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ABSTRAK

Khidayatul Munawwaroh. 2013. Analisis Keterampilan Siswa dalam Menulis Teks Ekspository pada Mahasiswa Semester Empat Universitas Batanghari (UNBARI) Jambi. Tesis. Program Pascasarjana Universitas Negeri Padang

Penelitian ini menganalisis tentang keterampilan mahasiswa dalam menulis teks ekspositori. Permasalahannya adalah kurangnya kemampuan mahasiswa semester empat Universitas Batanghari (UNBARI) Jambi dalam mencapai tujuan penulisan teks ekspositori. Tujuan penelitian ini untuk mengetahui kemampuan mahasiswa semester empat Universitas Batanghari (UNBARI) Jambi dalam menulis teks ekspositori yang berfokus pada isi, organisasi, tata bahasa, dan mekanik dan untuk mengetahui kesulitan yang dihadapi mahasiswa dalam menulis teks ekspositori. Penelitian ini dilakukan dalam 3 kali tes menulis.

Penelitian ini adalah penelitian deskriptif. Sumber data dalam penelitian ini yaitu mahasiswa semester empat Universitas Batanghari (UNBARI) Jambi. Sampel data ini diambil secara acak dan 25 % dari jumlah siswa semester IV. Di samping itu, peneliti menggunakan tes menulis dan interview sebagai instrumen dalam penelitian ini. Data yang diperoleh dianalisis dengan menggunakan kriteria penilaian yang diambil dari para ahli dan dinilai oleh tiga orang penilai yakni peneliti sendiri, dosen mata kuliah writing Universitas Batanghari (UNBARI), dan dosen Universitas Jambi (UNJA).

Berdasarkan analisis tes ditemukan bahwa mahasiswa Jurusan Bahasa Inggris semester empat Universitas Batanghari Jambi mempunyai kemampuan yang rendah dalam menulis teks ekspositori berhubungan dengan isi, organisasi, tata bahasa, dan mekanik. Berdasarkan rata-rata nilai dari tes, tidak ada yang memperoleh nilai sangat bagus . ada 3 orang mahasiswa (10 %) yang memperoleh nilai bagus. Ada 13 orang mahasiswa (43,33 %) yang memperoleh nilai rendah. Ada 14 orang mahasiswa (46,66 %) yang memperoleh nilai sangat rendah. Selanjutnya, berdasarkan hasil wawancara, kebanyakan dari mahasiswa mengalami kesulitan dalam isi, organisasi, tata bahasa, dan mekanik. Tetapi kesulitan yang utama adalah dari segi mekanik.

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ABSTRACT

Khidayatul Munawwaroh. 2013. An Analysis of Students’ Writing Skill of Expository Text at Semester IV of Batanghari University (UNBARI) Jambi. Thesis. Graduate Program. State University of Padang

This thesis is about analyzing students’ skill in writing expository text.

The problem comes from the inability of the fourth semester of Batanghari University (UNBARI) Jambi to achieve the communicative purpose of writing expository text. The purposes of this research were to explain the students’ writing skill in expository text concerning with content, organization, grammar, and mechanic at semester four of Batanghari University (UNBARI) Jambi and to explain what difficulties are faced by the students in writing expository text. The research was done in three times of writing test.

The research was a descriptive research. The source of the data was

semester four of Batanghari University (UNBARI) Jambi. The source of the data was taken randomly and the percentage is 25% of semester IV students. Besides that, the researcher used writing test, interview, and observation as the instrument in this research. The data were analyzed by using the criteria adapted from some experts and it was scored by three scorers; the researcher herself, the writing lecturer of Batanghari University (UNBARI), and the writing lecturer of Jambi University (UNJA).

Based on the analysis, it was found that semester four of students of

Batanghari University (UNBARI) Jambi was poor in writing expository text. Based on the average score of the test concerning with content, organization, grammar, and mechanic, no one of students could achieve very good category. There were 3 students (10 %) out of 30 students were categorized into good quality. There were 13 students (43,33 %) out of 30 students were categorized into poor quality. There were 14 students (46,66 %) out of 30 students were categorized into very poor quality. Then based on the result of interview, most of students have difficulties in content, organization, grammar, and mechanic. But, the major difficulty faced is in terms of mechanic.

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Dengan ini saya menyatakan bahwa:

1. Karya tulis saya, tesis ini, dengan judul “An analysis of Students’ Writing

Skill on Expository text at Semester Four of Batanghari University

(UNBARI) Jambi” adalah asli dan belum pernah diajukan untuk

mendapatkan gelar akademik baik di Universitas Negeri Padang maupun di

Perguruan Tinggi lainnya.

2. Karya tulis ini murni gagasan, penilaian, dan rumusan saya sendiri, tanpa

bantuan tidak sah dari pihak lain, kecuali arahan Tim Pembimbing, Tim

Penguji dan rekan-rakan peserta seminar.

3. Di dalam karya tulis ini tidak terdapat hasil karya atau pendapat yang telah

ditulis atau dipublikasikan orang lain, kecuali dikutip pendapat secara

tertulis dengan jelas dan dicantumkan sebagai acuan di dalam naskah saya

dengan disebutkan nama pengarang dan dicantumkan pada daftar pustaka.

4. Pernyataan ini saya buat dengan sesungguhnya, dan apabila dikemudian

hari terdapat penyimpangan dan ketidakbenaran pernyataan ini, saya

bersedia menerima sanksi akademik berupa pencabutan gelar yang telah

saya peroleh karena karya tulis ini, serta sanksi lainnya sesuai dengan

norma dan ketentuan hokum yang berlaku.

Padang, April 2013

Saya yang

menyatakan

Khidayatul

Munawwaroh

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ACKNOWLEDGEMENT

Alhamdullillah! Above all, thanks be upon Allah, the almighty, for giving

me health, concentration, and endurance along the process of completing this

thesis. I can do nothing without your love and blessing. Hopefully, I will

remember ALLAH SWT in every beat of my heart.

For the contributions and supports I have received, I would like to give the

deepest gratitude:

1. I am really indebted and thankful to my knowledgeable, kind, and

patience advisors: Prof. Drs. H. Zainil, M.A, Ph.D and Dr. Kusni,

M.Pd. for giving me guidance along the process of accomplishing this

thesis. It was my pleasure and joy to work under your guidance.

2. My special thanks are also due to Prof. Dr. Jufrizal, M.Hum, Dra.

Yenni Rozimela, M. Ed, Ph.D and Prof. Dr. Gusril, M.Pd, my

contributors, who have given me great contributions and suggestions,

and to all my lecturers, administrations, librarian staff of the graduate

program of State University of Padang who have shared their

knowledge with me.

3. My heartfelt thanks go to my parents (AR. Sayuti and Rosimah) and

my parents in laws (H. Bacharuddin Thaiyib and Hj. Hairani) who in

different way have also contributed and taken care of me and my

study, for their sincere love, understandings, and prayers.

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4. My beloved husband (Ilham Setiawan, A.Md) I love you so much and

thanks for your understanding, support, and endless love while I wrote

my thesis.

5. My beloved brothers and sister (M. Abizar Fahlevi, S.Pd, M.

Khidayatullah Irfan, Hazanatun Nikmatillah, S.Pd). I am so lucky to

have brothers and sister like you. Thanks for your constant love and

support. I could never repay for all you have done for me.

6. Last but not the least, a great thank is given to my grandfather,

grandmother, aunt, uncle, cousins, sisters in law, brothers in law, all of

my family that I cannot say one by one, my classmates Syamsiah

Depalina Siregar, M.Pd, Lathiefa Rosewan, S.S, Martawati Zein, S.Pd.

I am so proud to be part of the nice family and friendship. I love you

all. Throughout my life, they have been and still are ever ready to

assist me in my various endeavors-for which I am truly grateful.

Padang, April 2013

The researcher

Khidayatul Munawwaroh

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TABLE OF CONTENT

ABSTRAK ................................................................................................... i

ABSTRACT ................................................................................................. ii

PERSETUJUAN AKHIR TESIS ............................................................... iii

PERSETUJUAN KOMISI UJIAN TESIS ................................................ iv

SURAT PERNYATAAN ............................................................................ v

ACKNOWLEDGEMENT .......................................................................... vi

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

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

LIST OF FIGURE ...................................................................................... xii

LIST OF APPENDICES ............................................................................ xiii

CHAPTER I INTRODUCTION

A. Background of the Problem ................................................................. 1

B. Identification of the Problem ............................................................... 3

C. Limitation of the Problem .................................................................... 4

D. Formulation of the Problem ................................................................. 4

E. Research Questions .............................................................................. 5

F. Purpose of the Research ....................................................................... 5

G. Significance of the Research ............................................................... 5

H. Definition of the Key Terms ................................................................ 6

CHAPTER II REVIEW OF THE RELATED LITERATURE

A. Review of the Related Literature ......................................................... 7

1. Writing Skill .................................................................................... 7

2. Expository Text ............................................................................... 10

a. Component of Expository Text ................................................... 13

1. Content ................................................................................... 13

2. Organization ........................................................................... 15

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3. Grammar ................................................................................ 20

4. Mechanic ................................................................................ 23

B. Review of the Related Findings ........................................................... 32

C. Conceptual Framework ........................................................................ 34

CHAPTER III RESEARCH METHOD

A. Research Design .................................................................................. 36

B. Setting of the Research ........................................................................ 37

C. Source of the Data ............................................................................... 37

D. Instruments .......................................................................................... 38

E. Technique of Collecting the Data ........................................................ 38

F. Technique of Analyzing the Data ........................................................ 41

CHAPTER IV FINDING AND DISCUSSION

A. Description of the Data ........................................................................ 44

B. Finding ................................................................................................. 45

1. Students’ Skill in Writing Expository Text ..................................... 46

2. Analysis of Students’ Writing Skill of Expository Text .................. 88

a. Content ........................................................................................ 90

b. Organization ................................................................................ 92

c. Grammar ..................................................................................... 95

d. Mechanic ..................................................................................... 98

3. Students’ Difficulties in Writing Expository Text ........................... 101

a. Content ........................................................................................ 102

b. Organization ................................................................................ 103

c. Grammar ..................................................................................... 108

d. Mechanic ..................................................................................... 109

C. Discussion ............................................................................................ 111

D. Limitation of the Research .................................................................. 117

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CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion ........................................................................................... 118

B. Implication ........................................................................................... 119

C. Suggestion ............................................................................................ 120

BIBLIOGRAPHY …………………………………………………........... 122

APPENDICES ................................................................................................ 125

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LIST OF TABLES

Table 1: Transition Signals of Expository Texts............................................ 19

Table 2: Subject-verb Agreement .................................................................. 22

Table 3: Types of Pronouns ........................................................................... 23

Table 4: Errors in Spelling and Capitalization ............................................... 86

Table 5: Students’ Skill in Writing Expository Text ..................................... 87

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LIST OF FIGURE

Figure 1: The Conceptual Framework ............ …………………………….. 34

Figure 2: Students’ Skill in Writing Expository Text Based on Average

Score of Test I, II, and III ............................................................... 47

Figure 3: Students’ Score of Test I, II, and III ............................................... 87

Figure 4: Students’ Skill of Test I, II, and III based on the Indicators........... 89

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LIST OF APPENDICES

APPENDIX

1. Rubric Score of Writing Expository Text ... …………………………….. 126

2. Interview Guide ......................................................................................... 129

3. The Result of Interview ............................................................................. 130

4. Writing Test .............................................................................................. 136

5. The title of the test ............................................................................................... 137

6. Students’ scores of test 1, scorer 1 ............................................................ 139




10. Students’ scores of test 2, scorer 2 .......................................................... 147





15. Average score of test 1 ............................................................................ 157



18. Students’ category of writing expository text ......................................... 163

19. Average score of test I in content ............................................................ 165

20. Average score of test I in organization ................................................... 167

21. Average score of test I in grammar ......................................................... 169

22. Average score of test I in mechanic ........................................................ 171

23. Average score of test II in content ......................................................... 173

24. Average score of test II in organization .................................................. 175

25. Average score of test II in grammar ........................................................ 177

26. Average score of test II in mechanic ....................................................... 179

27. Average score of test III in content ......................................................... 181

28. Average score of test III in organization ................................................. 183

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29. Average score of test III in grammar ...................................................... 185

30. Average score of test III in mechanic ..................................................... 187

31. Average score of test I, II, and III in content .......................................... 189

32. Average score of test I, II, and III in organization .................................. 191

33. Average score of test I, II, and III in grammar ........................................ 193

34. Average score of test I, II, and III in mechanic ....................................... 195

35. Surat Permohonan izin Penelitian dari Pasca Sarjana Universitas

Negeri Padang ......................................................................................... 197

36. Surat Pernyataan Selesai Melaksanakan Penelitian dari

Universitas Batanghari (UNBARI) Jambi .............................................. 198

37. The students’ expository essay................................................................ 200










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CHAPTER I

INTRODUCTION

A. Background of the Problem

Teaching English in Indonesia is focused on the student’s communicative

competence. The communication can be in oral and written forms. The learners

should be capable of using the four language skills, namely: listening, speaking,

reading and writing. The learners should have abilities in reading and listening to

support their speaking and writing.

As one of the four language skills, writing has always occupied place in most

English language course. One of the reasons is that more and more people need

to learn to write in English for occupational or academic purposes. Students at

university, especially, need to learn writing and prepare themselves for the final

academic assignment, thesis writing. This, in terms of student’s needs, integrated

writing is necessary.

Writing skill is considered as a crucial need for people, especially for those

who are involved in the world of business, politics, and education. In the world of

business, people can maintain their business relationship and develop their business

network through writing because a business man needs to be able to write business

letters and to promote their business by using written language. Then, in the world of

politics, politicians need to be able to write a good statement such as laws. Moreover,

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in the world of education, writing skill is very important to be possessed by all people

involved.

Dealing with the importance of writing skill in the world of education,

university students of English department as one of its elements are supposed to be

good in writing due to one of the language skills. They are expected to be able to

write many kinds of writing. One of them is essay writing. Based on the researcher’s

pre observation and interviewed with the writing lecturer of Batanghari University

(UNBARI) Jambi while teaching there, essay writing is one of the topics in writing

class which is stated in the syllabus. In this topic, expository is one of the essay types

which should be mastered by the students.

On the contrary, it seems that the English department students were not

motivated to write and they had lack of skill in writing essay. Almost 70 % of

students found several difficulties in writing expository text. It was taken from the

interviewed with the lecturer before and based on the researcher’s experience when

teaching in Batanghari University. Some of them found difficulties in producing

grammatical sentences. Such problems would make readers found some problems in

understanding the message. Some others found difficulties in choosing the words they

were going to use. Sometimes, they used words which were not appropriate based on

their context. Even, some of them found difficulties in capitalization and punctuation.

Most of the students did not like writing and were lazy to write.

In addition, in writing essay, the lecturer said that most of the students failed

to develop their ideas in a good order. Moreover, they had difficulties to make their

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essay become coherence and unity. This condition could be a cause for the failure of

the English teaching and learning process since writing is one of the language skills

that must be possessed by the students. Meanwhile, they must be good in writing

because they would give positive effect and easier to make their final project that is

thesis.

Related to writing expository essay, there are several things that have to be

taken into account. First, the students should have knowledge of the language that is

English. This knowledge consists of word choice and its spelling, punctuation,

capitalization, and grammar. Second, they are supposed to have background

knowledge of the topic they are going to write. It would help them develop the topic

itself. The last, they should have knowledge of rhetorical structure in order that they

could present their ideas, thoughts, and feelings about the topic in systematic

arrangement. Therefore, this research attempted to investigate analyzing students’

skill in writing expository text at semester IV of Batanghari University (UNBARI)

Jambi.

B. Identification of the Problem

Based on the researcher’s pre observation, there are some problems found in

teaching learning process of writing expository text at UNBARI. There are many

problems occurred in teaching expository text, they are: strategies in teaching writing,

students’ ability, method of teaching writing, and techniques in teaching writing. But,

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in this research, the researcher only identified on analysis of students’ writing skill on

expository text at semester four of Batanghari University (UNBARI) Jambi.

C. Limitation of the Problem

Based on the identification of the problem above, the researcher limited her

problems of the research on expository text concerning with three components, they

are: (1) Content, (2) Organization, (3) Grammar, and (3) Mechanics. So, the

researcher focused on the three components of expository text. Then, the researcher

also found out the difficulties faced by the students of Batanghari University

(UNBARI) Jambi in writing expository text.

D. Formulation of the Problem

The researcher formulated the problem into the following question: ’’ How is

the students’ writing skill of expository text concerning with content, organization,

grammar, and mechanic at semester four of Batanghari University (UNBARI)

Jambi?”.

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E. Research Questions

The researcher elaborated the question above into research questions as

follows:

1. How is the students’ writing skill of expository text concerning with

content, organization, grammar, and mechanic at semester four of

Batanghari University (UNBARI) Jambi?

2. What the difficulties are faced by the students of Batanghari University

(UNBARI) Jambi in writing expository text concerning with content,

organization, grammar, and mechanic?

F. Purpose of the Research

The purposes of the research were:

1. To explain the students’ writing skill in expository text concerning with

content, organization, grammar, and mechanic at semester four of

Batanghari University (UNBARI) Jambi.

2. To explain what difficulties are faced by the students in writing expository

text concerning with content, organization, grammar, and mechanic

G. Significance of the Research

The results of this research are expected to be beneficial for theoretical and

practical significances. Theoretically, the research findings developed theories and

practices on the analysis of students’ writing skills. Practically, this research was

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significance for developing teacher’s skills in analyzing students’ writing skills to

improve their teaching qualities. For the students, it was significance to help the

students analyze their writing skills for the improvement of their future skills.

H. Definition of the Key Term

1. Analysis is the detailed study or examination of something in order to

understand more about it.

2. Writing skill is a language skill of expressing feelings, thoughts, and ideas

through written language and it is developed to communicative and effective

language concerning with content, organization, grammar, and mechanic.

3. Expository text is a text that is used to explain, describe, give information or

inform on what is being discussed.

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CHAPTER II

REVIEW OF THE RELATED LITERATURE

A. Review of the Related Theories

1. Writing Skill

Writing is the most difficult subject in the school, especially for university

students who will write their final task then the students have to produce a text by

using English. They have to write about what they think in their mind and state it on a

paper by using the correct procedure.

Writing facilitates people to make contact with others. Through writing,

people can communicate their feelings, thoughts, and ideas to others to make them

understand. In line with this, Olshtain in Celce-Murcia (2001) states that “through

writing, a variety of messages can be communicated to close or distant, or known or

unknown readers.” Hence, writers have to pay attention to linguistic accuracy such as

spelling, punctuation, and structure, clarity of presentation, and organization of their

ideas. Those provide readers with the clues for interpretation.

There are contrastive views of writing from some experts. First, Oshima and

Hogue (2003) state that “writing is a process because it can be reviewed and revised.”

He claims that a piece of writing is never complete. Then, Nunan (2003) and Harmer

(2004) mention that “writing is both a product and a process. The process involves

imagination, organization, drafts, edits, reads, and rereads, and the product means

what readers read, such as an essay, a letter, a story, and a research report.” Based on

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those views, the researcher regards that writing needs process to produce an effective

results.

However, teaching writing is not an easy task. There are many components

that should be considered to create good writing. Frankel & Norman (1980) states

that “writing process is a highly sophisticated skill combining five general

components: content, organization, grammar, vocabulary, and mechanics. When it

comes to testing, this complex process is commonly being problems that are faced

both teacher and students.”

Dealing with the process of writing, there are some stages that have to be

followed. According to Oshima and Hogue (1999), “the writing process is divided

into prewriting, planning, and writing and revising draft. In prewriting, a writer

chooses and narrows their topic, does brainstorming by listing, free writing, or

clustering. In planning, he or she can make sub lists, writes the topic sentence, and

makes an outline. In the third stage, a writer write the first rough draft, revise content

and organization, do proofreading, and write the final copy.” Furthermore, Harmer

(2004) groups “the writing process into four elements; planning, drafting, editing

(reflecting and revising), and final version.” The procedures of each element he

proposed are similar to what is explained by Oshima and Hogue. In addition he states

that the process of writing is affected by its content (subject matter), type, and

medium.

Before, Brown and Yule (1984) mention that “writing provides writers with

opportunity to look over what they have already written several times. They can

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reconsider the words used, reorder what they have written, and even change their

minds about what they want to say.” These can be done because writers do not have

immediate contact with readers. Therefore, in writing, writers have autonomy about

what and how to write.

In addition, there is connection between writers and readers built through

writing. Hence, before writing, writers are supposed to consider about the purpose

and the topic of their writings, and the readers. In relation to this, Reid (1994)

identifies “three rules to be taken into consideration in writing. First, writers have to

identify the purpose of their writing. The purpose will influence the type of the

writing (Harmer, 2004). Second, it is better for writers to write about what they are

familiar with. Their familiarity with the topic will make them easy to write. The last,

writers are required to identify their readers. This is aimed at the successful

communication between them.” As a result, by considering those rules, writers can

produce effective results of writing.

Dealing with the purpose of writing, O’ Malley and Pierce (1996) explains

that there are at least three purposes in writing. They are expository or informative

writing, expressive or narrative writing, and persuasive writing. The purpose of

expository or informative writing is to share knowledge and give information,

directions, or ideas, such as describing events or experiences, analyzing concept,

speculating on causes and effects, developing new ideas or relationship. Then,

expressive or narrative writing is a personal or imaginative expression in which the

writer produces stories or essays. Moreover, speculative writing is written to

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influence others and initiate actions or change. Referring to those explanations, it is a

must for writers to determine their purpose in order the communicative purpose of

their writing can be obtained.

From the definitions above it can be concluded that writing is a skill of

expressing ideas through written language which needs a process to produce a well –

organized result by being aware of its conventions. In other words, it is the way of

interaction between writers and readers in which writers are required to consider

factors influencing readers’ understanding about the message of their writing.

2. Expository Text

Expository text is probably the type most frequently in college course.

Expository text is non-fiction reading material in which the intent of this written work

is to inform or explain something to the reading audience. Fitzgerald and Smith

(1991:115) define “expository essay as an essay whose purpose is to inform the

readers of writer’s opinion about a topic and developed by a logical sequences of

related ideas.” So, the students need explicit instruction in how to organize their

writing, presents ideas which are logically related to the main topic, and weave

sentences together in a smooth way.

Moran et.al (2003) state that “the distinguishing characteristics of expository

are an explanatory purpose and an informative tone, because expository essays are

intended to communicate factual material.” Moreover, essay’s thesis statement should

be clearly explanatory; presenting a factual statement that the body of the essay

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elaborates upon clarifies and explains. Since the purpose of expository text is to

inform, they should contain main idea with some additional information in order to

clarify the main idea well.

Expository writing is meant to inform, explain, clarify, define or instruct via

logical analysis. “There are several ways to develop a logical analysis, including

comparison and contrast, cause and effect, problem and solution, definition,

examples, and logical division” (Bander, 1983; Blanchart and Root, 2004; Folse et

al., 2001). Whichever type it is, expository writing usually demonstrates such

characteristics as focus on the main topic, logical supporting facts, strong

organization, a logical order, clarity, unity and coherence, and smooth

transitions.

Furthermore, expository text comes in a variety of patterns; for example,

description, sequence, compare-contrast, cause-effect, and problem solution.

Expository writing typically contains a variety of organizational or text structures that

are more difficult to identify. Expository text is generally more difficult to

comprehend due to the variety of structures and unfamiliar content (Williams in

FOR-Pd, 2005). Because of various types of expository text structure, students who

are exposed to expository find the difficulties in comprehending the text. “One

overarching skill identified with expository text writing is the student’s ability to

recognize and understand these expository text structures” (Flood, Lapp, & Farman;

Harvey; Mc Gee & Richgels in Wilder and Mongilo: 2007).

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In addition, Boardman (2002) explains that “there are many ways to develop

expository text. They are: First, by comparing two things or people (example:

buildings, political leaders, economic theories). Second, by showing the steps in a

process (example: how to increase profits, how to evaluate a painting). Third, by

analyzing something into its parts and analyzing a problem (example: different

theories of learning, global warming). The last, by persuading to make others do

something and arguing for your opinion (example: indonesian culture vs western

culture).”

