THE EFFECT OF USING GENRE-BASED APPROACH ON

STUDENTS’ WRITING ANALYTICAL EXPOSITION TEXT

(A Quasi-experimental Study at Eleventh Grade of MA Annajah Jakarta

in 2019/2020 Academic Year)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment

of the Requirements for the Degree of S.Pd. (Strata-1) English Education

By

Mardiana

11150140000065

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2019

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ABSTRACT

Mardiana (11150140000065). The Effect of Using Genre-based Approach on

Students’ Writing Analytical Exposition Text (A Quasi-experimental Study at

Elevent Grade of MA Annajah Jakarta in Academic Year 2019/2020).

Skripsi of Department of English Education, Faculty of Educational Sciences. Syarif

Hidayatullah State Islamic University of Jakarta, 2019.

Advisor : 1. Dr. Fahriany, M.Pd.

2. Desi Nahartini, M.Ed.

Keywords : Genre-based Approach, Writing Skill, and Quasi- Experimental Study.

The study was intended to find out the empirical evidence of the effect of using

genre-based approach on students’ writing skill in writing analytical exposition text.

The study used quantitative method with quasi-experimental design. The study used

purposive sampling with the research sample totally 62 students which classified into

two classes, experimental and controlled class. The population of this study was the

eleventh-grade students of MA Annajah Jakarta. The data was obtained through pre-

test and post-test. The data from both tests were analyzed by using t-test in SPSS 26.

The result of mean score in the post-test revealed a significant improvement between

pre-test and post-test. In pre-test, the experimental class got 53.72 while the controlled

class got 68.55. In post-test, the experimental class got 70.28 and the controlled class

got 82.71. The test of hypothesis showed that that sig. 2 tailed was 0.000 while the

determined alpha α was 0.05, which meant 0.000<0.05. It was also supported by the

result of effect size that 1.96. It can be said that the Ho (Null Hypothesis) was rejected

and Ha (Alternative Hypothesis) was accepted. Thus, genre-based approach gave

strong level effect toward students’ writing ability on analytical exposition text.

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ABSTRAK

Mardiana (11150140000065). Efektivitas dari Penggunaan Pendekatan Berbasis

Genre terhadap Kemampuan Siswa dalam Menulis Teks Eksposisi Analisis.

(Sebuah penelitian semi eksperimen pada siswa kelas sebelas MA Annajah Jakarta

pada tahun akademik 2019/2020).

Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiya dan Keguruan.

Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2019.

Pembimbing: 1. Dr. Fahriany, M.Pd.

2. Desi Nahartini, M.Ed.

Kata Kunci : Pendekatan Berbasis Genre, Kemampuan Menulis, dan Penelitian

Semi Eksperimen

Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris dari

penggunaan pendekatan berbasis genre pada kemampuan siswa dalam menulis teks

eksposisi analitis. Penelitian ini menggunakan metode penelitian kuantitatif dengan

desain kuasi eksperimental. Sampel dari penelitian ini dipilih dengan menggunakan

teknik purposif dengan total sampel 62 murid yang terbagi menjadi du akelas, kelas

eksperimen dan kelas control. Populasi dari penelitian ini adalah siswa/i MA Annajah

Jakarta. Data yang diperoleh diambil melalui pre-tes dan post-tes. Data dari du akelas

diolah menggunakan t-test pada SPSS 26. Hasil rata-rata dari post-tes menunjukan

peningkatan dari hasil pre-tes ke hasil post-tes. Pasa pre-tes, kelas eksperimen

mendapatkan nilai 53.72 dan kelas control mendapatkan nnilai 68.55. Pada post-tes,

kelas eksperimen mendapatkan 70.28 dan kelas control mendapatkan 82.71. Tes

hipotesis menunjukan bahwa sig. 2 tailed adalah 0.000 dengan alpa (α) adalah 0.05

yang 0.000 < 0.05. Hal ini juga didukung oleh hasil dari tingkat keefektifannya yaitu

1.96 yang berarti level tinggi/kuat. Hal ini dapat dinyatakan bahwa Ho (Hipotesis Null)

telah ditolak dan Ha (Hipotesis Alternatif) telah diterima. Oleh karena itu, hal ini dapat

disimpulkan bahwa, penggunaan aktivitas galeri berjalan dapat mempengaruhi

kemampuan berbicara dalam mendeskripsikan tempat dan orang pada siswa kelas

sepuluh di MA Annajah Jakarta.

