skill in a writing hortatory exposition...
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THE USE OF PEER LESSON TECHNIQUE TO IMPROVE STUDENTS’
SKILL IN A WRITING HORTATORY EXPOSITION TEXT
(A Classroom Action Research at Eleventh Grade Students
of MAS Simbang Kulon Pekalongan in the Academic Year of 2010/2011)
THESIS
Submitted in Partial Fulfillment of the Requirement for Gaining
the Degree of Bachelor In English Language Education
By:
Mirza Rusdiana
073411004
EDUCATION FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
2011
THESIS PROJECT STATEMENT
I am, the student with the following identify :
Name : Mirza Rusdiana
Student Number : 073411004
Department : English Language Education
certify that this definitely my own work. I am completely responsible for the
content of this thesis. Other writers’ opinions or findings included in the
thesis are quoted or cited in accordance with ethical standards.
Semarang, December 9th
, 2011
The Writer,
Mirza Rusdiana
NIM. 073411004
KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO SEMARANG
FAKULTAS TARBIYAH Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp.7601295 Fax. 7615387 Semarang 50185
RATIFICATION
Name : Mirza Rusdiana
Student Number : 073411004
Title : THE USE OF PEER LESSON TECHNIQUE TO
IMPROVE STUDENTS’ SKILL IN A WRITING
HORTATORY EXPOSITION
(A Classroom Action Research at Eleventh Grade Students
of MAS Simbang Kulon Pekalongan in the Academic Year
of 2010/2011)
Had been ratified by the team of thesis examiner of education Faculty of Walisongo
State Institute for Islamic Studies Semarang on:
Day :
Date :
The team of examiner
Chairman, Secretary
_____________________ ____________________
NIP. NIP.
Examiner I, Examiner II,
______________________ _____________________
NIP. NIP.
Advisor I Advisor II,
Dra. Hj. Siti Mariam, M.Pd Drs. Mahfud Junaidi. M.Ag
NIP. 196507271 199203 2 002 NIP. 19690320 199803 1 004
ADVISOR NOTE Semarang, December 12th
2011
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamualaikum Wr. Wb.
I inform that I have given guidance, briefing and correction to whatever extent
necessary of the following thesis identification:
Title : THE USE OF PEER LESSON TECHNIQUE TO IMPROVE
STUDENTS’ SKILL IN A WRITING HORTATORY
EXPOSITION TEXT AT ELEVENTH GRADE STUDENTS
OF MAS SIMBANG KULON PEKALONGAN IN THE
ACADEMIC YEAR OF 2010/2011
Name of Student : Mirza Rusdiana
Student Number : 073411004
Department : Tadris
Filed of Study : English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo State
Institute for Islamic Studies to be examined at munaqosyah session.
Wassalamu’alaikum Wr. Wb
Dra. Hj. Siti Mariam M. Pd
NIP.19650727 199203 2 002
ADVISOR NOTE Semarang, Nophember 30th
2011
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamualaikum Wr. Wb.
I inform that I have given guidance, briefing and correction to whatever extent
necessary of the following thesis identification:
Title : THE USE OF PEER LESSON TECHNIQUE TO IMPROVE
STUDENTS’ SKILL IN A WRITING HORTATORY
EXPOSITION TEXT AT ELEVENTH GRADE STUDENTS
OF MAS SIMBANG KULON PEKALONGAN IN THE
ACADEMIC YEAR OF 2010/2011
Name of Student : Mirza Rusdiana
Student Number : 073411004
Department : Tadris
Filed of Study : English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo State
Institute for Islamic Studies to be examined at munaqosyah session.
Wassalamu’alaikum Wr. Wb
Drs. Mahfud Junaidi M. Ag
NIP.19690320 199803 1 004
ABSTRACT
Title : The Use of Peer Lesson Technique to Improve Students’
Skill in a Writing Hortatory Exposition text (A Classroom
Action Research at Eleventh Grade Students of MAS
Simbang Kulon Pekalongan In the Academic Year of
2011/2012).
Writer : Mirza Rusdiana
Student Number : 073411004
Writing is important skill which must be taught to Senior High School
students. However, many students have difficulties in writing. Students can not write
well because they have limited knowledge in English grammar and vocabulary.
Therefore, the teacher should have alternative ways to teach writing. This research
was aimed at answering the following questions: 1. How is the implementation of
peer lesson technique to improve students’ skill in a writing hortatory exposition text
at eleventh grade students of MAS Simbang Kulon Pekalongan?, 2. Could the peer
lesson technique improve students’ skill in a writing hortatory exposition text at
eleventh grade students of MAS Simbang Kulon Pekalongan?.
The implementation of peer lesson technique in teaching writing hortatory
exposition text at MAS Simbang Kulon Pekalongan was conducted in two cycles
with four activities in each cycles, they are planning; acting; observing; reflecting,
and pre cycle. The participant of this study is 46 students in class Science 1. The
writer intended to elaborate Classroom Action Research it is a kind of research to be
used in her research and it could be done by a teacher in which involved a group of
students to improve the teaching learning process. The writer used the form of
quantitative approach to analyze the data. The data collection was done using
observation and test. Observation is intended to see and to know about the conditions
of class and students, and the obstacles appear during the teaching learning process.
Test is done to know students’ achievement, so the writer knows the students’
improvement and students’ mastery learning can be achieved by students.
The result of study shows that using peer lesson technique can improve
students’ skill in writing a hortatory exposition text. This is proved by students’ skill
test that improved in every cycle. In the pre cycle, the average of students’ test was
48. 3, it meant that the result poor. In the first cycle, the students’ test got 68. 1, and
observation students’ score got 54. 28%. Based on the result of first cycle, it showed
fair. And in the second cycle students’ test got 76. 8, and the observation students’
score got 65. 7%. In the second cycle, it meant good. Teaching learning process ran
well. There was some significant improvement from pre cycle, first cycle, and
second cycle. There was improvement in every cycle after using peer lesson
technique. Result of the study shows that students improve their writing effectively
by using peer lesson technique.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
Alhamdulillah, the writer would like to thank Allah SWT for blessing, health,
chance, and inspiration given to the writer during the completion of this final project
with title The Use of Peer Lesson Technique To Improve Students’ Skill In A Writing
Hortatory Exposition Text (A Classroom Action Research at Eleventh Grade
Students of MAS Simbang Kulon Pekalongan in the Academic Year of 2010/2011)
Shalawat and Salam for the Prophet Muhammad who brings us from the
darkness to the brightness.
The writer realizes that she cannot complete this final project without the
help of others. Many people have helped the writer during the writing this final
project and it would be impossible to mention all of them. The writer wishes,
however, to give the writer sincerest gratitude and appreciation to:
1. Dr. Suja’i, M.Ag. as the Dean of Faculty of Tarbiyah.
2. Siti Tarwiyah, M.Hum, as the Head of English Department.
3. Dra. Hj. Siti Mariam, M.Pd. as the first advisor and Drs. Mahfud Junaidi, M.Ag.
as the second advisor, who both had the responsibility of giving great motivation,
help, and suggestions to improve this thesis. There is no word that the researcher
can say except, “Thank you very much for good guide and good consulter for me
as good as my parent. You are the nice lecturer.”
4. All lecturers in Faculty of Tarbiyah who always give input and advice to the
writer during conducting this study.
5. My beloved father and mother (Abah H. Abdul Kholiq and Ibu Hj. Mahmudah)
who always support emotionally and materially with prayer, love, and patience.
Without your support I do nothing.
6. Drs. H. Muslikh, M. S. I as the Head master of MAS Simbang kulon Pekalongan
who had given permission for the writer to conduct the study there, and the
teachers, especially Nur Hayati, M.Ag and Mr. Luqni for all the time, the
information about the teaching learning process of English and his guidance
there, and the students of 11th
grade class Science 1, thanks for the cooperation.
7. My beloved Brother (Dzilfirdaus) and young Sister (Lia, Nana, Ririen) who
always support and motivate the writer to finish this thesis.
8. My beloved Maz Ali As’ad, who always motivate me.
9. All my friends TBI 07 especially TBI A.
10. All my best friends Zena, Ani, Rina, etc.
11. All members of my boarding house, Alfin Faza .
12. All friends in IMPADIS IAIN Walisongo Semarang.
Finally, the writer realizes that this thesis is still far from being perfect;
therefore, the writer will happily accept constructive criticism in order to make it
better. The writer hopes that this thesis would be beneficial to everyone. Amin
Semarang, Nopember 30th
, 2011
The Writer,
Mirza Rusdiana
NIM. 073411004
TABLE OF CONTENT
PAGE OF TITLE ......................................................................................... i
THESIS STATEMENT ................................................................................. ii
RATIFICATION ....................................................................................... iii
ABSTRACT .................................................................................................. iv
ADVISOR APPROVAL ................................................................................ v
ACKNOWLEDGEMENT ........................................................................... vii
TABLE OF CONTENT ................................................................................ ix
CHAPTER I INTRODUCTION
A. Background of the Study ..................................................................... 1
B. Research Question ............................................................................... 4
C. Objectives and benefits of the research ................................................ 4
CHAPTER II PEER LESSON TECHNIQUE TO IMPROVE STUDENTS
SKILL IN A WRITING HORTATORY EXPOSITION TEXT
A. Previous Research ................................................................................. 6
B. Theoritical Review ............................................................................... 7
1. General Concept of Peer Lesson ...................................................... 7
a. Definition of Peer Lesson .............................................................. 7
b. Peer Lesson Technique In Teaching Learning ............................. 7
c. Peer Lesson Technique To Teach Writing ................................... 8
2. General Concept of Writing ............................................................. 10
a. Definition of Writing ..................................................................... 10
b. Types of Writing ........................................................................... 18
c. Kinds of Genre .............................................................................. 19
d. Teaching English Writing for Senior High School Students ........ 22
e. General Concept of Hortatory Exposition ..................................... 23
C. Hypothesis ............................................................................................ 27
CHAPTER III METHOD OF RESEARCH
A. Research Design ................................................................................... 28
B. Setting of The Study ............................................................................. 32
C. Technique of Data Collection ................................................................ 34
D.Technique of Analyzing Data ................................................................ 37
E. Research Procedure .............................................................................. 41
CHAPTER IV FINDINGS OF THE RESULT AND DISCUSSION
A. Implementation of Peer Lesson Technique ........................................... 45
1. Pre Cycle .......................................................................................... 45
2. First Cycle ........................................................................................ 48
3. Second Cycle .................................................................................... 55
B. Discussion of The Result ....................................................................... 61
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusions ........................................................................................... 66
B. Suggestions ............................................................................................ 67
REFERENCES
LESSON PLAN
LIST OF TABLE
LIST OF FIGURE
LIST OF APPENDICES
CERTIFICATES
CURRICULUM VITAE
LIST OF TABLES
Table
1 The Explanation of Criterion Assesment Writing . ....................................38
2 The Criterion of Writing Mastery in Scale Change of Five ....................... 40
3 The results of pre-cycle ............................................................................. 46
4 The results of first cycle ............................................................................ 53
5 The results of second cycle ....................................................................... 60
6 The results of the test from the pre-cycle until second cycle .................... 62
LIST OF FIGURES
Figure 1 Action Research Cycle ................................................................... 29
Figure 2 Cyclical Process of Action Research ............................................... 32
Figure 3 Diagram of The Whole Test ............................................................ 64
LIST OF APPENDICES
Appendix 1. Students List
Appendix 2. Observation Scheme
Appendix 3. Instrument
Appendix 4. Evaluation Test of Pre Cycle
Appendix 5. Evaluation Test of 1st Cycle
Appendix 6. Evaluation Test of 2nd
cycle
Appendix 7. Students’ Answer of Pre Cycle
Appendix 8. Students’ Answer of First Cycle
Appendix 9. Students’ Answer of Second Cycle
Appendix 10. List of Students Group
Appendix 11. Scoring of Pre Cycle
Appendix 12. Scoring of First Cycle
Appendix 13. Scoring of Second Cycle
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a system of communication by speaking, writing or making signs
in a way that can be understood or any of different system of communication that is
used in particular region.1 Language as a means of communication is inspirable from
almost every human activity. They talk, share, and express their feeling with
language. It is a demand for them be able to communicate well, because they can
convey their purpose to other people. Language is an arbitrary system of speech
sound which is used or can be used in interpersonal communication by an
aggregation of human beings which rather exhaustively catalogs things, process and
event in the human environment.2 From the definition beside, it is identified that
language comprises process. It means that there must be process in acquiring new
language. In addition, the process will take a long period. The learners will look
toward such many new things as writing system, spelling, vocabularies and even
grammar. Moreover, they will also meet new habits will definitely be different from
their own language.
Language is basically a means to communicate ideas, thoughts, opinions, and
feeling. English as a foreign language in Indonesia is considered to be important to
absorb and develop science, technology, art and culture. Language has a basic role
for students’ intellectual, social and emotional development. The language education
is purposed to help students to recognize themselves, their culture and other culture.
More over it helps students to communicate their idea, feeling and participate in the
community, even to find and use their analytic and imaginary ability.
There are four basic skills that must be mastered by English learners in
learning English, those are speaking, listening, reading and writing. From four skills
1Cambridge Dictionary of American English, (New York: Cambridge University Press, 2000),
p. 486.
2Lynne Cameron, Teaching Language to Young Learner, (Cambridge: Cambridge University
Press 2001), p. 10.
2
above, writing is the hardest skill for people who learn English because in writing
process, students will face many difficulties in transferring thought and ideas in
writing form. Barli Bram in his book Write Well said “for most beginning writers
whose mother is not English, to express what they intend is sometimes difficult. One
of the common problems might be a lack of ability construct grammatical
sentences”.3
In writing, language components such as grammar, punctuation and word
meaning are obviously appraised. If the construction is true, the readers can caught
what the writer wants to talk about. Writing skill is complex and difficult to teach,
requiring mastery not only of grammatical and rhetorical devices but also of
conceptual and judgment.4 Dealing with writing problems, most of Indonesian
students think writing is generally difficult. Not only the students but also the
teachers consider that teaching writing is not a simple task. Based on the interview
done with my former Senior High School English teacher, the students’ ability in
writing was still far from what is expected. They still got difficulties in composing
sentences and arranging a good paragraph. The eleventh year students were still poor
in writing a hortatory exposition text. They still got difficulty in mastering the
complexity of those problem. In the area of the language problems, the students got
difficulty in grammar, vocabulary, and mechanics. For example, the students who
lacked of vocabulary tended to use only certain words they have known in writing.
As a result, they just applied some words from dictionary without considering the
context of their sentences. Further, the use of mechanics such as spelling and
punctuation was also a problem for students. In the area of rhetorical problem, they
got difficulty in composing their ideas into a logical order. So, their writing was not
easy to follow.
Because of the complexity, the students are usually afraid in arranging or
making text in English. They usually needs a lot of time to think about the topic that
they are going to write; they have few ideas; and they only have little knowledge
about technique of writing. Therefore, the students need alternative techniques or
3Barli Bram, Write Well Improving Writing Skill, (Yogyakarta: Kanisius, 1995), p. 25.
4J. B Heaton, Writing English Language Test, (London: Longman, 1975), p. 138.
3
methods to encourage them to explore their ideas in writing and enable them to learn
by doing. Because of the difficulties of writing, some efforts have been done to solve
the problem. The main objective is to make writing easier for the students to learn.
In my research, the writer focuses on teaching writing since the writing skill
is so important to teach in order to reach the mastery of English language. Moreover,
it has an important role in the context of English teaching as a foreign language in
Indonesia. As one of the language skills, it is an important medium to express ideas
or feeling.
In Indonesia, writing is taught in elementary, junior and senior high schools.
Hortatory Exposition is one of writing skills which is taught in senior high school.