Related to the classification of the expository writings present information and

a good expository essay and it will describe more than a collection of facts, figures,

and details. Firstly, each essay should contain a thesis statement that announces the

writer’s purpose and position. Then, the essay should be organized so that the body

paragraph explain and support that thesis statement. The writer’s main purpose of

expository writing is not only to inform the readers but also to convince them that this

essay explain the subject matter in the clearest, most truthful way Wyrick (1987:133)

Based on the explanation above, it can be restated that expository is a type of

oral or written discourse that is used to explain, describe, give information or inform

on what is being discussed. The main focus is to explain the facts. One important

point to keep in mind for the author is to try using words that clearly show what they

are talking about rather than blatantly telling the reader what is being discussed. Since

clarity requires strong organization, one of the most important mechanisms that can

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be used to improve our skills in exposition is to provide directions to improve the

organization of the text.

a. Component of Expository Text

According to Kemper and Sebranek (2004) state that “there are several

components that should be taken into account in order to compose a writing

expository text, they are: content, organization, grammar, vocabulary, and mechanic.”

But, in this research the researcher intends to.

1) Content

The purpose of expository text is to explain something, that is, to provide

readers with information worth knowing and thinking about. Thus, the phrase

“content” refers to the significance of the writer’s topic, the depth of the writer’s

knowledge and analysis of the topic. It means that the writer has to develop the ideas

and the main feature of strong development. So, the main idea of the topic written

must be clear and accurate. The writer also should give sufficient supporting ideas to

develop their essay. In a complete one, writer provides the readers with a restricted

topic sentence and sufficient information to clarify, to analyzed and support the main

idea stated in the topic sentence. Every sentence must qualify and explain the main

idea and every sentence should contribute to developing one central idea. It means

that unity should be gained.

In addition, Oshima and Hogue (2006:3) mention the elements or parts of

paragraph, they are:

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a) Topic sentence : the main idea of the paragraph. It also limits the topic to one

or two areas. The specific area is called the controlling idea.

Gold, a precious metal, is prized for two important characteristics

The topic sentence is neither too general nor too specific. A good topic

sentence gives the reader a hint about the contents of the paragraph but none

of the details. The best spot of topic sentence is usually right at the beginning

of a paragraph, but experienced writers sometimes put topic sentence in other

locations such as at the end. Knowing in advanced what will be read about

helps the reader understand the paragraph better.

b) Supporting sentence: supporting sentences explain or prove the topic

sentence. They develop topic sentence. They explain the topic sentence by

giving reasons, examples, facts, statistics and quotation. It is certainly

acceptable to express opinions to support the topic sentence in academic

writing. It also has to be specific and detailed as possible to make the

paragraph rich and interesting. But make sure that the supporting sentence is

both appropriate and relevant. For instance, if the writer wants to prove that

smoking is harmful to health, do not use the fact that many airlines now ban in

flight smoking as support. It may be indirectly related to health issues but

there is no direct connection.

c) Concluding sentences: the end of the paragraph and leave the reader with

important points to remember.

In conclusion, gold is treasured not only for its beauty but also for its utility.

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A concluding sentence signals the end of the paragraph and reminds the

reader of the main idea. Not all paragraphs need a concluding paragraph is

very long or when it stands alone as a piece of writing, it is helpful to the

reader to add a concluding sentence. Paragraphs that are part of longer pieces

of writing do not always need concluding sentence.

2) Organization

The organization of expository text consist of three main parts. First,

introductory paragraph with thesis statements; second, middle (supporting)

paragraphs; and the last, concluding paragraph. The whole part is also used in the

whole part of organizational pattern of expository text.

a) Introductory Paragraph with Thesis Statement

Introductory paragraphs attempt to arouse reader interest by providing

background information on the topic, stressing the significance of the

topic, or presenting one or more startling facts. Introductory paragraphs

should lead logically to the thesis, which usually appears at the end of the

introductory paragraph or paragraphs, though not always.

b) Body contains with Arguments and supporting evidence.

This section states the arguments (climactically) to be presented. An

argument is comprised of a series of points and elaborations. Each

paragraph contains a (topic/lead) sentence which previews the remainder

of the paragraph. Each assertion or argument must be substantiated and

supported by evidence. Each middle paragraph has its own main point

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and supporting sentences that support that point. Often the main point can

be found in a topic sentence, which may appear anywhere in the paragraph

or be implied. Of course, all middle paragraphs must ultimately support

the essay’s thesis.

c) Concluding paragraph

The concluding paragraph of an essay may draw a conclusion, make a

prediction, provide a summary, or use a combination of these strategies.

Conclusions can restate the argument, summarize your facts, or give the

next step needed to further the research.

Dealing with the third main part of expository text, a good expository also

determined by the organizational patterns that is used by the writer in writing

expository text. As Dymock and Nicholson (2010) identify that “organizational

patterns of expository text structure consist of descriptive, sequential, cause-effect,

compare-contrast and problem-solution.” He defines that first, descriptive structures

focus on the attributes of something, that is, the qualities that distinguish it from other

thing. It means that the writer describes the topic by listing characteristics, features,

and examples. This information is intended to increase the reader's practical

understanding of the work being discussed, enabling them to sharpen their abilities to

interpret its meaning and relevance. However, this descriptive expository text will not

introduce relevant related information to increase meaning; it will only describe the

specific element itself.

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Second, sequential structures present a series of events or steps that progress

over time. So, the writer list items or events in numerical or chronological order. This

can either be done in a list-style, or discussed in a narrative format. Depending on the

level of detail, sequential expository text can merely be an overview or can be

extremely in-depth; history books may qualify as being expository, assuming they

demonstrate objectivity and lack a personalized perspective. A common example of

sequential expository text can be found within written instructions for assembling a

piece of furniture.

Third, comparison and contrast, the author explains how two or more things

are alike and or how they are different. Although this writing can initially appear

quite straightforward, well-written comparison text can add a level of interest and

perspective into the mind of the reader, enabling them to appreciate in more depth the

relationship between different elements in a way they may not have otherwise

considered.

Fourth, cause and effect, the writer lists one or more causes and the resulting

effect or effects. In cause and effect essays, writers attempt to tell why something

occurs and, then, they give the results of the occurrence. In cause essays, writers

discuss why something has occurred. On the other hand, in effect essays, writers

explain what will happen because of an event.

Fifth, problem and solution, the writer states a problem and lists one or more

solutions for the problem. A variation of this pattern is the question- and-answer

format in which the author poses a question and then answers it. The text will explain

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which features of the problem were especially difficult or challenging, and how this

was initially caused by the problem's context and circumstance. The text will then

explain a purported solution to this problem, explaining how the various difficulties

were individually tackled and overcome. This enables readers to have a greater

understanding about why certain choices have historically been made to alleviate past

challenges.

Besides that, transitional signal also needed in producing expository text in

order to connect between one idea to another ideas. Transitions are words and phrases

which are used to signal the connection between ideas expressed in a sentence,

between sentences in a paragraph, and between paragraphs of a piece of writing.

Related to this, Capella University Writing Center (2009) states that “transtitions are

words or phrases which show the movement from one idea to another in the same

sentence, from one sentence to another in the same paragraph, or from one paragraph

to another in the same paper.”

Before, Oshima and Hogue (1999), “transitional signals function as traffic

signs that tell readers when to go forward, turn, slow down, and stop.” In other words,

they help readers understand the writers’ flow of thoughts whether they want to give

similar idea, an opposite idea, an example, a result, or a conclusion. Hence, writers

need to know how to use each transition signal to make their writing coherent.

Here is the list of transitional signals of expository text.

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Table 1

Transitional signals of expository text

No Organizational pattern of expository text Transitional signal

1 Description For example, For instance, Such as, Is like, Including

2 Sequence First, next, second, until, third, while, last soon, then, after, at that time, now, during, immediately.

3 Cause-effect For, because, since, as, to result from, to be the result of, due to, because of, the effect of, the consequence of, as a result of, so, therefore, thus, consequently, hence, to cause, to effect, the reason for, thereby

4 Compare and contrast Similarly, likewise, also, too, as, just as, and, both…and, not only…but also, neither….nor, to compare, (be) similar, (be) alike, (be) the same as

5 Problem and solution Because, since, as a result, so that, if/then

(adapted from Oshima & Hogue )

Finally, it can be concluded that each transition signal gives readers a signal

about the relationship between ideas of a piece of writing. Here, the students used

transition signals based on the kinds of text itself. The transitions can be used to

connect clauses, sentences, and paragraphs. Moreover, they make the line of ideas in

a paragraph or in a piece of writing seem smooth and connected.

3) Grammar

When learning grammar, a learner will learn the parts of speech, their names

and their descriptions, and learn such term as phrase, clause, interrogative sentence,

retained object, etc. and also learn how to identify those categories in sentences or

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parse them. In other words, grammar is the systematized knowledge or the theory of

sentence structure.

Grammar and language can not be separated. It means that if someone speaks

a language he/she must knows the grammar of that language. On the other hand, if

someone does not know the grammar he/she will not be able to write that language or

the reader will be confused in catching the writer’s message. Thus, the writer is

supposed to understand the grammar.

According to Brown (1994:347) “grammar is a system of rules governing the

conventional arrangement and relationship of words in a sentence.” The basic

grammar, such as using appropriate tenses and subject-verb agreement, using noun

whether count and uncount, and choosing the right articles, helps students to compose

a text. The tense of a verb shows the time of an action or condition. Tense also gives

information whether an action happened just once, happened repeatedly, has stopped

happening or is still happening Hogue (2003:76). The suitable tenses make the idea

send clearly.

Meanwhile, without this structure that organizational constraints impose on

our communicative attempts, our language would be simply is chaos. Grammar in

writing emphasizes that a focus on form in composition can help writers develop rich

linguistic resources needed to express ideas effectively in addition to providing

assistance in error correction (Murcia,2001:233).

Then, the thought must be expressed clearly, effective sentence that produce

precisely the readers’ response. Effective sentence are similar to the thread helps form

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the larger design; if any one thread becomes tangled or lost, the pattern becomes

muddled. In an essay, the same id true; if any sentence is fuzzy or obscure, the reader

may lose the thread of the writer arguments and in some cases never bother to regain

it (Dean, 1995:345). Therefore, to persuade the reader, the writer must concentrate on

writing informative, effective sentences that consistently clarify the idea of the

writing.

One of the aspects in grammar is tenses. Tenses gives information whether an

action happened just once, happened repeatedly, has stopped happening or still

happening (Hogue, 2003:76). The suitable tense will make idea of a writer send

clearly and accurately. Besides, the subject must agree with its verb in number such

as singular subjects take singular verbs, and plural subjects take plural verbs

(Warriner, 1982:117).

Table 2 Subject-verb agreement

(Azar & Hagen:2006:7)

Pronouns are an important part of English, helping to keep sentences flowing

without being bogged down in verbiage. According to Dean (1995: 247) “a pronoun

Subject Present Tense Past Tense

Singular Plural singular Plural

First person

I Am We Are I Was We Were

Second person

You Are You Are You Were You Were

Third person

He She It

Is They Are He She It

Was They Were

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is a word used as a place-holder for a noun, a noun phrase, or a different pronoun.

Pronouns are usually used in writing and speech as a way of keeping the flow of the

words smooth by reducing repeated use of the full subject or object word. Pronouns

usually come after the noun they are replacing.” It is important to remember,

however, that a pronoun is only as useful as it is easy to track back to its source noun.

Sentences with multiple objects and repeated use of pronouns that could refer to any

one of the objects should be avoided pronouns are meant to improve comprehension,

not to detract from it.

There are many different types of pronoun, they are: subject pronouns, object

pronouns, possessive adjectives, possessive pronouns, and reciprocal pronouns.

Table 3 Types of Pronouns

Subject

Pronouns Object

PronounsPossessive Adjectives

Possessive Pronouns

Reciprocal Pronouns

I You (singular) You (plural)

We They He She It

Me you you us

them him her it

My your your our their his her its

mine yours yours ours theirs

his hers its

myself yourself

yourselves ourselves

themselves himself herself itself

From the explanation above, it is clear that grammar is very essential and

important, and also it cannot be separated from the language. Without grammar a

language is meaningless and useless especially in writing. Generally the grammar

used in this type of essay is the present tense which is used to express an opinion

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about current issues. The language functions used in an expository essay tend to

express obligations and suggestions. Finally the preview of an argument is often

found close to the thesis or as part of it.

4) Mechanic

Mechanics are the conventions of print that do not exist in oral language,

including spelling, punctuation, and capitalization (Steve, 2005:13). Because they do

not exist in oral language, a writer has to consciously learn how mechanics function

in written language. For example, while speakers do not have to pay attention of the

spellings of words, writers not only have to use standard spelling for each word but

may even have to use different spellings for words that sound the same but have

different meanings.

No matter how niggling they may seem, details about punctuation,

capitalization, and spelling are important to master. A writer will makes mistakes that

deeply affect sentence meaning. Therefore, the writer needs to pay attention to formal

aspects of Capital Letter, Spelling and Punctuation.

a) Capital letter

The use of capital letter is one of important thing in writing. Because of it

affects the sentence meaning. The basic thing to remember is that capital letters

indicate that some words are more important than others. Which words are more

important? Words in names, places, and things that are one of a kind. (capital letter

also in the first word of a sentence, of course, because it marks the beginning of a

new idea; that’s important, too.)

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In written or printed English, a capital letter at the beginning of a word not only serves as an important eye signal to the reader (indicating, for example, the beginning of a sentence) but also often marks a significant difference in meaning (Warriner, 1982:465).

Here are the rules of capital letter below adapted from Warriner (1982:466):

(a) The first word of a sentence, or of a fragment, begins with a capital letter.

(b) The names of the days of the week, and of the months of the year, are written

with a capital letter.

For example:

My hobby is swimming

The favorite day of a week is Sunday

(c) Capitalize proper nouns and proper adjectives.

(d) The names of languages are always written with a capital letter.

For example:

Juliet speaks English, French, Italian and Portuguese.

I love study English at UNP.

(e) Words that express a connection with a particular place must be capitalized when

they have their literal meanings.

(f) In the same vein, words that identify nationalities or ethnic groups must be

capitalized

(g) Formerly, the words black and white, when applied to human beings, were never

capitalized. Nowadays, however, many people prefer to capitalize them because

they regard these words as ethnic labels comparable to Chinese or Indian:

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The Rodney King case infuriated many Black Americans.

(h) Proper names are always capitalized. A proper name is a name or a title that refers

to an individual person, an individual place, an individual institution or an

individual event. Here are some examples:

The study of language was revolutionized by Noam Chomsky.

Let’s observe the difference between the next two examples:

We have asked for a meeting with the President.

I would like to be the president of a big company.

In the first, the title the President is capitalized because it is a title referring to

a specific person; in the second, there is no capital, because the word president does

not refer to anyone in particular. (Compare We have asked for a meeting with

President Wilson and *I would like to be President Wilson of a big company.) The

same difference is made with some other words: we write the Government and

Parliament when we are referring to a particular government or a particular

parliament, but we write government and parliament when we are using the words

generically.

(i) Capitalize geographical names.

(j) Capitalize names of organization, business firms, institution, and government

bodies.

(k) Capitalize the names of historical events and periods, special events, and calendar

items.

(l) Capitalize the names of nationalities, races, and religions

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(m) Capitalize the brand names of business products

(n) Capitalize the names of ships, planets, monuments, awards, and any other

particular places, things, or events.

(o) Capitalize titles

b) Spelling

Spelling is the one of important thing in order to make a meaningful writing.

The meaning will be changed if a word is misspelled. However, a misspelled word

can be a series of letters that represents no correctly spelled word of the same

language at all (such as "liek" for "like") or a correct spelling of another word (such

as writing "here" when one means "hear," or "no" when one means "know").

English has many words that are easily confused with each other. It includes

many words whose spellings are determined by morphology; that is, their spelling is

driven by meaning rather than by pronunciation.

c) Punctuation

Writing is all about communicating ideas; sentences are how to package them.

Each sentence contains a complete thought, the reader should understand to the one

chunk of information the writer has written. But readers can’t understand that chunk

if they can’t figure out where it begins and where it ends. It means that it needs a

system that a writer uses to separate sentences, and to make their meaning clear.

Punctuation is the system of symbols (. , ! - : etc) that can be use to separate

sentences and parts of sentences. Each symbol is called “punctuation mark”.

27

There are several punctuations that can be used in writing such as: End mark,

Commas, Semi Colon, Colon, Quotation mark, Hyphens, Dashes, and Parentheses. A

writer needs to pay attention to formal aspects of the use of punctuation.

The following below is the rules of the use of punctuation adapted from

Wariner (1982:196):

1) End mark

The term and marks refer to punctuation which appears at the end of

sentences. Period, question mark, and exclamation points are end mark.

a) A statement is followed by a period.

b) A question is followed by a question mark.

A question mark is used after interrogative sentences

c) An exclamation is followed by an exclamation point.

Sometimes declarative and interrogative sentences show such strong feeling

that they are more like exclamation than statements or question. If so, the exclamation

point should be used instead of the period or question mark.

d) An imperative sentence is followed by either a period or an exclamation point.

e) An abbreviation is followed by a period

2) Comma

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Like other marks of punctuation, commas are necessary for clear expression

of ideas. It means that the use of comma effect the meaning of each sentence. The

following below is the rules of the use of comma.

a) Use comma to separate items in a series.

a. If all items in a series are joined by and or or, do not use comma to separate

them.

b. Independent clauses in a series are usually separated by semicolons. Short

independent clauses are sometimes separate by comma.

b) Use a comma to separate two or more adjectives preceding a noun.

c) Use a comma before and, but, or, nor, for and yet when they joint independent

clauses.

d) Use a comma to set off nonessential clauses and nonessential participial

phrases.

e) Use a comma after certain introductory elements

f) Use a comma to set off sentence interrupters.

g) Use a comma in certain conventional situations.

3) Semicolon

The semicolon is an effective mark of punctuation if it used sparingly. It used

primarily in compound sentences. Since most writers depend largely upon simple and

complex sentences to express their ideas, the semicolon is not often used.

1) Use a semicolon between independent clauses in a sentence if they are not joined

by and, but, or, nor, for, yet.

29

2) Use a semicolon between independent clauses joined by such words as for

example, for instance, that is, besides, accordingly, moreover, nevertheless,

furthermore, otherwise, therefore, however, consequently, instead, hence.

3) A semicolon (rather than a comma) maybe needed to separate the independent

clauses of a compound sentence if there are commas within the clauses.

4) Use a semicolon between items in a series if the ietms contain comma.

4) Colon

Generally, the colon is used to call the reader’s attention to what comes next.

It usually signals that something is to follow.

1) Use a colon to mean “note what follows”.

2) Use a colon before a list of items, especially after expressions like as follows and

following.

3) Use a colon between the hour and the minute when write the time

4) Use a colon after the salutation of a business letter.

5) Quotation mark

The rules of the use of quotation mark are the following below:

1) Use quotation marks to enclose a direct quotation-a person’s exact words.

2) A direct quotation begins with a capital letter.

3) When a quoted sentence is divided into two parts by an interrupting expression, the

second part begins with a small letter.

4) A direct quotation is set off from the rest of the sentence by comma

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5) When write dialogue (two or more persons having a conversation), begin a new

paragraph every time the speaker changes.

6) Use single quotation marks to enclose a quotation within a quotation.

7) Use quotation marks to enclose titles of articles, short stories, poems, songs,

chapters, and other parts of books or periodicals.

6) Hyphen

1) Use a hyphen to divide a word at the end of a line

2) Use a hyphen with compound numbers from twenty-one to ninety-nine and with

fractions used as adjectives

3) Use a hyphen with the prefixes ex-, self-, all-, and with the suffix –elect, and with

all prefixes before a proper noun or proper adjective.

7) Dashes

Most parenthetical elements are set off by comma or parentheses. Sometimes,

however, words or phrases or clauses used parenthetically may demand a stronger

separation. In such instance, a writer uses a dash. The dash is used to indicate an

abrupt break in.

8) Parentheses

Parentheses are used to set off parenthetical elements that serve as

explanations or qualifications. Since parentheses are enclosing marks, they are used

in pairs. Parentheses are also used to enclose matter which is added to a sentence but

is not considered of major important.

31

To conclude, expository text provides more opportunities for the students to

explain something happen around them. They also could express the ideas by using

several organizational pattern of expository text and the compenent in writing

expository text. In this activity the students are required to focus on organization,

grammar, and mechanics.

B. Review of the Related Findings

Some researchers conducted researches in relation with teaching writingg to

the students. First, Dymock & Nicholson (1999) state that students who have a good

understanding of expository text structure have fewer problems with comprehension.

Madriasari (2010) has done a research about text development of exposition

genre essays written by English department students of 2010 academic year in

Diponegoro University. Based on her research she describes the students’ ability in

writing a exposition text based on thematic structure and found out the sources of the

problems that come from the teachers and the students. The students gradually

achieved the good thematic structure and language features. Not only that, she also

described the students’ ability in writing exposition genre essay based on its generic

structure and found out the sources of the problems that come from the teachers and

the students.

Emmi Liza (2005) has done a research about the problems faced by the

English Department Students of State University of Padang in writing business

letters. The research conducted at English Correspondent classes. Based on her

research it is found that in writing business letters, most of the students have

32

problems in grammar, diction, spelling and punctuation. Meanwhile, in this research,

the researcher found out the students writing skill and their problems in essay writing

dealing with the organization, grammar, and mechanic.

In addition, Mulyadi (2008) analyzed the descriptive text which is written by

the students at SMAN 1 Pagai Utara Selatan Mentawai. He described it based on the

generic structure, punctuation, and capitalization. He found that the students had

mistakes in spelling and capital letter. They have un-neat handwriting, as well as poor

grammar and careless selection of vocabulary. But in this research, the researcher

broadens the analysis not only on punctuation and capitalization but also on

organization, grammar, and neither in descriptive text but in expository text.

Another research was conducted by Erma (2008) on analyzing students’

writing of recount text. He describes the students’ ability in writing a recount text

based on its generic structure and found out the sources of the problems that come

from the teachers and the students. This research finally concluded that the students’

skill in writing a recount text was law and the problems they faced are: lack of

vocabulary, the use of tense and the way of teacher in applying the four phases in

teaching a recount text. But, in this thesis, the researcher described the students

writing skill concerning with organization, grammar and mechanic in students’ essay.

All of the researches above discussed expository text in English Language

Teaching. This study is significant not only because it analyzed students’ skill in

writing exposition text, but also because it will be analyzed the students’ skill

concerning with organization, grammar, and mechanic.

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C. Conceptual Framework

In this research, the researcher focuses on the analysis of students’ writing

skill of expository text at second year students of Batanghari University Jambi. The

diagram below shows the conceptual framework of the research.

Figure 1 : The conceptual framework

From the framework above, the researcher regards that the students have

problems in writing expository text. In writing expository text, the problems deal with

Problems of students in writing expository text

Writing expository essays

Problem and solution

Description Cause and Effect

Sequence Compare and contrast

Content Mechanics

Finding out the students’ difficulties in writing expository

Organization

Finding out the students’ writing skill of expository text

Grammar

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content, organization, and mechanic. As a result, the students can not produce text

well. So, the researcher conceptualized this research into three steps. First, after

identifying the students’ problems as stated above, the researcher used writing test of

expository text to see the students’ skill in writing expository text concerning with

content, organization, grammar, and mechanic. Second, the researcher used interview

to see the students’ difficulties in writing expository text.

35

CHAPTER III

RESEARCH METHOD

A. Research Design

This research was a descriptive research, because it was aimed at describing

things as the way and also analyzed the interrelationship of the data. Selinger and

Shohamy (1989) propose that “the descriptive design is used to specify, delineate, or

describe naturally occurring phenomena without experimental manipulation.” The

descriptive research involved the collecting the data in order to answer the research

questions concerning the current status or phenomena. In addition, Gay (1996:249)

states that “the descriptive research involves collecting the data in order to get

hypothesis or to answer the questions concerning the status of the subject of the

study.” The purpose of descriptive study was to gain information about phenomenon

in order to describe the existed condition which did not involve other variables.

Moreover, Gay (2000:128) explains that “descriptive research is a scientific

description of an actual phenomenon by explaining one variable to another without

describing the relationship among them which can be useful for further research.”

The researcher used this kind of research designed because she analyzed the skill of

the students in writing expository text at semester four of Batanghari University

(UNBARI) Jambi.

B. Setting of the Research

36

This research was done in Jambi city located in central city. It was not far

from governor office. This research hold in Batanghari University (UNBARI) Jambi,

exactly in Slamet Riyadi Street (Broni), Jambi 36122, phone: 0741 60673, Fax: 0741

60673. Email [email protected] Website http://www.unbari.ac.id/. The research

was started on April 25th to May 30th, 2012.