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ACKOWLEDGEMENT

الرِحيم الرْحَمن هللا بِْسم

In the name of Allah, the Beneficent and the Merciful

All praises be to Allah, the Lord of the worlds, the Master of day after, who has

given the writer His blessing, strength, guidance, and compassion to finish this final

assignment in her study. Peace and salutation be upon to the Prophet Muhammad SAW,

peace may be upon him, and also to his family and his companion. This skripsi entitled

“The Effect of Using Genre-Based Approach on Students’ Writing Analytical

Exposition Text” (A Quasi-experimental Study at Eleventh Grade of MA Annajah

Jakarta in Academic Year 2019/2020) is proposed to the Department of English

Education, Faculty of Educational Sciences, Syarif Hidayatullah Jakarta, in the Partial

Fulfillment of the requirements in accomplishing the study of Bachelor Degree (S-1).

The writer would like to express her deepest honor and gratitude to her beloved

parents, Bapak Slamet and Ibu Kuswati for the prayers, for always give their support

and motivation all the time. Then, the researcher would like to express her honor and

sincere gratitude to her advisors, Dr. Fahriany, M.Pd. and Desi Nahartini, M.Ed. for

helping the writer by giving suggestions, comments, and valuable advices during

finishing this research “Skripsi”. Besides, the writer would like to express her sincere

thanks to:

1. Prof. Dr. Sururin, M.Ag. as the Dean of the Faculty of Educational Sciences.

2. Didin Nurudin Hidayat, M.A. TESOL., Ph.D., as the Head of Department of

English Education.

3. Zaharil Anasy, M.hum., as the Secretary of the Department of English Education.

4. All lecturer and staff in Department of English Education who have taught and

given much knowledge during the learning process in Syarif Hidayatullah Jakarta.

5. Warsono, M.Pd., as Headmaster of MA Annajah Jakarta for giving the writer

permission to conduct the research.

6. Muslim, M.Pd., as the English teacher of MA Annajah Jakarta for the permission,

help, and time to conduct this research.

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7. All students of XI-IIS 2 and XI-MIA Annajah Jakarta for the hospitality and

willingness to participate in this research.

8. Her closest friends in campus and Vocational High School who cannot be

mentioned one by one for the support, motivation, and prayer in her study.

9. For all beloved friends of Department of English Education especially B class for

the support and time we all have been through.

10. All the people whose has helped and given contribution in finishing this Skripsi

and whose names cannot be mentioned one by one. The writer also apologizes in

advance if she missed anybody.

Therefore, the writer would mind accepting any constructive suggestions and critics to

make this research better.

Jakarta, 2nd December 2019

Mardiana

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TABLE OF CONTENTS

APPROVAL SHEET ................................................................................................... i

ENDORSEMENT SHEET ......................................................................................... ii

SURAT PERNYATAAN KARYA SENDIRI ......................................................... iii

ABSTRACT ............................................................................................................... iv

ABSTRAK ................................................................................................................... v

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

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

LIST OF TABLES ..................................................................................................... x

LIST OF FIGURES .................................................................................................. xi

LIST OF APPENDICES .......................................................................................... xii

CHAPTER I INTRODUCTION ................................................................................ 1

A. Background of The Study ........................................................................................ 1

B. Identification of The Problem .................................................................................. 4

C. Limitation of The Study ........................................................................................... 5

D. The Formulation of The Study ................................................................................. 5

E. The Objective of The Study ...................................................................................... 5

F. The Significance of The Study ................................................................................. 5

CHAPTER II THEORETICAL FRAMEWORK ................................................. 6

A. Writing Skill ............................................................................................................. 6