For this level of education, students should learn writing based on certain genres.
There are twelve genres given at senior high school. In this study the writer uses
hortatory exposition.
To make the students motivate and enjoyable to learn, the teacher should use
the interesting teaching method and can make the students interested to learn, as
Jeremy Harmer said that teacher’s method in teaching could be intrinsic motivation
which motivate the students to learn.5 Therefore, it is important for teachers to gain
some knowledge. This statement is supported by Hadits:
)“From Annas bin Malik, the Prophet Muhammad (peace and blessings of
Allah by upon for him) said: make it easy and do not make it difficult to
them, and give them a happy thing and do not make them run away” 6
This Hadits said that when we teach the lesson to students, we should give them new
things or we should use the interesting method or strategy in teaching.
Before doing teaching learning process, a teacher decides the method will be
used to learning purpose. Choosing one of methods must be appropriate with
learning process and the material learning object.
5Jeremy Harmer, How To Teach Writing, (England: Longman, 2007), p. 20.
6Ahmadie Thaha, Terjemahan Shahih Bukhori, (Jakarta: Pustaka Panjimas, Vol. I, 1986), p. 89.
4
Many students in learning English, especially in writing, the researcher
intended to use peer lesson technique as an alternative technique to help and make
students write the composition easily. The researcher believe that peer lesson
technique will give students a chance to learn something different and can be used as
a guide to help students write hortatory exposition text.
B. Research Questions
This study is intended to answer the following questions:
1. How is the implementation of peer lesson technique to improve students’ skill in
a writing hortatory exposition text at eleventh grade students of MAS Simbang
Kulon Pekalongan?
2. Could the peer lesson technique improve students’ skill in a writing hortatory
exposition text at eleventh grade students of MAS Simbang Kulon Pekalongan?
C. Objectives And Benefits of the Research
The objectives of the study as follows:
1. To describe the implementations of peer lesson technique to improve students’
skill in writing hortatory exposition text at eleventh grade students of MAS
Simbang Kulon Pekalongan.
2. To know the improvement of students’ skill in writing hortatory exposition text
using peer lesson technique at eleventh grade students of MAS Simbang Kulon
Pekalongan.
The result of the study will be hopefully useful for English teachers to
improve their teaching process and will be more creative in teaching writing of a
hortatory exposition text, and it also can contribute some benefits to students.
Practically, there some benefits for the teacher and the student in many ways.
For the teacher, the result of this classroom action research are useful for the English
teacher as the information and consideration to encourage them to use peer lesson
technique in teaching writing to improve students’ writing achievement. For the
student, the actions given to the students provide good practices on peer lesson
technique to improve their writing achievement, particularly in achieving writing
5
words, sentences and text. In teaching hortatory exposition, it is expected that
students can be more creative and they can express their idea, thought, feeling as
freely as possible.
Theoretically, the writer hopes that this research result will be useful for
future researchers who have problem in writing as a reference to do a further
research with a different research design or the same design at another school to
developed the students’ writing skill by using peer lesson technique. It is also hoped
that the teacher can apply this technique appropriately based on the theories
explained in this research.
Pedagogically, this research result will have pedagogical benefit that is the
teacher will give a good chance to the students to practice how to developed their
writing skill by cooperating with others. It will create a good atmosphere in English
teaching learning process since it encourages to be more active, not only listen to the
teacher’s explanation but also they have a chance to give opinion to their friends’
work practice what they have got. The function of the teacher is not as the central of
the teaching and learning process, but as a facilitator.
6
CHAPTER II
PEER LESSON TECHNIQUE TO IMPROVE STUDENTS’ SKILL IN A
WRITING HORTATORY EXPOSITION TEXT
A. Previous Research
Writing is an interesting field for research. Many researchers have conducted the
research about writing skills. Related to this study, the writer chose some previous
researches which are relevant to the teaching of Hortatory exposition writing.
1. “The Senior High School Students’ Ability In Writing Hortatory Exposition
Text (A Case of Eleventh Grade Students of SMA Muhammadiyah 1 Pekajangan
Pekalongan In the Academic Year of 2009/2010)” by Reni Anggia Suci. The
result showed that the mean score was 46.17. It meant that the students’ ability in
writing hortatory exposition text were poor. Basically, most of the students had
already known the concept of hortatory exposition text. They understood about
its social function, generic structure and significantt lexicogrammatical features.
Nevertheless, they were still lack of knowledge and competence in implementing
them in the written form. The students’ ability in writing hortatory exposition text
was influenced by the lack of vocabulary, knowledge about hortatory exposition
text practice in writing text, knowledge on the aspects of good writing and the
students’ interest in English subject.1
From the result, its motivating and tried the writer to do research apply “The Use
of Peer Lesson Technique to Improve Students’ Skill In a Writing Hortatory
Exposition Text”. The writer did a classroom action research in teaching hortatory
exposition writing using peer lesson as a technique. The writer conducted the
research with eleventh grade of students of MAS Simbang Kulon Pekalongan.
Therefore, the differences between her research and my research were in method,
material, setting, and participants. In those two studies, my research was another
research of those studies in order to improve students' imagination during writing.
1Reni Anggia Suci (2201406620), The Senior High School Students’Ability In Writing
Hortatory Exposition Text in The Academic Year of 2009/2010, (Semarang: English Departement and
Education Faculty UNNES, 2002), Unpublished Thesis.
7
2. Another research under the title of “Improving The Ability In Writing Hortatory
Exposition Texts Through A Group Discussion For Grade XI Students Of Senior
High School (An Experimental Research Of Grade XI Students of SMA Negeri 3
Demak In The Academic Year of 2008/2009) by Dian Ayu Purnomowati”.2 The
result of this research showed that a group discussion actually gave contribution
in improving the students’ skill in writing hortatory exposition texts. The
difference between this research and my research is in research method; Dian
Ayu Purnomowati did the research through group discussion whereas the writer
conducted the research using peer lesson technique.
B. Theoretical Review
1. General Concept of Peer Lesson
a. Definition of Peer Lesson
Peer lesson technique is strategy to motivate learning students’ peer in
classroom. This strategy rating all of students’ responsibility learning in the
classroom.3
Using peer lesson techniques helps utilize all the resources available to a
teacher. Students understand how other students communicate. Additionally, how
one student internally assimilates information can be expressed to help other
students understand it better. Using peer lesson techniques the researcher hoped
that can improve the overall learning environment and success of all students
when implemented properly.
b. Peer Lesson Technique In Teaching Learning
According to Widada that is teaching by friends in classroom more effective
than teaching by teacher.4 In this research, the researcher uses peer lesson
technique as a method to teach writing hortatory exposition text.
2Dian Ayu Purnomowati (2201405691), Improving The Ability In Writing Hortatory
Exposition Texts Through A Group Discussion For Grade XI Students Of Senior High School,
(Semarang: English Departement and Education Faculty UNNES, 2002), Unpublished Thesis.
3Melvin L.Silberman, Active learning; 101 Cara Belajar Siswa Aktif, (Bandung: Nusa Media
dan Nuansa, 2006), p. 185.
8
There are many steps in peer lesson technique:
1) Divided students into some groups appropriate with topics of learning.
2) Give each groups some informations, idea, concept or skills to teach another
students.
Example the topic:
a) Should not bring mobile phone to school
b) Watching television
c) Structure of good paragraph
d) Spreading of AIDS
The topic is given to students must be related.
3) Ask the each groups arrange the method to present or teaching their topic to
another students. Give suggestion the student to avoid the teaching method of
talkative or reading.
4) Give suggestion to students :
a) Involved the student through discussion, writing assignment, game, etc.
b) Use of visual media.
c) Give the student opportunity to ask a question.
5) Give the time for student to prepare the material have been given.
6) After all of group doing their assignment, give conclusion and comprehension
to the student.5
c. Peer Lesson Technique to teach Writing
According to Melvin L Silberman that peer lesson technique is one of
methods in active learning. The writer applies this method as active learning of
students to improve their skill in writing especially hortatory exposition text.
Teaching English as a foreign language sometimes make the teachers realize that
are transferring knowledge to the students are not easy. A good teacher will not
surrender, if the students are boring with the lesson.
4Wahyu Widada, Pendekatan-Pendekatan Dalam Pembelajaran Matematika (Surabaya:
UNESA University Press, 2002), p. 53.
5Melvin L Silberman, Active Learning: 101 Cara Belajar Siswa Aktif, p. 185.
9
The writer applies peer lesson technique as alternative method in teaching
writing hortatory exposition and the topic is students’ interesting contemporary.
Peer lesson is one of teaching methods. By using peer lesson technique
during the teaching and learning process, it is hoped that teacher will be able to
motivate the students to learning and pay attention to the material presented by
another student.
In the process of teaching, teacher uses peer lesson and gives the topic to
stimulate students' interest. The main use of peer lesson technique in the teaching
writing of hortatory exposition text is to help students catch and express their
idea in writing. Giving students a topic to research and present to the class is a
great peer lesson technique. As the teacher should be able to provide the basic
background for each lesson to the students. They must then find pertinent
information and look for a way to explain it to other students and friends.
Encourage the use of visual aids, for example picture. Not only does this remove
some of the anxiety of public-speaking, but it helps students think about how to
lay the information out so it makes sense to themselves and to the other students.
One great peer lesson technique is to break the class into smaller groups. The
researcher divides the students into five groups. Before the groups moves off to
discuss the topic, gives them an overview of the topic and provides each group
with specific tasks they have to meet within a given time frame. When time is up,
explains that the group should have a presenter that shares the group results with
the rest of the class.
According to Taylor Halverson in active learning that students as a teachers
or presenter to other students, in this type of active learning experience, the
student prepares an actual lesson on a given topic. The students’ lesson can range
from a 10 minutes in a small group to a 30 minutes activity presented to the
whole class. Do not confuse this with a simple student presentation. The students
are given an actual lesson that includes lesson objectives or learning outcomes,
10
discussion questions, a form of practice and a form of evaluation. Their class is
encouraged to ask questions and discuss points that the students presents.6
By using this technique, students will be more interested in learning writing.
Besides that, they will practice regularly especially in writing.
2. General Concept of Writing
a. Definition of writing
“Writing is functional communication, making learners possible to create
imagined worlds of their own design.”7 It means that, through writing, learners
can express thought, feeling, ideas, experiences, etc to convey a specific purpose.
The purpose of writing is to give some information.
Based on the Oxford Advanced Learner’s Dictionary, writing is making
letters or other symbols (e.g. ideographs) on a surface, esp. with a pen or pencil
on paper.8 Writing is one of skills; it is both physical and cognitive activity in
which the writer is required to produce a number of variables that consist of
word, spelling, sentence structure, punctuation, and so on. In order to make
possible transmission of messages.9
Meyers said that writing is an action.10
This means that when we first write
something down, we have already been thinking about what we are going to say
it. Then after you have finished writing, we read over what we have written and
make changes and corrections.
Writing is one of productive skills, which contains a symbol (orthographic)
and involves a complex process. In making good writing, we must use correct
6Taylor Halverson, Active Learning Techniques. Aug 10, 2010. Http://ctl.byu.edu/teaching-
tips/active-learning-techniques
7Richard Kern, Literacy and Language Teaching, (New York: Oxford University Press, 2000), p. 172.
8A. S Hornby, Oxford Advanced Learners’ Dictionary of Current English, (New York: Oxford
University Press, 1995), p. 1382.
9Cambridge Dictionary of American English, (New York: Cambridge University Press, 2000),
p. 1006
10Alan Meyers, Gateways to Academic Writing: Effective Sentences, Paragraphs, and Essays,
(New York: Pearson Education, Inc, 2005), p. 2.
11
grammatical rules, choose appropriate vocabulary, and consider the coherent and
cohesion. Some linguists gave some definitions of writing that may help us get
clearer definition. One of them is stated by Celce and Murcia, “Writing is the
production of the written word that results in a text but the text must be read and
comprehended in order for communication to take place.”11
O’Malley and Pierce add that writing is a personal act in which writers take
ideas or prompts and transform them into self-initiated topics.12
So, it prosecutes
students to formulate goals and plans for creating an organized structure in their
compositions.
Written language is simply the graphic representation of spoken language,
and that written performance is much like oral performance, the only different
lies in graphic for writing instead of auditory signals for speaking.13
So writing is
closely related to speaking not only in such item of content, organization of ideas,
and vocabulary but also the relationship of the ideas or the coherent with the
other sentence.
From some definitions above, it can be concluded that writing is a system of
human communication which represents a symbol. By writing, we can share our
idea, feeling, or anything that exist in our mind. Writing prosecutes students to
focus on generating idea, organizing coherently, revising it into good
composition, using discourse markers and rhetorical conventions cohesively, and
editing text for appropriate grammar. Therefore, students who want to be able to
write a good writing, they must learn to write regularly.
1) Writing Process
Writing is a never one-step action. Writing as one of productive skills
needs a process. This process sues writer to write in sequence stages. Harmer
states that the writing process is the stages that a writer goes through in order
11M. Celce and Murcia Elite Olstain, Discourse and Context in Language Teaching, (New
York: Combridge University Press, 2000), p. 142.
12J. Michael O’Malley and Lorraine Valdez Pierce, Authentic Assessment for English
Language Learners: Practical Approaches for Teachers, (Great Britain: Longman, 1996), p. 136.
13H. Douglas Brown, Teaching by Principle, (San Francisco: Longman, 2001), p. 335.
12
to produce something (a written text) before to be a final draft.14
There are
four processes of writing:
a) Planning
At this stage, the writer must think about three main issues. Those
are the purpose, the audience (the reader), and content structure. The
purpose of writing will influence not only the type of text that the writer
wants to produce, the language that the writer uses, but also the
information that the writer chooses to include. Secondly, the writer must
think of the audience. The audience will influence not only the shape of
the writing (how it is laid out or how the paragraph is structured) but also
the choice of language (formal or informal language). Thirdly, the writer
has to consider the content structure of the piece. It means that how the
writer sequences the fact, ideas, or argument.
This stage is often called by pre-writing process. Pre-writing is the
thinking, talking, reading, and writing that the writer does about his topic
before he writes a first draft. Pre-writing can be defined as a way of
warming up the brain before write. There are two ways of warming up the
brain; brainstorming and clustering.
Brainstorming is a quick way to generate a lot of ideas on a
subject.15
So, brainstorming is the way to get “the ideas creation engine”
running. The purpose of brainstorming is to make a list of as many ideas
as possible without worrying about how writers will use them. Writers’
list can include words, phrases, sentences, or even questions.
There are five steps that must be done by writers to brainstorm:
1) Writers must begin with a broad topic.
2) Writers must write down as many ideas about the topic as writers can
do in five minutes.
14Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited, 2004), p. 4.
15Karen Blanchard and Christine Root, Ready to Write, (New York: Pearson Education Inc.,
2003), p. 41.
13
3) Writers can add more items to their list by answering the questions
what, how, when, where, why, and how.
4) Writers group similar items on the list together.
5) Writers can cross out items that do not belong.
Clustering is another pre-writing technique. It is a visual way of
showing how writers’ ideas are connected using circles and lines. When
writers cluster, they draw a diagram to connect ideas.16
There are five steps that must be done by writers to cluster:
1) Writers must write the topic in the center of blank place of paper and
draw a circle around it.
2) Writers can write any ideas that come into their mind about the topic
in circle around the main circle.
3) Writers must connect these ideas to the center word with a line.
4) Writers think about each of their new ideas, write more related ideas
in circles near the new ideas, and then connect them.
5) Writers repeat the process until they run out of ideas.
The example of clustering:
16
Karen Blanchard and Christine Root, Ready to Write, p. 42.