C. Source of the Data

The source of the data in this research was semester four students of

Batanghari University (UNBARI) Jambi, enrolled in the year 2011/ 2012. They

consisted of four classes (IV A, IV B, IV C, and IV D). The numbers of the students

were 120 students. All of the classes were treated similarly in learning English. They

had same lecturer and same materials.

Moreover, Arikunto (2006:131) states that “If the subject or the source of the

data is less than 100 it is better taken all. Instead, if the total of the source of the data

is more than 100 it can be taken between 10%-15% or 20%-25%.” Thus for this

research, the researcher took 25% of the numbers of the students. So, 30 students

were taken as the sample of this resaerch. In this research, the researcher provided 30-

paper lottery that contained with number 1-8 and others were empty. Then, the

researcher asked the students to choose one paper lottery. Next, if there were

somebody got the paper lottery that contained with the number, they would be asked

to be the subject of the research. This technique was used for each class.

37

D. Instruments

The instrument functions as collecting the data related to the problems of the

research. In this research, the researcher used two kinds of instruments, namely,

writing test and digital camera. The writing test was used to obtain the students’ skill

in writing expository text related to the components of expository text that are

content, organization, grammar, and mechanic. She asked the students to write

expository texts with at least three paragraphs. The topics of the essay were discussed

with the writing lecturer who became the second scorer as well. Before administrating

the test, the test had been tried out first to know whether the students understood the

direction and got enough time to do the test. Digital camera was used in interviewing

the students about the students’ difficulties in writing expository text. By using digital

camera, the results of the interview were easy to be transcribed and could be replayed

anytime.

E. Technique of Collecting the Data

The researcher used these following ways as the techniques of collecting the

data:

1. Collecting the documents

In collecting the data, the researcher administered the test three times in

different days. In each test the topics were offered to the students to write but

in the second and in the third tests, the students have to choose topics which

are different from what they have chosen before. Hence, each student was

38

required to write three expository text with different topics in different days.

The results of the test were used as document for analyzing students’ skill in

writing expository text. The data was collected in several ways: First, the

researcher prepared the topic that have been discussed with the writing

lecturer. The topics were provided by the researcher at least three topics for

test I, three topics for test II, and three topics for test III. They are : Pollution,

Flood, Free Sex, for test I, Broken heart syndrome, Culture, Effects of

watching TV too much, for test II, Why reality shows are so popular, Explain

why you admire a particular person, The effect of smoke cigarette for human

being and how to solve it, for test III.

Second, the students were asked to choose one topic that interested most.

Next, the students got a written draft of the text based on the topic chosen.

The students got some instructions and prompt dealing with writing

expository text by considering the indicators of expository text. Each session

of writing process was considered to be one session for the gathering of the

data. So that the researcher had three different topics for test I, test II, and test

III to be compared in order to know the consistency in writing. Then, she

collected the students’ expository text to find out their skill in writing

expository text and analyzed it based on the technique of analyzing the data.

Finally, the test was considered to be valid and reliable. It is valid for it

measured what should be measured. Related to this, Weir (1990) states that the

validity of the test is obtained by measuring what is intended to measure. The writing

39

test as the instrument of this research was based on the syllabus of writing class to

see the content validity. In the syllabus, it is found that the students have already been

taught coherence and essay writing. Moreover, the test is reliable since the researcher

administered three similar kinds of tests in different days with different topics. In

relation to this, Gay and Airasian (2000) state,” Reliability is the degree to which a

test consistently measures whatever it is measuring”.

2. Doing interviews

The researcher interviewed the students in order to get more complete

data about the students’ difficulties in writing expository text. The students

were asked to answer the questions which had been prepared in the interview.

It was conducted outside the classroom in informal situation, in order to get

comfortable atmosphere and avoid being intimidated. The researcher used in

depth interview to investigate the difficulties and also the sources of the

difficulties.

F. Technique of Analyzing the Data

After collecting the data, the researcher analyzed them. There were two

analysis that were used in analyzing the data. They were quantitative and qualitative

analysis.

1. Quantitative Analysis

40

In quantitative analysis, the data that were analyzed was the data in the form

of numerical based on the result of the students’ score in writing test. There were

several techniques that used to analyze the quantitative data, especially the data from

writing test. First, the data were collected from the three test.

Then, the result of the data were grouped based on indicators of writing

expository text which were filled based on the scoring rubrics derived from several

experts. After that, the scores were obtained into a table which aimed at figuring out

the mean of the obtained score which had been grouped before. The mean was used

to see the average score gained by the students in writing test of each test.

2. Qualitative Analysis

Qualitative data were used to analyze informations related to the students’

writing skill and difficulties faced by the students in writing expository text. In

analyzing the data, the researcher implemented the steps adapted from Gay and

Airasian (2000). They were data managing, reading/ memoing, describing,

classifying, and interpreting.

a. Data managing

The first step in data analysis was managing the data. All the data,

were from tests and interview. This step actually has two purposes. The first

was to organize the data and the second was to start on the process of

analyzing the data. Therefore, the researcher organized the data and checked

41

for completeness from qualitative data ( providing the students’ writing test

and interview).

b. Reading / memoing

The second step was the data that have been collected during the

research had to be read carefully (read the students’ writing). Then, the result

of the test had to be identified correctly in order to find out the lowest and the

highest scores of the indicators of the writing skill of the students in writing

expository text.

c. Describing

In describing step, the researcher explained the data in depth to

provide detail description. The researcher described all the data that she got

from the recordings about the participants during the research, so the

researcher and the reader had an understanding of the context how it was

conducted. When the data described successfully, then the data would be

easier to classify it.

d. Classifying

In this step, the data classified orderly, the data had been classified the

students’ writing skill of expository text into three parts: organization,

grammar, and mechanic. The data were also ordering the transcript of

interview. For example, there were some difficulties faced by the students in

writing expository text. Thus, the researcher orderly classified the cause of

42

difficulties faced by the students so that it would be easily interpreted by the

researcher later on.

e. Interpreting

In this step, the interpretations of writing test and the difficulties that

influenced the students’ writing skill would be determined and made. The

researcher focused on the students’ writing skill by giving the score of their

writing and grouped them based on the rubric of assessment (See appendix 1),

the score are categorized into : Very Good, Good, Poor, and Very Poor

(Cohen, 1994). Then, the researcher was helped by writing lecturer of

Batanghari University (UNBARI) and writing lecturer of Jambi University

(UNJA) in evaluating students’ writing. After that, to see the percentage of the

students’ skill in writing expository text, the researcher used the formula

proposed by Sudjana (1991), as follows:

100% P : Percentage F : Frequency N: Sum of the students

CHAPTER IV

FINDINGS AND DISCUSSION

A. Description of the data

In this chapter, the research finding was presented as the answer to the

problem statements. In the previous chapter, the researcher had stated that the data

were taken from students’ writing in the classroom. This chapter presented the data

43

and analysis of the research. Data of the research are based on the students’ writing

test and interview with the students. Each of them was presented separately. The

cases that had been discussed in these sections involve students’ writing skill and the

difficulties faced by the students in writing expository text.

Writing test was given to the students after they got some explanations from

the lecturer about expository text. To make the data valid, the students were not

allowed to take the essay writing home. They had to make their essays in the

classroom. Interview with the students was conducted out side of the class. The

questions were designed to know what difficulties faced by the students in writing

expository text concerning with content, organization, grammar and mechanic.

This chapter described and discussed the data findings from the research to

answer the research questions “How is the students’ writing skill of expository text

concerning with content, organization, grammar, and mechanic at semester four of

Batanghari University (UNBARI) Jambi?” and “What difficulties are faced by the

students in writing expository text concerning with content, organization, grammar,

and mechanic?” Both questions were answered based on the writing test and

interview.

This research was conducted at the fourth Semester Students of the English

Department of Batanghari University in Academic Year 2011/2012. There were 30

students as the source data in this research that come from three classes. The students

consisted of 28 female and 2 male.

44

The data were taken from writing test on April 25th to May 30th, 2012. The

researcher asked studnts to write expository text based on the topics given. They

might choose 3 topics among 10 topics of expository text (see Appendix 4). The

topics were discussed with the writing lecturer of English Department of Batanghari

University (UNBARI) Jambi and chosen by the students.

B. Findings

The data were analyzed by the researcher herself and writing lecturer of

Batanghari University Jambi and the lecturer of Jambi University by using the criteria

which derived from the theories of some experts in chapter II and also based on the

rubric assessment of expository text. The criteria and rubric score can be seen in

Appendix 1. Then, the researcher analyzed the students’ writing based on the

expository components (content, organization, grammar, and mechanic). Next, the

researcher also observed the students during writing test. Finally, the students were

interviewed in order to know the difficulties were faced by the students in writing

expository text.

The presentation of the finding is divided into 1) The students’ skill in writing

expository text concerning with content, organization and mechanic, 2) Students’

writing skill of Expository Text, and 3) Students’ difficulties in writing expository

text concerning with content, organization, and mechanic.

The description can be seen from the data analysis in the following.

1) The Students’ Skill in Writing Expository Text

45

The Students were given enough time to write expository text. They were

allowed to choose the tittle and organizational pattern which they like most. Then,

three scorers analyzed the score of the students’ test. After that, the score of the

students were grouped based on the rubric of assesment (see Appendix I). The

students’ writing skill were grouped into four categories namely: very good, good,

poor and very poor.

Table 4 Students’ Skill in Writing Expository Text

No Category Average score of test I, II, and III Percentage ( % )

a) Ver

fulfil

1 Very

2 Go

3 Po

4 Very

Total

05101520253035404550

Percen

tage

ry Good

Writing tes

ll the averag

Good

ood

oor

Poor

l

05050505050

Studen

st which con

ge score 4 (

0

nts's Skill inAverage

Figu

nsidered into

(very good

0

3

13

14

30

Categor

10

4

n Writing Ee Score of

ure 2

o very good

score) in or

ry

43.3346

ExpositoryTest I,II, an

category wa

rganization,

6.66

y Text Basend III

as the test th

grammar a

0

10

43.33

46.66

100

ed on

Very

Good

Poor

Very

46

hat

and

Good

d

r

Poor

47

mechanic. After scoring and analyzing the students’ paragraphs, no one of

students could achieve very good category.

b) Good

There were 3 students (10%) out of 30 students were categorized into

good quality. They were: student 3, student 8 and student 11. Based on

average score of test I, II, and test III, these students fulfilled the criteria of

good score. The following was the example of the student who got good

score. In the test, this student got score 3 (good score) in organization of

paragraph. In grammar, she got 4 (very good score). In mechanics, this

student got 3 (good score).

(Student 11)

POLLUTION

Pollution is the release of environmental contaminants. It is very dangerous for human life because it makes our environment uncomfortable. Sometimes people throw away kinds of rubbish in the river that can make the river is dirty and pollute it. Pollution is also a kind of something dangerous that can disturb our health. Pollution has many major forms, they are air pollution and water pollution.

First, air pollution is the release of chemicals and particulates into the atmosphere. Common examples include carbonmonoxide, sulfor dioxide, chlorofluorocarbons (CFCs), and nitrogen oxides produced by industry and motor vehicles. Air pollution is one cause of global warming. So, it can be a big problem for all people in the world and the next generation. It can damage nature. This matter is caused by people who do not know about the danger of air pollution. We need public awareness to fight air pollution and keep our air is clean. Another problem is caused by car, motorcycle, and some public transportations. They emit deadly gases. When people go to somewhere, they spread air pollution. Besides, the factory can cause air pollution.

48

Second, water pollution is a large set of adverse effects upon water bodies ( Lakes, Rivers, Oceans, grounwater), caused by human activities. Although natural phenomena such as volcanoes, storms, earthquake, etc. It also cause major changes in water quality and the ecological status of water, these are not deemed to be pollution.

While water pollution via surface run off and leeaching to grounwater. Soil contamination occur when chemicals are released by spill or underground storage tank leakage. Among the most significant soil contaminations are hydrocarbons, heavy metals, herbicides, pesticides, and clhronated hydrocarbons. Radioactive contamination added in the wake of 20th century discoveries in atomic physic.

In short, in order to get good environment we as human life have to keep our environment that can make us healthy. Not only us, we also can join with the government to keep our environment become comfortable.

The amount of the text was written by the student is 328 words. The title of

sample 11 was “Pollution”. It consisted of five paragraphs. Here, the student used

cause-effect text to organize her ideas about pollution. She explained about the causes

and the effects of pollution. First, she started with the introduction with general

statement. Then, she stated body of the text with relevant information and the last she

also concluded her paragraph briefly. She also used transition signal of cause-effect to

connect her ideas or to give more explanation. To be more clear, it can be seen the

analysis of the text based on the indicators of expository text below.

1) This student got score 3 (good score) in content. She fulfilled the criteria that

explained in Appendix 1 and based on the theories in chapter II:

a) The main idea of the essay is to share information in general introduction. It

can be seen in the first paragraph.

Pollution is the release of environmental contaminants. It is very dangerous for human life because it makes our environment

Par. 1

49

uncomfortable. Sometimes people throw away kinds of rubbish in the river that can make the river is dirty and pollute it. Pollution is also a kind of something dangerous that can disturb our health. Pollution has many major forms, they are air pollution and water pollution.

In this paragraph the main idea is “Pollution is the release of environmental

contaminants”. The underlined sentence is appropriate details of the main idea. She

directly started with the information by giving the ideas with informative and also she

gave supporting details clearly about the topics in order to the reader understand

about the explanation of main idea before.

b) The major points of the essay are supported with basic details from the text in

own words. it can be seen from the second paragraph.


This paragraph consist of more details of supporting sentence. This student

could conclude the main idea and supporting informations by using her own words

we could see the underlined sentence. She gave the other information to make the

ideas of the paragraph be more informative and relevance.

Par.2

50

c) Adequate knowledge of the topic, state topic sentence, supporting sentence,

but miss concluding sentence.

At the first sentence of the second paragraph, she stated topic sentence in the

bold italic sentence. Here she talked about the air pollution. While the supporting

details is in the underline sentences. Moreover, after a clear topic sentence then she

went to develop paragraph with sufficient supporting details by using simultaneous

way consistently with example. It can be seen in her paragraph that all of her

sentences discuss or explain the topic sentence directly. The writer gave clear enough

information about the causes of pollution in certain way that explanation still focused

on the topic sentence.

It can be seen from the second paragraph to the end of the paragraph. She

stated adequate knowledge of the topic informatively by giving supporting details and

the explanation with other information that related to the topic. But, she did not state

the concluding sentence when she wanted to stop her argument of each paragraph. It

can be seen in the following paragraph.


Par. 2

51


While water pollution via surface run off and leeaching to ground water. Soil contamination occur when chemicals are released by spill or underground storage tank leakage. Among the most significant soil contaminations are hydrocarbons, heavy metals, herbicides, pesticides, and clhronated hydrocarbons. Radioactive contamination added in the wake of 20th century discoveries in atomic physic.

Topic sentence also found in the third paragraph at the first sentence in the

bold italic sentence. She stated about water pollution. But she gave other explanation

in the next sentence (underline sentence) but it still related to the topic sentence

before. While paragraph three is the continuity of the third paragraph. Here she gave

more other information about water pollution. It can be seen in the following

paragraph.

2) This student got score 3 (good score) in organization. She fulfilled the criteria

that explained in Appendix 1 and based on the theories in chapter II:

a) The essay contains an introduction with thesis statement, supporting sentence

with series of events, and a conclusion (at least 5 paragraphs with 2 bodies). It

can be seen in the first paragraph and at the end of paragraph.

Pollution is the release of environmental contaminants. It is very dangerous for human life because it makes our environment uncomfortable. Sometimes people throw away kinds of rubbish in the river that can make the river is dirty and pollute it. Pollution is also a kind of something dangerous that can disturb our health.

Par.3

Par.4

Par . 1

52

Pollution has many major forms, they are air pollution and water pollution.

In this paragraph the main idea is “Pollution is the release of environmental

contaminants”. The underlined sentence is appropriate details of the main idea. She

directly started with the information by giving the ideas with informative and also she

gave supporting details clearly about the topics in order to the reader understood

about the explanation of main idea before.

At the first paragraph, she stated thesis statement “Pollution has many major

forms, they are air pollution and water pollution”. Here, she stated the main point by

lists the subdivision of the topic. It was at the last sentence of the introductory

paragraph. Then the next paragraph she started with the first point of the thesis

statement. In the second paragraph she talked about “air pollution”. In the third

paragraph she talked about “water pollution”. In the forth paragraph she still talked

about “water pollution” because it still related to the third paragraph.

At the first sentence of the second paragraph, she stated topic sentence in the

bold italic sentence. Here she talked about the air pollution. While the supporting

details is in the underline sentences. Moreover, after a clear topic sentence then she

went to develop paragraph with sufficient supporting details by using simultaneous

way consistently with example. It can be seen in her paragraph that all of her

sentences discuss or explain the topic sentence directly. The writer gave clear enough

information about the causes of pollution in certain way that explanation still focused

on the topic sentence.

53

It can be seen from the second paragraph to the end of the paragraph. She

stated adequate knowledge of the topic informatively by giving supporting details and

the explanation with other information that related to the topic. But, she did not state

the concluding sentence when she wanted to stop her argument of each paragraph. It

can be seen in the following paragraph.


Topic sentence also found in the third paragraph at the first sentence in the

bold italic sentence. She stated about water pollution. But she gave other explanation

in the next sentence (underline sentence) but it still related to the topic sentence

before. While paragraph three is the continuity of the third paragraph. Here she gave

more other information about water pollution. It can be seen in the following

paragraph.


Par. 2

Par.3

54

While water pollution via surface run off and leeaching to ground water. Soil contamination occur when chemicals are released by spill or underground storage tank leakage. Among the most significant soil contaminations are hydrocarbons, heavy metals, herbicides, pesticides, and clhronated hydrocarbons. Radioactive contamination added in the wake of 20th century discoveries in atomic physic.

The last paragraph she stated the conslusion of all paragraph by using her own

words “In short”. It can be seen in the following paragraph.


b) The author uses an organizational pattern for progression of ideas and series

of events are present at least 2 events

In this text, she used cause-effect text of expository text because it can be seen

from the first paragraph to at the end of the paragraph. She showed the clear

organizational pattern started from introduction, body that contained with series of

events or problems, and conclusion. In the body of paragraph, she organized her ideas

by giving more explanation about the causes of pollution. The idea of the underlined

italic sentence indicated the organizational pattern of cause-effect text. She described

about the causes of the pollution. It can be seen in the second to the third paragraph.

While the forth paragraph was the continuity of the ideas from the third paragraph.

The last paragraph, she stopped her ideas by giving conclusion.

Pollution is the release of environmental contaminants. It is very dangerous for human life because it makes our environment uncomfortable. Sometimes people throw away

Par.4

Par. 5

Introduction

55

kinds of rubbish in the river that can make the river is dirty and pollute it. Pollution is also a kind of something dangerous that can disturb our health. Pollution has many major forms, they are air pollution and water pollution.



While water pollution via surface run off and leeaching to grounwater. Soil contamination occur when chemicals are released by spill or underground storage tank leakage. Among the most significant soil contaminations are hydrocarbons, heavy metals, herbicides, pesticides, and clhronated hydrocarbons. Radioactive contamination added in the wake of 20th century discoveries in atomic physic.


c) Transition signals are present

The student used some of cause-effect transition words to introduce the causes

and the effects in her paragraph. It can be seen in the following paragraph.

Pollution is the release of environmental contaminants. It is very dangerous for human life because it makes our environment

Body ( series of problems)

Conclusion

Par. 1

56

uncomfortable. Sometimes people throw away kinds of rubbish in the river that can make the river is dirty and pollute it. Pollution is also a kind of something dangerous that can disturb our health. Pollution has many major forms, they are air pollution and water pollution.

First, air pollution is the release of chemicals and particulates into the atmosphere. Common examples include carbonmonoxide, sulfor dioxide, chlorofluorocarbons (CFCs), and nitrogen oxides produced by industry and motor vehicles. Air pollution is one cause of global warming. So, it can be a big problem for all people in the world and the next generation because it can damage nature. This matter is caused by people who do not know about the danger of air pollution. We need public awareness to fight air pollution and keep our air is clean. Another problem is caused by car, motorcycle, and some public transportations. They emit deadly gases. When people go to somewhere, they spread air pollution. Besides, the factory can cause air pollution.



The underlined italic words indicated the transition signals of cause-effect.

She used the word “cause, because, effect, so, as” to connect one idea to the next

one. In this text, she also used another transition signal. It can be seen in the second

and the third paragraph, she use transition signal of sequence by using the word

“example, first, second”, but the text is indicated cause-effect text. Here, she used

sequence’s transition just to explain more about the subdivision of thesis statement

before. At the last paragraph she used transition word “in short” to conclude her

ideas.

Par. 2

Par. 3

Par. 5

57

3) In grammar of paragraph, this student got 4 (Very Good score). She fulfilled

the criteria:

1) No error in tenses

In her paragraph, she did not have error in tenses. It can be seen from the first

paragraph to the end of paragraph. She used present tense to develop her ideas. She

had given clear tenses during her paragraph.

b) Correct in using pronoun

In her paragraph, she could choose and place the right pronoun in the right

structure of the sentence. To know the right choice of pronoun, the students should

know the function of the various pronouns in order to make good sentence structure.

c) Correct in using subject agreement

Talking more details about subject verb agreement, there were some important

point that must be considered in using subject verb agreement that had been stated in

chapter II. In her paragraph, agreement between subject and verb is influenced by the

subject form whether it is singular or plural. To construct a correct sentence

structurally, the verb must agree with the subject. The students must be able to

identify the subject whether it is singular or plural. Having no competence in

identifying the subject will make students fail to produce the correct form of the verb.

Moreover, she made no errors in subject verb agreement.

4) In Mechanics, this student got 3 (good score). She fulfilled the following

criteria.

a) Use correct punctuation, a few misspell and error in capitalization.

58

From the first paragraph to the end of paragraph, she used correct

punctuation but there were few misspell and error in capitalization. It can be seen in

the following paragraph.

First, air pollution is the release of chemicals and particulates into the atmosphere. Common examples include Carbonmonoxide, Sulfor dioxide, Chlorofluorocarbons (CFCs), and Nitrogen Oxides produced by industry and motor vehicles. Air pollution is one cause of global warming. So, it can be a big problem for all people in the world and the next generation. It can damage nature. This matter is caused by people who do not know about the danger of air pollution. We need public awareness to fight air pollution and keep our air is clean. Another problem is caused by car, motorcycle, and some public transportations. They emit deadly gases. When people go to somewhere, they spread air pollution. Besides, the factory can cause air pollution.

Second, water pollution is a large set of adverse effects upon

water bodies ( lakes, rivers, oceans, grounwater), caused by human activities. Although natural phenomena such as volcanoes, storms, earthquake, etc. It also cause major changes in water quality and the ecological status of water, these are not deemed to be pollution.

The italic bold word “grounwater” was mispell. She missed one letter “d”

after the word “groun” and she did not space between the word “ground and water”.

So, the correct sentence “ground water”.

She also did error in capitalization in naming chemical substance. For

example Carbonmonoxide, Sulfor dioxide, Chlorofluorocarbons (CFCs), and

Nitrogen Oxides. She should not capitalize the first word of each word because it is

not necessary to italize it. For the name of chemical substance it was not capitalize

when they were in the middle of the sentence, except they were at the first sentence.

Par. 2

Par. 3

59

c) Poor

There were 13 students (43,33%) out of 30 students were categorized

into poor quality. They were : student 1, 2, 4, 5, 6, 9, 10, 14, 16, 17, 22, 24,

and student 30. Based on average score of test I, II, and test III, these students

fulfilled the criteria of poor score. Here, the researcher took student 14 to be

analyzed. The following was the example of student who got poor score. In

organization of paragraph, she got 2 (poor score). In grammar, she got 2

(poor score). In mechanics, this student got 2 (poor score).

(Student 14)

Why Reality Shows are So Popular

Reality shows is a program in televsion channel. Where the program showing daily activity or problem of someone. In Indonesian reality shows are popular. For example the program reality shows is Jika Aku Menjadi. That program told about Life someone including their problem: how they solve it? And their activity : how they do that?