1. The Definition of Writing ........................................................................... 6

2. The Importance of Writing ......................................................................... 7

3. The Teaching of Writing in Indonesia ........................................................ 8

B. Analytical Exposition Text ....................................................................................... 9

1. The Nature of Analytical Exposition Text .................................................. 9

2. The Aims of Analytical Exposition Text .................................................. 10

3. Generic Structure and Language Features of Analytical Exposition Text 10

4. The Example of Analytical Exposition Text ............................................ 12

C. Genre-Based Approach ......................................................................................... 13

1. The Nature of Genre-Based Approach ..................................................... 13

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2. Stages on Genre-Based Approach ........................................................... 14

3. The Advantages of Genre-Based Approach ............................................. 16

4. The Characteristics of Genre-Based Approach ......................................... 17

D. Procedures of Using Genre-Based Approach........................................................ 19

E. Relevant Previous Studies .................................................................................... 20

F. Thinking Framework ............................................................................................ 22

G. Research Hypothesis ............................................................................................ 22

CHAPTER III RESEARCH METHODOLOGY ................................................. 24

A. Research Method and Design ................................................................................. 24

1. Research Method ...................................................................................... 24

2. Research Design........................................................................................ 24

B. Place and Time of The Study ................................................................................. 25

C. Population and Sample of The Study ..................................................................... 25

1. Population ................................................................................................. 25

2. Sample....................................................................................................... 25

D. Instrument of The Study ......................................................................................... 25

E. Technique of Data Collection ................................................................................. 30

F. Technique of Data Analysis .................................................................................... 31

G. The Statistical Hypothesis ...................................................................................... 31

CHAPTER IV RESEARCH FINDING AND DISCUSSION ............................... 35

A. Research Findings .................................................................................................. 35

1. Data Description ....................................................................................... 35

2. Data Analysis ............................................................................................ 39

B. Data Interpretation and Discussion ....................................................................... 44

CHAPTER V CONCLUSION AND SUGGESTION ............................................ 48

A. Conclusion .............................................................................................................. 48

B. Suggestion .............................................................................................................. 48

REFERENCES .......................................................................................................... 50

APPENDICES ........................................................................................................... 53

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LIST OF TABLES

Table 3.1: Rubric for Assessing Writing.................................................................... 25

Table 4.1: Students’ Pre-Test Score from Experimental and Controlled Class ........ 34

Table 4.2: Students’ Post-Test Score from Experimental and Controlled Class ....... 36

Table 4.3: Students’ Gained Score from Experimental and Controlled Class ........... 37

Table 4.4: Normality Test of Pre-Test in Experimental and Controlled Class .......... 39

Table 4.5: Normality Test of Post-Test in Experimental and Controlled Class......... 39

Table 4.6: Homogeneity Test of Pre-Test in Experimental and Controlled Class ..... 40

Table 4.7: Homogeneity Test of Post-Test in Experimental and Controlled Class ... 40

Table 4.8: Group Statistics ........................................................................................ 41

Table 4.9: Independent Sample Test ......................................................................... 42

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LIST OF FIGURES

Figure 2.1: The Hyland’s Model of Genre Teaching and Learning Cycle ................ 16

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LIST OF APPENDICES

Appendix 1 Lesson Plan ........................................................................................... 53

Appendix 2 Instruments of Pre-Test and Post-Test ................................................ 106

Appendix 3 Students’ Writing Task of Experimental and Controlled Class .......... 108

Appendix 4 Transcription of Interview ................................................................... 121

Appendix 5 Research Documentation ..................................................................... 123

Appendix 6 Letter of Permissions ........................................................................... 124

Appendix 7 Letter of Research Information ........................................................... 125

Appendix 8 Letter of Thesis Guidance ................................................................... 126

Appendix 9 Letter of Thesis Legalization ............................................................... 127

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CHAPTER I

INTRODUCTION

This chapter discusses background of the study, problem identification, the

scope of the study, questions of the study, purpose of the study, and significance of the

study.

A. Background of The Study

Genre-based approach is an approach where teaching and learning focuses on

the understanding and production of selected genres of texts. In genre-based approach,

clear instruction is used in order to guide students to find the generic structure, language

features and social function of texts. Moreover, this approach is concerned on teaching

students how to use language features to accomplish coherent and purposeful writing.