Cinderella
Characters
Foe
Where did
she live
Friends
Beautiful Kind Palace
Her sisters
Her aunt
Prince
14
b) Drafting
After you have finished in planning, you can continue to the next
step (drafting). As you write, the first draft on your paragraph, use the
ideas you generated from planning as a guide. As you write, remember to:
1) Begin with a topic sentence that states the main ideas, include several
sentences that support the main idea.
2) Stick the topic does not include information that does not directly
support the main idea.
3) Arrange the sentences so that the other ideas make sense.
4) Use signal words to help the reader understand how the ideas in your
paragraph are connected.17
c) Editing (Revising).
It is almost impossible to write a perfect paragraph on the first try.
The first try is called the first draft. Perhaps the order of information is
not clear or the discourse marker is wrong. The way to revise and
improve the first draft is called editing. The writer edits their own or their
peer’s work for grammar, spelling, punctuation, diction, sentence
structure, and accuracy of supportive textual material such as quotations,
examples and the like. The steps are:
1) Add new ideas to support the topic.
2) Cross out sentences that do not support the topic.
3) Change the order of the sentences.
4) Using the following checklist to revise your paragraph;
a) Make sure you have a topic sentence.
b) Cross out sentences that do not relate to the main idea.
c) Check to see if the sentences are in the right order.
d) Add new ideas if they support the topic sentences.
e) Make sure you have included signal words to help guide the
reader.
17
Karen Blanchard and Christine Root, Ready to Write, p. 43.
15
f) Check the punctuations, spelling and grammar.18
d) Final Version
Once the writer has revised and edited the draft and made the
changes that considered being necessary, he has produced the final
version.
Planning Drafting Editing Final draft
2) Purposes of Writing
According to O’Malley and Pierce, there are three purposes of writing
that describe the kinds of students writing.19
Those are:
a) Informative Writing
Informative writing helps writers integrate new ideas and examine
existing knowledge. So, writers can share knowledge and give
information, directions, or ideas. Examples of informative writing include
describing events or experiences, analyzing concept, speculating on
causes and effect, and developing new ideas or relationships.
b) Expressive
Expressive or Recount Writing is a personal or imaginative
expression in which the writer produces story or essay. This type of
writing often used for entertainment, pleasure, discovery, poems, or short
play.
c) Persuasive Writing
In persuasive writing, writers attempt to influence others and
initiate action or change. This type of writing includes evaluation of a
book, movie, consumer product, or controversial issues.
3) Characteristic of an Effective Paragraph
A paragraph is a basic unit of organization in writing in which a group of
related sentences develops one main idea. The number of sentences is
unimportant; however, the paragraph should be long enough to develop the
18 Karen Blanchard and Christine Root, Ready to Write, p. 44.
19J. Michael O’Malley and Lorraine Valdez Pierce, Authentic Assesment for English Language
Learners, p. 137-138.
16
main idea clearly. A paragraph has three major structural parts: a topic
sentence, supporting sentences, and a concluding sentence.20
Writing a paragraph is an uneasy activity. Students often find difficulties
especially when they want to write a good paragraph. In every sentence of
paragraph, it should be related to the unit of organization, the parallelism, and
others.
Harmer states that there are two characteristics of an effective paragraph.
Those are coherence and cohesion.21
a) Coherence
Coherence means that the sentence in the paragraph must be
logically arranged and the movement from one sentence to the next
sentence must be smooth. Coherence can be gained by applying logical
order and transition signal. When a text is coherence, the reader can
understand at least two things:
1) The writer’s purpose
A coherent text can make the reader understands what the
writer’s purposes. Is it for giving information, expressing idea, or
entertaining the reader?
2) The writer’s line of thought
The reader should be able to follow the story and should not
get confused with the characters of the story, setting, time, and others.
In a recount text, the reader should know what is being narrated, who
is the character, and can distinguish between the complication and
resolution.
b) Cohesion
A paragraph is called cohesion if all supporting sentences can
support the topic sentence. The method of connecting sentences to each
other called cohesive devices. Five important of cohesive devices are
20Alice Oshima and Ann Hogue, Writing Academic English, (New York: Addison Wesley
Publishing Company, 1996), p. 3.
21Jeremy Harmer, How to Teach Writing, p. 22-24.
17
lexical cohesion (can be achieved by using lexical set chain and
repetitions of word), grammatical cohesion (can be achieved by using
pronoun and possessive reference and article reference), tenses, linkers,
and substitutions.
Alice and Ann add unity as a requirement of an effective paragraph.
They state,
”Every good paragraph has unity, which means that in each paragraph
only one main idea is discussed. If the writer starts to discuss new
idea, he must start a new paragraph. Furthermore, every supporting
sentence in the paragraph must be directly related to the main idea”.22
4) The Tasks of Teacher in Teaching Writing
Teacher has a number of crucial tasks that must be performed in order
to help students to be good writers. Students often feel reluctance to write
either in their own language or in second language. So, teacher must
stimulate students to write by performing his tasks in the classroom. The
teacher tasks are not only during the writing class, but also before and after
writing class.
According to Harmer, there are five tasks that teacher can perform in
the class. Those are demonstrating, motivating and provoking, supporting,
responding, and evaluating.23
a) Demonstrating
Teacher must tell the students about the material and demonstrate
it in fronts of class. This task can be an effective way to warm up
students’ knowledge about the material.
b) Motivating
When students find difficulties in writing like “lost for word”,
teacher can help by provoking the students into having ideas, encourage
them with the value of the task, and persuading them what fun it can be.
22Alice Oshima and Ann Hogue, Writing Academic English, p. 17.
23Jeremy Harmer, How to Teach writing, p. 41-42.,
18
The example is teacher can give students the word that they need to start a
writing task.
c) Supporting
This task is closely related with the teacher’ roles as motivator and
provoker. Students need a lot of help and reassurance once they get going,
both with ideas and with the means to carry them out. Teacher can help
students overcome the difficulties by giving a support.
d) Responding
When responding, teacher reacts to the content and the
construction of students’ writing supportively and makes suggestion for
their improvement. When teacher responds to the students’ writing, he
may not give a grade and judge it as final version (final product).
e) Evaluating
When teacher evaluates students’ writing, he can indicate where
students make mistakes and may award grades in students writing.
b. Types of Writing
Finnochiaro stated that naturally, the type of writing system (alphabet,
picture) which exist in the native language in an important factor in determining
to easy of speech with which students learn to write.24
According to Finnochiaro there are two types of writing:25
1) Practical or Factual Writing
This type of writing deals with facts. We can find it in the writing of
letter and summaries.
2) Creative of Imaginary Writing
This type of writing usually exists in literature. The examples of
imaginary writing are novel, romance, fantasy, science fiction adventure, etc.
The type of writing which is given to the students to do will depend
on their age, interest and level. For example, we can ask beginners to write a
24Mary Finnochiaro, English as a Second Language: from Theory to Practice, (New York:
Regents Publishing Company, Inc. , 1974), p. 85.
25Mary Finnochiaro, English as a Second Language: from Theory to Practice, p. 86.
19
simple poem. When we set a task for elementary students, we will make sure
that the students will get enough words to do it and also for intermediate and
advance students.
There is no limit to the kinds of text we can ask students to write. Our
decision will be based on how much language the students know, what their
interests are, and what we think will not only be useful for them, but also
motivate them as well.
c. Kinds of Genre
1) General concept of Genre
“Genre is used to refer to particular text-types, not to traditional varieties
of literature. It is a type or kind of text, defined in terms of its social purposes;
also the level of context dealing with social purpose”.26
The meaning of the genres intended is that students are able to understand
the concept and they would be able to identify a kind of texts that students will
have to write.
2) Kinds of Genre
There are fifteen types of genre text, they are:
a) News story is a factual text which informs reader’s events of the day
which are considered newsworthy or important.
b) Exemplum is a kind of genre used to deal with incidents that are in some
respects out of the usual, point to some general values in the cultural
context.
c) Anecdote is a kind of genre used to share with others an account of an
unusual or amusing incident.
d) Recount is a kind of genre used to retell events for the purpose of
informing or entertaining.
e) Spoof is a kind of genre used to retell an event with a humorous twist.
f) Procedure is a kind of genre used to describe how something is
accomplished through a sequence of actions or steps.27
26Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 4.
27Rudi Hartono, Genres of Text, p. 6.
20
g) Explanation is a kind of genre used to explain the processes involved in
the formation or workings of natural or socio-cultural phenomena.
h) Report is a kind of genre used to describe the way things are, with
reference to arrange or natural, manmade and social phenomena in our
environment.
i) Analytical exposition is a kind of genre used to persuade the reader or
listener to take action on some matter.
j) Hortatory exposition is a kind of genre used to persuade the reader or
listener that something should or should not be the case.
k) Discussion is a kind of genre used to present (at least) two points of view
about an issue.28
l) Description is a kind of genre used to describe a particular person, place
or thing.
m) Review is a kind of genre used to critique an art work or event for a
public audience.
n) Commentary is a kind of genre used to explain the processes involved in
the information (evolution) of a social-cultural phenomenon, as though a
natural phenomenon.29
3) General concept of Text
a) Definition of Text
In general, text is an article we often read. We know that human
beings are different from other creatures. We live in a world of words.
When these words are put together to communicate a meaning, a piece of
text is created. They will think to express their expression. We can say
that human need to express their own in many ways that can be
understood by others. Human can use a text as one of the ways to express
their own.
“A text is any stretch of language which is held together
cohesively through meaning”.30
It means that when we use language to
28Rudi Hartono, Genres of Text, p. 6.
29Rudi Hartono, Genres of Text, p. 6.
21
write, we are creating and constructing a text. When we read, we are
interpreting texts. Moreover, when we talk and listen, we are also
creating and interpreting texts.
Halliday and Hasan said that a text is a social exchange of
meanings.31
The meaning of a sentence may have different meaning
according to the context. For example, I am buying a drink for every
body here, and the mean of that sentence is one drink for all or one drink
for each. Therefore, if we are a teacher, we must be able to develop
students’ abilities to exchange the meanings in different points of
sentence.
b) Types of Text
There are two main categories of text. They are literary and
factual. Within these are various text types. Each text type has a common
way of using language.
1) Literary text
Literary text is a text that appeals to our emotions and
imaginations. Literary text can make laugh or cry, think about our own
life or consider our beliefs. Literary text includes aboriginal dreaming
stories, movie scripts, limericks, fairy tales, plays, novels, song lyrics,
mimes and soap operas. Media text such as films, videos, television
shows and CDs can fall in this category.
There are three main text types in this category: recount, poetic
and dramatic.32
2) Factual text
Factual text is a text that presents information or ideas and aim to
show, tell or persuade the audience. This text includes advertisement,
30Susan Feez and Helen Joyce, Text-Based Syllabus Design, (Sydney: Macquarie University,
2002), p. 4.
31M.A.K. Halliday, & Ruqaiya Hasan, Language, Context, and Text: Aspects of Language in
Social-Semiotic Perspective, (Hongkong: Oxford University Press, 1985), p. 11. 32Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Macmillan
Education Australia, 1997), p. 1.
22
announcement, internet website, current affairs shows, debates, recipes,
reports and instructions. The main text types in this category are recount,
response, explanation, discussion, information report, exposition and
procedure.33
d. Teaching English Writing for Senior High School Students
“Writing (as one of the four skills of listening, speaking, reading, and
writing) has always formed part of the syllabus in the teaching of English.
Writing has always been used as a means of reinforcing language that has been
taught”.34
It means that writing is a good instrument for students to learn English.
They can put their ideas on the paper by using grammar and vocabulary which
have been studied.
When writing, students need more time to think. Teacher asks students to
focus on accurate language use and ideas what they will write. It will provoke
their language development by finding ideas which will put on a text. Teaching
writing for Senior High School is not an easy job, because the range of age of
Senior High School students varies between thirteen to seventeen years old.
“Adolescence interpreted as a transition-period from children to adult
including change of biological, cognitive and emotional-social”.35
“They are so much less motivated, and they present outright discipline
problems”.36
Based on the statement above, the writer concludes that the teacher’s role is
very needed to motivate students in teaching learning process while students in
transition-period. Therefore, they will have good discipline and responsibility, if
a teacher encourages their students to learn to write in the target language.
33Mark Anderson and Kathy Anderson, Text Types in English, p. 3.
34Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited, 2004), p. 31-
32.
35John W. Santrock, Adolescence, (Jakarta: Erlangga, 2003), 6th Ed., p. 26.
36Jeremy Harmer, The Practice of English Language Teaching, (England: Pearson Education
Limited, 2001), 3rd
Ed., p. 38.
23
There are some characteristics of adolescent’s learner, they are;
1) They seem to be less lively and humorous than adults,
2) Identity has to be forged among classmates and friends; peer approval may be
considerably more important for the student than the attention of the teacher,
3) They would be much happier if such problems did not exist,
4) They may be disruptive in class, and
5) They have great capacity to learn, have a great potential for creativity, and a
passionate commitment to things, which interest them.37
Therefore, adolescents are a period of change, new experiences learning,
instability and the most trying times in life school and teacher should provide
adolescent with opportunities to explore and experiment in a stable and
supportive atmosphere. Teacher’s job is to provoke intellectual activity by
helping them to be aware of constructing ideas, which they can resolve by their
own though still with the teacher’s guidance.
e. General Concept of Hortatory Exposition Text
An exposition is a piece of text that presents one side of an issue.38
Exposition text has two kinds, they are analytical exposition and hortatory
exposition. Here, the writer discusses about hortatory exposition text.
So many arguments about hortatory exposition text, Gerrot and Wignel have
opinion, they state, “Hortatory exposition is a genre which has social function to
persuade the reader or listener that something should or should not be the case.”39
According to Desmal, et al, they state, “Hortatory exposition is to represent the
attempt of the writer to have the addressee do something or act in certain way.40
Then, Grace and Sudarwati, point out hortatory exposition, they state, “Hortatory
37
Jeremy Harmer, The Practice of English Language Teaching, p. 38-39.
38Mark Anderson and Kathy Anderson, Text Types in English, (Australia: Macmillan, 2003), p.
122.
39Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook,
(Australia: Gred Stabler AEE, 1994), p. 209.
40Drdijis, et all, English 2 SMA/MA Natural and Soial Programme, (Jakarta: PT. Bumi perkasa:
2008), p. 196.
24
exposition is to persuade the reader or listener that something should or should
not be case”.41
From the statement above we can conclude that hortatory exposition is type
of spoken or written text that is intended to explain the listeners or readers that
something should or should not happen or be done.
To strength the explanation, the speaker or writer needs some arguments as
the fundamental reasons of the given idea. In other words, this kind of the text
can be called as argumentation.
Rudi Hartono have view the social function of hortatory exposition text that
the social function of hortatory exposition text is to persuade the reader or
listener that something should or should be the case.42
Then, the purpose of
hortatory exposition text is influencing and persuading the readers by presenting
the supporting arguments.
Hortatory exposition text can be found in scientific books, magazines,
newspaper, letter or editor, advertisings, speeches, research report, etc.
Hortatory exposition is popular among science, an academic community and
educated people.
1) Generic Structure
The structure of a text is called generic structure. One way in
understanding hortatory exposition text is by identifying the generic
structure of that text. The simple generic structure of hortatory exposition
text is divided into the following three elements, namely thesis,
argumentations, and recommendations.
a) Thesis
Thesis is announcement of issue of concern.43
The writer’s
thought is presented as thesis which is proven with several arguments.
Usually answer the following questions:
41Sudarwati, Th. M, Grace, Look ahead Book 2 An Course for Senoir High School Students
year XI Science and Social Study Program, (Jakarta: Erlangga, 2007), p. 204.
42Rudi Hartono, Genres of Text, p.6.