People want to watch the television program which have relation with them. Some people belived if reality shows can help to solve their problem. Because when they watch reality shows they can find someone have same problem with their and how their solve it. With reality shows we can know if our life so valuable. So many reference we get to make us be better, thingking positive about our life or problem. It also can change our perseption about our life, where it open our eyes if life not always bad and happy. And give motivation until they can say “ Not only I’m have this problem, so many people have more bad life than me. I’m a lucky person because I have complete body, families who love me, and knowledge which use to produce money. But how about they which not have family or complete body? They just have power. I think it is so hard to me to life like they. Everybody have different problems of life, thus we as human being should be grateful for what has God given to us right now. Ok ! from now I have to strong. They are can strong to confront their life. Why I can’t? I sure I can do that.”

60

Similarity people’ problem help someone to be better person. And so many way to know if not only us have problem. One of that way is reality show. So, it is a reason why reality showa are so popular? Because reality show able make us feel what the another person feel and give advise to our problem. The other reason because it is new program, so it will give good effect to the people when they watch it.

The amount of the text is 344 words. The title of sample 14 is “Why Reality

Shows are so popular”. It consist of three paragraphs. Here, the student used cause-

effect text to organize her ideas about the reason why reality shows are so popular.

She explained about the causes and the effects to human life. First, she started with

the introduction with general statement and at the end of first paragraph, she stated

thesis statement. Then, she stated body of the text with irrelevant information and the

last she also concluded her paragraph but unclear. To be more clear, it can be seen the

analysis of the text based on the indicators of expository text below.

1) This student got score 3 (good score) in content. She fulfilled the criteria:

a) The main idea of the essay is to share information in general introduction. It

can be seen in the first paragraph.

Reality shows is a program in televsion channel. Where the program showing daily activity or problem of someone. In Indonesian reality shows are popular. For example the program reality shows is Jika Aku Menjadi. That program tell about Life someone including their problem: how they solve it? And their activity : how they do that?

In this paragraph the main idea is “Reality show is a program in television

channel.” She gave the general statement to start her sentence. Then, the underlined

sentence was the continuity of the main idea because it still related. She gave

Par. 1

61

supporting details clearly about the topics in order to the reader understand about the

explanation of main idea before. She also gave example in order to be clearer that can

support the main idea. Here she showed “ Jika Aku Menjadi” is one of reality shows

in television.”

b) The major points of the essay are supported with basic details from the text in

own words. it can be seen from the second paragraph.

People want to watch the television program which have relation with them. Some people belive if reality shows can help to solve their problem. Because when they watch reality shows they can find someone have same problem with their and how their solve it. With reality shows we can know if our life so valuable. So many reference we get to make us be better, thingking positive about our life or problem. It also can change our perseption about our life, where it open our eyes if life not always bad and happy. And give motivation until they can say “ Not only I’m have this problem, so many people have more bad life than me. I’m a lucky person because I have complete body, families who love me, and knowledge which use to produce money. But how about they which not have family or complete body? They just have power. I think it is so hard to me to life like they. Everybody have different problems of life, thus we as human being should be grateful for what has God given to us right now. Ok ! from now I have to strong. They are can strong to confront their life. Why I can’t? I sure I can do that.”

This paragraph consist of more details of supporting sentence. At the second

paragraph the student described about the program of reality show that has given

Par. 2

62

complex problems of life. Here she also gave more supporting informations by using

her own words we can see the underline sentence. She gave statement by showing the

problems as if she could feel too. From the sentences the reader also could motivate

about the problems of life.

c) Adequate knowledge of the topic, state topic sentence, supporting sentence,

but miss concluding sentence.

People want to watch the television program which have relation with them. Some people belive if reality shows can help to solve their problem. Because when they watch reality shows they can find someone have same problem with their and how their solve it. With reality shows we can know if our life so valuable. So many reference we get to make us be better, thingking positive about our life or problem. It also can change our perseption about our life, where it open our eyes if life not always bad and happy. And give motivation until they can say “ Not only I’m have this problem, so many people have more bad life than me. I’m a lucky person because I have complete body, families who love me, and knowledge which use to produce money. But how about they which not have family or complete body? They just have power. I think it is so hard to me to life like they. Everybody have different problems of life, thus we as human being should be grateful for what has God given to us right now. Ok ! from now I have to strong. They are can strong to confront their life. Why I can’t? I sure I can do that.”


Par. 2

Par. 3

63

At the first sentence of the second paragraph, she stated topic sentence

“People want to watch the television program which have relation with them.” Then,

after a clear topic sentence then she goes to develop paragraph with sufficient

supporting details by giving more explanation about the topic sentence before. It can

be seen in the underline sentences. She miss the concluding sentence but she just

stated about the strong argument about what should she is to be for the next. It can be

seen in the underline sentences at the last sentences of second paragraph. Because of

the paragraph only consist of three paragraph, so the text only have one topic

sentence.

2) This student got score 2 (poor score) in organization. She fulfilled the

criteria:

a) The introduction and conclusion are not clear (at least 3 paragraph). It can be

seen at the first paragraph.


First, she started with the introduction with general statement. She stated

thesis statement “That program tells about Life someone including their problem:

how they solve it? And their activity : how they do that”. It was at the last sentence of

the introductory paragraph. Then the next paragraph she started by giving explanation

of the thesis statement but she did not give relevant information that related to the

Par. 1

64

thesis statement. The ideas were contrast in the second paragraph. The reader could

not catch her ideas because at the first paragraph she stated about someone’s

problems but in the second paragraph until the end of paragraph she stated about

people’s problem. So, who is “someone” that was stated in her paragraph (referred to

whom) and who is the subject of her paragraph?

In her thesis statement, she stated 4 main points that would be developed in

next paragraph, but at the second paragraph she did not explain more about the point

in her thesis statement. There were unrelated ideas occurred in the second paragraph.

People want to watch the television program which have relation with them. Some people belived if reality shows can help to solve their problem. Because when they watch reality shows they can find someone have same problem with their and how their solve it. With reality shows we can know if our life so valuable. So many reference we get to make us be better, thingking positive about our life or problem. It also can change our perseption about our life, where it open our eyes if life not always bad and happy. And give motivation until they can say “ Not only I’m have this problem, so many people have more bad life than me. I’m a lucky person because I have complete body, families who love me, and knowledge which use to produce money. But how about they which not have family or complete body? They just have power. I think it 1is so hard to me to life like they. Everybody have different problems of life, thus we as human being should be grateful for what has God given to us right now. Ok ! from now I have to strong. They are can strong to confront their life. Why I can’t? I sure I can do that.”


Par. 2

Par. 3

65

At the first sentence of the second paragraph, she stated topic sentence

“People want to watch the television program which have relation with them.” Then,

after a clear topic sentence then she did not go to develop paragraph with sufficient

supporting details by giving more explanation about the topic sentence before. She

missed the concluding sentence but she just stated about the strong argument about

what should she was to be for the next. It can be seen in the underline sentences at the

last sentences of second paragraph. Because of the paragraph only consist of three

paragraph, so the text only have one topic sentence. There were many unrelated ideas

occurred. It made the readers was hard to catch the ideas of the writer. Here, the

writer seemed to use Indonesian language in developing her ideas.

At the last paragraph, she concluded her paragraph by using her own words

“So, it is a reason why reality showa are so popular? Because reality show able make

us feel what the another person feel and give advise to our problem.” Although there

was conclusion but it was unclear because the writer used Indonesian style in her

writing. It can be seen in the following paragraph.


b) The essay is roughly organized with a beginning, middle, and an end.

Par. 3

66

In this text, she used cause-effect text of expository text because it can be seen

from the first paragraph to at the end of the paragraph. The essay is roughly organized

with introduction, body, and conclusion. It was better for her to give topic sentence at

the first sentence in a paragraph then it should contain with supporting information

that related to her topic sentence. In the body of paragraph, she organized her ideas

but it was unrelated and irrelevant ideas. She described about the reason why reality

shows are so popular but it still missed information about it. She should give more

explanation about the reason why reality shows are so popular. The last paragraph,

she stopped her ideas by giving conclusion.


People want to watch the television program which have relation with them. Some people belived if reality shows can help to solve their problem. Because when they watch reality shows they can find someone have same problem with their and how their solve it. With reality shows we can know if our life so valuable. So many reference we get to make us be better, thingking positive about our life or problem. It also can change our perseption about our life, where it open our eyes if life not always bad and happy. And give motivation until they can say “ Not only I’m have this problem, so many people have more bad life than me. I’m a lucky person because I have complete body, families who love me, and knowledge which use to produce money. But how about they which not have family or complete body? They just have power. I think it is so hard to me to life like they. Everybody have different problems of life, we as human being should be grateful for what has God given to us right now. Ok ! from now I have to strong. They are can strong to confront their life. Why I can’t? I sure I can do that.”

Introduction

Body (series of event)

67


c) Miss transition signals frequently

The student missed in using some of cause-effect transition words which

introduced the causes and the effects in her paragraph. The underlined italic words

were the transition signals that used in her paragraph. It can be seen in the following

paragraph.

Reality shows is a program in televsion channel. Where the program showing daily activity or problem of someone. In Indonesian reality shows are popular. For example the program reality shows is Jika Aku Menjadi. That program teold about Life someone including their problem: how they solve it? And their activity : how they do that?

People want to watch the television program which have relation with them. Some people belived if reality shows can help to solve their problem. Because when they watch reality shows they can find someone have same problem with their and how their solve it. With reality shows we can know if our life so valuable. So many reference we get to make us be better, thingking positive about our life or problem. It also can change our perseption about our life, where it open our eyes if life not always bad and happy. And give motivation until they can say “ Not only I’m have this problem, so many people have more bad life than me. I’m a lucky person because I have complete body, families who love me, and knowledge which use to produce money. But how about they which not have family or complete body? They just have power. I think it is so hard to me to life like they. Everybody have different problems of life, thus we as human being should be grateful for what has God

Conclusion

68

given to us right now. Ok ! from now I have to strong. They are can strong to confront their life. Why I can’t? I sure I can do that.”


3) In grammar of paragraph, this student got 2 (Poor score). She fulfilled the

criteria:

a) There are several errors in tenses

The student made several errors in tense in her paragraph. She used present

tense that described expository text, but there were several errors occurred. It can be

seen in the underlined italic sentences. For example:

1. Where the program showing daily activity or problem of someone.

The correct sentence: Where the program shows daily activity or problem

of someone.

2. That program told about Life someone including their problem: how they

solve it? And their activity : how they do that?

The correct sentence: That program tells about Life someone including

their problem: how they solve it? And their activity : how they do that?

3. Some people belived if reality shows can help to solve their problem.

The correct sentence: Some people believe if reality shows can help to

solve their problem.

69

4. The other reason because it is new program, so it will give good effect to

the people when they watch it.

The correct sentence: The other reason because it is new program, so it

gives good effect to the people when they watch it. The writer should use

present tense.

b) There are several errors in pronoun

There are several errors in pronoun. It can be seen in the bold italic sentences

from the first paragraph to the second paragraph in the following paragraph.

Reality shows is a program in televsion channel. Where the program showing daily activity or problem of someone. In Indonesian reality shows are popular. For example the program reality shows is Jika Aku Menjadi. That program told about life someone including their problem: how they solve it? And their activity : how they do that?

People want to watch the television program which have relation with them. Some people belived if reality shows can help to solve their problem. Because when they watch reality shows they can find someone have same problem with their and how their solve it. With reality shows we can know if our life so valuable. So many reference we get to make us be better, thingking positive about our life or problem. It aslo can change our perseption about our life, where it open our eyes if life not always bad and happy. And give motivation until they can say “ Not only I’m have this problem, so many people have more bad life than me. I’m a lucky person because I have complete body, families who love me, and knowledge which use to produce money. But how about they which not have family or complete body? They just have power. I think it is so hard to me to life like they. Everybody have different problems of life, thus we as human being should be grateful for what has God given to us right now. Ok ! from now I have to strong. They are can strong to confront their life. Why I can’t? I sure I can do that.”

Par. 1

Par. 2

70

From above paragraph, she had made so many errors in pronoun. For

example:

1. That program told about life someone including their problem: how they

solve it? And their activity : how they do that?

It was not clear that pronoun “their” that was used by the writer referred to

whom. It the correct sentence “That program told about life someone

including his/her problem: how he/she solves it? And his/her activity : how

he/she do that?

2. Because when they watch reality shows they can find someone have same

problem with their and how their solve it.

It the correct sentence: Because when they watch reality shows they can find

someone have same problem with them and how they solve it.

3. And give motivation until they can say

The pronoun “they” here did not refer to the subject. Here, the reader did not

know who did it mean?

4. Not only I’m have this problem, so many people have more bad life than me.

The correct sentence: Not only me have this problem, so many people have

more bad life than me.

5. But how about they which not have family or complete body? They just have

power.

The correct sentence: But how about them which not have family or complete

body? They just have power.

71

6. I think it is so hard to me to life like they

The correct sentence: I think it is so hard to me to life like them

7. They are can strong to confront their life. Why I can’t? I sure I can do that.”

It was not clear that the pronoun “they” referred to whom.

c) There are several errors in subject verb agreement

In her paragraph, this student made several errors in subject verb agreement. It

can be seen in the following example:

1. Where the program showing daily activity or problem of someone

The correct sentence: Where the program shows daily activity or problem

of someone. The writer should add an-s in verb show because the subject

was in singular form.

2. That program told about life someone including their problem

The correct sentence: That program tells about life someone including

their problem. The writer should add an –s at the end of the verb when the

subjects or the entity performing the action is a singular third person: he,

she, it, or words for which these pronouns could substitute. That program

indicated subject “it”.

3. With reality shows we can know if our life so valuable.

The correct sentence: With reality shows we can know if our life are so

valuable. The writer should add verb “are” after subject.

4. It aslo can change our perseption about our life, where it open our eyes if

life not always bad and happy.

72

The correct sentence: It aslo can change our perseption about our life,

where it opens our eyes if life not always bad and happy. The writer

should add –s after the word open because the subject is in singular form.

4) In Mechanics, this student got 2 (Poor score). She fulfilled the following

criteria.

a) Some errors in punctuation, spelling, and capitalization. To be clearer, let’s

see the paragraph below!

Reality shows is a program in televsion channel. Where the program showing daily activity or problem of someone. In Indonesian reality shows are popular. For example ( ) the program reality shows is Jika Aku Menjadi. That program told about life someone including their problem: how they solve it?And their activity : how they do that?

People want to watch the television program which have relation with them. Some people belived if reality shows can help to solve their problem. Because when they watch reality shows ( ) they can find someone have same problem with their and how their solve it. With reality shows we can know if our life so valuable. So many reference we get to make us be better, thingking positive about our life or problem. It aslo can change our perseption about our life, where it open our eyes if life not always bad and happy. And give motivation until they can say “ Not only I’m have this problem, so many people have more bad life than me. I’m a lucky person ( ) because I have complete body, families who love me, and knowledge which use to produce money. But how about they which not have family or complete body? They just have power. I think it is so hard to me to life like they. Everybody have different problems of life, thus we as human being should be grateful for what has God given to us right now. Ok ! from now I have to strong. They are can strong to confront their life. Why I can’t? I sure I can do that.”

Similarity people’s problem help someone to be better person. And so many way to know if not only us have problem. One of that way is reality show. So, it is a reason why reality showa are so popular? Because reality show able make us feel what the another person feel and give advise to our problem. The other reason

Par. 1

Par. 2

Par. 3

73

because it is new program, so it will give good effect to the people when they watch it.

The result of the test indicated the students confused when to put punctuation

such period, and coma in their paragraph. She missed punctuation and made errors in

capitalization. However, there was also the letter that should be capitalized, but the

students made it in small letter. It meant that students did not understand about the

use of mechanics in writing. She did errors in punctuation, spelling and capitalization.

It can be seen in the following example;

1. In Indonesian reality shows are popular. For example the program reality

show is Jika Aku Menjadi. The correct sentence In Indonesia, reality

shows are so popular. For example; the program reality show is Jika Aku

Menjadi.

2. That program told about life someone including their problem: how they

solve it?And their activity : how they do that? The correct sentence That

program tells about someone’s life including their problem, how they

solve it , and how they do their activity? Before “and” she should use

comma. Then the sentences must be change in order to avoid repeated

words.

3. Because when they watch reality shows they can find someone have same

problem with their and how their solve it. The correct sentence Because

when they watch reality shows, they can find someone that have same

74

problem with them, and how they solve it. She should use comma after the

word “ shows” and before the word “and”.

4. I’m a lucky person because I have complete body, families who love me,

and knowledge which use to produce money. The correct sentence I’m a

lucky person; because I have complete body, families who love me, and

knowledge which use to produce money. She should use semicolon after

the word “person” because the sentence is in a series.

5. Ok ! from now I have to strong. The correct sentence Ok! From now I

have to be strong. She should use capital letter after an exclamation.

6. So, it is a reason why reality showa are so popular? Because reality show

able make us feel what the another person feel and give advise to our

problem. The correct sentence So, it is a reason why reality showa are so

popular, because reality show able make us feel what the another person

feel and give advise to our problem. She should use comma before the

word “because” and in small letter and omitted the question mark.

7. Some people belived if reality shows can help to solve their problem. The

correct sentence “believes. The writer missed in spelling the word

“believe”

8. So many reference we get to make us be better, thingking positive about

our life or problem. The correct sentence “thinking. The writer missed

in spelling the word thinking.

75

9. It aslo can change our perseption about our life, where it open our eyes if

life not always bad and happy. The writer missed in spelling the word also

and perception. The correct sentence “also” and “perception”.

10. Not only I’m have this problem, so many people have more bad life than

me. The correct sentence ”worse”.

11. So, it is a reason why reality showa are so popular. The writer missed in

spelling the word “show”.

d) Very Poor

There were 14 students (46,66 %) out of 30 students were categorized

into poor quality. They were : student 7, 12, 13, 15, 18, 19, 20, 21, 23, 25, 26,

27, 28 and student 29 was very poor. Based on average score of test I, II, and

test III, these students fulfilled the criteria of very poor score. The following

was the example of student who got very poor score. In the test, this student

got score 2 (poor score) in organization. In grammar, she got 1 (very poor

score). In mechanics, this student got 1(very poor score).

(Student 12)

Culture

Culture is habitual people about how to association to the other people. Culture is important for us because culture to describe ourself. For example, batakness is if speak they are always use loudly voices. and Javanese speak always slowly voice iF they to speak the other the other people. Indonesia have many culture. With have any culture, Resident in Indonesia always intergrate with the others.

76

Culture to be in education, society, quartert and out country. Culture effect in education is how to learn about habitual and how to know where is Fine or bad. and then culture effect in education have to learn student to doing and speak goodness. culture eFFect in society is how to know habitual one people with the others. and also culture make we to Family. iF culture also can to distrub us You can to distroy that. because it is can to distrub our culture. Like that in internet or out association. For example, in internet is how to wear cloth and for out association is how to speak opposite to the other people.

IF culture distrub us we can also to defend our culture. Like always to habits our culture. IF we defend our culture we can’t to distrub for culture the other.

The title of sample 12 was “Culture”. It consisted of three paragraphs. It was

indicated description text because she described about the culture. It was 209 words.

1) This student got score 1 (Very poor score) in content. She fulfilled the

criteria:

a) The essay shares information, but there is no clear main idea.

The following underline sentences indicated irrelevant and unrelated ideas

that was not support the details. Started from the beginning paragraph, it seemed that

there is no main ideas occurred. So, the reader could not catch the ideas of the writer.


It was very clear that this student did not understand about how to produce

good writing in order to the reader understood what were the message that would be

delivered to the reader. At the first paragraph, it was hard to find main ideas because

Par. 1

77

between one sentence to the next sentences were unrelated. It can be seen in the

underline sentences. At the first sentence, she talked about the meaning of culture.

Then in the second sentences, she talked about the culture is important. At the last

sentence she came back to the general sentence. It was better for her to make the

general statement at the first sentence about culture then, she should give more

explanation about the general statement, and the last sentence of the first paragraph

should contain with thesis statement in order to help her self to develop her ideas in

the next paragraph.

b) The major points of the essays are unorganized and weakly supported. It can

be seen in the second paragraph in the underline sentences.

Culture to be in education, society, quartert and out country. Culture effect in education is how to learn about habitual and how to know where is Fine or bad. and then culture effect in education have to learn student to doing and speak goodness. culture eFFect in society is how to know habitual one people with the others. and also culture make we to Family. iF culture also can to distrub us You can to distroy that. because it is can to distrub our culture. Like that in internet or out association. For example, in internet is how to wear cloth and for out association is how to speak opposite to the other people.

c) Do not show knowledge of the topic, give unclear topic sentence, supporting

sentence, and concluding sentence (two are weak)

Culture to be in education, society, quartert and out country. Culture effect in education is how to learn about habitual and how

Par. 2

Par. 2

78

to know where is Fine or bad. and then culture effect in education have to learn student to doing and speak goodness. culture eFFect in society is how to know habitual one people with the others. and also culture make we to Family. iF culture also can to distrub us You can to distroy that. because it is can to distrub our culture. Like that in internet or out association. For example, in internet is how to wear cloth and for out association is how to speak opposite to the other people.

After reading this paragraph, it was hard to find out the topic sentence,

supporting sentence, and concluding sentence. Even the researcher did not understand

what she has talked about.

2) In organization, this student got score 1 (Very poor score). She fulfilled the

criteria:

a) The introduction and conclusion make little sense and are barely related. It

can be seen at the first paragraph and the last paragraph.



The underlined sentences indicated irrelevant and unrelated ideas that was not

support the details. Started from the beginning paragraph, it seemed that there was no

Par. 1

Par. 2

79

supporting details that supported main ideas. So, the reader could not catch the ideas

of the writer.

b) The essay tries to use an organizational pattern, but is loosely structured.

In her paragraph, she used description text of expository text because it can be

seen from the first paragraph to at the end of the paragraph. She showed about the

description of culture itself by giving the example. First, she started from the

beginning paragraph, body, and conclusion which is loosely. At the first paragraph

she did not show the clear introductory paragrap, there was no thesis statement. In the

body of paragraph, she did not organize her ideas by giving more example and

supporting her ideas of topic sentence. Furthermore, she failed to write the paragraph

in a good order. It seemed they jumped out from one idea to another idea without

considering description, so it would be make the readers difficult to understand the

whole of paragraph. She did not state conclusion at the last paragraph.


Culture to be in education, society, quartert and out country. Culture effect in education is how to learn about habitual and how to know where is Fine or bad. and then culture effect in education have to learn student to doing and speak goodness. culture eFFect in society is how to know habitual one people with the others. and also culture make we to Family. iF culture also can to distrub us You can to distroy that. because it is can to distrub our culture. Like that in internet or out association. For example, in internet is how to

Introductory

Body (series of events)

80

wear cloth and for out association is how to speak opposite to the other people.


At the first paragraph, she showed the introductory paragraph but it was

unclear. In the second paragraph, she showed body of paragraph but there is no clear

ideas or supporting detail that expressed topic sentence. In the last paragraph, she

missed conclusion. It seemed that the sentence still connected to the second

paragraph.

c) Transitions are barely present which make ideas disconnected.

In the following paragraph, transition signals are barely present. It indicated

that student failled in achieving a good organization of description text. In addition,

there were few students use description transition words effectively in their

paragraph. It means that, they did not understand the use of transition words in

description text. Moreover, some of students seemed difficult to write the paragraph

because they did not know what to start with. Then, they tended to write everything

that came into their mind without considering whether the information was relevant

or not with the topic. It can be seen in the following paragraph:


Culture to be in education, society, quartert and out country. Culture effect in education is how to learn about habitual and how

Last paragraph

Par. 1

Par. 2

81

to know where is Fine or bad. and then culture effect in education have to learn student to doing and speak goodness. culture eFFect in society is how to know habitual one people with the others. and also culture make we to Family. iF culture also can to distrub us You can to distroy that. because it is can to distrub our culture. Like that in internet or out association. For example, in internet is how to wear cloth and for out association is how to speak opposite to the other people.

3) In grammar, this student got score 2 (Poor score). She fulfilled the criteria:

a) There are several errors in tenses

There were several errors in tenses found in her paragraph. She used present

tense but she had made errors in using present tense. It can be seen in the following

example:

1. batakness is if speak they are always use loudly voices

The correct sentence: batakness is if speak they always use loudly voices.

The writer should omit tobe “are”.

