6 11.089 4.153
55.5 -0.76
56-61 4 58.5 3422 234 13689 0.209 4.178 4 0.032 0.008
61.5 -0.17
62-67 5 64.5 4160 322.5 20801.2
5
-0.452 -9.032 5 196.897 -21.800
67.5 0.41
68-73 1 70.5 4970 70.5 4970.25 0.180 3.604 1 6.781 1.881
73.5 0.99
74-79 1 76.5 5852 76.5 5852.25 0.781 15.614 1 213.569 13.678
79.5 1.57
80-85 3 82.5 8285 247.5 20418.7
5
0.042 0.848 3 4.631 5.461
85.5 2.15
Total 20 27968 1266 82269 count 3.38
104
b. Class 56-61
Z= 0.2764 – 0.0675= 0.2089
c. Class 62-67
Z= 0.0675– 0.5191= -0.4516
d. Class 68-73
Z= 0.5191– 0.3389= 0.1802
e. Class 74-79
Z= 0.3389+ 0.4418= 0.7807
f. Class 80-85
Z= 0.4418– 0.4842= 0.0424
4. Counting the score of expected frequency (ft) with the following formula:
∑
5. Searching for counted chi-square ( count)
∑
6. Determining total of chi-square by summed up score of chi-square of each
class.
7. Testing normality hypothesis
Score of table with the degree of freedom dk = 5 on significance level
5% is 11.07. To test the normality of the data, then score of count and
table is compared. The result is
count < table; 3.38. It means that Ha is
accepted (the data distribution is normal)
105
HOMOGENEITY TEST OF PRETEST
The homogeneity test that used in this research is F test, that is:
Explanation:
F = F test coefficient
s1 = Variants on the higher score group
s2 = Variants on the lower score group
Variants are counted with the formula bellow:
√ ∑
∑
The criterion of F test is:
1) If Fcount < Ftable, then the data is homogeny
2) If Fcount > Ftable, then the data is not homogeny
A. F Test Auxiliary Table
F Test Auxiliary Table of Experiment Class
Interval Frequency
(fi)
Class
Limit
Central
Point (xi) xi
2 fi . xi fi . xi
2
50-55 8
49.5 52.5 2756 420 22050
56-61 5
55.5 58.5 3422 292.5 17111.25
62-67 3
61.5 64.5 4160 193.5 12480.75
68-73 2
67.5 70.5 4970 141 9940.5
74-79 1
73.5 76.5 5852 76.5 5852.25
80-85 1
80.5 82.5 6806 82.5 6806.25
Total 20 27968 1206 74241
106
F Test Auxiliary Table of Control Class
Interval Frequency
(fi)
Class
Limit
Central
Point (xi) xi
2 fi . xi fi . xi
2
48-51 1
47.5 49.5 2450 49.5 2450.25
52-55 4
51.5 53.5 2862 214 11449
56-59 3
55.5 57.5 3306 172.5 9918.75
60-63 1
59.5 246 3782 61.5 3782.25
64-67 7
63.5 524 4290 458.5 30031.75
68-71 4
67.5 278 4830 278 19321
Total 20 21522 1234 76953
B. Calculation of Deviation Standard of Pretest
1. Experiment Class
√∑
∑
∑ ∑
√
√
2. Control Class
√∑
∑
∑ ∑
√
√
107
C. Determining score of Fcount and Testing Homogeneity Hypothesis
Based on the score of deviation standard of the data, then score of Fcount is as
follow:
In homogeneity test the score of Fcount must be compared to the score of
Ftable. In significancy level 5% can be seen that score of Ftable (19:19) is 2.12. it can
be seen that the score of Fcount <Ftable (1.86 < 2.12) thus Ha is accepted and H0 is
rejected (the data is homogeny).