43Gerrot and Wignel, Making Sense of Functional Grammar, p. 210.
25
(1) What is the topic of the text?
(2) What is the text about?
b) Argumentations
The next paragraphs show the writer arguments in supporting his
thesis. Arguments are reasons for concern, leading to recommendation.44
In this case the writer shows the reason or reasons why supporting or
opposing an idea or suggestion, or a process of explaining.
c) Recommendation
Recommendation is statement of what ought or ought not to
happen.45
It will be ended with a strong recommendation or persuade the
reader or listener.
2) Significant Lexicogrammatical Features
a) Focus on generic human and non human participants, expect for
speaker or writer referring to self.
Use of:
- Mental processes: to state what writer thinks or feels about issue.
(e.g.: realize, feel, and appreciate).
- Material processes: to state what happens. (e.g.: is polluting, drive,
travel, spend, and should be treated).
- Relational processes: to state what is or should be. (e.g.: doesn’t
seems to have been, is)
b) Use of simple present tense
The present tense indicates that an action is present, now, relative to the
speaker or writer. Generally, the simple present express events or
situation that exist, always, usually, habitually, they exist now, have
existed in the past, and probably will exist in the future.46
44Gerrot and Wignel, Making Sense of Functional Grammar, p. 210.
45Gerrot and Wignel, Making Sense of Functional Grammar, p. 210.
46 Betty Scrampher Azar, Understanding and Using English Grammar, (USA: Prantice Hall
Regents: 1989), p. 2.
26
Examples:
(1) Play tennis.
(2) She does not play tennis.
(3) Does he play tennis?
(4) The train leaves every morning at 8 AM.
(5) The train does not leave at 9 AM.
3) The example of hortatory exposition text
Hortatory exposition text is a text which is taught at the eleventh grade
students of senor high school. This is the example of hortatory exposition text:
Should Not Bring Mobile Phone to School
Recently most people own mobile phone. Why does mobile
phone user increase dramatically in recent years? First, the
features and functions have increased. Mobile phone is not used
just for calling, but sending text, taking pictures, recording videos,
accessing internet, playing games and much more. Second, mobile
phone has also become a lot cheaper. Now this communication
device does not only fill the pocket of adult but also teenager and
student. Event a lot phones are intentionally designed to teenaged
market. However should they be allowed to bring them to school?
Many schools do not allow students to bring cell phones to
school. It is very reasonable because bringing phone to school
potentially disrupts the learning process. Most students use cell
phones irresponsibly. They use cell phones to talk to their friend
during class time. They also use the calculator and camera
features in the class as well. Those potentially lead less
concentration in the time of learning and teaching process.
Students go to school to learn and behave fair way. Mobile
phones a large temptation to cheat in tests. They can communicate
to anyone and almost anywhere in the world. Because of the small
size of the cell phone, students can send a text quickly and
discreetly. The text can go unnoticed anywhere to get help on
answering test, homework, and other class assignment. Learning
in school is to behave fair not cheating.
Therefore, school should ban students from bringing their
cell phones. However it should be done fairly. In case of an
emergency some students need a call for help, providing easy
access to phone is better.
(Cited from http://understandingtext.blogspot.com)47
47 http://understandingtext.blogspot.com/ Retrieved on 14
th January 2011
27
Based on the text above, the purpose of hortatory exposition is to
persuade the reader or listener the writer’s act and opinion, point forward the
certain thing should or should not be done. The writer gives arguments in
supporting his thesis and is completed with the writer’s recommendation.
C. Hypotheses
“Hypotheses consists of words hypo and thesis. Hypo is under or less or weak.
Thesis is theory or proposition that showed as a proof.” Hypothesis is a temporary
answer of problems in research until proved from the data which collected.48
In this research, based on the description above there is an action hypotheses that
can be described as follows: The use of peer lesson technique can improve students’
skill in writing hortatory exposition text by the eleventh grade students of MAS
Simbang Kulon Pekalongan in the academic year 2010/2011.
48Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta,
2006), p. 71.
28
CHAPTER III
RESEARCH METHOD
A. Research Design
Research design played an important role in a research because the quality of
research greatly depended on the design. In this research, the writer used the form of
quantitative approach to analyze the data. Research method is a systematic activity
by using certain method to find new thing or to prove a theory. This research is
classroom action research (CAR) that uses data observation towards teaching
learning process in writing hortatory exposition text. This data was analyzed through
some cycles in action.
In this research, the researcher used the form of action research as stated by
Julian Edge is a version of the classic action research sequences in which teacher
first consider problems or issues in their teaching which lead them to design
questions (on use other methods) in order to collect data.1 It means that in action
research, a researcher not only needs the theories which supports research but also
needs to practice and to act with the subject of research. According to Harmer action
research is the name given to a series of procedures teachers can engage in, either
because they wish to improve aspect of their teaching, or because they wish to
evaluate the success and/ or properness of certain activities and procedures.2
Classroom action research is useful for knowing more about learners and
what they find motivating and challenging. The teacher uses an action research when
he or she finds some problems such as the students have not achieved the target he
expected during teaching and learning process.
Furthermore, classroom action research is a reflective study done by teacher
in a classroom for getting solution about the problem until it can be solved.
1Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 2001), p.
344- 345
2Jeremy Harmer, The Practice of English Language Teaching, p. 344- 345
29
The researcher intended to elaborate Classroom Action Research it is a kind
of research to be used in her research and it could be done by a teacher in which
involved a group of students to improve the teaching and learning process.
There are four steps in Classroom Action Research, they are planning
(identify the problems), acting (collect the data), observing (analyze and interpret
data), reflecting (develop an action). All these aspects are made a cycle, as stated by
Kemmis McTaggart:3
Figure 1 Action Research Cycle
Classroom action research has several characteristics which will be
elaborated as follows:
1. On the job problem oriented
Problem which is being investigated appears from the authority of the
researcher herself. The problem is the real problem faced by students everyday.
2. Problem solving oriented
This research is oriented in the problem solving. This short of research puts
the researcher as the agent of change.
3. Improvement Oriented
This research gives emphasizes on the improvement of quality. This concept
is according to the principle of critical research has to construct product oriented.
3Wijaya Kusumah, Mengenal Penelitian Tindakan Kelas, (Jakarta: Permata Puri Media, 2010),
p. 20.
Observing Planning
Reflecting
Acting
30
4. Multiple Data Collection
In fulfilling the critical approaches principle, there are several ways of
collecting data, such as observation and test.
5. Cyclic
There are four steps in Classroom Action Research, they are planning
(identify the problems), acting (collect the data), observing (analyze and interpret
data), reflecting (develop an action).4Classroom action research usually conducted
cyclic in which seeks to unit. Its two central concerns, improvement in practice and
increased knowledge and understanding is by linking them into an integrated cycle of
activities in which each phase learns from the previous one and shapes the next.
6. Participatory
Researcher made such collaboration with an English teacher to do the
classroom action research.
This research is Classroom Action research, the researcher uses data was
analyzed through some cycles in action. Generally, Classroom Action Research
involves a cyclical approach there are identify the problem (planning), collect data
(action), analyze and interpret data (observing), develop and action plan (reflecting).5
Before the researcher did the cycles in action, she will be done preliminary
observation (pre cycle). Research design can be done with some steps as follows:
1. Preliminary Observation
In this step, the researcher intended to find out:
a. Collect data related with count of the students, names of the students, and
students’ marks.
b. After the writer collects the data, she does a pre-test. Its purpose is to know
the score mean of students’ skill in writing hortatory exposition text before
using peer lesson technique.
c. The writer assessed the result of students’ writing in pre-test.
4Wijaya Kusumah, Mengenal Penelitian Tindakan Kelas, p. 20.
5Wijaya Kusumah, Mengenal Penelitian Tindakan Kelas, p. 20.
31
2. Planning in Action
In this research, the researcher planned to conduct three cycles of Classroom
Action Research. There are four steps process in each cycle for doing Classroom
Action Research:
a. Planning
Planning an action by focusing on who, what, when, where, and how the
action will be done.
b. Acting
In this step, the teaching technique will be applied in teaching learning
process. That is using peer lesson technique in teaching writing hortatory
exposition text.
c. Observing
In this phase, the researcher observes and takes notes during teaching
learning process.
d. Reflecting
Reflecting means to analyze the result based on the data that have been
collected to determine the next action in the next cycle. In this phase, the
researcher could observe whether the acting activity had resulted any progress,
what progress happened, and also about the positives and negatives.6
A cyclical process involving stages of action research is followed by
action. It can be illustrated below:7
6Suhardjono and Supardi, Penelitian Tindakan Kelas, (Jakarta: PT. Bumi Aksara, 2008), 6th
Ed., p. 75-80.
7Suhardjono and Supardi, Penelitian Tindakan Kelas, p. 16.
32
Figure 2 Cyclical Process Of Action Research
B. Setting of The Study
In a classroom action research, there are populations that will be investigated.
Population is all of the research subject.8 In this study, the population that is used by
the researcher is the students at MAS Simbang Kulon, Buaran, Pekalongan .
Sometimes it is not possible to investigate the whole population directly, so the
researcher has to take a sample. Sample is a part of population to be researched.9
There are 6 classes to eleventh graders at MAS Simbang Kulon. It consists of class
XI Science 1, XI Science 2, XI Social 1, XI Social 2, and XI Social 4.
The researcher uses class XI Science 1 as sample in this research. So
participant in this study are students on XI Science 1 at MAS Simbang Kulon Buaran
Pekalongan in the academic year 2011/2012.
The subject of this study was students of XI Science 1 of MAS Simbang
Kulon, where the total number 46 students. The whole subject in the research was
female because since the students were subdivided into the class separately based on
the gender. The researcher conducted the classroom action research at MAS Simbang
Kulon Pekalongan on eleventh graders academic year 2010/2011. It is located on Jl.
KH. Abdul Hadi Gg.2 Buaran Pekalongan. It is located in Simbang Kulon, Buaran,
8Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: PT. Rineka
Cipta, 2002), 5th Ed., p. 108.
9Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, p. 109.
The Problem of Student
Planning 1 Action I
Observation 1
Action 2
Observation 2
Reflection I
Planning 2
Reflection 2
The Problem of
Student
The problem was solved
33
Pekalongan. Besides MA, there are also RA, MI, MTs, MAK, and Pondok Pesantren
Putra Putri Nurul Huda in one institution. This school is very easy to reach, because
it is located at beside of Masjid Jami’ Simbang Kulon mosque, near with traditional
market, and village meeting hall. Sometimes the sound is very crowded, the situation
does not support for teaching learning process because it is very near with activity of
society.
Table of Students Name List
No Name Students Code
1 Arofah A -1
2 Ayu Fatma Elok A -2
3 Dewi Aisyah A -3
4 Dewi Alfiana Azizah A- 4
5 Dewi Tyas Zuraizah A -5
6 Durotul Fakhiroh A -6
7 Eva Yuliana A -7
8 Fina Khafidhoh A- 8
9 Hikmatul Maulida A -9
10 Hisbuna Ihda Nur A. A-10
11 Ike Tifani Novita A -11
12 Imroatul Khasanah A -12
13 Ina Fatina A- 13
14 Inarotul Izzah A -14
15 Indah Riskiana A -15
16 Istikmaliah A -16
17 Izza Khamidah A- 17
18 Karunia Nevi Afrida A- 18
19 Khafidani A -19
20 Laily Silvia A -20
21 Milata Aliyata A- 21
22 Nafi’atul Hidayah A-22
23 Naili Rohmah A -23
24 Naily Mustafidah A -24
25 Nila Karimah A -25
26 Nur Azizah HMA A- 26
27 Nur Azizah A -27
28 Nur Fandhilah A -28
29 Nur Jazilah A -29
30 Nur Kumila A- 30
31 Nur Laila A- 31
32 Nur Mala Sofiana A -32
33 Nur Ning Vita A -33
34 Nur Syamsiyah A -34
34
35 Nurul Aini A- 35
36 Nurul Maghfiroh A -36
37 Riadhil Hikmah A 37
38 Risqi Ginanjar A -38
39 Rizqiyana A- 39
40 Siti Umi Nafi’ah A- 40
41 Umi Fithriya A- 41
42 Umi Khabibah A- 42
43 Umroh Mahfudhoh A-43
44 Uzlifatul Jannah A- 44
45 Yana Linda Suryani A- 45
46 Yusroh A-46
C. Technique of Data Collection
As other research, classroom action research also needs to collect data to
support the investigation. It is a fundamental thing to be well throughout by a
researcher before to conduct a research.
There several ways to collect data like questionnaire, observation, field notes,
interview, documentation, and test. In this research, the researcher gathered the data
to support above. The researcher chooses some of which is appropriate to her school
environment, and can be done there. In gaining the data, the researcher attempts to
employ the following methods.
1. Observation
Observation is the activity of giving total concern to research object by the
sense.10
In conducting observation, the researcher used the sheets of check list to note
the activity that might happen in the teaching learning process. Observation is
intended to see and to know about the condition of class and students, and the
obstacles appear during the teaching learning process. It can also used to appraise the
students’ motivation during teaching learning process, to see their difficulties, their
problem and their understanding about the material given.
10Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: PT Rineka
Cipta, 2006), p. 156.
35
Observation Scheme
No. Indicators None
0%
Few
<20%
Many
20%-
40%
Half
50%
Most
60%-
80%
All
100
%
1
2
3
4
5
6
7
The students are
enthusiastic in listening
teacher’ explanation on
hortatory exposition text
The students are
enthusiastic in responding
teacher’s question
The students concern in
group work
Students ask question to the
teacher to clarify
understanding
The students work together
in a group to solve the
problem
The students work
communication during in
group work.
Students are enthusiastic to
present and discuss about
task.
Criterion:
The criterion of scoring from the observation checklist such as below:
a. Score 1 if the student’s participation was fail.
b. Score 2 if the student’s participation was poor.
c. Score 2 if the student’s participation was fair.
d. Score 2 if the student’s participation was good.
e. Score 2 if the student’s participation was excellent.
The researcher observed 7 aspects with criterion of scoring from the
observation checklists such as below:
36
In which Percentage
a. Fail 0% - 20%
b. Poor 20% - 40%
c. Fair 50%
d. Good 60% - 80%
e. Excellent 100%
The observation is analyzed by using the following formula:
Score = Scored got x 100
Maximum score
2. Test
In this classroom action research, the researcher provided pre-test, second
times of evaluation test. These test used to measure the students’ ability in organizing
the words to be simple sentences, and expand to the paragraph of hortatory
exposition text.
In this research, the researcher used achievement test because it is made to
measure the students’ achievement after they learned the material. According to H.
Douglas Brown: 11
An achievement test is related directly to classroom lesson, units, or even a
total curriculum. Achievement test are limited to particular material covered in a
curriculum within a particular time frame, and are offered after a course has covered
the objectives in question. Achievement test can serve as indicators of features that
students need to work on in the future, but the primary role of an achievement test is
to determine acquisition of course objectives at the end of a period of instruction.
Test is done to know students’ achievement, so that the researcher knows the
students’ improvement and students’ mastery learning can be achieved by students.
Achievement test are used to indicate group or individual progress toward the
instructional objective of a specific study or a training program.12
To get the data of
11H. Douglas Brown, Teaching by Principles “An Interactive Approach to Language
Pedagogy”, (San Francisco State University: Longman, 2001), 2nd Ed., p. 391.
12P. D. Harris, Testing English as a Second Language, (USA: Mc. Graw- Hill. Inc 1969), p. 3.
37
the students’ skill of the content, organization, vocabulary, grammar, and mechanic,
the researcher conducted written test. The researcher asked the students to write a
hortatory exposition text.
Data is very importance in research, for the research finding comes from the
interpretation of the data collected. In collecting the data, the researcher got the data
from observing the teaching and learning process and the results of the students test.