2. Javanese speak always slowly voice iF they to speak the other the other

people

The correct sentence: Javanese always speak slowly voice iF they speak

the other the other people. The writer should omit to infinitive.

b) There are several errors in pronoun

Errors in pronoun also occurred in her paragraph. It can be seen in the

following example:

82

1. culture eFFect in society is how to know habitual one people with the

others

The correct sentence: culture eFFect in society is how to know another

custom with the other custom

2. iF culture also can to distrub us You can to distroy that.

The correct sentence: iF cultures also can to distrub us You can to distroy

that. There was an unclear pronoun in this sentence. The reader did not

know who is meant by the writer.

3. and also culture make we to Family.

The correct sentence: and also culture makes us to Family.

4. IF we defend our culture we can’t to distrub for culture the other.

The correct sentence: IF we defend our culture we can’t to distrub for the

other culture.

c) There are several errors in subject agreement

1. Indonesia have many culture

The correct sentence: Indonesia has many cultures

2. Culture to be in education, society, quartert and out country.

It was unclear sentence. There were not subject and verb agreement in this

sentence.

3. Culture effect in education is how to learn about habitual and how to

know where is Fine or bad.

83

The correct sentence: Culture effects in education are how to learn about

habitual and how to know where is Fine or bad.

4. Like always to habits our culture.

There was unclear sentence. There was not subject and verb agreement

occurred.

5. iF cultures also can to distrub us You can to distroy that. because it is can

to distrub our culture.

The writer should omit tobe “is” in the sentence.

4) In mechanic, this student got score 1 (very poor score). She fulfilled the

criteria:

a) Dominated by errors of punctuation, spelling, and capitalization.


Culture to be in education, society, quartert and out country. Culture effect in education is how to learn about habitual and how to know where is Fine or bad. and then culture effect in education have to learn student to doing and speak goodness. culture eFFect in society is how to know habitual one people with the others. and also culture make we to Family. iF culture also can to distrub us ( )You can to distroy that. because it is can to distrub our culture. Like that in internet or out association. For example, in internet is how to wear cloth and for out association is how to speak opposite to the other people.


84

From the example above and the result of the test, it can be seen that students

didn’t understand about the rules in using mechanics in their writing. Consequently,

they made many of errors in mechanic aspect. They missed punctuation and made

errors in spelling and capitalization. It can be seen in the above paragraph. Besides,

there was also the letter that should not be capitalized, but the students made it in

capital letter. To be more clear it can be seen in the following table.

Table 4 Errors in spelling and capitalization

No Words Appropriate words Information Position

1 batakness Batakness Capitalization Line 3

2 iF If Capitalization Line 4 & 12

3 Resident Resident Capitalization Line 5

4 intergrate Integrate Spelling Line 6

5 quartert Has no meaning Spelling Line 7

6 Fine Fine Capitalization Line 9

7 eFFect Effect Capitalization Line 10

8 Family Family Capitalization Line 12

9 Distrub Disturb Spelling Line 12, 13,

16, & 17

10 You You Capitalization Line 12

11 Distroy Destroy Spelling Line 12

In summary, the students’ skill in writing expository text can be seen in the

following table:

Table 5 Students’ Skill in Writing Expository Text

Freq

uencies

g

p

v

0

2

4

6

8

10

12

14

16

18

Freq

uencies

INDICA

a. Ver

b. Goo

c. Poo

d. Ver

From

got very goo

poor score a

very poor sc

Test I

0

3

10

17

Stud

ATORS

ry good

od

or

ry Poor

m the table a

od score. In

and 17 stude

core. In test

T

0

3

7

dents' Sco

TEST I

-

3

10

17

and histogram

test I, there

nts got very

II there wer

Test II

3

17

10

ore of Test

F

I

Figure 3

m above, it

e were 3 stu

poor score.

re 3 students

Test

0

3

1

I, II, and II

Frequencies

TEST II

-

3

17

10

can be seen

udents got go

It meant tha

s got good s

III

16

11

I

TES

n that there w

ood score, 1

at most of th

core, 17 stud

Very Good

Good

Poor

Vey Poor

ST III

-

3

16

11

was no stude

0 students g

he students g

dents got po

85

ent

got

got

oor

86

score and 10 students got very poor score. It meant that most of the students got poor

score. In test III, there are 3 students got good score, 16 students got poor score and

11 students got very poor score. It meant that most of the students got poor score.

2) Analysis of Students’ Writing Skill on Expository Text

Based on the result of test I, II, and III concerning with content, most of the

students got poor score (20 students). In organization, most of the students got poor

score (17 students). In grammar, most of the students got very poor score (14

students). In mechanic, most of the students got very poor score (16 students). It

could be seen in the following table and hystogram.

Table 6 Students’ Skill of Test I, II, and III Based on Indicators

a

a) Content

No Cate

1 Very

2 Go

3 Po

4 Very

Total

02468101214161820

Freq

uencies

S

t

gories

y Good

ood

oor

y Poor

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There were 6 students (20%) of the students who got very poor score, 20

students (66,66%) got poor score, 4 students (13,33%) got good score and no one of

student got very good score concerning with content in writing expository text. It was

based on average score of test I, II, and III. It means that they were unable to organize

the content of the text. The skill in writing expository text concerning with content

was analyzed by the criteria: (1) The main idea of the essay is to share information.

(2) The major points of the essay are supported with relevant and informative details.

(3) Demonstrate knowledge of the topic, state topic sentence, supporting sentence,

and concluding sentence.

1) The main idea of the essay is to share information.

Many students 86,66% were not able to state main ideas of the essay.

Mostly the ideas gave little information. Mostly, the students retold main idea

and deleted some important ideas of the text. There were few of them that

could identify the main point of expository text clearly, they knew what they

wrote about. It can be seen in Appendix 37. From the example of students’

writing showed that they state the ideas to share the information or implied the

main ideas. She could identify the main idea of the event well. She was able to

recognize the most important parts in the text such as topic, main idea and

details of the text.

2) The major points of the essay are supported with relevant, and

informative details

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The researcher found that many students could not accurately wrote major

point with relevant information. It was difficult for the students to understand

everything that was related to the main idea; consequently they often referred to

the text. There were few of them could identify the major points of the essay

that supported with relevant and informative details. It can be seen in Appendix

38. This student showed that she has good in expressing the ideas by giving

relevant information that related to the main ideas before. It can be said that he

fulfill the criteria.

3) Demonstrate knowledge of the topic, state topic sentence, supporting

sentence, and concluding sentence.

There were few students who were able to demonstrate knowledge of the

topic sentence, supporting sentence, and concluding sentence. There were many

students that did not include every topic sentence, each supported by at least one

or two details. There were few students that support main idea by at least one or

two details. It can be seen in Appendix 39. The student was not able to

demonstrate topic sentence, supporting sentence, and concluding sentence. It can

be stated that she does not fulfill the criteria.

It can be seen in Appendix 40. The student was able to include every main

ideas and details. It was linked with the ideas supported. The student made an

attempt to build up the listeners’ sense of the main idea. She presented sufficient

supporting sentence or details to support the main idea. She provided any

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particular reasons or examples to maintain ideas . It can be said that she fulfills

this criteria.

From the result of the study, the researcher found that many students were

unable to identify generalizations that states or implies the topic sentence.

Sometimes they missed supporting sentence and concluding sentence. In this part

they did not tell the important concept from the text. It seems that they did not

include about things related to the main idea of the texts. The students were also

difficult to identify the main idea effectifely and correctly and supported it by

details. They need more exercises and explanations to solve these problems in

order to get a good result of retelling.

b) Organization

There were 9 students (30%) of the students who got very poor score, 17

students (56,66%) got poor score, 4 students (13,33%) got good score and no one of

student got very good score concerning with organization in writing expository text.

It means that they were unable to present generic structure or organization of the text.

The skill in writing expository text concerning with organization was analyzed by the

criteria: (1) The essay consist of introductory paragraph with thesis statement, middle

(supporting) paragraphs and concluding paragraphs (at least 5 paragraphs with 3

bodies). (2) The author uses a clear organizational pattern, such as description,

sequence, comparison/contrast, cause and effect, or problem and solution and consists

of 3 or more series of events. (3) Transition signals links ideas.

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1. The essay consist of introductory paragraph with thesis statement,

middle (supporting) paragraphs and concluding paragraphs (at least 5

paragraphs with 3 bodies)

Many students 86,66% were not able to produce the essay that consist

of introductory paragraph with thesis statement, middle (supporting)

paragraphs and concluding paragraphs. Mostly, in introductory paragraph, the

students were unable to create thesis statement. So, the students were hard to

develop their paragraph without create thesis statement in the introductory

paragraph.

In the body (middle) paragraph, there were many students that did not

include a topic sentence, supporting sentence and concluding sentence. The

students missed the subject or consistenly erors on main idea and most of

them wrote the main idea but details maybe fregmentary missing and details

were not linked with the idea support. There were few students that supported

main idea by at least one or two details. It can be seen in Appendix 41. The

student was able to include main ideas and details. It was linked with the ideas

supported. The student made an attempt to build up the writers sense of the

main idea. She presented sufficient supporting sentence or details to support

the main idea. She provided any particular reasons or examples to maintain

ideas . It can be said that she fulfills this criteria. At the last paragraph, she

provided concluding paragraph. It can be stated that she fulfilled the criteria.

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2. The author uses a clear organizational pattern, such as description,

sequence, comparison/contrast, cause and effect, or problem and solution

and consist of 3 or more series of events

There were few students that wrote that used clear organizational

pattern and generic structure of expository text. The generic structure of

expository text contained with introductory paragraph, bodies (3 or more

series of events), and concluding paragraph. It can be seen in Appendix 42.

The student neatly wrote clear generic structure of expository text. She also

stated series of events in her body of the text by giving the example. She used

cause effect to develop her text. It can be stated that she fulfilled the criteria.

3. Transition signals links ideas

The use of transitional signals was analyzed based on the criterion;

transitional signals are well-chosen to indicate the relationship between the

ideas they connect and appropriately used. There were few students used

transition words to connect their ideas correctly. It can be seen in Appendix

43. She used transitional signals of cause effect which are well chosen and

impacted to readers’ understanding. It means that the student got Good score.

c) Grammar

There were 14 students (46,66%) of the students got very poor score, 13

students (43,33%) of the student got poor student, 3 students (10%) got good score

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and no one of them got very good score in grammar. The skill in retelling news event

concerning with grammar was analyzed by the criteria: (1) No error in tenses. (2)

Correct in using action verb, adjective, and adverb. (3) Correct in using subject

agreement.

1. No error in tenses

There were 89.99% of the students were not able to use good grammar in

expository text. All of the students had difficulties in sentence structure that is

grammar. Expository text that they wrote consisted of confusing sentence and

it was difficult to understand. None of them that could wrote expository text

with clear tenses as well as easy to understand sentence structure. It can be

seen in Appendix 44. From the example it can be seen that the student has

many grammatical mistakes or errors when wrote the text.

It can be seen from following examples:

1. I usually watching together with my family

2. When I have holiday for my study I always to watching film in my home.

3. Because cartoon make me happy if I have something problem or I sad with

the other people.

4. Tom and Jerry cartoon studying to me how to do behavior is good.

5. Because Tom and Jerry sometimes angry with enemy.

6. If I watching television too much, I become to borred to the channel

television.

7. I must be to speed to sleep

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8. The other effect if I watching television too much I must be to pay for my

listric because I always watching television every time.

9. So, you must be procted if you can to watching television too much.

10. Watching television too much will come to solving our world and our

generation.

From the sentences above, the correct sentences should be written:

a. I usually watch together with my family

b) When I have a holiday for my study I always watch film in my home.

c) Because cartoon make me happy if I have something problem or I am sad

with the other people.

d) Tom and Jerry cartoon teach me how to have good behaviour.

e) Because Tom and Jerry sometimes are angry with enemy.

f) If I watch television too much, I become bored to the channel television.

g) I must be in a hurry to sleep

h) The other effect if I watch television too much I must pay for my listric

because I always watch television every time.

i) So, you must be protective if you watch television too much.

j) Watching television too much will influence our world and our

generation.

2. Correct in using pronoun

Based on the test, there were few students 13,33% that could write

correct pronoun. In another case, the students were able to write a text but

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they could not use correct action pronoun. It can be seen in Appendix 45.

From the paragraph it could be seen that there were so many errors made by

the writer in using pronoun. It could be stated that she did not fulfill the

criteria and got poor score.

In this paragraph, she had made so many errors in pronoun. For example:

a) Because when they watch reality shows they can find someone have same

problem with their and how their solve it.

b) Not only I’m have this problem, so many people have more bad life than

me.

c) But how about they which not have family or complete body?

d) I think it is so hard to me to life like they

From the sentences above, the correct sentences should be written:

a) Because when they watch reality shows they can find someone have same

problem with them and how they solve it.

b) Not only me have this problem, so many people have more bad life than

me.

c) But how about them which not have family or complete body?

d) I think it is so hard to me to life like them

3. Correct in using subject agreement

Based on the result of the test, there were many students that could not

write correct subject agreement. It can be seen in Appendix 46. The example

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showed that the student doesnot fulfill the criteria. He did not use correct

subject agreement.

d) Mechanic

There were 16 students (53,33%) of the students got very poor score, 11

students (36,66%) of the student got poor student, 3 students (10%) got good score

and none of them got very good score in mechanic. The skill in writing expository

text concerning with mechanic was analyzed by the criteria: (1) Use correct

punctuation. (2) Use correct spelling. (3) Use correct capitalization.

1) Use correct punctuation

Based on the test, there were many students 90% that could not write

correct mechanic. There were 40% students were not able to use correct

punctuation. Most of the students had difficulties in punctuation. Some of the

students confused in putting, comma, period, colon, semicolon, etc. It can be

seen in Appendix 47. The example showed that she had made errors in

punctuation. It could be stated that they did not fulfill the criteria.

2) Use correct spelling

There were many students had difficulties in spelling. Sometimes, they

missed one or more letter. It can be seen in Appendix 48. The example showed

that there were many errors in spelling. For example:

a. At the time television offer much intristing program.

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b. It will make bad impact for growing and healting of childrend and

teenager in the world.

c. The bad impact like difficult to concentration slope skill to count and read,

difficul to sleep,……

d. For farents, please don’t put television in their child bad room

e. For adult have to reduce 2 hour/day and control our time to wacth is the

important thing.

From the sentences above, the correct sentences should be:

a. At the time television offer much interesting program.

b. It will make bad impact for growing and having health of children and

teenager in the world.

c. The bad impact like difficult to concentration slope skill to count and read,

difficult to sleep,……

d. For parents, please don’t put television in their child bed room

e. For adult have to reduce 2 hour/day and control our time to watch is the

important thing.

3) Use correct capitalization

There were few students made errors in capitalization. It could be seen

in Appendix 49. For example:

a. For example, batakness is iF speak they are always use loudly voices.

b. Javaness speak always slowly voice iF they to speak the other people.

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c. With have any culture, Resident in Indonesia always integrate with

the other.

d. Culture eFFect in education is how to learn about habitual and how to

know where is Fine or bad.

e. And then culture eFFect in education have to learn student to doing

and speak goodness.

f. Culture eFFect in society is how to know habitual one people with the

others.

g. Culture make we to Family.

h. iF culture also can to disturb us You can to destroy that.

i. For example, in internet is how to wear cloth and For out association

is how to speak opposite to the other people.

j. iF culture disturb us we can also to deFend our culture.

k. iF we defend our culture we can’t to disturb For culture the other.

From the sentences above, the correct sentences should be:

a) For example, Batakness is if speak they are always use loudly voices.

b) Javaness speak always slowly voice if they to speak the other people.

c) With have any culture, resident in Indonesia always integrate with the

other.

d) Culture effect in education is how to learn about habitual and how to

know where is fine or bad.

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e) And then culture effect in education have to learn student to doing and

speak goodness.

f) Culture effect in society is how to know habitual one people with the

others.

g) Culture make we to family.

h) If culture also can to disturb us you can to destroy that.

i) For example, in internet is how to wear cloth and for out association is

how to speak opposite to the other people.

j) If culture disturb us we can also to defend our culture.

k) If we defend our culture we can’t disturb for culture the other.

3) Students’ Difficulties in Writing Expository Text

The following data were obtained from interview. The researcher did in-depth

interview. It was aimed to find out the students’ difficulties in writing expository text.

Discovering what difficulties they faced when writing expository text. The researcher

focused on students’ difficulties in developing content, organization, grammar and

mechanics. In addition, the objective of the interview was to find out the sources of

the students’ difficulties related to write expository text.

a. Content

Based on the interview with the students, many students faced difficulties in

content of the text. The difficulties of the students in content can be seen in the

following interview.

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(Student 1)

Researcher : Have you studied about expository text?) Student : Expository which is at the last time isn’t it!) Researcher : he em... Student : Yes, i have Researcher : It means that you know and understand about kinds of

expository text? Please mention it!) Student : I know,,,but not at all. The first is descriptive, second is cause

and effect, the third is sequency, the forth is compare then the last is i forgot miss. But they are 5.

Researcher : Are you familiar with the topic given Student : Familiar Researcher : Do you know what should be prepared in producing an expository

text ? Student : owh... the first is we have to know about the topic. Second is

topic sentence, then supporting sentence. The forth is em...signal words,the fifth is introduction and the last is conclusion. Then there in usin using the text we should know about vocabulary and spelling like capitalization and the use of question, period, comma, and others.

Researcher : It’s punctuation Student : owh,,,yes... heeh. Researcher : Do you have the difficulties in developing your ideas? Student : The most difficult one is coherence. Sometimes what are in

our minds, we directly write but sometimes it is unrelated. Researcher : How do you solve it? Student : To solve it, i will comeback to the topic Researcher : Do you have the problems in developing ideas between paragraph?

I mean the coherence of the paragraph! Student : ah,,,it’s hard , even between content and conclusion. Researcher : Why? Student : Owh...I do not know . I less confuse. The conclusion must be in a

paragraph or just in sentences. Based on the interview above, in content, the students faced difficulties. Many

students responded that they had learned about how develop ideas in a text. Their

lecturer had explained the theory in writing subject. However many of them did not

understand, it was hard for them when they faced directly to the text. It could be

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stated that they have lack knowledge to develop their ideas. Fortunately, most of

them are familiar with the topics given. But, although they were familiar with the

topics, it was hard to them to develop their ideas into paragraph.

Another factor was many students had problem in coherence of the text.

Mostly they made unrelated sentences between one paragraph to another paragraph.

This fact made them confuse to make coherence in content. Not only that, they also

had difficulties in concluding the sentence in the last paragraph because they were

confuse to put the conclusion in sentences or in a paragraph.

b. Organization

Organization is related to the chronological order of the generic structure of

the text. The generic structure of expository text are first, introductory paragraph that

contains with thesis statement, second, body of paragraph that contained with topic

sentence, supporting sentence, and concluding sentence. Not only that the body of

paragraph should consist of the phenomena , events, or problems occurred. To

develop the body of paragraph, it depended on kinds of text that choosen by the

students.

(Student 9)

Researcher : Have you learned about expository text? Student : Not yet Researcher : Have you studied? Student : Not yet Researcher : How about this? Student : He-eh Researcher : Expository text, isn’t it! Student : Yes,,,yes mom...but it’s not! There are many kinds mom, they

are descriptive

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Researcher : It’s part of expository! Student : Oh—oh Researcher : Isn’t it!! What are they? Student : Descriptive,sequence,cause and effect, comparison. Researcher : One more Student : Narrative Researcher : No Student : Problem and solution Researcher : Do you know what should be prepared in producing expository

text? Student : Yes, I see. Researcher : What are they? Student : Opening, content and conclusion. Researcher : Do you know the components in producing expository text? Student : Components! What did you mean? Researcher : The components of expository text. Student : Oh....content, topic, what else? That’s what I know mom, topic and

content..

(Student 7) Researcher : Have you learned about expository text? Student : Yes Researcher : It means that you know and understand about kinds of

expository text? Student : Yes i know Researcher : what are they? Student : Cause and effect, problem and solution, descriptive, compare

and contrast, and the last is sequence. Researcher : Do you know what should be prepared in producing expository

text? Student : Yes miss. Researcher : What are they? Please mention it! Student : Introduction, then conclusion is the last, i don’t know what is

in the middle miss. I forgot. Researcher : Content Student : Owh,,,yeah content

From the interview above the respondents knew the text type of expository

text but many students could not identify the generic structure of each text type.

Mostly they missed to put thesis statement at the introductory paragraph. They also

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had difficulties in developing their content into series of event, and they were hard to

conclude the paragraph. Although theoritically they knew the organization of the text

but fact showed that they had difficulties in producing text well. The students said

that they had learned about kinds of expository text in writing subject. But, they were

uncertain whether their beginning story included into content that consist of series of

events. Mostly the students were hard to mention series of event in the body of

paragraph. Almost all of the students were able to identify the kinds of text but many

of them have lack of knowledge in text organization. They did not know the

chronological organization of expository text. Some of them were hard to make

conclusion of the text.

Moreover, in organizing the ideas the students got confused to choose main

idea and supporting details of paragraph. It seemed that they only told about the topic

sentence whether concerning appropriate supporting details. They wrote the ideas

came to their mind directly to the piece of paper without listing the ideas first and did

not consider the sequences and pattern. They did not realize that, unorganized ideas

would confuse the listeners .

(Student 1)

Researcher : Have you studied about expository text?) Student : Expository which is at the last time isn’t it!) Researcher : he em... Student : Yes, i have Researcher : It means that you know and understand about kinds of

expository text? Please mention it!)

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Student : I know,,,but not at all. The first is descriptive, second is cause and effect, the third is sequency, the forth is compare then the last is i forgot miss. But they are 5.

Researcher : Are you familiar with the topic given Student : Familiar Researcher : Do you know what should be prepared in producing an expository

text ? Student : owh... the first is we have to know about the topic. Second is

topic sentence, then supporting sentence. The forth is em...signal words, the fifth is introduction and the last is conclusion. Then there in usin using the text we should know about vocabulary and spelling like capitalization and the use of question, period, comma, and others.

Researcher : It’s punctuation Student : owh,,,yes... heeh. Researcher : Do you have the difficulties in developing your ideas? Student : The most difficult one is coherence. Sometimes what are in

our minds, we directly write but sometimes it is unrelated. Researcher : How do you solve it? Student : To solve it, i will comeback to the topic Researcher : Do you have the problems in developing ideas between paragraph?

I mean the coherence of the paragraph! Student : ah,,,it’s hard , even between content and conclusion. Researcher : Why? Student : Owh...I do not know . I less confuse. The conclusion must be in a

paragraph or just in sentences. Based on the interview above, in organization, the students faced difficulties.

Many students responded that they had learned about how develop ideas in a text.

Their lecturer had explained the theory in writing subject. However many of them

did not understand, it was hard for them when they faced directly to the text. It could

be stated that they have lack knowledge to develop their ideas. Fortunately, most of

them are familiar with the topics given. But, although they were familiar with the

topics, it was hard to them to develop their ideas into paragraph.

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Another factor was many students had difficulties in coherence of the text.

Mostly they made unrelated sentences between one paragraph to another paragraph.

This fact made them confuse to make coherence in content. Not only that, they also

had difficulties in concluding the sentence in the last paragraph because they were

confuse to put the conclusion in sentences or in a paragraph.

Furthermore, some of students got difficulties in using transition signals of the

text. Sometimes when they wanted to make a paragraph or a text, they only used

some of transition signals. Some of them said that they did not understand about the

use of transition signal. It was caused by they did not read about it. It can be seen in

the following interview.

(Student 1) Researcher : Do you use transition signals in producing expository text? Student : What did you mean! Researcher ; Transition signal. Student : Yes, i use it Researcher : Do you have the difficulties in using transition signals of

expository text? Student : Yes, it’s quite difficult. I usually use it only one transition

signal for example if cause-effect text, I only use “because” mostly. What is the signal words, i do not understand.

(Student 4) Researcher : Do you use transition signal in producing expository text? Student : Sometimes yes Researcher : Do you have the difficulties in using transition signals of

expository text? Student : Yes, that’s why sometimes I use Researcher : Why? Student : I don’t understand. Sometimes I don’t read about it.