108
HOMOGENEITY TEST OF POSTTEST
The homogeneity test that used in this research is F test, that is:
Explanation:
F = F test coefficient
s1 = Variants on the higher score group
s2 = Variants on the lower score group
Variants are counted with the formula bellow:
√ ∑
∑
The criterion of F test is:
1) If Fcount < Ftable, then the data is homogeny
2) If Fcount > Ftable, then the data is not homogeny
A. F Test Auxiliary Table
F Test Auxiliary Table of Experiment Class
Interval Frequency
(fi)
Class
Limit
Central
Point (xi) xi
2 fi . xi fi . xi
2
53-57 2
52.5 55 3025 110 6050
58-62 2
57.5 60 3600 120 7200
63-67 1
62.5 65 4225 65 4225
68-72 2
67.5 70 4900 140 9800
73-77 7
72.5 75 5625 525 39375
78-82 6
77.5 80 6400 480 38400
Total 20 27775 1440 105050
109
F Test Auxiliary Table of Control Class
Interval Frequency
(fi)
Class
Limit
Central
Point (xi) xi
2 fi . xi fi . xi
2
50-55 6
49.5 52.5 2756 315 16537.5
56-61 4
55.5 58.5 3422 234 13689
62-67 5
61.5 64.5 4160 322.5 20801.25
68-73 1
67.5 70.5 4970 70.5 4970.25
74-79 1
73.5 76.5 5852 76.5 5852.25
80-85 3
79.5 82.5 6806 247.5 20418.75
Total 20 27968 1266 82269
B. Calculation of Deviation Standard of Post-test
1. Experiment Class
√∑
∑
∑ ∑
√
√
2. Control Class
√∑
∑
∑ ∑
√
√
110
D. Determining score of Fcount and Testing Homogeneity Hypothesis
Based on the score of deviation standard of the data, then score of Fcount is as
follow:
In homogeneity test the score of Fcount must be compared to the score of
Ftable. In significancy level 5% can be seen that score of Ftable (19:19) is 2.12. It can
be seen that the score of Fcount <Ftable (0.64 < 2.12) thus Ha is accepted and H0 is
rejected (the data is homogeny).
111
HYPOTHESIS TEST OF PRETEST
Because of the data that will be tested are normal distributed and homogenous,
the formula of hypothesis test that will be used is:
√
where,
√( )
( )
Explanation:
: Average score of experiment class
: Average score of control class
dsg : Composite of variants of both classes
S12 : Variants of experiment class
S22 : Variants of control class
n1 : Total of member of experiment class
n2 : Total of member of control class
The criterion of t-test is as follow:
1) If tcount > ttable , then Ha is accepted and H0 is rejected.
2) If tcount < ttable , then H0 is accepted and Ha is rejected.
The steps to determin the score of tcount is as follows:
1. Determining ascertainable score. Based on the result of pretest obtained:
61.7
2. Determining composite deviation standard (dsg)
√( )
( )
√( ) ( )
112
√
√
3. Determining the score of tcount
√
√
4. Determining the score of ttable
The degree of freedom to find out ttable is
dk = n1 + n2 – 2 = 20 + 20 – 2 = 38
On significance level 5% the score of ttable for dk = 38 is 2.02.
Hypothesis test:
Because tcount < ttable (0.25 < 2.02), then H0 is carpeted and Ha is rejected.
5. Interpretation
Based on the hypothesis test above, can e concluded that there is no significant
effect of clustering technique on students ability in writing recount text.
113
HYPOTHESIS TEST OF POSTTEST
Because of the data that will be tested are normal distributed and homogenous, the
formula of hypothesis test that will be used is:
√
where,
√( )
( )
Explanation:
: Average score of experiment class
: Average score of control class
dsg : Composite of variants of both classes
S12 : Variants of experiment class
S22 : Variants of control class
n1 : Total of member of experiment class
n2 : Total of member of control class
The criterion of t-test is as follow:
3) If tcount > ttable , then Ha is accepted and H0 is rejected.
4) If tcount < ttable , then H0 is accepted and Ha is rejected.
The steps to determin the score of tcount is as follows:
1. Determining ascertainable score. Based on the result of posttest obtained:
63.3
2. Determining composite deviation standard (dsg)
√( )
( )
114
√( ) ( )
√
√
3. Determining the score of tcount
√
√
4. Determining the score of ttable
The degree of freedom to find out ttable is
dk = n1 + n2 – 2 = 20 + 20 – 2 = 38
On significance level 5% the score of ttable for dk = 38 is 2.02.
Hypothesis test:
Because tcount > ttable (2.92 > 2.02), then H0 is rejected and Ha is accepted.
5. Interpretation
Based on the hypothesis test above, can be concluded that there is significant effect
of clustering technique on students ability in writing recount text.
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