The process of collecting the data was two cycles and three meetings. First cycle
until second cycle, the researcher conducted the teaching and learning process.
The researcher entered the class about three times. At the first meeting, the
researcher conducted pre cycle, and taught the students about “Should Ads be
Banned from TV Programs?” And then give the students test of free writing about
hortatory exposition text. At the second meeting, the researcher conducted first cycle
and taught the students about “Watch Your Kids while Watching TV”, and then ask
the students in group to write a hortatory exposition based on theme of “Problems in
Our Country” in each of topics. At the third meeting, the researcher conducted
second cycle and taught the students about the “Why Should wearing a Helmet when
Motorcycling” , and then ask the students in group to write a hortatory exposition
based on theme of “Entertainment” in each of topics.
To analyze the data, the researcher assessed the students’ mastery of the
material given, how well an individual student mastered the material. The researcher
gave test in order to know the students mastery in that material.
D. Technique of Analyzing Data
Technique of data analysis comes from the interpretation of the data
collection. In analysis the data, the researcher gets the data from observing the
teaching learning process, and the result of the students’ test.
Processing of the data uses descriptive analysis. It is to explain the condition
in raising indicator achievement every cycle, and to describe the success of the
teaching learning process using peer lesson technique in writing hortatory exposition.
The data from observation were described as detail as the researcher got. Data
from observation are grouped based on students’ behavior and students’ response
38
that can be taken as a clue or indicator for students’ understanding in writing
hortatory exposition text.
A standard technique should be used to show that result of research are
reliable to measure the writing test. The researcher uses the scoring element of
writing and using more than one score.
The elements of writing are content, organization, grammar, vocabulary, and
mechanics. After classifying the test items, the researcher gave score for each item.
The items analysis can be seen on table 1.
Table 1
The Explanation of Criterion13
Item Analysis Score Criteria
Content
27-30 Excellent: knowledgeable-substantive etc.
22-26 Good: some knowledgeable of subject-
adequate range.
17-21 Fair: limited knowledgeable of subject-little
substance.
13-16 Very poor: does not show knowledgeable of
subject-non substantive.
Organization
18-20 Excellent: fluent expression-ideas clearly
stated.
14-17 Good: somewhat choppy-loosely organized but
main ideas stand out
10-13 Fair: not fluent-ideas confused / disconnected.
7-9 Very poor: does not communicate-no
organization.
Vocabulary
18-20 Excellent: sophisticated range-effective word/
idiom choice and usage.
14-17 Good: adequate range – occasional of word/
idiom form, choice, usage, bit meaning is not
obscured.
10-13 Fair: limited range – frequent errors of word/
idiom form, choice, usage.
7-9 Very poor: essentially translation-little
knowledge of English vocabulary.
Grammar
22-25 Excellent: effective complex grammar
construction.
18-21 Good: effective but simple construction in grammar.
11-17 Fair: a major problem is simple / complex
13J. Charles Alderson and Lyle F. B, Assesing Writing, (USA: Cambridge University Press,
2002), p. 116.
39
construction in grammar.
5-10 Very poor: virtually no mastery of sentence
construction rules.
Mechanic
5 Excellent: demonstrates mastery of construction.
4 Good: occasional errors of spelling, punctuation.
3 Fair: frequent errors of spelling, punctuation,
capitalization.
1 Very poor: no mastery of conventions,
dominated by errors of spelling, punctuation,
capitalization, paragraphing.
Total of score 1 - 100
After collected the data, the researcher analyzed it. In gave scoring of the
writing test, the researcher processed the result of the students’ test .The researcher
gave the score for each element of writing follows:
1. Content ability : the lowest score is 13 and the highest score is 30
2. Organization ability : the lowest score is 7 and the highest score is 20
3. Vocabulary ability : the lowest score is 7 and the highest score is 20
4. Grammar ability : the lowest score is 5 and the highest score is 25
5. Mechanic ability : the lowest score is 2 and the highest score is 5
Then the researcher formulated to get the mean of each element of writing
researched by the formula. Sutrisno Hadi explains the mean of each writing element
researched as follows:14
e.g. Content
Mxc = maxS
xc
Where:
Mxc : The level mastery of content
xc : The students’ score of content
Smax : Maximum score of content
After getting the mean of each element in writing hortatory exposition text,
the writer formulated the result to get the total mean score as follow:
14
Sutrisno Hadi, Statistic Second Series, (Yogyakarta: Andi Offset, 2004) p. 272
40
%100max
xs
xtMxt
Where:
Mxt : the mean of total score
xt : the number of total
Smax : maximum score for writing elements
Then the result of percentage of each component in writing hortatory
exposition text consulted to the following criterion. According to Sutrisno Hadi, the
criterion are as follow:15
Table 2
The criterion of writing mastery
(Scale change of five)
The percentage
of ability Scale change of five Criteria
85%-100%
75%-84%
60%-74%
40%-59%
0%-39%
4
3
2
1
0
A
B
C
D
E
Excellent
Good
Fair
Poor
Fail
Based on the table above, the writer determines the level of the students’
ability in writing hortatory exposition text.
First step, the researcher gets score using conventional method from pre-test,
the teacher is English teacher themselves, then mean of score using conventional
method is compared with mean of score from one cycle. Mean of score from one
cycle is compared with mean of next cycle, and so on until the last cycle. It is to
know how far the progress of students in this research.
15
Sutrisno Hadi, Statistic Second Series, p. 399.
41
E. Research Procedure
The research focus is an object explored in a research activity. The research
focuses of this classroom action research are:
1. The focus of students can be seen from students’ activity in teaching learning
process that involves:
a. Students’ activities doing learning process
b. Students’ understanding about hortatory exposition text which was indicated by
students’ achievement.
2. Teacher
Focus on the teacher was the way of teacher in constructing teaching learning
condition using peer lesson technique.
3. Teaching learning process
Teaching learning process was focused on the improvement of students’ skill
in writing hortatory exposition text.
This research is Classroom Action Research conducted in two cycles. There
was pre cycle before the researcher doing an action, it is used to know students’
achievement in writing hortatory exposition text. After pre cycle, the researcher
implemented peer lesson technique in every cycle. The research procedures were as
follows:
1. Pre cycle
In pre cycle, the teacher taught writing hortatory exposition text to the
students about “Should Ads be banned from TV Programs?” without peer lesson
technique. After the activity finished, the teacher gave free writing test for the
students.
After the researcher got the data from the test, and then the researcher asked
the students to know the problems faced by them in writing hortatory exposition text.
The result used to make a plan in cycle 1.
42
2. Cycle 1
The first cycle was done based on the result from the pre cycle.
a. Planning
1) Arranging lesson plan
2) Preparing teaching material
3) Preparing observation scheme
4) Preparing test instrument
b. Acting
1) Teacher explained about social function of hortatory exposition text
2) Teacher distributed the hortatory exposition text
3) Teacher divided students into 5 groups consist of eight or nine students
4) Teacher asked every group of students to decide the generic structure and
social function of hortatory exposition text
5) Teacher gave a topic about hortatory exposition to every group
6) Teacher asked every students in group to make a hortatory exposition text
based on the topic which represent the thesis, argument, and recommendation
of the text
7) Teacher asked students in every group to present the result in front of the
class
8) Teacher gave test to evaluate students’ skill in writing hortatory exposition
text
c. Observing
The teacher applied peer lesson technique and observing the teaching learning
process. The observation on the students in first cycle was to check:
1) The students were enthusiastic in listening teacher’ explanation on hortatory
exposition text
2) The students were enthusiastic in responding teacher’s question
3) The students concerned in group work
4) Students asked question to the teacher to clarify understanding
5) The students worked together in a group to solved the problem
6) The students worked communication during in group work.
43
7) Students were enthusiastic to present and discussed about task of hortatory
exposition text.
d. Reflecting
1) In the first cycle, the researcher got the data from the test and observation.
2) Evaluated the activities that have been done.
3) The classroom teacher and the researcher discussed to make a reflection what
should they do to repair the problems.
4) Analyzed the data to repair the next cycle.
5) Made a temporarily conclusion for classroom action research in cycle 1.
The result of the observation then analyzed, and the result used to improve
students’ skill in writing hortatory exposition text in second cycle
3. Cycle 2
The second cycle was done based on the result of the reflection from the first
cycle. The result showed that students get improvement score, but they still faced
difficulties in understanding English text, so it was needed another action to improve
the next cycle.
a. Planning
1) Arranging lesson plan
2) Preparing teaching material
3) Preparing observation scheme
4) Preparing test instrument
b. Acting
1) Teacher distributed the text of hortatory exposition
2) Teacher divided the class into 5 groups of eight or nine students
3) Teacher asked every group of students to write argument which is related to
the title by their own words
4) Teacher asked students to present the result in front of the class
5) Teacher asked every students to correct the text
6) Teacher asked every group to write a hortatory exposition based on the topic
given
7) Teacher asked students to present in front of the class
44
8) Teacher gave test to evaluate students’ skill in writing hortatory exposition
text
c. Observing
The researcher was doing observation towards teaching learning process
using observation scheme that has been made. The observation teaching learning
process focused on students’ participation. Observation is conducted together
with the action or teaching, the researcher observed the teaching learning process
and compare with cycle 1.
1) The students were enthusiastic in listening teacher’ explanation on hortatory
exposition text
2) The students were enthusiastic in responding teacher’s question
3) The students concerned in group work
4) Students asked question to the teacher to clarify understanding
5) The students worked together in a group to solve the problem
6) The students worked communication during in group work.
7) Students were enthusiastic to present and discussed about task of hortatory
exposition text.
d. Reflecting
1) Evaluated the activity that has been done,
2) Analyzed the data from the test and observation,
3) Analyzed the activity, they still find out the problem or not?
The result of observation was analyzed, so it could be seen the
improvement of students’ skill in writing hortatory exposition text. The result of
this analysis could be used as review to use peer lesson technique in teaching
writing hortatory exposition text.
45
CHAPTER IV
THE RESULT OF RESEARCH AND DISCUSSION
A. The Implementation of Peer Lesson Technique in Teaching Writing
Hortatory Exposition
In this chapter, the researcher would like to describe and comparison the
findings of the research. As mentioned in the previous chapter that in this research,
the researcher described the implementation of teaching writing hortatory exposition
to improve students’ skill using peer lesson technique and to find out the
effectiveness of the use of peer lesson technique to facilitate teaching writing
hortatory exposition text. In this research, the researcher uses classroom action
research. Its purposes are to know students ability in writing hortatory exposition
text. In these findings, the researcher presents the result of research and the analysis
of the data collected which are conducted through two cycles that consist of pre-
cycle, and two cycles of treatment. Pre-cycle considered as the preliminary
reflection, second times of treatment are the teaching and learning processes using
peer lesson technique and the assessment tests. Each activity will be explained as
follows:
1. Pre – Cycle
This activity was done on July 25, 2011. In this first stage, the teacher was
used conventional way in teaching writing hortatory exposition text (conventional
method) this is done to know students’ basic score of writing hortatory exposition
text when taught using non – peer lesson technique.
In this activity, the teacher was doing teaching learning process as usual, the
teacher learning process began with introducing of hortatory exposition text about
language feature and lexicogrammatical. But not all the students paid attention to the
teacher. There were only some students active to ask questions to teacher during the
teaching learning process. After that the teacher gave pre-test of free writing of
hortatory exposition text by free topic to get students basic score using technique that
usually applied by the teacher (teacher learning center). It was followed by 46
46
students as the participants of the study. The teacher provided 30 minutes for them to
do the test. The purpose of the test was to measure the skill of the students in writing
English text and to know basic score of writing when taught using conventional
method.
Based on the observation in this activity, most of the students had difficulties
to do it. It can be seen from their faced which appeared nervous and also from their
activities. After doing the test, researcher decided to use another technique to make
students interested and enjoyed the writing class in order to improve students’ skill in
a writing hortatory exposition text, the technique is peer lesson technique.
After implementing the test, the researcher examined the answer sheet and
finds the result.
Table 3
Score test in pre-cycle
No Students Code Score
1 A- 1 41
2 A- 2 65
3 A- 3 58
4 A- 4 49
5 A- 5 41
6 A- 6 39
7 A- 7 44
8 A- 8 57
9 A- 9 46
10 A- 10 48
11 A- 11 39
12 A- 12 41
13 A- 13 57
14 A- 14 65
15 A- 15 56
16 A- 16 42
17 A- 17 41
18 A- 18 65
19 A- 19 37
20 A- 20 49
21 A- 21 46
22 A- 22 57
23 A- 23 49
24 A- 24 44
25 A- 25 49
26 A- 26 39
47
27 A- 27 58
28 A- 28 39
29 A- 29 39
30 A- 30 41
31 A- 31 43
32 A- 32 56
33 A- 33 39
34 A- 34 65
35 A- 35 47
36 A- 36 44
37 A- 37 57
38 A- 38 46
39 A- 39 41
40 A- 40 38
41 A- 41 48
42 A- 42 35
43 A- 43 58
44 A- 44 48
45 A- 45 58
46 A- 46 59
Total Score 2222
Explanation:
M : the average of the students’ score
X : total score
N : the number of students
M= 2222
46
M= 48. 3
After getting the mean of each element in writing hortatory exposition text,
the writer formulated the result to get the total mean score as follow:
%100max
xs
xtMxt
Where:
Mxt : the mean of total score
xt : the number of total
Smax : maximum score for writing elements
48
%100100
3.48xMxt
The average score of the students test for pre cycle test was 48. 3% it meant
that the result is poor.
The result of pre-test is not satisfying enough. The students’ written hortatory
exposition text was not coherent and united. They constructed a paragraph in which
the content did not have good supporting ideas. They wrote an hortatory exposition
paragraph with the lack of idea development.
The students were also poor in grammar and some of students ignored about
punctuations such as capital letters, period, and commas.
Based on the explanation above, the average of students’ result in pre-test
was poor. The teacher and researcher decided to use another method to make
students interested in the learning process in order to improve students’ ability in
writing hortatory exposition text. The researcher was aware of the most of the
students in class of Science 1 still have difficulties in writing. Hence, the researcher
intended to help them to improve their skill especially in writing hortatory exposition
text so that it could improve their skill in writing. The researcher considered that by
giving continuous improvement to the students they would get better result, and the
researcher was also aware that teacher’s ability to carry out the material in teaching
learning process is an important part.
2. First Cycle
This activity was done on July 31, 2011. The teacher announced the result of
yesterday’s writing test. Knowing the students result from the pre cycle not satisfied
enough or still poor. The teacher told the students score of the test was not satisfying
enough.
In this activity, the teacher taught writing using peer lesson technique, it
made students paid attention. Before the teacher did the action, the teacher began to
explain to the students about peer lesson technique, gave overview, and how to work
with it. First time, the students faced difficulties about the teacher means, but not
long after that, by brief explanation from the teacher students can understood and got
49
the point of peer lesson technique. Because this researcher was classroom action
research, there were four steps: planning. Acting, observing and reflecting.
a. Planning
The researcher and the teacher discussed to solve the problem of pre-
cycle and decided to use peer lesson technique to improve students’ skill in
writing hortatory exposition text. The teacher arranged the learning instrument
such as:
1) Lesson plan based on the teaching material
2) Hortatory exposition text
3) Test
4) Observation scheme
5) Students’ attendance list
From planning above, the teacher used lesson plan as the form to
implement of action will be done. In the first cycle, teacher used hortatory
exposition text by the title of “Watch your Kids while Watching Television text”.
b. Acting
The researcher began the activity with explaining an hortatory exposition
text and the students paid attention to teacher’s explanation.
After that, the researcher introduced peer lesson technique to the students
and presented the way and rules the method.