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From the results interview, it can be stated that many students did not concern

what they found in the text. They wrote an expository text without concern with the

component in the text.

c. Grammar

There were 80% students had difficultiess in grammar. The findings, in

writing test and interview, indicated that the students had difficulties in grammar. It

can be seen in the following interview:

(Student 2) Researcher : What Are the difficulties faced in a text? Student : I have difficulties in developing a text in terms of grammar,

lack of understanding of grammar, arrange of words. (Student 8) Researcher : then, what are the difficulties faced in developing a text in a

paragraph? Student : maybe for me actually I have difficulties in grammar. The

way to make the right and good sentence. Tenses I mean. (Student 6) Researcher : Do you comprehend about english grammar? Student : English grammar? Not really. Researcher : but, it had been taught in previous subject? Student : yes, it had Researcher : what are the causes? Student : there are many, it must be remembered in our mind. It must

be memorized. Researcher : is it difficult to memorize it? Student : yes, of course miss, we have to be diligent to study miss. The data above indicated that the students had difficulties in choice grammar.

Some of them said that they had lack of understanding of grammar. Sometimes they

had difficulties in tenses and how to make good sentence. Although they had learned

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about English grammar in the previous semester, but they were still had difficulties in

grammar. Some of them said that it was hard to be remembered and memorized about

the English grammar. They said that they must be study hard and be diligent to study.

So, finally some of their sentences were unstructured and ungrammatical sentences.

d. Mechanic

Based on the result of the test indicated that there were many students have

difficultiess in mechanic. The students confused when to put punctuation such period,

comma, exclamation, and others in their paragraph. Some of them missed punctuation

and made error in spelling and capitalization. It can be seen in the analysis above. But

based on the result of interview, most of them did not have difficulties in mechanic in

terms of punctuation, spelling, and capitalization. It can be seen in the following

interview.

(Student 4)

Researcher : Have you lerned about technique of good writing? I mean the use of punctuation, spelling, and capitalization?

Student : Yes Researcher : Where? In what subject? Student : In writing and dictation subject Researcher : Do you have the difficulties in using punctuation, spelling, and

capitalization? Student : No (Student 5) Researcher : Have you learned technique of good writing? I mean the use

of punctuation, spelling, and capitalization Student : Yes, I have Researcher : Where? In what subject? Student : Dictation Researcher : Do you have the difficulties in using punctuation, spelling, and

capitalization?

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Student : No (Student 8) Researcher : Have you learned technique of good writing? I mean the use

of punctuation, spelling, and capitalization. Student : Yes, I have Researcher : In what subject? Student : Writing subject Researcher : Do you have the difficulties in using punctuation, spelling, and

capitalization? Student : Owh,,, No, I do not.

Another result found that some students had difficulties in mechanic in terms

of spelling. This student said that spelling related to the vocabulary. So, if we made

errors and mistakes in vocabulary it meaned that we made errors in spelling. It was

cause by the lack of vocabulary and less to read the books. It can be seen in the

following interview.

(Student 9)

Researcher : Have you learned technique of good writing? I mean the use of punctuation, spelling, and capitalization? Where? in what subject.

Student : Yes, I have. What semester mom?when I was in semester 3. Researcher : Do you have the difficulties in using punctuation, spelling,

and capitalization? Student : Spelling, it related with vocabulary. Isn’t it! So, we did not

know many vocab yet, so if spelling was false, the meaning was false.

Researcher : Why did you face the difficulties? What was the causes? Student : because we did not know the vocabularies, less of vocabulary

and less read the books. Based on the result of the interview above, it can be seen that most of the

students did not have difficulties in punctuation, spelling, and capitalization. But the

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fact showed that they missed punctuation and made error in capitalization. However,

there was also the letter that should not be capitalized, but the students made it in

capitalize letter. It means that students did not understand about the use of mechanics

in writing.

C. Discussion

After analyzing the students’ paragraph, the researcher found that the

students’ skill in writing expository text was very poor. There were 46,66% of the

students got very poor score, it means that most of the fourth years students of

UNBARI Jambi had very poor writing skill. There were also 43,33% of students got

poor score, and just 10% got good score.

There were four components being analyzed in the students’ comparison-

contrast paragraph. They were Content, Organization, Grammar and Mechanics. The

roles of each component are interrelated and contributed to the result of the test. From

the result of the test, no one of the components was mastered well.

The first problem is dealing with the content of the paragraph. Most of

students couldn’t express the ideas clearly and accurately. There were only a few

number of students could express their ideas clearly. There were insufficient ideas

discussed in the paragraph to inform the reader about the topic of the paragraph.

Moreover, they mostly wrote unclear topic sentence and did not include further

information or explanation to convince the reader about the topic.

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On the order word, the paragraph was not informative. Most of students

missed elements of paragraph such as: topic sentence, supporting sentences, and

concluding sentence. Meanwhile, a paragraph is complete when it has all its elements

and leaves no confusion in the readers’ mind (Oshima and Hogue, 1991:17).

However, most of students missed the topic sentence or unclear and inaccurately

topic sentence in their paragraph. They did not state the position of the topic. They

also wrote a paragraph with confusing supporting details which not focused to the

main idea and no concluding sentence. So they leave the reader with unclear ideas.

This finding is supported by Sattayatham and Ratanapinyowong (2008) “present

unreasonable connection or relation; between ideas in the paragraphs are big

problems that faced by most of student in writing paragraph”. They did not use

transitional words to link the ideas together. One thought is not connected to the

previous one. Also, the sentences in the paragraphs did not directly relate to the main

idea. They only put the content into the paragraph without expanding on their ideas,

so their paragraphs were short and unclear.

The second problems are dealing with the organization of expository text.

Most of students failed to show well-organized and coherence of expository text.

Dealing with the organization of expository text, Dymock and Nicholson (2010) state

that “organizational patterns of expository text structure consist of descriptive,

sequencial, cause-effect, compare-contrast, and problem-solution.” However, many

of students developed expository text with inconsistent choice of organization

pattern. The students couldn’t organize the information in a paragraph in a desirable

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sequence. Their movements follow some unclear order. The students did not have

plenty paragraphed to prove idea. They did not present enough information and

supported arguments to convince the reader about the writer opinion. This finding is

supported by Ur (2006:63) “possibly the most serious and most common weakness of

all paragraph is the lack of adequate developed body or supporting details of

paragraph”. Most of the sentences of their paragraph did not show well-organized. On

the other words, they wrote another thing that was not related to the topic sentence

and among the sentences in their paragraph are not related each other. It means that

their paragraph is lack of coherence.

Generally, a paragraph has coherence if a series of sentences develop a main

idea. To achieve the objective of conveying the writer’s meaning, the writer has to

avoid distracting the reader from his message by making the message understood

(Oshima & Hogue, 1991:17).

However, the researchers found that most students did not present transition

signals that can make the connection ideas between sentences. In organization the

writer also have to consider about transition signals used in order to connect her or

his ideas to the next sentence or paragraph. As the theories explained by Oshima and

Hogue (1999) and Capella University Writing Center (2009) “transition signals are

words or phrases which show the movement from one idea to another in the same

sentence, from one sentence to another in the same paragraph, or from one paragraph

to another in the same paper.” In addition, it seemed that most students did not have

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organizational skills and paid little attention to topic sentences, introductions and

conclusions.

The third problems are dealing with the Grammar. Grammar is used to mean

the structure of a language. It is an essential part of the use of language process, both

in spoken and written language. According to Brown (1994:347) “grammar is a

system of rules governing the conventional arrangement and relationship of words in

a sentence”. Having a good grammar system of a language, learners will be helpful in

delivering their ideas, messages and feelings either to the listeners or readers.

Language without grammar would be disorganized and causes some communicative

problems, like grammatical errors in writing. Hence, learners need to know the

grammatical system of language they can communicate with others in order to

transfer the message properly.

However, after analyzing the students’ paragraph, the researcher found many

errors of grammar exist in their paragraph. There were many unclear sentences which

are hard to be interpreted. Moreover, many of students made errors in subject verb

agreement. Wariner (1982:117) stated that “English sentences consist of predications

something is said, or predicated, about a subject”. The main grammatical divisions of

a sentence are therefore the subject and the predicate. The sentence may be further

divided according to the function each word has in the subject-predicate relationship.

In addition, agreement between subject and verb is influenced by the subject form

whether it is singular or plural. To construct a correct sentence structurally, the verb

must agree with the subject. The students must be able to identify the subject whether

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it is singular or plural. Having no competence in identifying the subject will make

students fail to produce the correct form of the verb.

The last problems are dealing with the mechanics of the paragraph. Mechanics

are the conventions of print that do not exist in oral language, including spelling,

punctuation, and capitalization. Because they do not exist in oral language, a writer

has to consciously learn how mechanics function in written language (Steve,

2005:39)

Many of students made errors in mechanics aspect. Basically, the writers use

mechanics to enhance and clarify the meaning of what they write. Mechanics allow

writers to specify the exact way a word or phrase should be interpreted by the reader;

they help the reader understand exactly what the writer had in mind. When the writer

can’t be there to read her/his writing to someone else, mechanics can help do the

reading for the reader. In addition, mechanics guide the reader by telling the reader

when to stop, when to go, when to speed up, when to slow down, and so on.

However, many of students are seemed confused about the use of mechanics in

writing. There are many mechanics’ errors found in the students’ paragraph.

In conclusion, the students’ skill was poor in developing expository text.

Their major problems are dealing with the content and organization of their

paragraph. It’s hard for them to express their ideas into written form. On the other

words, there were too little explanation and discussion about expository text of things

presented in the paragraph. Moreover, the student failed to compose the paragraph in

desirable sequences and could not maintain the coherence of the paragraph. It means

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that most of students failed to show well-organized comparison-contrast paragraph. In

addition, they also committed many grammatical errors. There are many unclear

sentences which hard to be interpreted. Besides, mechanics are still problems for

many of students in developing their paragraph. In short, the students at semester four

of Batanghari University (UNBARI) Jambi needed to improve their writing skill

especially the components that related to the content, organization, grammar and

mechanic.

D. Limitation of the Research

There were some limitations of this research. Firstly, limited of time while

doing the research. It was only one month, but if the research was done more than one

month, the results might be broader. Second, the instruments of the research only

consisted of two instruments and only consisted of 3 times of test. If the test was done

more than 3 times, the results might be more valid. Thirdly, the sources of the data

only consisted of 30 students.

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CHAPTER V

CONCLUSION, IMPLICATION AND SUGGESTION

A. CONCLUSION

As shown on the results of the data analysis and finding of this research, the

researcher concludes that the skill of the Fourth Semester Students of the English

Department of UNBARI Jambi was categorized into poor rating quality. It could be

seen based on the analysis of all of the indicators in this research such as content,

organization, grammar and mechanics. Meanwhile, the problems that faced by

students in developing expository text are dealing with each component of writing its

self.

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Dealing with the content and organization, the students have problem in

expressing their ideas into writing form. They couldn’t focus on the main idea of their

paragraph. They often state unclear topic sentence and gave supporting details with

inappropriate sentences. On the other words, the students develop their paragraph

without paying attention to the content of the comparison-contrast paragraph with

emphasizes the similarities and differences of what they are trying to compare and

contrast. Besides, many of students developed their paragraph with inconsistent

choice of organization pattern such as consecutive and simultaneous method. In

addition, they missed the element of paragraph such as concluding sentence unity and

coherence. It makes their ideas unclear and uninformative.

Besides the content and organization, the students also have problems in

grammar. There are many errors in the students’ paragraph related to the grammar.

The results of the test indicate the students confused about the appropriate sentence

structure. Besides, the subject-verb agreement is also big problem for the student.

They confused to determine which the singular and plural subject is and what

appropriate verb that appropriate for the subject. It can be seen in the students’

paragraph.

The last problem is dealing with mechanics. There were many students have

problems in mechanics aspect. The problems are dealing with the punctuation,

spelling and capitalization. Most of students don’t understand about the rules of

mechanics in writing. They seemed confused in applying the mechanics in the

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paragraph. Consequently, there were many of mechanics errors that found in the

students’ paragraph.

B. IMPLICATION

In relation to the findings of this research, there are several implications

dealing with content, organization, grammar, and mechanic in writing expository

texts. Firstly, by being able to construct content appropriately in writing expository

texts, the students can state main ideas, topic sentence, supporting details and

concluding sentence as well as the communicative purpose of the essay which finally

affect readers’ understandings in catching the ideas. Secondly, by paying attention to

organization, the students’ paragraph will contains with clear organizational pattern

and the ideas links with the other ideas by considering the thesis statement and

transitional signals. Thirdly, by mastering english grammar, the students will produce

good writing and good sentence structure. Lastly, understanding mechanic can help

students produce text effectively and appropriately.

C. SUGGESTION

Based on the result of the research, the researcher gives some suggestion for

those who are concerned with the area of study English lecturers and students in order

to be able to improve their writing skill.

1. The concept of expository text with its kinds and elements should be learnt and

taught deeply.

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2. Based on the result of this research findings and discussions, it indicates that most

of students’ skill in writing expository text was poor. The major difficulties of the

students are content, organization, grammar, and mechanic of the expository text.

It means that, the students don’t understand how to organize their ideas into good

expository text. These difficulties are expected to be as a description to the both

students and lecturers to minimize and anticipate these failure by explaining it

more, motivating them to practice and do exercise consistently and continuously.

3. The lecturer must consider appropriate strategy and method in teaching

expository text, applying some strategies to improve students’ skill in developing

expository text, for example: the lecturer may demonstrates media in teaching

learning process, by using two different pictures for example, then the student can

identify the differences and similarities of those picture. In addition, the lecturer

may try to use some techniques in order to stimulate the student mind such as:

brainstorming, looping, making outline, etc before start to write.

4. All of writing components can’t not be separated each other. Both of the lecturer

and students have to consider about the writing component such as content,

organization, grammar, and mechanics. So the lecturers and the students should

always practice to write continually and simultaneously.

119

BIBLIOGRAPHY

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Brown, H. Douglas. 1994. Teaching by Principles; An Interactive Approach to Language Pedagogy. White Plains: Addison Wesley Longman.

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inc.

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APPENDICES

APPENDIX 1

RUBRIC SCORE OF WRITING EXPOSITORY TEXT

Content

No Score Level Category Criteria

1 4 Very Good • The main idea of the essay is to share information. • The major points of the essay are supported with

relevant, and informative details • Demonstrate knowledge of the topic, state topic

sentence, supporting sentence, and concluding sentence

2 3 Good • The main idea of the essay is to share information. • The major points of the essay are supported with

basic details. • Adequate knowledge of the topic, state the topic

sentence, supporting sentence, but weak concluding sentence

3 2 Poor • The essay attempts to share information, but the main idea is not sustained.

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• The major points of the essay are unorganized and weakly supported.

• Do not show knowledge of the topic, give unclear topic sentence, supporting sentence, and concluding sentence (two are weak)

4 1 Very Poor • The essay shares information, but there is no clear main idea.

• Facts and details are presented but unrelated • Do not show knowledge of the topic, missing the

topic sentence, supporting sentence, and concluding sentence that make comprehension impossible.

Organization


1 4 Very Good

• The essay consist of introductory paragraph with thesis statement, middle (supporting) paragraphs and concluding paragraphs (at least 5 paragraphs with 3 body)

• The author uses a clear organizational pattern, such as description, sequence, comparison/contrast, cause and effect, or problem and solution and consist of 3 or more series of events

• Transition signals links ideas

2 3 Good

• The essay contains an introduction with thesis statement, supporting sentence and a conclusion (at least 5 paragraphs with 2 body)

• The author uses an organizational pattern for progression of ideas and series of events are present at least 2

• Transition signals are present

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3 2 Poor

• The introduction and conclusion are not clear (at least 3 paragraph)

• The essay is roughly organized with a beginning, middle, and an end.

• Miss transition signals frequently

4 1 Very Poor

4 The introduction and conclusion make little sense and are barely related.

5 The essay tries to use an organizational pattern, but is loosely structured.

6 No transitions which make ideas disconnected

Grammar


1 4 Very Good a. No error in tenses b. Correct in using pronoun c. Correct in using subject agreement

2 3 Good a. There are few or some errors in tenses b. A few incorrect of pronoun c. There are few errors in subject agreement

3 2 Poor

a. There are several errors in tenses b. There are several errors in pronoun c. There are several errors in subject

agreement

4 1 Very Poor a. Expression is blocked by numerous errors in tenses, pronoun, and subject agreement

Mechanics

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1 4 Very Good a. Use correct punctuation b. Use correct spelling c. Use correct capitalization.

2 3 Good d. Use correct punctuation e. A few misspell ( at least 3-5 errors) f. Error in capitalization ( at least 3-5 errors)

3 2 Poor

g. Some errors in punctuation h. Some errors in spelling (at least 6-10

errors) i. Some errors in capitalization (at least 6-10

errors)

4 1 Very Poor

j. Dominated by errors of punctuation k. Mostly errors in spelling (more than 10

errors) l. Mostly errors in capitalization (more than

10 errors) APPENDIX 2

INTERVIEW GUIDE

1. Apakah anda sudah belajar tentang text expository?

2. Berarti tahu dan mengerti tentang jenis-jenis teks ekspositori?coba sebutkan

jenis-jenis teks nya!!!

3. Apakah anda familiar dengan topic yang sudah diberikan ini?

4. Apakah anda tahu apa saja yang harus diperhatikan dalam membuat content

(isi) karangan teks ekspository ini?

5. Apakah kamu tahu apa itu topic sentence?supporting sentence and concluding

sentence?

6. Apakah anda mempunyai kesulitan atau masalah dalam mengungkapkan ide?

7. Apakah yang menjadi kesulitan anda dalam mengembangkan ide anda dalam

teks ekspositori?

8. Bagaimana anda mengatasi kesulitan anda tersebut?

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9. Apakah anda mengalami kesulitan dalam mengembangkan ide antar

paragraph?maksud saya ada keterkaitan antar paragraph?

10. Apakah anda menggunakan transition signals dalam membuat sebuah teks

ekspositori?

11. Apakah anda mengalami kesulitan dalam penggunaan transition signals dari

teks ekspositori?

12. Apakah anda sudah mempelajari teknik penulisan yang benar?maksud saya

penggunaan punctuation, spelling, capitalization? Dimana? Mata kuliah apa?

13. Apakah anda mengalami kesulitan dalam penggunaan punctuation, spelling,

capitalization?

14. Apa yang menjadi kesulitan anda dari segi penggunaan punctuation, spelling,

dan capitalization itu?

15. Mengapa anda mengalami kesulitan itu? Apa penyebabnya?

APPENDIX 3

THE RESULT OF THE INTERVIEW

(Student 2)

Researcher : Apakah anda sudah belajar tentang text expository?

( Have you studied about expository text? )

Student : Udah

( Yes i have )

Researcher : Berarti kamu tahu jenis-jenis teks ekspositori? Coba sebutkan jenis-

jenis teksnya!

( It means that you know and understand about kinds of expository

text? Please mention it! )

Student : Jenis2 teksnya!

( Kinds of the texts! )

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Researcher : Tau gak? jawab aja

( Do you know? Answer it! )

Student : Nggak, enggak tahu

( No, I don’t know )

Researcher : Apakah anda familiar dengan topic yang sudah diberikan

tadi?

( Are you familiar with the topic given? )

Researcher : 10 topik!

Student : Owh...yang tadi?

Researcher : 10 topik

Student : 10 topik? Owh...topik tadi? Ya tahu

( Owh...about ten topics? Owh...I see )

Researcher : Apakah anda tahu apa saja yang harus diperhatikan dalam membuat

isi karangan teks ekspository ini?

( Do you know what should be prepared in producing an expository

text? )

Student : Isi karangan mesti ada topik. Eh...ini ya. Apa? Topik

sentence, trus eh mesti ada, setelah topik sentence trus kita

mesti ada klo membuat karangan mesti ada supporting

sentence and concluding sentence.

( It contains with the topic, ehm...it is...what we call? Topic

sentence, then must be , after topic sentence must be

supporting sentence and concluding sentence )

Researcher : Apakah yang menjadi kesulitan kamu dalam mengembangkan

ide dalam membuat teks ekspositori?

( What are the difficulties in developing your ideas in

expository text? )

Student : Kesulitan vocabulary nya kali ya.

( I have the difficulties in vocabulary )

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Researcher : Bagaimana kamu mengatasi kesulitan anda tersebut?

( How do you overcome about it? )

Student : Perbanyak membuka kamus mungkin di rumah. Sering2 membuka

kamus supaya bisa lebih mengerti apa yang ingin dibicarakan. Bisa

lebih Paham bisa lebih hapal buat bisa bicara langsung atau dibuat

tulis supaya bisa lebih cepat.

( I have to always open dictionary at home. Open it in order to more

understand about what will be telling. It can be more comprehend

and memorize in order to can speak directly or wrote in order to be

fast )

Researcher : Apakah kamu mengalami kesulitan dalam mengembangkan ide

antar paragraph?maksud saya coherence?

( Do you have the problems in developing ideas between paragraph?)

Student :Antar paragrap maksudnya td apa mom?ulang mom?

( In developing the ideas in paragraph! Between paragraph? What

did you mean mom? Repeat it mom?)

Researcher : Apakah anda mengalami kesulitan dalam mengembangkan ide

antar paragraph?maksud saya ada keterkaitan antar paragraph, susah

gak?

( Do you have the problems in developing ideas between paragraph?

I mean that is there the coherence between paragraph? )

Student : mengalami kesulitan ya. Terkadang ya. Terkadang gimana ya.

Untuk mengembangkannya itu tergantung kadang nyambung kadang

nggak. Maksudnya itu untuk menghubungkannya itu agak susah

karena gimana ya mom ya, eh mungkin dari pola pikirnya kali ya.

( Yes, i have. Sometimes yes. Sometimes how...to develop it depends

on sometimes there is relation and sometimes not. It means that it’s

hard to connect it because hm....how is mom....hm...may be from the

pattern of thought )

Researcher : Apakah anda menggunakan transition signals dalam membuat

sebuah teks ekspositori?

130

(Do you use transition signals in producing an expository text?)

Student : Transport?

( Transport? )

Researcher : Transition signal

( Transition signal)

Student : Transition signal?

( Transition signal?)

Researcher : Ya atau gak?apakah anda menggunakan transition signal

dalam teks ekspository?jawab aja!

( Yeah,,,do you know it? )

Student : Malah gak ngerti apa transition signal tu.

( I don’t know what transition signal is )

Researcher : Transition signal tu seperti first, second,

(Transition signal like first, second,)

Student : Owh...itu ya ya

( Owh,,,i see...yeah )

Researcher : Apakah anda mengalami kesulitan dalam penggunaan

transition signals ?

( Do you have the difficulties in using transition signals of

expository text? )

Student : Tidak

( No )

Researcher : Apakah anda mengalami kesulitan dalam pemilihan kata

(vocabulary) yang tepat untuk membuat sebuiah teks

ekspositori?

( Do you have the difficulties in choosing words (vocabulary)

in producing an expository text? )

Student : Terkadang ya

( Sometimes yes )

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Researcher : Kenapa?karena vocab?kenapa vocab itu sulit?

( Why? )

Student : Em,,,karna vocab itu sulit karena memang pengetahuannya

sich mom yang kurang,maksudnya misalnya kita ingin eh

menceritakan apa yang ingin kita ceritakan di arangan tersebut

karena kita tu belum mengetahui kata-kata yang ingin kita g

tahu tulis karna kita kurang belajar atau kita kurang

mengetahui vocab itu.

( Em...because vocab is difficult because of limited knowledge,

it means that if we want em...tell what we want to tell in essay

because we don’t know the words that will we write because

we are lazy or we are less know about the vocab )

Researcher : Apakah ide yang kamu tuangkan ke dalam teks itu terwakili

dengan kata-kata kamu tersendiri?

( Do the ideas that you gave in a text represented with your

own words? )

Student : Ya ya

( Yes,,,yes )

Researcher :apakah kamu sudah mendapat matakuliah structure, grammar

gitu?

Student :sudah

Researcher :apakah sudah menguasai tentang grammar?

Student :belum!

Researcher :apa yang menjadi masalah atau kesulitan kamu dalam

grammar?

Student :kesulitan tentang grammar itu, sulitnya itu pemahaman mom,

maksudnya pada saat pembelajaran itu, di saat dosen mengajari

itu mahasiswanya yang kurang nangkap mom,jadi yang di ajari

itu kurang nangkap sama mahasiswannya

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Researcher : penyebabnya apa?

Student :penyebabnya karena apa ya?eh sulit kali ya…memang sulit

sich mom grammar itu

Researcher :oke, apa kamu tahu tentang pronounce, kata ganti orang

Student : ya ya tahu

Researcher :apa kamu mengalami kesulitan dalam penggunaan pronounce?