In this approach, students are requested to take the overall social purposes of a text in

account when composing a text. It makes students write not only to write but also write

to pursue a certain goal. The teacher then, will only provide students with systematic

guidance and careful support through various activities in the class that makes students

has important contributions to the teaching-learning process. As an approach, genre

refers to process of writing showing its systematical orders or steps to follow either by

teacher or students.

Genre-based approach has its own communicative goals which can be achieved

if the implementation of the teaching of writing in the classroom reflects social function

of each text. To that end, the teaching of writing in the classroom by using a genre-

based approach cannot be separated from the social activities of students in learning

under the guidance of teachers. The teacher provides the facility of a text that can

stimulate students to find a lot of things from the text. The role of the teacher, therefore,

has to be one of facilitator and coach, not an authoritative arbiter. As a facilitator, the

teacher offers guidance in helping students to engage them in their thinking process of

composing texts.

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Genre-based approach is also known as text-based instruction and a

methodology which is designed to support language learning as a social process. It

views that language must be relevant with social function of the text. Social function

of the text implies to a certain social environment and place where and when the text

is used. According to Hammond and Derewianka as cited in Irawansyah, the genre-

based approach highlights the importance of social function and cultural context of

language that used in a text. The context determines the purpose of a text and overall

structure of a text including grammatical structure and language features.1

Genre-based approach to writing is that every text has its own different

purposes, and its meanings can be communicated through language in different ways

depending on the discourses that occur in different cultures. According to Thoreau as

cited in Dirgeyasa, genre writing is a kind of writing which has a specific purpose and

target of readers.2 Genre as an approach provides some stages or steps to follow that

will guide the writer systematically in order to be able to produce the writing work

itself. Consider how close the relationship between genre-based approach and students'

writing abilities because it is known that writing is one of the most important aspects

in English language acquisition.

According to Flynn and Stainthorp, writing is one of human style in

communicating to each other. Writing is a complex skill because writing involves

several cognitive abilities.3 In addition, writing is a process of discovery involving a

series of steps, it means writers do not discovery just what they want to write about

until they explore their thoughts in writing. Meanwhile, writing is very important

because good writing skills are needed for all students in order to accomplish their

academic needs and workplace requirements. For instance, write an essay paper when

1 Irawansyah, Genre-Based Approach: A Way to Enhance Students’ Writing Ability, Jurnal

Tadris Bahasa Inggris, Vol. (9) 1, 2016, p.76. 2 I Wy Dirgeyasa, Genre-Based Approach: What and How to Teach and How to Learn Writing,

English Language Teaching, Vol. 9 (9), 2016, p.46. 3 Naomi Flynn and Rhona Stainthorp, The Learning and Teaching of Reading and Writing,

(England: Whurr Publisher Limited, 2010), p.103.

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applying for scholarship and fulfill job requirements that require applicant has a good

oral or written English skill.

According to Nguyen, good writing skill will bring many benefits for students

because writing helps students to develop their ability of using vocabulary and

grammar.4 Moreover, writing is a process to express ideas or thoughts in a form of

words and students in senior high school are asked to be able to comprehend and

produce short functional texts consist of narrative, recount, report, descriptive,

procedure, analytical exposition and explanation.5 Meanwhile, curriculum 2013 is a

text-based learning process which means text is used in most of learning activities. In

line with curriculum 2013, the syllabus of eleventh grade of Senior High School

requires students to be capable of composing an analytical exposition text based on the

actual issues given by the teacher. It requires students to produce an analytical

exposition text by sharing ideas with their partner in order to produce a proper

analytical exposition text. The learning activities in curriculum 2013 provides students

with opportunities to share ideas explore and examine their thinking related to the

material on a certain topic. Students must be able to produce analytical exposition text

to persuade the readers or listeners that the idea is important matter by taking its social

functions, generic structure, and language features that used in analytical exposition

text.