This step, the teacher began from pre- writing activity, while-writing
activity, and post-writing activity.
1) Pre-writing activity is the activity of students and teacher prepared
themselves for the task and made them familiar with the theme. Purposes of
this step are; to introduced and arouse interest in the topic, to motivate
learners by giving a reason for writing, and the last to provide some
language preparation for the text.
2) While-writing activity where the teacher gave clearly explanation about the
material, grammatical feature, and generic structure of hortatory exposition
text. After that, the students asked to do the writing in groups, each group
that consists of eight or nine students based on topics given.
50
3) Post-writing activity, the post-writing activity is intended as kind of follow-
up activity. In this activity the students must present the report of group
work in front of class.
In this activity is planning, the researcher became a teacher and
accompanied by the teacher as collaborator. Learning process was started by
greeting, asked students to pray together, checked students’ attendance and then
the teacher gave brainstorming before started the material by asking the students
“Do you know about hortatory exposition text and the features of the text?” if
you know, raise your hand. In this case, there some students answer the question.
After that, the teacher explained about hortatory exposition text and the features
of the text. The teacher introduced the theme about “Watch Your Kids while
Watching Television”. Then the teacher asked the students to read it, the teacher
also gave keyword from the text in each paragraph to help students easier to
understood the text. The students paid attention during the lesson, sometimes the
teacher gave some questions in order to make students more active. The teacher
divided students into five groups. Each group consists of eight to nine people
based on random system both in academically. First group consists of Ayu Fatma
Elok, Dewi Tyas Zuraizah, Eva Yuliana, Indah Riskiana, Karunia Nevi Afrida,
Nur Jazilah, Nur ning Vita, Nur Syamsiyah, Siti Umi Nafi’ah. Second group they
were Innarotul Izzah, Istikmaliya, Dewi Aisyah, Nafi’atul Hidayah, Nur Laila,
Risqi Ginanjar, Umroh Mahfudhoh, Hikmatul Maulida. And then Hisbuna Ihda
Nur Amalina, Yusroh, Naily Rohmah, Khafidani, Umi Fithriya, Laily Silvia, Ike
Tifany, Izza Khamidah, Durotul Fakhiroh that is third group. For the fourth group
they were Nurul Aini, Nur Mala Sofiana, Arofah, Nur Kumila, Imro’atul
Khasanah, Milata Aliata, Naily Mustafidah, Ina Fatina, Fina Khafidhoh. To the
fifth group they were Nur Azizah, Nur Fandhilah, Rizqiana, Uzlifatul Jannah,
Umi Khabibah, Nila Karimah, Riadhil Hikmah, Dewi Alfiana Azizah. Then the
teacher gave the topic by the theme of “Problems In Our Country” to every
group to write down of a hortatory exposition text. Each group was given one
topic. First group with the topic of “Bad TV Programs”. Topic of “Traffic Jam”
by the second group, and “Flood” to the third group. Fourth group given the
51
topic of “Pollution”, and “Crime” to the fifth group. The teacher asked each
group to made a hortatory exposition text based on the topic which represented
the thesis, argument, and recommendation of the text, and discussed. The
students’ group, they used peer lesson technique as a method. The time was given
15 minutes for each group. The students did groups’ work while the teacher
observed. In group two, they made of hortatory exposition with the topic “Flood
in Indonesia”. In their group, Istikmaliyah taught to Dewi Aisyah and Inarotul
Hidayah about the theses. Dewi Aisyah gave a topic sentence of “Flood is big
problem in our country” and she taught about theses’ paragraph to other.
Nafi’atul Hidayah taught about argumentations. She gave a topic sentence of
“Caused of flood”. Nur laila taught to Rizqi Ginanjar with added another caused
of flood. Umroh Mahfudhoh and Hikmatul Maulida taught about the
recommendation. Their group more enthusiatic than other. After finished each
groups made a hortatory by the topic given, the teacher asked the students of each
group presented their result in front of class and the rest of students responded
and gave questions. Third group presented their result early. Their group
explained about “Pollution”. One student of them read the result of their work.
After those from second group gave the question about language feature from
their work. The next group presented was second group. Their group explained
about “Flood”. Another group paid attention with second group’s explanation.
One of students gave question about influence between pollution and flood. They
discussed about result themselves. The teacher only monitored this activity.
During presentation, the researcher observed the students’ activeness in present
the material, students concern toward other group presentation, the students’
activeness in asking question, and the students’ activeness in answering questions
in group. In the last, the students and the teacher evaluated each group
contribution to the work of the class.
c. Observing
The researcher observed the students’ writing skill by using peer lesson
technique observation scheme, evaluated the result, collected data and monitored
52
the teaching learning process. It was used to find out to what extent the action
result reached the objective. The steps were as follow:
1) The researcher observed the teaching learning process in order to know the
influence of using peer lesson technique in writing skill on hortatory
exposition text.
2) The researcher observed the students’ activity.
3) The researcher wrote the success and the problem when the teaching learning
process in progress which was not enough sufficient in reaching the
objectives.
Observation in First Cycle
No. Indicators
None
0%
(0)
Few
<20%
(1)
Many
20%-
40%
(2)
Half
50%
(3)
Most
60%-
80%
(4)
All
100
%
(5)
1
2
3
4
5
6
7
The students were
enthusiastic in listening
teacher’ explanation on
hortatory exposition text
The students were
enthusiastic in responding
teacher’s question
The students concerned in
group work
Students asked question to
the teacher to clarify
understanding
The students worked
together in a group to solve
the problem
The students worked
communication during in
group work.
Students were enthusiastic
to present and discussed
about task of hortatory
exposition text.
√
√
√
√
√
√
√
Score = Total Score x 100%
Maximum Score
Score = 19 x 100%
35
= 54. 28%
53
According to the result of the observation above it can be concluded that
more students joined the class enthusiastically. It meant fair. They paid attention
to the lesson, although some students made noisy when discussed about the topic.
d. Reflecting
Based on the activity during cycle 1, the researcher noted that there were
some problems should be solved in the next cycle, the problems were as follow:
1) Because of the results of cycle 1 were not good enough, the teacher and the
researcher discussed about the activity in cycle 2 to solve the problems,
especially in group work.
2) Class should be conductive during teaching learning process, before teacher
started the activity. There are some students shouted that make noisy. The
teacher should control the class well.
3) When the activity in progress, the researcher found some students were
passive in group. They were not fully joining in the group although they were
in group pairs. It was the duty of the teacher to give more attentions and
motivation toward the students in order to have a will or interest to join in
group work activity. It can be done by calling their name and approached
them, and asked their problems in joining the writing class.
4) Time management was very important factor in teaching learning process. The
students need a longer time to discuss their material. So, teacher should
manage and provide time perfectly.
The result of the test then analyzed, and the result used to improve
students’ skill in writing hortatory exposition text in second cycle.
After implementing the test, the researcher examined the answer sheet
and found the result.
Table 4
Score Test in First Cycle
No Students Code Score
1 A- 1 61
2 A- 2 71
3 A- 3 80
4 A- 4 63
54
5 A- 5 71
6 A- 6 66
7 A- 7 71
8 A- 8 61
9 A- 9 80
10 A- 10 66
11 A- 11 66
12 A- 12 61
13 A- 13 61
14 A- 14 80
15 A- 15 71
16 A- 16 80
17 A- 17 66
18 A- 18 71
19 A- 19 66
20 A- 20 66
21 A- 21 61
22 A- 22 80
23 A- 23 66
24 A- 24 61
25 A- 25 63
26 A- 26 63
27 A- 27 63
28 A- 28 63
29 A- 29 71
30 A- 30 61
31 A- 31 80
32 A- 32 61
33 A- 33 71
34 A- 34 71
35 A- 35 61
36 A- 36 80
37 A- 37 63
38 A- 38 80
39 A- 39 63
40 A- 40 71
41 A- 41 66
42 A- 42 63
43 A- 43 80
44 A- 44 63
45 A- 45 66
46 A- 46 66
Total Score 3135
55
= 46
3135
= 68. 1%
From the result above, it is clear that the average of the students test result
of the first cycle was 68. 1%. There is improvement comparing to the pre-cycle.
But the students still had difficulty in writing to make sentences based on the
topic. Hence, the researcher decided to conduct the next cycle and the teacher
intended to give better explanation to them.
3. Second Cycle
This activity was done on August 12, 2011. In this cycle, the researcher
prepared planning as well as previous one. The teacher reviewed previous lesson,
improved learning tool to improve students’ skill in writing class. In this phase, the
teaching learning process ran well. The students were interested in this technique.
In this cycle, students were active, they tried to write and understood about
writing in hortatory exposition text.
a. Planning
The researcher and the teacher started the lesson by motivating the
students and the researcher also announced the result of yesterday’s writing test.
The teacher told the students score of the test was better than the pre-cycle score.
The teacher arranged the learning instrument such as:
1) Lesson plan based on the teaching material
2) Hortatory exposition text
3) Test
4) Observation scheme
5) Students’ attendance list
In this cycle the researcher gave different theme of hortatory exposition
text. In this phase, the teacher began from pre-activity, main activity, and post-
activity. The activity is same with the previous cycle. The teacher divided
56
students into groups, each group consists of eight until nine students. The teacher
spread the hortatory exposition text.
b. Acting
The researcher did some activities such as in the first cycle. Learning
process was started by greeting, asked students to pray together, checking
students’ attendance. The teacher gave brainstorming before started the material
by asking the students “Do you understand about hortatory exposition text”. In
this case, there some students answer the question.
The second cycle, the teacher taught writing using peer lesson technique.
The students were introduced using peer lesson technique in writing skill for the
second time. In this phase, the teacher explained more detailed about hortatory
exposition text, teacher prepared another hortatory exposition text that more
interesting than before. In this cycle used text with the title “Why Should
Wearing a Helmet When Motorcycle” Then the teacher asked them to read and
retell content of the text. Almost of students wanted to come forward to retell it.
The teacher divided students into 5 groups, each group consists of eight until nine
students. The member of group was same with the first cycle but the theme is
given was different. The teacher gave the theme of “Entertainment” by the topic
of “Watching TV” to first group, “Shopping” to second group, topic of “Play
Internet” to third group, fourth group with the topic “Trip”, and the last group
with the topic of “Go with boy or girlfriend”. The teacher asked each group to
made a hortatory exposition text, discussed, and then one of the student each
group present the result of the text made in front of class. Each group was
occupied in made of text by the topic given. The students’ group, they used peer
lesson technique as a method. The time was given 15 minutes for each group.
The students did groups’ work while the teacher observed. In group three, they
made of hortatory exposition with the topic “Go with boy or girlfriend”. In their
group, Yusroh taught to Naily Rohmah and Hisbuna Ihda Nur Amalia about the
theses. Laily Silvia taught to Umi Fithriya and Izza Hamidah about arguments.
Ike Tifani taught to Khafidani and Durotul Fakhiroh about the recommendation.
The students group were enthusiastic and more active than before. There were
57
three group more active in finished their work because the topic given were
interested. After those they presented their result in front of class. First presented
by group one with the theme of “Shopping”. One students of first group asked
another group to make a hortatory exposition text. The first group appointed
Yusroh from third group to write down on the blackboard. After those first group
gave question, ”Where is the social function and generic structure based on the
text”. Another students responded and gave questions. The teacher only
monitored this activity. During presentation, the researcher observed the students
cooperative in group, the students’ activeness in presenting the material, students
concerned toward other group presentation, the students’ activeness in asking
question, and the students’ activeness in answering questions in group. Then,
students helped the teacher if they faced the problem. In the last, the students and
the teacher evaluated each group contribution to the work of the class. The last,
the teacher gave suggestions to the students to study hard and also increased their
vocabulary and learned grammar. Because vocabulary and grammar have
important role in writing skill. Then, the teacher asked students to say hamdalah
together then closed the meeting.
c. Observing
The researcher observed the students’ writing skill on hortatory
exposition by using the observation scheme, evaluated the result, collected the
data and monitored the teaching learning process. It was used to find out to what
extent the action result reached the objective. The steps were as follow:
1) The researcher observed the teaching learning process in order to know the
influence of using peer lesson technique to improve students’ skill in hortatory
exposition text.
2) The researcher observed the students’ activity.
The researcher wrote the success and the problems when the teaching
learning in progress which was not enough sufficient reaching the objectives.
The observer observed students in learning process at class by using
observation scheme like at the first cycle. It could be seen in the table below:
58
Observation in Second Cycle
No. Indicators
None
0%
(0)
Few
<20%
(1)
Many
20%-
40%
(2)
Half
50%
(3)
Most
60%-
80%
(4)
All
100
%
(5)
1
2
3
4
5
6
7
The students were
enthusiastic in listening
teacher’ explanation on
hortatory exposition text
The students were
enthusiastic in responding
teacher’s question
The students concerned in
group work
Students asked question to
the teacher to clarify
understanding
The students worked
together in a group to solve
the problem
The students worked
communication during in
group work.
Students were enthusiastic
to present and discussed
about task.
√
√
√
√
√
√
√
Score = Total Score x 100%
Maximum Score
Score = 23 x 100%
35
= 65. 71%
Based on the result of observation above, it can be concluded that many
of the students joined the class enthusiastically. It meant good. Teaching learning
process ran well, but in the last time in the lesson, the bell made students did not
concentrate to the lesson as they wanted to go back home soon. The researcher
said that they went back home soon after did the test. It was better than the result
of cycle 1. All activities in the second cycle ran well. It can be seen from their
59
responses. The students paid attention toward teacher’s explanation, the students
also were enthusiastic to present in front of class.
d. Reflecting
The result of the second cycle was also considered as implementation. It
was better than previous one. There was an improvement in this cycle. The
condition of the class was getting better. The students listened to the teacher’s
explanation and did not make noisy in learning activity. The students took active
part in group and can associate with member group. It was because they are
interesting to study with peer lesson technique that the teacher never uses it as
teaching method before.
The researcher concluded that the problems have been solving using peer
lesson technique to teach English writing. The teacher should motivate students
to always write a lot in English text and motivate the passive students in order to
be brave to express their idea.
All of the students had positive responses toward the teaching activity by
using peer lesson technique. They felt enjoy when they were taught using peer
lesson technique, because could help the students to introduce with other friend
who have different background in academically. So, they could work together.
Most of students also said that they were any improvement in writing skill after
the teaching learning process with peer lesson technique.
It proved that the use of peer lesson technique could motivate the
students’ interest in learning English and improve students’ skill in writing.
Through this method not only helped students improve their writing skill but also
helped them to introduce with other friends in academically.
After implementing the test, the researcher examined the answer sheet
and found the result.
60
Tabel 5
Score Test in Second Cycle
No Students Code Score
1 A-1 66
2 A-2 80
3 A-3 86
4 A-4 76
5 A-5 80
6 A-6 76
7 A-7 80
8 A-8 66
9 A-9 86
10 A-10 76
11 A-11 76
12 A-12 66
13 A-13 66
14 A-14 80
15 A-15 86
16 A-16 76
17 A-17 86
18 A-18 80
19 A-19 76
20 A-20 76
21 A-21 66
22 A-22 86
23 A-23 76
24 A-24 66
25 A-25 76
26 A-26 76
27 A-27 76
28 A-28 76
29 A-29 80
30 A-30 66
31 A-31 86
32 A-32 66
33 A-33 80
34 A-34 80
35 A-35 66
36 A-36 86
37 A-37 76
38 A-38 86
39 A-39 76
40 A-40 80
41 A-41 76
61
42 A-42 76
43 A-43 86
44 A-44 76
45 A-45 76
46 A-46 76
Total Score 3532
= 46
3532
= 76. 8
The result above showed that the result of the second cycle was better
than the previous one. The result was 76. 8% , it was good. However, there was
improvement for the students’ skill in writing hortatory exposition text although
it was step by step.