Student :tidak

Researcher :apakah anda sudah mempelajari teknik penulisan yang benar?

maksud saya penggunaan punctuation, spelling, capitalization?

( Have you learned technique of writing? I mean the use of

punctuation, spelling, capitalization? )

Student : Yes,,,ya

( Yes,,,,yes )

Researcher : Dimana? mata kuliah apa?

( Where? What subject?)

Student : Mata kuliahnya spelling, dimana ya?

( Spelling,,,,where is it? )

Researcher : titik koma, mata kuliah apa?

Student : mata kuliah

Researcher : Lupa!

( Forgot! )

Student : Lupa mom

( Yes,,,mom)

Researcher : Apakah anda mengalami kesulitan dalam penggunaan punctuation,

spelling dan capitalization?

( Do you have the difficulties in using punctuation, spelling,

capitalization? )

Student : Tidak

( No )

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APPENDIX 4

Writing Test

Instruction!

Write an expository text of about maximal 500 words using description, sequence,

compare and contrast, cause and effect, and problem and solution method of

development. You may choose one of the topics further down this page. You are

given 45 minutes to write it.

Here are some points guide you in preparing your essay:

a. Choose your topic first

You should prepare an outline of your topic as a guide for developing ideas or

paragraph.

b. Your essay should have an introductory paragraph, at least one body or

supporting paragraph, and concluding paragraph.

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c. Your introductory paragraph should contain a thesis statement which previews the

3 main points you will use for each of the body paragraphs. Your thesis statement

should usually be the last sentence in your introductory paragraph.

d. Each of your body paragraphs should provide support for your main points. They

should be in the same order as the 3 points you introduced in the first paragraph.

It also consist of several events of expository text

e. You should also consider about the use of grammar and mechanic in your essay.

APPENDIX 5

TABLE 1 THE TITLES OF TEST I

NO TITLES

TITLES’

CODE

1 Pollution Title 1

2 Flood Title 2

3 Free Sex Title 3

TABLE 2 THE TITLES OF TEST II

NO TITLES

TITLES’

CODE

1 Broken heart syndrome Title 1

2 Culture Title 2

3 Effects of watching TV too much Title 3

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TABLE 3 THE TITLES OF TEST III

NO TITLES

TITLES’