The researcher concluded that the problems have been solving using peer
lesson technique taught writing English. Using peer lesson technique gave easier
for the students to write especially hortatory exposition text because the students
were not confused to make certain about the topic of hortatory exposition text.
The students also can work in group and discuss with their friends.
B. Discussion of the Result
After the researcher implemented the use of peer lesson technique in teaching
writing hortatory exposition text, the researcher got the data, it was analyzed of first
cycle and second cycle, the researcher got the result of Classroom Action Research.
The first cycle was about teaching and learning process and the assessment
test. The theme was “Watch your kids while Watching TV”. In this cycle the teaching
and learning process was begun. The problem faced by the researcher in the first
cycle were the students who sat in the backside of the class liked to talk with their
peers, bored, and felt sleepy. To solve this problem, the teacher gave more attention
to the students who sat in the backside of class, and sometime the teacher walked to
62
behind of class. The students were not enthusiastic in responding teacher but the
students could work together in their group.
The second cycle was the same with the first cycle. It was about teaching
learning process and the assessment test, but the materials and task were different for
the second cycle.
Based on the result of second cycle, it can be concluded that many of the
students joined the class enthusiastically. The students not only are enthusiastic in
listening teacher’s explanation but also in responding teacher question. In this second
cycle teaching learning process ran well.
The researcher concluded that the problems have been solving used peer
lesson technique to teach writing English. Using peer lesson technique gave easier
for the students to write especially hortatory exposition text because the students
were not confused to make certain about the topic of hortatory exposition text. The
students also can work in group and discuss with their friends.
Tabel 6
Improvement the Average of Students Score
on Pre Cycle, Cycle 1 and Cycle 2
No Students’
Code
Pre-
Cycle Cycle 1 Cycle 2
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
A-1
A-2
A-3
A-4
A-5
A-6
A-7
A-8
A-9
A-10
A-11
A-12
A-13
A-14
A-15
A-16
A-17
A-18
A-19
A-20
41
65
58
49
41
39
44
57
46
48
39
41
57
65
56
41
41
65
37
49
61
71
80
63
71
66
71
61
80
66
66
61
61
80
71
80
66
71
66
66
66
80
86
76
80
76
80
66
86
76
76
66
66
80
86
76
86
80
76
76
63
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
A-21
A-22
A-23
A-24
A-25
A-26
A-27
A-28
A-29
A-30
A-31
A-32
A-33
A-34
A-35
A-36
A-37
A-38
A-39
A-40
A-41
A-42
A-43
A-44
A-45
A-46
46
57
49
44
49
39
58
39
39
41
43
56
39
65
47
44
57
46
41
38
48
35
58
48
58
59
61
80
66
61
63
63
63
63
71
61
80
61
71
71
61
80
63
80
63
71
66
63
80
63
66
66
66
86
76
66
76
76
76
76
80
66
86
66
80
80
66
86
76
86
76
80
76
76
86
76
76
76
Sum 2222 3135 3532
Average mean 48. 3 68. 1 76. 8
As whole the meetings ran well. There was some significant improvement
from cycle one to cycle two.
In the pre cycle, all of the students have been doing the test, and the average
result was 48.3. In this activity, the teacher used conventional method. The
researcher did not use peer lesson technique as teaching method. In teaching learning
process, only half of the students were active and enthusiastic to the lesson. A half of
students did not give response maximally, especially the students who sat down in
backside. They liked to talk with their pairs. The students were bored and sleepy.
In the first cycle, the average result was 68.1. The teacher began to use peer
lesson technique to teach the students. In teaching learning process, there were many
of students joined the class enthusiastically. They paid attention to the lesson,
64
although some of students were still confused with the researcher and the teacher
direction.
In the second cycle, the average result was 76.8, before the lesson began, the
researcher asked the students to give more pay attention to the lesson. In teaching
learning process, majority of the students joined the class enthusiastically. All
activities in this cycle ran well. According to the researcher, it caused with their
interesting using peer lesson technique and they can work in group.
It showed that there was some significant improvement in students’
achievement. Furthermore, there was also improvement from pre cycle until cycle
two. The researcher felt that the implementation of peer lesson technique as teaching
method to improve students’ skill in writing hortatory exposition text was successful,
because peer lesson technique is interesting teaching method to the students. So, peer
lesson are helpful in the process of teaching writing English especially writing of
hortatory exposition text.
The improvement of students’ achievement in writing hortatory exposition
text can be seen taught the histogram as follow:
Figure 3 Diagram of The Whole Test
From the diagram above, the researcher can conclude that there was an
improvement on students’ skill in writing after taught using peer lesson technique.
48. 3
68,1
76. 8
0
10
20
30
40
50
60
70
80
90
Pre-Cycle Cycle I Cycle II
65
From pre cycle showed that students’ achievement was 48.3 it means that still poor
ability in some students.
In the cycle I showed that there was increasing students’ achievement up to
68,1. It means fair. From cycle II the students’ improvement more increased 76.8. It
means good and there was improvement in every cycle after using peer lesson
technique.
66
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the research that had been done in two cycles in the
research entitled “The Use of Peer Lesson Technique to Improve Students’ Skill in a
Writing Hortatory Exposition Text (A Classroom Action Research at Eleventh Grade
Students of MAS Simbang Kulon Pekalongan in the Academic Year of 2010/2011).
It can be taken the conclusions as follows:
1. The implementations of peer lesson technique that had been done in the two
cycles in the research in the entitled “The Use of Peer Lesson Technique to
Improve Students’ Skill in a Writing Hortatory Exposition Text” can be applied to
stimulate and give motivation to students to write hortatory exposition text. It can
be seen by significant different of students’ skill between first cycle to the second
cycle. The implementation of Peer Lesson Technique to improve students’ skill in
a writing hortatory exposition text has been applied through action research they
are: The improvement of learning tool, teacher chooses interesting hortatory
exposition text in every cycle that appropriate for Senior High School in order to
make students interested with the text. Motivate students to discuss in group and
each students can teach to another students. Since the students accustom to think
individually, teacher should motivate students to discuss the writing material and
discuss in group when they are assigned to do the group work. Motivate the
passive students to be more active during the lesson. This relates with student
skill to pay attention during the lesson, to understand the material and to speak up
their mind in order to brave to express their mind. Students’ engagement in
students’ writing skill. This related to students’ effort to understand the text, to
know new vocabulary and understand the meaning of the writing text. Students’
skill in writing not only in the text, but will be developed best in association with
speaking, listening, and speaking activities. It helped the students to write a
hortatory exposition text easily and accurately, because they were not confused
about the theme that had been given by the teacher.
67
2. Using of peer lesson technique can improve students’ skill in writing hortatory
exposition text. There is an improvement. The ability in writing skill hortatory
exposition text improved after taught by using peer lesson technique. They can
write easily without consuming more time because they did writing of hortatory
exposition text by group and peer lesson. They could write a hortatory exposition
text with theme was given by the teacher. They also could discusses to another
friends. It showed by the score of pre-test, first cycle and second cycle. In the pre-
test found the total score of students’ writing result was 48.3, its mean was 48.
3%. It shows that the value of students’ writing result was poor. In the first cycle
found the total score of students’ writing result was 68.1, its mean was 68.1%. It
shows that the value of students’ writing result was near of fair, even fair. In the
second cycle found the total score of students’ writing result was 76.8, its mean
was 76.8%. It shows that the value of students’ writing result was good.
B. Suggestions
There are some suggestions especially for students in order to improve their
ability in writing skill of hortatory exposition text:
1. To the teachers
a. Teachers are expected to use peer lesson tecnique as a teaching method, especially
in teaching writing hortatory exposition text. Because by using peer lesson
technique, teacher can expect the students’ skill in writing result well.
b. Teachers are expected to develop the teaching of writing hortatory exposition text
by increasing the exercises in writing. Teacher should give more attention to the
students in writing a hortatory exposition text.
c. Teachers are expected to motivate to the students in writing especially in hortatory
exposition text.
2. To the students
a. Students are interested in English first, so they enjoyed along learning.
b. Students have to learn and improve the students’ skill in writing hortatory
exposition text by trying to write using peer lesson technique.
68
c. Students should extend their skill in many ways, e.g. writing the texts especially
hortatory exposition text; using new words along in the classroom activities or
their daily life, or even by drilling some new words. So finally, students are able
to write a text.
REFERENCES
Anderson, Mark, Kathy Anderson, Text Type in English, New York: Macmillan,
1997.
Anggia Suci, Reni, The Senior High School Students’Ability In Writing Hortatory
Exposition Text in The Academic Year of 2009/2010, Semarang, English
Departement and Education Faculty UNNES, 2002.
Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta:
Rineka Cipta, 2006.
Suhardjono, Supardi, Penelitian Tindakan Kelas, 6th ed, Jakarta: Bumi Aksara,
2008.
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Bram, Barli, Write Well Improving Writing Skill, Yogyakarta: Kanisius, 1995.
Brown, Douglas ,Teaching by Principle And Interactive Approach To Language
Pedagogy, San Francisco: Longman, 2001.
Blanchard, Karen and Christine Root, Ready to Write, New York: Pearson
Education Inc., 2003.
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2000.
Cameron, Lynne, Teaching Language to Young Learner, Cambridge: Cambridge
University, 2001.
Celce. M and Murcia Elite Olstain, Discourse and Context in Language
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Gerd Stabler, 1994.
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Press, 1984.
Harris, P.D, Testing English as a Second Language, New York : Mc. Graw-Hill.
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Harmer, Jeremy, How To Teach Writing, England: Longman, 2007.
_______, The Practice of English Language Teaching, England: Pearson
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Essays, NY:Longman,2005.
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Britain: Longman, 1996.
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Wesley Publishing Company, 1996.
Purnomowati, Dian Ayu , Improving The Ability In Writing Hortatory Exposition
Texts Through A Group Discussion For Grade XI Students Of Senior High
School, Semarang, English Departement and Education Faculty UNNES,
2002
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(Bandung: Nusa media dan Nuansa, 2006.
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Websites :
http://understandingtext.blogspot.com. Retrieved on 14th January 2011
http://ctl.byu.edu/teaching-tips/active-learning-techniques, April 24, 2011
INSTRUMENT OF RESEARCH
Kind of text : Hortatory Exposition Text
Time Allotment : 35 minutes
Instruction :
1. Write your name and class on the top of the paper.
2. Dividing students into 5 groups.
3. Make a short hortatory exposition text by developing topics given.
4. The duration of writing is 35 minutes.
5. The topic is your inspiration.
6. It is necessary, you can open your dictionary.
FIRST CYCLE
Theme: Problems In Our Country
Topics :
Bad TV programs
Traffic jam
Flood
Pollution
Crime
SECOND CYCLE
Theme: Entertainment
Topics:
Watching TV
Play Internet
Shopping
Trip
Go with boy or girlfriend
LESSON PLAN FIRST CYCLE
School : MAS Simbang Kulon
Subject : English
Class/Semester : XI Science 1/ XI P I
Theme : Hortatory Exposition text
Skill focus : Writing
Time Allotment : 2X45 minutes
I. STANDARD OF COMPETENCE
Expressing the meaning of short functional text and essay in the form of narrative,
spoof, and hortatory exposition in the daily life context.
II. BASIC COMPETENCE
Expressing the meaning and rethorical stage of essay in the form of narrative, spoof,
and hortatory exposition using written language accurately, fluently and acceptability in
the daily life context.
III. INDICATORS
Students are able to identify the social function of hortatory exposition text.
IV. LEARNING OUTCOME
By the end of lesson, students are able to understand social function of hortatory
exposition text.
V. METHOD
Peer Lesson Technique
Discussion
Question and Answer
VI. MEDIA
Paper
Blackboard
VII. MATERIAL
Hortatory Exposition
Social function
To persuade the reader or listener that something should or should not be the case.
Example of hortatory exposition
Generic Structure
TITLE
Watch your Kids While Watching TV
THESIS
Television becomes one of the most important devices which take place in almost
houses. It can unite all members of the family as well as separate them. However, is it
important to know what your kids are watching? The answer is, of course, absolutely
"Yes" and that should be done by all parents. Television can expose things you have
tried to protect the children from, especially violence, pornography, consumerism and so
on
ARGUMENTS
Recently, a study demonstrated that spending too much time on watching TV during the
day or at bedtime often causes bed-time disruption, stress, and short sleep duration.
Another research found that there is a significant relationship between the amount of
time spent for watching television during adolescence and early adulthood, and the
possibility of being aggressive. Meanwhile, many studies have identified a relationship
between kids who watch TV a lot and being inactive and overweight.
RECOMMENDATION
Considering some facts mentioning above, protect your children with the following tips:
Limit television viewing to one-two hours each day
Do not allow your children to have a TV set in their own bedrooms
Review the rating of TV shows which your children watch
Watch television with your children and discuss what is happening in the show.
VIII. LEARNING ACTIVITIES
1. Pre Activities
a. Greeting (teacher greets students and checks students’ attendance).
b. Brainstorming (teacher stimulates students’ interest by asking some questions
related to the topic).
c. Giving review about previous lesson.
2. Main Activities
a. BKOF (Building Knowledge of the Field)
Giving introduction about materials by asking some questions.
“Can you give an example of hortatory exposition?”
Students answer the questions orally.
b. MOT (Modeling of the Text)
Giving explanation about social function.
Giving an example of hortatory exposition text to the students.
Teacher and students discussing about content and social function.
c. JCOT (Join Construction of the Text)
Asking students to retell based on the text.
Asking the others students to give respond.
d. ICOT (Independent Construction of the Text)
Giving a theme “Problem In Our Country” by the topics as follows:
Bad TV programs
Traffic jam
Flood
Pollution
Crime
Dividing students into five groups which consists of seven or eight students.
Giving a topic for each groups.
Asking each groups to make a hortatory exposition text and discuss to present
in front of class.
Asking to another group to give some questions for other group presented.
3. Post Activities
Teacher provides or gives feedback and reviews the material
Teacher gives suggestion to students to study hard
Teacher closes the class
IX. ASSESSMENT
Type : Written Test
Instrument : Make a hortatory exposition text based on “Problems in our country”
Guided Scoring Of Writing Hortatory Exposition Text
Element of Writing Score
1. The content mastery
2. The organization mastery
3. The vocabulary mastery
4. The grammar mastery
5. The mechanic mastery
20 %
20 %
20 %
20 %
20 %
Total Score 100 %
X. ASPECTS TO BE ASSESSED
Content, organization, vocabulary, grammar, and mechanic.
XI. SOURCE
Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook,
(Australia: Gred Stabler AEE, 1998).
Sudarwati, M and Crace, Eudia, Look Ahead An English Course for Senior High School
Students year XI, (Jakarta: Erlangga, 2006).
http://understandingtext.blogspot.com
Pekalongan, August 2011
The Researcher,
Mirza Rusdiana
NIM.073411004
Approved by
Headmaster English Teacher
Drs. H. Muslih, M. SI Nur Hayati, M.Ag
LESSON PLAN SECOND CYCLE
School : MAS Simbang Kulon
Subject : English
Class/Semester : XI Science 1/ XI P I
Theme : Hortatory Exposition text
Skill focus : Writing
Time Allotment : 2X45 minutes
I. STANDARD OF COMPETENCE
Expressing the meaning of short functional text and essay in the form of narrative,
spoof, and hortatory exposition in the daily life context.
II. BASIC COMPETENCE
Expressing the meaning and rethorical stage of essay in the form of narrative, spoof,
and hortatory exposition using written language accurately, fluently and acceptability in
the daily life context.
III. INDICATORS
Students are able to rewrite hortatory exposition text based on the topic.
IV. LEARNING OUTCOME
By the end of lesson, students are able to rewrite of hortatory exposition based on the
topic.
V. METHOD
Peer Lesson Technique
Discussion
Question and Answer
VI. MEDIA
Paper
Blackboard
VII. MATERIAL
Example of hortatory exposition
Generic Structure
TITLE
Why should wearing a helmet when motorcycling
THESIS
We often hear lots of stories from road regarding people taking spill on motorcycling
when they are riding without using helmet. Mostly the riders badly end up in mess.
ARGUMENTS
Wearing a fitted protective helmet offers many benefits which reduces the negative
aspects of riding. First and the most important is that wearing the correct helmet can
save rider’s life, physical ability, family pain, and money. The recommended designs
of motorcycle helmets can provide total protection. They not only protect riders from
getting a worse road injured accident but also from flying bugs, such as rain, sleet,
mud and other potential projectiles.
Second, wearing helmet can give the riders a matter style. Helmet gives opportunity
for rider to express the image they want to project when riding on the way. The
benefit may not be important to some people. But to others, it means a lot and
important. By choosing the most appropriate helmet from all of the various styles,
such as beanie, shorty, German and many others, wearing a helmet which can
projecting an image is an inherent crucial part of motorcycling and help the riders feel
more confident when riding on the road.
RECOMMENDATION
However, what most important is wearing a helmet when riding is a matter of using it
properly. Bikers should use the helmets which are fixed to their head. It is really not
good if they place simply the helmets on the head without settling them properly. The
bikers should fasten the helmet correctly to their head in order to get safe and comfort.
VIII. LEARNING ACTIVITIES
1. Pre Activities
a. Greeting (teacher greets students and checks students’ attendance).
b. Brainstorming (teacher stimulates students’ interest by asking some questions
related to the topic).
c. Giving review about hortatory exposition text.
2. Main Activities
a. BKOF (Building Knowledge of the Field)
Giving introduction about materials by asking some questions.
“Have you understood of hortatory exposition?”
“Can you explain about generic structure of hortatory exposition text?”
Students answer the questions orally.
b. MOT (Modeling of the Text)
Giving text of hortatory exposition to the students.
Choosing one of students to retell contain of text given.
Giving correction to the students’ presentation.
c. JCOT (Join Construction of the Text)
Giving students a title of hortatory exposition text.
Asking students to make some arguments which is related to the title by their
own words.
Checking students work and giving the correct text.
d. ICOT (Independent Construction of the Text)
Giving a theme “Entertainment” by the topics as follows:
Watching TV
Shopping
Play internet
Trip
Go with boy or girlfriend
Dividing students into five groups which consists of seven or eight students.
Giving a topic for each groups.
Asking each groups to make a hortatory exposition text and discuss to present
in front of class.
Asking to another group to give some questions for other group presented.
3. Post Activities
Teacher provides or gives feedback and reviews the material
Teacher gives suggestion to students to study hard
Teacher closes the class
IX. ASSESSMENT
Type : Written test
Instrument : Please make a hortatory exposition text based on theme “Entertainment”.
Guided Scoring of Writing Hortatory Exposition Text
Element of Writing Score
1. The content mastery
2. The organization mastery
3. The vocabulary mastery
4. The grammar mastery
5. The mechanic mastery
20 %
20 %
20 %
20 %
20 %
Total Score 100 %
X. ASPECTS TO BE ASSESSED
Content, organization, vocabulary, grammar, and mechanic.
XI. SOURCE
Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook,
(Australia: Gred Stabler AEE, 1998).
Sudarwati, M and Crace, Eudia, Look Ahead An English Course for Senior High School
Students year XI, (Jakarta: Erlangga, 2006).
http://understandingtext.blogspot.com
Pekalongan, August 2011
The Researcher,
Mirza Rusdiana
NIM.073411004
Approved by
Headmaster English Teacher
Drs. H. Muslih, M. SI Nur Hayati, M.Ag
LESSON PLAN PRE CYCLE
School : MAS Simbang Kulon
Subject : English
Class/Semester : XI Science 1/ XI P I
Theme : Hortatory Exposition text
Skill focus : Writing
Time Allotment : 2X45 minutes
I. STANDARD OF COMPETENCE
Expressing the meaning of short functional text and essay in the form of
narrative, spoof, and hortatory exposition in the daily life context.
II. BASIC COMPETENCE
Expressing the meaning and rethorical stage of essay in the form of
narrative, spoof, and hortatory exposition using written language accurately,
fluently and acceptability in the daily life context.
III. INDICATORS
a. Students are able to understand the generic structure in the hortatory
exposition text.
b. Students are able to understand language features in the hortatory
exposition text.
IV. LEARNING OUTCOME
By the end of lesson, students are able to understand about generic structure
and language features of hortatory exposition text.
V. METHOD
Discussion
Question and Answer
VI. MEDIA
Paper
Blackboard
VII. MATERIAL
Hortatory Exposition
a. Definition of hortatory exposition text
Hortatory exposition is a genre which has social function to persuade
the reader or listener that something should or should not be the case.
b. Generic structure of hortatory exposition text
Thesis : Statement or announcement of issue concern
Arguments: reasons for concern that will lead to recommendation
Recommendation: statement of what should not happen or be done
based on the given arguments.
c. Significant Lexicogrammatical or Language Feature of Hortatory
exposition
The significant lexicogrammatical or language features of hortatory
exposition are:
The use of emotive words (e.g. : alarmed, worried)
The use of words that qualify statements (e.g. : usual, probably)
The use of words that link arguments (e.g. : firstly, however, on
the other hand, therefore)
The use of present tense (e.g. : ads give a bad influence,
Indonesia is rich in culture from many regions)
The use of modal and adverbs (e.g. : can, many, certainly, get,
stop)
The use of subjective opinions using pronouns (e.g. : I and we)
Example of hortatory exposition
Generic Structure
TITLE
Should Ads be banned from TV Programs?
THESIS
I am writing to complain about ads on TV. There are so many ads,
especially during my favorite programs. I think they should be stopped
for a number of reasons.
ARGUMENTS
First, ads are a nuisance. They go on for a long time and there are many.
Sometimes there seems to be more ads than programs.
Second, ads are a bad influence on people. They try to encourage people
to buy unhealthy food like beers, soft drinks, candies, and chips. In
other word, they make people want things they do not really need and
cannot afford.
Finally, ads play role in what programs people watch. That is because
are lots of ads in popular programs that a lot of people watch. Some
programs which are not so popular get stopped they do not attract
enough ads, even though those programs may be someone’s favorite.
RECOMMENDATION
For those reasons, I think TV stations should stop showing ads. They
interrupt programs. They are a bad influence on people and they
sometimes put a stop to people’s favorite shows. I am sick of ads and
now I mostly watch movie cinema.
Read the following text, then discuss the generic structure and
contains of the text
Should Not Bring Mobile Phone to School
Recently most people own mobile phone. Why does mobile phone
user increase dramatically in recent years? First, the features and
functions have increased. Mobile phone is not used just for calling, but
sending text, taking pictures, recording videos, accessing internet,
playing games and much more. Second, mobile phone has also become
a lot cheaper. Now this communication device does not only fill the
pocket of adult but also teenager and student. Event a lot phones are
intentionally designed to teenaged market. However should they be
allowed to bring them to school?
Many schools do not allow students to bring cell phones to school. It
is very reasonable because bringing phone to school potentially disrupts
the learning process. Most students use cell phones irresponsibly. They
use cell phones to talk to their friend during class time. They also use
the calculator and camera features in the class as well. Those potentially
lead less concentration in the time of learning and teaching process.
Students go to school to learn and behave fair way. Mobile phones a
large temptation to cheat in tests. They can communicate to anyone and
almost anywhere in the world. Because of the small size of the cell
phone, students can send a text quickly and discreetly. The text can go
unnoticed anywhere to get help on answering test, homework, and other
class assignment. Learning in school is to behave fair not cheating.
Therefore, school should ban students from bringing their cell
phones. However it should be done fairly. In case of an emergency
some student need a call for help, providing easy access to phone is
better.
VIII. LEARNING ACTIVITIES
1. Pre Activities
a. Greeting (teacher greets students and checks students’ attendance).
b. Brainstorming (teacher stimulates students’ interest by asking some
questions related to the topic).
c. Giving review about hortatory exposition text.
2. Main Activities
a. BKOF (Building Knowledge of the Field)
Giving introduction about materials by asking some questions.
“Do you know hortatory exposition text?”
“What is generic structure of hortatory exposition?”
Students answer the questions orally.
b. MOT (Modeling of the Text)
Giving introduction about hortatory exposition text.
Giving explanation about social function, language features and
generic structures of hortatory exposition text.
Giving an example of hortatory exposition text to the students.
Teacher and students discussing about content, language feature
and generic structure.
c. JCOT (Join Construction of the Text)
Checking students work and showing the correct text.
Identifying together about generic structure and language feature of
hortatory exposition text.
d. ICOT (Independent Construction of the Text)
Dividing students into five groups which is consist of seven or
eight students.
Asking each groups to discuss about contain of hortatory
exposition text.
Asking students to identify the generic structure and language
feature.
Asking students from each groups to write down on the
blackboard.
3. Post Activities
Teacher provides or gives feedback and review the material.
Teacher gives suggestion to students to study hard.
Teacher gives following up by giving home works.
IX. ASSESSMENT
Type : Written test
Instrument : The teacher asks the students to identify the generic structure and
language feature.
X. ASPECTS TO BE ASSESSED
Generic structure and language feature.
XI. SOURCE
Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of
Workbook, (Australia: Gred Stabler AEE, 1998).
Sudarwati, M and Crace, Eudia, Look Ahead An English Course for Senior
High School Students year XI, (Jakarta: Erlangga, 2006).
http://understandingtext.blogspot.com
Pekalongan, July 2011
The Researcher,
Mirza Rusdiana
NIM.073411004
Approved by
Headmaster English Teacher
Drs. H. Muslih, M. SI Nur Hayati, M.Ag
LIST OF STUDENTS GROUP
GROUP 1
Ayu Fatma Elok
Dewi Tyas Zuraizah
Eva Yuliana
Indah Riskiana
Karunia Nevi Afrida
Nur Jazilah
Nur ning Vita
Nur Syamsiyah
Siti Umi nafi’ah
GROUP 2
Innarotul Izzah
Istikmaliya
Dewi Aisyah
Nafi’atul Hidayah
Nur Laila
Risqi Ginanjar
Umroh Mahfudhoh
Hikmatul Maulida
GROUP 3
Hisbuna Ihda Nur Amalina
Yusroh
Naily Rohmah
Khafidani
Umi Fithriya
Laily Silvia
Ike Tifany
Izza Khamidah
Durotul Fakhiroh
GROUP 4
Nurul Aini
Nur Mala Sofiana
Arofah
Nur Kumila
Imro’atul Khasanah
Milata Aliata
Naily Mustafidah
Ina Fatina
Fina Khafidhoh
GROUP 5
Nur Azizah
Nur Fandhilah
Rizqiana
Uzlifatul Jannah
Umi Khabibah
Nila Karimah
Riadhil Hikmah
Dewi Alfiana Azizah
OBSERVATION SCHEME
No. Indicators None
0%
Few
<20%
Many
20%-
40%
Half
50%
Most
60%-
80%
All
100
%
1
2
3
4
5
6
7
The students are
enthusiastic in listening
teacher’ explanation on
hortatory exposition
text
The students are
enthusiastic in
responding teacher’s
question
The students concern in
group work
Students ask question
to the teacher to clarify
understanding
The students work
together in a group to
solve the problem
The students work
communication during
in group work.
Students are
enthusiastic to present
and discuss about task
of hortatory exposition
text.
STUDENTS NAME LIST
No Name Students Code
1 Arofah A -1
2 Ayu Fatma Elok A -2
3 Dewi Aisyah A -3
4 Dewi Alfiana Azizah A- 4
5 Dewi Tyas Zuraizah A -5
6 Durotul Fakhiroh A -6
7 Eva Yuliana A -7
8 Fina Khafidhoh A- 8
9 Hikmatul Maulida A -9
10 Hisbuna Ihda Nur Amalina A-10
11 Ike Tifani Novita A -11
12 Imroatul Khasanah A -12
13 Ina Fatina A- 13
14 Inarotul Izzah A -14
15 Indah Riskiana A -15
16 Istikmaliah A -16
17 Izza Khamidah A- 17
18 Karunia Nevi Afrida A- 18
19 Khafidani A -19
20 Laily Silvia A -20
21 Milata Aliyata A- 21
22 Nafi’atul Hidayah A-22
23 Naili Rohmah A -23
24 Naily Mustafidah A -24
25 Nila Karimah A -25
26 Nur Azizah HMA A- 26
27 Nur Azizah A -27
28 Nur Fandhilah A -28
29 Nur Jazilah A -29
30 Nur Kumila A- 30
31 Nur Laila A- 31
32 Nur Mala Sofiana A -32
33 Nur Ning Vita A -33
34 Nur Syamsiyah A -34
35 Nurul Aini A- 35
36 Nurul Maghfiroh A -36
37 Riadhil Hikmah A 37
38 Risqi Ginanjar A -38
39 Rizqiyana A- 39
40 Siti Umi Nafi’ah A- 40
41 Umi Fithriya A- 41
42 Umi Khabibah A- 42
43 Umroh Mahfudhoh A-43
44 Uzlifatul Jannah A- 44
45 Yana Linda Suryani A- 45
46 Yusroh A-46
TEST OF FIRST CYCLE
Kind of text : Hortatory Exposition Text
Time Allotment : 15 minutes
Instruction :
1. Write your name and class on the top of the paper.
2. Make a writing hortatory exposition text based on the topic given.
3. The duration of writing is 15 minutes.
4. You have to write at least 3 paragraph.
5. It is necessary, you can open your dictionary.
Title:......................
Thesis:
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
Arguments:
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………..
Recomendationts:
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
TEST OF SECOND CYCLE
Kind of text : Hortatory Exposition Text
Time Allotment : 15 minutes
Instruction :
1. Write your name and class on the top of the paper.
2. Make a writing hortatory exposition text based on the topic given.
3. The duration of writing is 15 minutes.
4. You have to write at least 3 paragraph.
5. It is necessary, you can open your dictionary.
Title:......................
Thesis:
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
Arguments:
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………..
Recomendationts:
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
WORKSHEET
TEST OF FREE WRITING HORTATORY EXPOSITION TEXT (pre-test)
Kind of text : Hortatory Exposition Text
Time Allotment : 35 minutes
Instruction :
1. Write your name and class on the top of the paper.
2. Make a free writing hortatory exposition text
3. The duration of writing is 35 minutes.
4. You have to write at least 3 paragraph.
5. It is necessary, you can open your dictionary.
Title:......................
Thesis:
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
Arguments:
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………..
Recomendationts:
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
Name :
Class :
Student no :
CURRICULUM VITAE
Name : Mirza Rusdiana
Place and date of birth: Pekalongan, 15th Oktober 1988
Original address : Jl. Pattimura, Ds. Mayangan Rt: 24/VIII, Kec. Wiradesa
Kab. Pekalongan 51152
Dormitory address : Jl. Segaran I Gg.2 Buntu No.25
Purwoyoso, Ngaliyan, Semarang
e-mail : [email protected]
Education : 1. TK Muslimat NU Kepatihan
2. SDN 01 Mayangan
3. SMP N 1 Wiradesa
4. MAS Simbang Kulon
5. Student of Tarbiyah Faculty in Islamic Institute of
Walisongo Semarang in 2007 period.
Semarang, December 12nd
, 2011
The Writer,
Mirza Rusdiana
NIM. 073411004