CODE

1 Why reality shows are so popular Title 1

2 Explain why you admire a particular person Title 2

3 The effect of smoke cigarette for human being

and how to solve it Title 3

Students’ Choice of the Topic of the Test

NO NAME TEST 1 TEST 2 TEST 3

1. STUDENT 1 Title 2 Title 2 Title 3



















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APPENDIX 6

STUDENTS’ SCORE OF TEST 1, SCORER 1

NO STUDENT SCORER 1

AVERAGE C O G M

1 STUDENT 1 2 2 2 1 1,75

2 STUDENT 2 3 3 3 2 2,75

3 STUDENT 3 4 3 3 3 3,25

4 STUDENT 4 2 3 2 2 2

5 STUDENT 5 3 3 3 2 2,75

6 STUDENT 6 3 2 3 3 2,75

7 STUDENT 7 2 2 2 1 1,75

8 STUDENT 8 4 3 3 3 3,25

9 STUDENT 9 2 2 2 2 2

137

10 STUDENT 10 3 2 3 2 2,5

11 STUDENT 11 3 3 3 3 3

12 STUDENT 12 2 2 2 2 2

13 STUDENT 13 1 2 2 2 1,75

14 STUDENT 14 3 3 2 3 2,75

15 STUDENT 15 2 1 2 1 1,5

16 STUDENT 16 2 3 2 2 2,25

17 STUDENT 17 3 2 2 3 2,5

18 STUDENT 18 1 1 1 1 1

19 STUDENT 19 2 2 1 1 1,5

20 STUDENT 20 1 1 1 1 1

21 STUDENT 21 2 1 2 1 1,5

22 STUDENT 22 2 2 2 2 2

23 STUDENT 23 1 1 1 1 1

24 STUDENT 24 2 2 2 2 2

25 STUDENT 25 1 1 2 1 1,25

26 STUDENT 26 1 1 2 1 1,25

27 STUDENT 27 1 1 1 1 1

28 STUDENT 28 1 2 2 2 1,75

29 STUDENT 29 2 2 3 2 2,25

30 STUDENT 30 2 2 3 2 2,25

138

APPENDIX 7


NO STUDENT SCORER 2

AVERAGE C O G M

1 STUDENT 1 2 2 2 2 2

2 STUDENT 2 2 3 3 2 2,5

3 STUDENT 3 3 3 3 3 3

4 STUDENT 4 2 1 2 2 1,75

5 STUDENT 5 2 2 3 2 2,25

6 STUDENT 6 3 3 2 3 2,75

7 STUDENT 7 2 2 2 1 1,75

8 STUDENT 8 3 3 3 3 3

9 STUDENT 9 2 2 2 1 1,75

10 STUDENT 10 3 3 2 2 2,5

11 STUDENT 11 3 3 3 3 3

12 STUDENT 12 2 2 1 2 1,75

13 STUDENT 13 1 2 2 1 1,5

14 STUDENT 14 3 3 2 2 2,5

15 STUDENT 15 2 2 2 1 1,75

139

16 STUDENT 16 3 3 2 2 2,5

17 STUDENT 17 2 2 2 2 2

18 STUDENT 18 1 1 1 1 1

19 STUDENT 19 2 2 1 1 1,5

20 STUDENT 20 1 1 1 1 1

21 STUDENT 21 2 2 2 1 1,75

22 STUDENT 22 2 2 2 2 2

23 STUDENT 23 1 1 1 1 1

24 STUDENT 24 2 2 2 1 1,75

25 STUDENT 25 1 1 1 1 1

26 STUDENT 26 2 1 2 1 1,5

27 STUDENT 27 1 1 1 1 1

28 STUDENT 28 1 2 2 2 1,75

29 STUDENT 29 3 2 3 2 2,5

30 STUDENT 30 3 2 3 2 2,5

140

APPENDIX 8


NO STUDENT SCORER 3

AVERAGE C O G M

1 STUDENT 1 2 2 2 1 1,75

2 STUDENT 2 2 3 3 2 2,5

3 STUDENT 3 3 3 3 3 3

4 STUDENT 4 2 2 1 2 1,75

5 STUDENT 5 3 2 3 2 2,5

6 STUDENT 6 3 2 3 3 2.75

7 STUDENT 7 2 2 2 1 1,75

8 STUDENT 8 4 3 3 3 3,25

9 STUDENT 9 2 2 2 1 1,75

10 STUDENT 10 2 3 3 2 2,5

11 STUDENT 11 3 4 3 3 3,25

12 STUDENT 12 2 2 2 2 2

13 STUDENT 13 1 2 2 1 1,5

14 STUDENT 14 3 3 2 2 2,5

15 STUDENT 15 2 2 1 1 1,5

141

16 STUDENT 16 2 3 2 2 2,25

17 STUDENT 17 3 2 2 2 2,25

18 STUDENT 18 1 1 1 1 1

19 STUDENT 19 2 2 1 1 1,5

20 STUDENT 20 1 1 1 1 1

21 STUDENT 21 2 1 2 1 1,5

22 STUDENT 22 2 2 2 2 2

23 STUDENT 23 1 1 1 1 1

24 STUDENT 24 2 2 2 2 2

25 STUDENT 25 1 1 1 1 1

26 STUDENT 26 1 1 2 1 1,25

27 STUDENT 27 1 1 1 1 1

28 STUDENT 28 1 1 2 2 1,5

29 STUDENT 29 3 2 2 2 2,25

30 STUDENT 30 2 2 3 2 2,25

142

APPENDIX 9

STUDENTS’ SCORE OF TEST II, SCORER 1

NO STUDENT SCORER 1

AVERAGE C O G M

1 STUDENT 1 2 2 2 2 2

2 STUDENT 2 3 3 3 2 2,75

3 STUDENT 3 4 3 4 3 3,5

4 STUDENT 4 3 3 3 2 2,75

5 STUDENT 5 3 3 2 3 2,75

6 STUDENT 6 3 3 2 2 2,5

7 STUDENT 7 2 2 2 1 1,75

8 STUDENT 8 3 3 3 3 3

9 STUDENT 9 3 3 3 2 2,75

10 STUDENT 10 3 3 3 2 2,75

11 STUDENT 11 4 3 3 3 3,25

12 STUDENT 12 3 2 1 1 1,75

13 STUDENT 13 2 2 2 2 2

14 STUDENT 14 3 3 3 2 2,75

15 STUDENT 15 2 1 2 1 1,5

16 STUDENT 16 2 3 2 2 2,25

143

17 STUDENT 17 3 2 2 3 2,5

18 STUDENT 18 2 2 2 2 2

19 STUDENT 19 2 2 2 2 2

20 STUDENT 20 2 1 2 2 1,75

21 STUDENT 21 2 1 2 1 1,5

22 STUDENT 22 2 2 2 2 2

23 STUDENT 23 3 2 2 2 2,25

24 STUDENT 24 2 3 2 2 2,25

25 STUDENT 25 1 1 2 1 1,25

26 STUDENT 26 2 2 2 2 2

27 STUDENT 27 2 2 2 2 2

28 STUDENT 28 2 3 2 2 2,25

29 STUDENT 29 2 2 2 1 1,75

30 STUDENT 30 2 3 2 2 2,25

144

APPENDIX 10


NO STUDENT SCORER 2

AVERAGE C O G M

1 STUDENT 1 2 2 2 1 1,75

2 STUDENT 2 3 3 3 2 2,75

3 STUDENT 3 4 3 3 3 3,25

4 STUDENT 4 3 3 2 2 2,5

5 STUDENT 5 3 3 3 2 2,75

6 STUDENT 6 3 2 2 2 2,25

7 STUDENT 7 2 2 2 1 1,75

8 STUDENT 8 4 3 3 3 3,25

9 STUDENT 9 3 3 2 2 2,5

10 STUDENT 10 3 2 3 2 2,5

11 STUDENT 11 3 3 3 3 3

12 STUDENT 12 2 2 2 1 1,75

13 STUDENT 13 2 2 2 2 2

14 STUDENT 14 3 3 2 3 2,75

15 STUDENT 15 2 1 2 1 1,5

16 STUDENT 16 2 3 2 2 2,25

145

17 STUDENT 17 3 3 2 2 2,5

18 STUDENT 18 2 2 2 2 2

19 STUDENT 19 2 2 2 2 2

20 STUDENT 20 2 1 1 2 1,5

21 STUDENT 21 2 1 1 1 1,25

22 STUDENT 22 2 1 2 2 1,75

23 STUDENT 23 2 2 2 2 2

24 STUDENT 24 2 2 2 2 2

25 STUDENT 25 1 1 1 1 1

26 STUDENT 26 2 2 1 2 1,75

27 STUDENT 27 2 2 2 2 2

28 STUDENT 28 2 3 2 2 2,25

29 STUDENT 29 2 2 1 1 1,5

30 STUDENT 30 2 2 2 2 2

146

APPENDIX 11


NO STUDENT SCORER 3

AVERAGE C O G M

1 STUDENT 1 2 2 2 2 2

2 STUDENT 2 3 3 3 2 2,75

3 STUDENT 3 3 3 3 3 3

4 STUDENT 4 3 3 2 2 2,5

5 STUDENT 5 3 2 2 3 2,5

6 STUDENT 6 3 3 2 2 2,5

7 STUDENT 7 2 2 2 2 2

8 STUDENT 8 3 3 3 3 3

9 STUDENT 9 2 3 2 2 2,25

10 STUDENT 10 3 3 3 2 2,75

11 STUDENT 11 3 3 3 3 3

12 STUDENT 12 2 2 1 1 1,5

13 STUDENT 13 2 2 2 2 2

14 STUDENT 14 3 2 3 2 2,5

15 STUDENT 15 2 2 1 1 1,5

16 STUDENT 16 2 2 2 2 2

147

17 STUDENT 17 3 2 2 2 2,25

18 STUDENT 18 3 2 2 2 2,25

19 STUDENT 19 2 2 2 2 2

20 STUDENT 20 2 1 1 2 1,5

21 STUDENT 21 2 1 2 1 1,5

22 STUDENT 22 2 2 1 2 1,75

23 STUDENT 23 3 2 2 2 2,25

24 STUDENT 24 2 2 2 2 2

25 STUDENT 25 1 1 2 1 1,25

26 STUDENT 26 2 2 2 1 1,75

27 STUDENT 27 2 2 2 2 2

28 STUDENT 28 2 2 2 2 2

29 STUDENT 29 2 2 2 1 1,75

30 STUDENT 30 2 3 2 2 2,25

148

APPENDIX 12

STUDENTS’ SCORE OF TEST III, SCORER 1

NO STUDENT SCORER 1

AVERAGE C O G M

1 STUDENT 1 2 3 3 2 2,5

2 STUDENT 2 3 3 2 2 2,5

3 STUDENT 3 4 3 4 3 3,5

4 STUDENT 4 3 3 3 2 2,75

5 STUDENT 5 3 2 3 3 2,75

6 STUDENT 6 3 3 1 2 2,25

7 STUDENT 7 3 3 1 1 2

8 STUDENT 8 4 3 3 3 3,25

9 STUDENT 9 2 3 2 2 2,25

10 STUDENT 10 3 3 3 2 2,75

11 STUDENT 11 4 3 4 4 3,75

12 STUDENT 12 2 2 2 1 1,75

13 STUDENT 13 2 2 2 2 2

14 STUDENT 14 3 2 3 3 2,75

15 STUDENT 15 2 2 2 1 1,75

16 STUDENT 16 3 2 2 2 2,25

149

17 STUDENT 17 3 3 2 3 2,75

18 STUDENT 18 3 2 1 1 1,75

19 STUDENT 19 2 2 2 2 2

20 STUDENT 20 2 2 2 2 2

21 STUDENT 21 2 2 1 1 1,5

22 STUDENT 22 3 2 2 2 2,25

23 STUDENT 23 2 2 2 2 2

24 STUDENT 24 2 2 3 2 2,25

25 STUDENT 25 2 1 1 1 1,25

26 STUDENT 26 1 2 2 1 1,5

27 STUDENT 27 2 2 2 2 2

28 STUDENT 28 2 2 2 2 2

29 STUDENT 29 2 2 2 2 2

30 STUDENT 30 2 2 2 2 2

150

APPENDIX 13


NO STUDENT SCORER 2

AVERAGE C O G M

1 STUDENT 1 2 3 3 2 2,5

2 STUDENT 2 3 3 3 2 2,75

3 STUDENT 3 3 4 3 3 3,25

4 STUDENT 4 3 2 3 3 2,75

5 STUDENT 5 3 3 2 3 2,75

6 STUDENT 6 3 2 2 2 2,25

7 STUDENT 7 2 3 1 1 1,75

8 STUDENT 8 4 3 4 3 3,5

9 STUDENT 9 2 2 2 2 2

10 STUDENT 10 3 2 3 2 2,5

11 STUDENT 11 4 4 3 3 3,5

12 STUDENT 12 2 2 2 1 1,75

13 STUDENT 13 2 2 2 1 1,75

14 STUDENT 14 3 2 2 3 2,5

15 STUDENT 15 2 2 2 1 1,75

16 STUDENT 16 3 3 2 2 2,5

151

17 STUDENT 17 3 3 2 2 2,5

18 STUDENT 18 3 3 2 1 2,25

19 STUDENT 19 2 2 2 1 1,75

20 STUDENT 20 2 2 2 2 2

21 STUDENT 21 2 2 1 1 1,5

22 STUDENT 22 3 3 2 2 2,5

23 STUDENT 23 3 2 2 2 2,25

24 STUDENT 24 2 2 2 2 2

25 STUDENT 25 2 2 1 1 1,5

26 STUDENT 26 1 2 2 2 1,75

27 STUDENT 27 2 1 2 2 1,75

28 STUDENT 28 2 2 1 2 1,75

29 STUDENT 29 2 2 2 2 2

30 STUDENT 30 2 2 2 2 2

152

APPENDIX 14


NO STUDENT SCORER 3

AVERAGE C O G M

1 STUDENT 1 2 2 3 2 2,25

2 STUDENT 2 3 3 2 2 2,5

3 STUDENT 3 4 3 3 3 3,25

4 STUDENT 4 3 3 2 3 2,75

5 STUDENT 5 3 3 2 3 2,5

6 STUDENT 6 3 3 2 2 2,5

7 STUDENT 7 3 2 1 1 1,75

8 STUDENT 8 3 3 3 3 3

9 STUDENT 9 3 2 2 2 2,25

10 STUDENT 10 3 3 3 2 2,75

11 STUDENT 11 4 4 3 3 3,5

12 STUDENT 12 3 2 2 1 2

13 STUDENT 13 2 2 2 2 2

14 STUDENT 14 2 3 3 2 2,5

15 STUDENT 15 2 2 2 1 1,75

16 STUDENT 16 3 3 2 2 2.5

153

17 STUDENT 17 3 2 3 2 2,5

18 STUDENT 18 3 3 2 1 2,25

19 STUDENT 19 2 2 2 2 2

20 STUDENT 20 2 2 2 2 2

21 STUDENT 21 2 2 2 1 1,75

22 STUDENT 22 3 2 2 2 2,25

23 STUDENT 23 3 2 2 1 2

24 STUDENT 24 3 2 2 2 2,25

25 STUDENT 25 2 1 2 1 1,5

26 STUDENT 26 1 2 2 1 1,5

27 STUDENT 27 2 1 2 2 1,75

28 STUDENT 28 2 2 1 2 1,75

29 STUDENT 29 2 2 2 1 1,75

30 STUDENT 30 2 3 2 2 2,25

154

APPENDIX 15

AVERAGE SCORE OF TEST I

NO STUDENT

AVERAGE SCORERS AVERAGE

SCORERERS Scorer

1

Scorer

2

Scorer

3

1 STUDENT 1 1,75 2 1,75 1,83

2 STUDENT 2 2,75 2,5 2,5 2,58

3 STUDENT 3 3,25 3 3 3,08

4 STUDENT 4 2 1,75 1,75 1,83

5 STUDENT 5 2,75 2,25 2,5 2,58

6 STUDENT 6 2,75 2,75 2.75 2,83

7 STUDENT 7 1,75 1,75 1,75 1,75

8 STUDENT 8 3,25 3 3,25 3,17

9 STUDENT 9 2 1,75 1,75 1,83

10 STUDENT 10 2,5 2,5 2,5 2,5

11 STUDENT 11 3 3 3,25 3,08

12 STUDENT 12 2 1,75 2 1,92

13 STUDENT 13 1,75 1,5 1,5 1,58

14 STUDENT 14 2,75 2,5 2,5 2,58

15 STUDENT 15 1,5 1,75 1,5 1,58

155

16 STUDENT 16 2,25 2,5 2,25 2,33

17 STUDENT 17 2,5 2 2,25 2,25

18 STUDENT 18 1 1 1 1

19 STUDENT 19 1,5 1,5 1,5 1,5

20 STUDENT 20 1 1 1 1

21 STUDENT 21 1,5 1,75 1,5 1,58

22 STUDENT 22 2 2 2 2

23 STUDENT 23 1 1 1 1

24 STUDENT 24 2 1,75 2 1,92

25 STUDENT 25 1,25 1 1 1,08

26 STUDENT 26 1,25 1,5 1,25 1,33

27 STUDENT 27 1 1 1 1

28 STUDENT 28 1,75 1,75 1,5 1,67

29 STUDENT 29 2,25 2,5 2,25 2,33

30 STUDENT 30 2,25 2,5 2,25 2,33

156

APPENDIX 16

AVERAGE SCORE OF TEST II

NO STUDENT


SCORERERS Scorer

1

Scorer

2

Scorer

3

1 STUDENT 1 2 1,75 2 1,92

2 STUDENT 2 2,75 2,75 2,75 2,75

3 STUDENT 3 3,5 3,25 3 3,25

4 STUDENT 4 2,75 2,5 2,5 2,58

5 STUDENT 5 2,75 2,75 2,5 2,67

6 STUDENT 6 2,5 2,25 2,5 2,42

7 STUDENT 7 1,75 1,75 2 1,83

8 STUDENT 8 3 3,25 3 3,08

9 STUDENT 9 2,75 2,5 2,25 2,5

10 STUDENT 10 2,75 2,5 2,75 2,75

11 STUDENT 11 3,25 3 3 3,08

12 STUDENT 12 1,75 1,75 1,5 1,67

13 STUDENT 13 2 2 2 2

14 STUDENT 14 3 2,75 2,5 2,75

15 STUDENT 15 1,5 1,5 1,5 1,5

157

16 STUDENT 16 2,25 2,25 2 2,17

17 STUDENT 17 2,5 2,5 2,25 2,42

18 STUDENT 18 2 2 2,25 2,08

19 STUDENT 19 2 2 2 2

20 STUDENT 20 1,75 1,5 1,5 1,58

21 STUDENT 21 1,5 1,25 1,5 1,42

22 STUDENT 22 2 1,75 1,75 1,83

23 STUDENT 23 2,25 2 2,25 2,17

24 STUDENT 24 2,25 2 2 2,08

25 STUDENT 25 1,25 1 1,25 1,17

26 STUDENT 26 2 1,75 1,75 1,83

27 STUDENT 27 2 2 2 2

28 STUDENT 28 2,25 2,25 2 2,17

29 STUDENT 29 1,75 1,5 1,75 1,67

30 STUDENT 30 2,25 2 2,25 2,17

158

APPENDIX 17

AVERAGE SCORE OF TEST III

NO STUDENT


SCORERERS Scorer

1

Scorer

2

Scorer

3

1 STUDENT 1 2,5 2,5 2,25 2,42

2 STUDENT 2 2,5 2,75 2,5 2,58

3 STUDENT 3 3,5 3,25 3,25 3,33

4 STUDENT 4 2,75 2,75 2,75 2,75

5 STUDENT 5 2,75 2,75 2,5 2,67

6 STUDENT 6 2,25 2,25 2,5 2,33

7 STUDENT 7 2 1,75 1,75 1,83

8 STUDENT 8 3,25 3,5 3 3,25

9 STUDENT 9 2,25 2 2,25 2,17

10 STUDENT 10 2,75 2,5 2,75 2,67

11 STUDENT 11 3,75 3,5 3,5 3,58

12 STUDENT 12 1,75 1,75 2 1,83

13 STUDENT 13 2 1,75 2 1,92

14 STUDENT 14 2,75 2,5 2,5 2,58

159

15 STUDENT 15 1,75 1,75 1,75 1,75

16 STUDENT 16 2,25 2,5 2.5 2,42

17 STUDENT 17 2,75 2,5 2,5 2,58

18 STUDENT 18 1,75 2,25 2,25 2,08

19 STUDENT 19 2 1,75 2 1,92

20 STUDENT 20 2 2 2 2

21 STUDENT 21 1,5 1,5 1,75 1,06

22 STUDENT 22 2,25 2,5 2,25 2,33

23 STUDENT 23 2 2,25 2 2,08

24 STUDENT 24 2,25 2 2,25 2,17

25 STUDENT 25 1,25 1,5 1,5 1,42

26 STUDENT 26 1,5 1,75 1,5 1,58

27 STUDENT 27 2 1,75 1,75 1,83

28 STUDENT 28 2 1,75 1,75 1,83

29 STUDENT 29 2 2 1,75 1,92

30 STUDENT 30 2 2 2,25 2,08

160

APPENDIX 18

STUDENTS’ CATEGORY OF WRITING EXPOSITORY TEXT

NO STUDENT

AVERAGE SCORE

MEAN CATEGORY TEST

I

TEST

II

TEST

III

1 STUDENT 1 1,83 1,92 2,42 2,06 POOR

2 STUDENT 2 2,58 2,75 2,58 2,63 POOR

3 STUDENT 3 3,08 3,25 3,33 3,22 GOOD

4 STUDENT 4 1,83 2,58 2,75 2,39 POOR

5 STUDENT 5 2,58 2,67 2,67 2,64 POOR

6 STUDENT 6 2,83 2,42 2,33 2,53 POOR

7 STUDENT 7 1,75 1,83 1,83 1,80 VERY POOR

8 STUDENT 8 3,17 3,08 3,25 3,17 GOOD

9 STUDENT 9 1,83 2,5 2,17 2,17 POOR

10 STUDENT 10 2,5 2,75 2,67 2,64 POOR

11 STUDENT 11 3,08 3,08 3,58 3,25 GOOD


13 STUDENT 13 1,58 2 1,92 1,83 VERY POOR

14 STUDENT 14 2,58 2,75 2,58 2,64 POOR

161


16 STUDENT 16 2,33 2,17 2,42 2,31 POOR

17 STUDENT 17 2,25 2,42 2,58 2,42 POOR

18 STUDENT 18 1 2,08 2,08 1,72 VERY POOR

19 STUDENT 19 1,5 2 1,92 1,81 VERY POOR

20 STUDENT 20 1 1,58 2 1,53 VERY POOR


22 STUDENT 22 2 1,83 2,33 2,05 POOR

23 STUDENT 23 1 2,17 2,08 1,75 VERY POOR

24 STUDENT 24 1,92 2,08 2,17 2,06 POOR



27 STUDENT 27 1 2 1,83 1,61 VERY POOR



30 STUDENT 30 2,33 2,17 2,08 2,19 POOR

TOTAL 63,85

MEAN 2,13

RATING

QUALITY

POOR

162

APPENDIX 19

THE AVERAGE SCORE OF TEST 1 IN CONTENT

No Students Scorer

I

Scorer

II

Scorer

III Average

1 STUDENT 1 2 2 2 2

2 STUDENT 2 3 2 2 2,33

3 STUDENT 3 4 3 3 3,33

4 STUDENT 4 2 2 2 2

5 STUDENT 5 3 2 3 2,66

6 STUDENT 6 3 3 3 3

7 STUDENT 7 2 2 2 2

8 STUDENT 8 4 3 4 3,66

9 STUDENT 9 2 2 2 2

10 STUDENT 10 3 3 2 2,66

11 STUDENT 11 3 3 3 3

12 STUDENT 12 2 2 2 2

13 STUDENT 13 1 1 1 1

14 STUDENT 14 3 3 3 3

15 STUDENT 15 2 2 2 2

16 STUDENT 16 2 3 2 2,33

17 STUDENT 17 3 2 3 2,66

163

18 STUDENT 18 1 1 1 1

19 STUDENT 19 2 2 2 2

20 STUDENT 20 1 1 1 1

21 STUDENT 21 2 2 2 2

22 STUDENT 22 2 2 2 2

23 STUDENT 23 1 1 1 1

24 STUDENT 24 2 2 2 2

25 STUDENT 25 1 1 1 1

26 STUDENT 26 1 2 1 1,33

27 STUDENT 27 1 1 1 1

28 STUDENT 28 1 1 1 1

29 STUDENT 29 2 3 3 2,66

30 STUDENT 30 2 3 2 2,33

164

APPENDIX 20

THE AVERAGE SCORE OF TEST 1 IN ORGANIZATION

No Students Scorer

I

Scorer

II

Scorer

III Average

1 STUDENT 1 2 2 2 2

2 STUDENT 2 3 3 3 3

3 STUDENT 3 3 3 3 3

4 STUDENT 4 2 1 2 1,66

5 STUDENT 5 3 2 2 2,33

6 STUDENT 6 2 3 2 2,33

7 STUDENT 7 2 2 2 2

8 STUDENT 8 3 3 3 3

9 STUDENT 9 2 2 2 2

10 STUDENT 10 2 3 3 2,66

11 STUDENT 11 3 3 4 3,33

12 STUDENT 12 2 2 2 2

13 STUDENT 13 2 2 2 2

14 STUDENT 14 3 3 3 3

15 STUDENT 15 1 2 2 1,66

16 STUDENT 16 3 3 3 3

165

17 STUDENT 17 2 2 2 2

18 STUDENT 18 1 1 1 1

19 STUDENT 19 2 2 2 2

20 STUDENT 20 1 1 1 1

21 STUDENT 21 1 2 1 1,33

22 STUDENT 22 2 2 2 2

23 STUDENT 23 1 1 1 1

24 STUDENT 24 2 2 2 2

25 STUDENT 25 1 1 1 1

26 STUDENT 26 1 1 1 1

27 STUDENT 27 1 1 1 1

28 STUDENT 28 2 2 1 1,66

29 STUDENT 29 2 2 2 2

30 STUDENT 30 2 2 2 2

166

APPENDIX 21

THE AVERAGE SCORE OF TEST 1 IN GRAMMAR

No Students Scorer

I

Scorer

II

Scorer

III Average

1 STUDENT 1 2 2 2 2

2 STUDENT 2 3 3 3 3

3 STUDENT 3 3 3 3 3

4 STUDENT 4 2 2 1 1,66

5 STUDENT 5 3 3 3 3

6 STUDENT 6 3 2 3 2,66

7 STUDENT 7 2 2 2 2

8 STUDENT 8 3 3 3 3

9 STUDENT 9 2 2 2 2

10 STUDENT 10 3 2 3 2,66

11 STUDENT 11 3 3 3 3

12 STUDENT 12 2 1 2 1,66

13 STUDENT 13 2 2 2 2

14 STUDENT 14 2 2 2 2

15 STUDENT 15 2 2 1 1,66

16 STUDENT 16 2 2 2 2

17 STUDENT 17 2 2 2 2

167

18 STUDENT 18 1 1 1 1

19 STUDENT 19 1 1 1 1

20 STUDENT 20 1 1 1 1

21 STUDENT 21 2 2 2 2

22 STUDENT 22 2 2 2 2

23 STUDENT 23 1 1 1 1

24 STUDENT 24 2 2 2 2

25 STUDENT 25 1 1 1 1

26 STUDENT 26 1 2 2 1,66

27 STUDENT 27 1 1 1 1

28 STUDENT 28 2 2 2 2

29 STUDENT 29 2 3 2 2,33

30 STUDENT 30 2 3 3 2,66

168

APPENDIX 22

THE AVERAGE SCORE OF TEST 1 IN MECHANIC

No Students Scorer

I

Scorer

II

Scorer

III Average

1 STUDENT 1 1 2 1 1,33

2 STUDENT 2 2 2 2 2

3 STUDENT 3 3 3 3 3

4 STUDENT 4 2 2 2 2

5 STUDENT 5 2 2 2 2

6 STUDENT 6 3 3 3 3

7 STUDENT 7 1 1 1 1

8 STUDENT 8 3 3 3 3

9 STUDENT 9 2 1 1 1,33

10 STUDENT 10 2 2 2 2

11 STUDENT 11 3 3 3 3

12 STUDENT 12 2 2 2 2

13 STUDENT 13 2 1 1 1,33

14 STUDENT 14 3 2 2 2,33

15 STUDENT 15 1 1 1 1

16 STUDENT 16 2 2 2 2

17 STUDENT 17 3 2 2 2,33

169

18 STUDENT 18 1 1 1 1

19 STUDENT 19 1 1 1 1

20 STUDENT 20 1 1 1 1

21 STUDENT 21 1 1 1 1

22 STUDENT 22 2 2 2 2

23 STUDENT 23 1 1 1 1

24 STUDENT 24 2 1 2 1,66

25 STUDENT 25 1 1 1 1

26 STUDENT 26 1 1 1 1

27 STUDENT 27 1 1 1 1

28 STUDENT 28 2 2 2 2

29 STUDENT 29 2 2 2 2

30 STUDENT 30 2 2 2 2

170

APPENDIX 23

THE AVERAGE SCORE OF TEST II IN CONTENT

No Students Scorer

I

Scorer

II

Scorer

III Average

1 STUDENT 1 2 2 2 2

2 STUDENT 2 3 3 3 3

3 STUDENT 3 4 4 3 3,66

4 STUDENT 4 3 3 3 3

5 STUDENT 5 3 3 3 3

6 STUDENT 6 3 3 3 3

7 STUDENT 7 2 2 2 2

8 STUDENT 8 3 4 3 3,33

9 STUDENT 9 3 3 2 2,66

10 STUDENT 10 3 3 3 3

11 STUDENT 11 4 3 3 3,33

12 STUDENT 12 3 2 2 2,33

13 STUDENT 13 2 2 2 2

14 STUDENT 14 3 3 3 3

15 STUDENT 15 2 2 2 2

16 STUDENT 16 2 2 2 2

17 STUDENT 17 3 3 3 3

171

18 STUDENT 18 2 2 3 2,33

19 STUDENT 19 2 2 2 2

20 STUDENT 20 2 2 2 2

21 STUDENT 21 2 2 2 2

22 STUDENT 22 2 2 2 2

23 STUDENT 23 3 2 3 2,66

24 STUDENT 24 2 2 2 2

25 STUDENT 25 1 1 1 1

26 STUDENT 26 2 2 2 2

27 STUDENT 27 2 2 2 2

28 STUDENT 28 2 2 2 2

29 STUDENT 29 2 2 2 2

30 STUDENT 30 2 2 2 2

172

APPENDIX 24

THE AVERAGE SCORE OF TEST II IN ORGANIZATION

No Students Scorer

I

Scorer

II

Scorer

III Average

1 STUDENT 1 2 2 2 2

2 STUDENT 2 3 3 3 3

3 STUDENT 3 3 3 3 3

4 STUDENT 4 3 3 3 3

5 STUDENT 5 3 3 2 2,66

6 STUDENT 6 3 2 3 2,66

7 STUDENT 7 2 2 2 2

8 STUDENT 8 3 3 3 3

9 STUDENT 9 3 3 3 3

10 STUDENT 10 3 2 3 2,66

11 STUDENT 11 3 3 3 3

12 STUDENT 12 2 2 2 2

13 STUDENT 13 2 2 2 2

14 STUDENT 14 3 3 2 2,66

15 STUDENT 15 1 1 2 1,33

16 STUDENT 16 3 3 2 2,66

17 STUDENT 17 2 3 2 2,33

173

18 STUDENT 18 2 2 2 2

19 STUDENT 19 2 2 2 2

20 STUDENT 20 1 1 1 1

21 STUDENT 21 1 1 1 1

22 STUDENT 22 2 1 2 1,66

23 STUDENT 23 2 2 2 2

24 STUDENT 24 3 2 2 2,33

25 STUDENT 25 1 1 1 1

26 STUDENT 26 2 2 2 2

27 STUDENT 27 2 2 2 2

28 STUDENT 28 3 3 2 2,66

29 STUDENT 29 2 2 2 2

30 STUDENT 30 3 2 3 2,66

174

APPENDIX 25

THE AVERAGE SCORE OF TEST II IN GRAMMAR

No Students Scorer

I

Scorer

II

Scorer

III Average

1 STUDENT 1 2 2 2 2

2 STUDENT 2 3 3 3 3

3 STUDENT 3 4 3 3 3,33

4 STUDENT 4 3 2 2 2,33

5 STUDENT 5 2 3 2 2,33

6 STUDENT 6 2 2 2 2

7 STUDENT 7 2 2 2 2

8 STUDENT 8 3 3 3 3

9 STUDENT 9 3 2 2 2,33

10 STUDENT 10 3 3 3 3

11 STUDENT 11 3 3 3 3

12 STUDENT 12 1 2 1 1,33

13 STUDENT 13 2 2 2 2

14 STUDENT 14 3 2 3 2,67

15 STUDENT 15 2 2 1 1,67

16 STUDENT 16 2 2 2 2

17 STUDENT 17 2 2 2 2

175

18 STUDENT 18 2 2 2 2

19 STUDENT 19 2 2 2 2

20 STUDENT 20 2 1 1 1,33

21 STUDENT 21 2 1 2 1,67

22 STUDENT 22 2 2 1 1,67

23 STUDENT 23 2 2 2 2

24 STUDENT 24 2 2 2 2

25 STUDENT 25 2 1 2 1,67

26 STUDENT 26 2 1 2 1,67

27 STUDENT 27 2 2 2 2

28 STUDENT 28 2 2 2 2

29 STUDENT 29 2 1 2 1,67

30 STUDENT 30 2 2 2 2

176

APPENDIX 26

THE AVERAGE SCORE OF TEST II IN MECHANIC

No Students Scorer

I

Scorer

II

Scorer

III Average

1 STUDENT 1 2 1 2 1,66

2 STUDENT 2 2 2 2 2

3 STUDENT 3 3 3 3 3

4 STUDENT 4 2 2 2 2

5 STUDENT 5 3 2 3 2,66

6 STUDENT 6 2 2 2 2

7 STUDENT 7 1 1 2 1,33

8 STUDENT 8 3 3 3 3

9 STUDENT 9 2 2 2 2

10 STUDENT 10 2 2 2 2

11 STUDENT 11 3 3 3 3

12 STUDENT 12 1 1 1 1

13 STUDENT 13 2 2 2 2

14 STUDENT 14 2 3 2 2,33

15 STUDENT 15 1 1 1 1

16 STUDENT 16 2 2 2 2

17 STUDENT 17 3 2 2 2,33

177

18 STUDENT 18 2 2 2 2

19 STUDENT 19 2 2 2 2

20 STUDENT 20 2 2 2 2

21 STUDENT 21 1 1 1 1

22 STUDENT 22 2 2 2 2

23 STUDENT 23 2 2 2 2

24 STUDENT 24 2 2 2 2

25 STUDENT 25 1 1 1 1

26 STUDENT 26 2 2 1 1,66

27 STUDENT 27 2 2 2 2

28 STUDENT 28 2 2 2 2

29 STUDENT 29 1 1 1 1

30 STUDENT 30 2 2 2 2

178

APPENDIX 27

THE AVERAGE SCORE OF TEST III IN CONTENT

No Students Scorer

I

Scorer

II

Scorer

III Average

1 STUDENT 1 2 2 2 2

2 STUDENT 2 3 3 3 3

3 STUDENT 3 4 3 4 3,66

4 STUDENT 4 3 3 3 3

5 STUDENT 5 3 3 3 3

6 STUDENT 6 3 3 3 3

7 STUDENT 7 3 2 3 2,66

8 STUDENT 8 4 4 3 3,66

9 STUDENT 9 2 2 3 2,66

10 STUDENT 10 3 3 3 3

11 STUDENT 11 4 4 3 3,66

12 STUDENT 12 2 2 3 2,33

13 STUDENT 13 2 2 2 2

14 STUDENT 14 3 3 2 2,66

15 STUDENT 15 2 2 2 2

16 STUDENT 16 3 3 3 3

17 STUDENT 17 3 3 3 3

179

18 STUDENT 18 3 3 3 3

19 STUDENT 19 2 2 2 2

20 STUDENT 20 2 2 2 2

21 STUDENT 21 2 2 2 2

22 STUDENT 22 3 3 3 3

23 STUDENT 23 2 3 3 3

24 STUDENT 24 2 2 3 2,33

25 STUDENT 25 2 2 2 2

26 STUDENT 26 1 1 1 1

27 STUDENT 27 2 2 2 2

28 STUDENT 28 2 2 2 2

29 STUDENT 29 2 2 2 2

30 STUDENT 30 2 2 2 2

180

APPENDIX 28

THE AVERAGE SCORE OF TEST III IN ORGANIZATION

No Students Scorer

I

Scorer

II

Scorer

III Average

1 STUDENT 1 3 3 2 2,66

2 STUDENT 2 3 3 3 3

3 STUDENT 3 3 4 3 3,33

4 STUDENT 4 3 2 3 2,66

5 STUDENT 5 2 3 3 2,66

6 STUDENT 6 3 2 3 2,66

7 STUDENT 7 3 3 2 2,66

8 STUDENT 8 3 3 3 3

9 STUDENT 9 3 2 2 2,33

10 STUDENT 10 3 2 3 2,66

11 STUDENT 11 3 4 4 3,66

12 STUDENT 12 2 2 2 2

13 STUDENT 13 2 2 2 2

14 STUDENT 14 2 2 3 2,33

15 STUDENT 15 2 2 2 2

16 STUDENT 16 2 3 3 2,66

17 STUDENT 17 3 3 2 2,66

181

18 STUDENT 18 2 3 3 2,66

19 STUDENT 19 2 2 2 2

20 STUDENT 20 2 2 2 2

21 STUDENT 21 2 2 2 2

22 STUDENT 22 2 3 2 2,33

23 STUDENT 23 2 2 2 2

24 STUDENT 24 2 2 2 2

25 STUDENT 25 1 2 1 1,33

26 STUDENT 26 2 2 2 2

27 STUDENT 27 2 1 1 1,33

28 STUDENT 28 2 2 2 2

29 STUDENT 29 2 2 2 2

30 STUDENT 30 2 2 3 2,33

182

APPENDIX 29

THE AVERAGE SCORE OF TEST III IN GRAMMAR

No Students Scorer

I

Scorer

II

Scorer

III Average

1 STUDENT 1 3 3 3 3

2 STUDENT 2 2 3 2 2,33

3 STUDENT 3 4 3 3 3,33

4 STUDENT 4 3 3 2 2,67

5 STUDENT 5 3 2 2 2,33

6 STUDENT 6 1 2 2 1,67

7 STUDENT 7 1 1 1 1

8 STUDENT 8 3 4 3 3,33

9 STUDENT 9 2 2 2 2

10 STUDENT 10 3 3 3 3

11 STUDENT 11 4 3 3 3,33

12 STUDENT 12 2 2 2 2

13 STUDENT 13 2 2 2 2

14 STUDENT 14 3 2 3 2,67

15 STUDENT 15 2 2 2 2

16 STUDENT 16 2 2 2 2

17 STUDENT 17 2 2 3 2,33

183

18 STUDENT 18 1 2 2 1,67

19 STUDENT 19 2 2 2 2

20 STUDENT 20 2 2 2 2

21 STUDENT 21 1 1 2 1,33

22 STUDENT 22 2 2 2 2

23 STUDENT 23 2 2 2 2

24 STUDENT 24 3 2 2 2,33

25 STUDENT 25 1 1 2 1,33

26 STUDENT 26 2 2 2 2

27 STUDENT 27 2 2 2 2

28 STUDENT 28 2 1 1 1,33

29 STUDENT 29 2 2 2 2

30 STUDENT 30 2 2 2 2

184

APPENDIX 30

THE AVERAGE SCORE OF TEST III IN MECHANIC

No Students Scorer

I

Scorer

II

Scorer

III Average

1 STUDENT 1 2 2 2 2

2 STUDENT 2 2 2 2 2

3 STUDENT 3 3 3 3 3

4 STUDENT 4 2 3 3 2,66

5 STUDENT 5 3 3 3 3

6 STUDENT 6 2 2 2 2

7 STUDENT 7 1 1 1 1

8 STUDENT 8 3 3 3 3

9 STUDENT 9 2 2 2 2

10 STUDENT 10 2 2 2 2

11 STUDENT 11 4 3 3 3,33

12 STUDENT 12 1 1 1 1

13 STUDENT 13 2 1 2 1,66

14 STUDENT 14 3 3 2 2,66

15 STUDENT 15 1 1 1 1

16 STUDENT 16 2 2 2 2

17 STUDENT 17 3 2 2 2,33

185

18 STUDENT 18 1 1 1 1

19 STUDENT 19 2 1 2 1,66

20 STUDENT 20 2 2 2 2

21 STUDENT 21 1 1 1 1

22 STUDENT 22 2 2 2 2

23 STUDENT 23 2 2 1 1,66

24 STUDENT 24 2 2 2 2

25 STUDENT 25 1 1 1 1

26 STUDENT 26 1 2 1 1,33

27 STUDENT 27 2 2 2 2

28 STUDENT 28 2 2 2 2

29 STUDENT 29 2 2 1 1,66

30 STUDENT 30 2 2 2 2

186

APPENDIX 31

THE AVERAGE SCORE OF TEST I, II, AND III IN CONTENT

No Students Average

of test I

Average

of test II

Average

of test III Average Category

1 STUDENT 1 2 2 2 2 Poor

2 STUDENT 2 2,33 3 3 2,77 Poor

3 STUDENT 3 3,33 3,66 3,66 3,55 Good

4 STUDENT 4 2 3 3 2,66 Poor

5 STUDENT 5 2,66 3 3 2,88 Poor

6 STUDENT 6 3 3 3 3 Good

7 STUDENT 7 2 2 2,66 2,22 Poor

8 STUDENT 8 3,66 3,33 3,66 3,55 Good

9 STUDENT 9 2 2,66 2,66 2,44 Poor

10 STUDENT 10 2,66 3 3 2,88 Poor

11 STUDENT 11 3 3,33 4 3,44 Good

12 STUDENT 12 2 2,33 2,33 2,22 Poor

13 STUDENT 13 1 2 2 1,66 Very Poor

14 STUDENT 14 3 3 2,66 2,88 Poor


16 STUDENT 16 2,33 2 3 2,44 Poor

17 STUDENT 17 2,66 3 3 2,88 Poor

187

18 STUDENT 18 1 2,33 3 2,11 Poor




22 STUDENT 22 2 2 3 2,33 Poor

23 STUDENT 23 1 2,66 3 2,22 Poor

24 STUDENT 24 2 2 2,33 2,11 Poor


26 STUDENT 26 1,33 2 1 1,44 Very Poor



29 STUDENT 29 2,66 2 2 2,22 Poor

30 STUDENT 30 2,33 2 2 2,11 Poor

TOTAL 70,32

MEAN 2,34

RATING QUALITY Poor

188

APPENDIX 32

THE AVERAGE SCORE OF TEST I, II, AND III IN

ORGANIZATION

No Students Average

of test I

Average

of test II

Average


1 STUDENT 1 2 2 2,66 2,22 Poor


3 STUDENT 3 3 3 3,33 3,11 Good

4 STUDENT 4 1,66 3 2,66 2,44 Poor

5 STUDENT 5 2,33 2,66 2,66 2,55 Poor

6 STUDENT 6 2,33 2,66 2,66 2,55 Poor

7 STUDENT 7 2 2 2,66 2,22 Poor


9 STUDENT 9 2 3 2,33 2,44 Poor

10 STUDENT 10 2,66 2,66 2,66 2,66 Poor

11 STUDENT 11 3,33 3 3,66 3,33 Good



14 STUDENT 14 3 2,66 2,33 2,66 Poor

15 STUDENT 15 1,66 1,33 2 1,66 Very Poor

16 STUDENT 16 3 2,66 2,66 2,77 Poor

189

17 STUDENT 17 2 2,33 2,66 2,33 Poor

18 STUDENT 18 1 2 2,66 1,88 Very Poor




22 STUDENT 22 2 1,66 2,33 1,99 Very Poor


24 STUDENT 24 2 2,33 2 2,11 Poor




28 STUDENT 28 1,66 2,66 2 2,10 Poor


30 STUDENT 30 2 2,66 2,33 2,33 Poor

TOTAL 65,99

MEAN 2,19

RATING QUALITY Poor

190

APPENDIX 33

THE AVERAGE SCORE OF TEST I, II, AND III IN GRAMMAR

No Students Average

of test I

Average

of test II

Average



2 STUDENT 2 3 3 2,33 2,78 Poor

3 STUDENT 3 3 3,33 3,33 3,22 Good

4 STUDENT 4 1,66 2,33 2,66 2,22 Poor

5 STUDENT 5 3 2,33 2,33 2,55 Poor

6 STUDENT 6 2,66 2 1,66 2,11 Poor


8 STUDENT 8 3 3 3,33 3,11 Good

9 STUDENT 9 2 2,33 2 2,11 Poor

10 STUDENT 10 2,66 3 3 2,89 Poor

11 STUDENT 11 3 3 3,33 3,11 Good



14 STUDENT 14 2 2,66 2,66 2,45 Poor



17 STUDENT 17 2 2 2,33 2,11 Poor

191



20 STUDENT 20 1 1,33 2 1,44 Very Poor




24 STUDENT 24 2 2 2,33 2,11 Poor






30 STUDENT 30 2,66 2 2 2,22 Poor

TOTAL 62,79

MEAN 2,09

RATING QUALITY Poor

192

APPENDIX 34

THE AVERAGE SCORE OF TEST I, II, AND III IN MECHANIC

No Students Average

of test I

Average

of test II

Average of

test III Average Category




4 STUDENT 4 2 2 2,66 2,22 Poor

5 STUDENT 5 2 2,66 3 2,55 Poor






11 STUDENT 11 3 3 3,33 3,11 Good


13 STUDENT 13 1,33 2 1,66 1,66 Very Poor

14 STUDENT 14 2,33 2,33 2,66 2,44 Poor

15 STUDENT 15 1 1 1 1 Very Poor


17 STUDENT 17 2,33 2,33 2,33 2,33 Poor

193














TOTAL 56,02

MEAN 1,86

RATING QUALITY Very Poor

an analysis of stu dents’ writingg skill on ory texts …

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