Analytical exposition text is a text that contains the author's detailed thoughts

or opinion about an issue. Exposition is a type of text that contains certain thoughts or

opinions of the author. In exposition text, there are some of the most striking elements

that stated in the form of opinions about true or false and discuss the positive or

negative sides of the topic.6 Analytical exposition text has its own generic structure that

differs from another kind of text. It consists of three parts including thesis, argument,

4 Nguyen Thanh Huy, Problems Affecting Learning Writing Skill of Grade 11 at Thong Linh

High School, Asian Journal of Educational Research, Vol. (3) 2, 2015, p.53. 5 English Syllabus from Government 6 Thomas S. Kane, Essential Guide to Writing, (London: Berkley, 2010), pp.6-7.

4

and reiteration. The first paragraph usually called thesis, in this part, usually about the

writer’s opinion about something. It also introduces topics and indicates the writer’s

position. Then, the second part is argument. It consists of a point and elaboration

sequence. Each point must be supported by facts and evidence so as the reader can be

influenced with the arguments that the writer stated. The last part of the generic

structure is reiteration. This part is for restates writer’s opinion more fully.

Analytical Exposition is written to convince the readers that a point of view is

valid. In order to do so, the writer must provide arguments and the arguments must be

well-supported to be effective. In this case, the writer must present his or her arguments

with clear examples, clear explanations, or by referring to the opinion of experts or

information by certain organizations. Moreover, students are trained to think critically

about something that is being discussed so that they will be accustomed to express their

opinions out in the form of analytical exposition text. Besides, students are needed to

be able to write an analytical exposition text because they must deliver their arguments

clearly supported by evidence.

Referring to the explanation above, it is necessary for the writer to conduct a

research about the effect of using genre-based approach on students’ writing analytical

exposition text at eleventh grade of Senior High School.

B. Identification of The Problem

Based on the explanation of the background of the study, there are some

problems which can be identified in this field of study:

1. There must be an innovation for teaching analytical exposition based on Curriculum

2013

2. There is still no appropriate learning method for teaching writing analytical

exposition text

3. Most students do not know how to think critically to deliver their arguments in form

of analytical exposition text

4. Most students do not know their motivation in learning writing

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C. Limitation of The Study

Based on the problems identified above, the writer limited this study on the

effect of genre-based approach on students’ writing ability of analytical exposition text,

a quasi-experimental study at MA Annajah.

D. The Formulation of The Study

Based on the problem identification, this study is addressed to answer the

following question: “Does genre-based approach give any effect on students’ writing

Analytical Exposition text ability?”

E. The Objective of The Study

The objective of this study is to find empirical evidence about the effect of using

genre-based approach on students’ writing Analytical Exposition text ability at

eleventh grade of MA Annajah.

F. The Significance of The Study

There are four significances of this study: for English teachers, students, readers

and further researcher. For English teachers, Genre-Based Approach should be an

approach that suitable for teaching Analytical Exposition text in junior high school

because this approach seems to be a guidance for students to write their own Analytical

Exposition text. For students, genre-based approach relevant for the students with low

competencies and low motivation. It really guides the students to write from dependent

steps to independent steps. For readers, this study will provide information of the effect

of using genre-based approach for students’ writing Analytical Exposition text. For

further researchers, this study can be used as a reference in conducting research related

to writing Analytical Exposition text.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Writing Skill

1. The Definition of Writing

Writing is one of the four English skills (listening, speaking, reading and

writing) in language learning. It is the system of written symbols, representing the

sounds, syllables or words of language, with different mechanisms - capitalization,

spelling and punctuation, word form and function. Writing is a fairly high ability

of English and has a considerable influence on ways of thinking and dividing.

Moreover, writing also trains us to be organized and think more critically.1 Writing

is one of the most important skills in studying English because writing is not only

an academic skill but also an important skill that translates into any career fields.

According to Robert as cited in Nguyen, writing is the most important human

invention because it is a transfer of information, opinions, beliefs, feelings,

arguments, explanations, theories, etc.2

Writing is an extremely complex cognitive activity in which the writer is

required to demonstrate control of variables simultaneously. Good writing skills

are needed for all the students in order to accomplish their educational and

employable requirements.3 Writing is one of the ways to transmit thoughts or ideas

to the other people. Writing is also the important skill in studying English, which

need great investment from the students.

1 Paul Onsare Onchera and Beatrice N. Manyasi, Functional Writing Skills for Effective

Communication: The English Language Classroom in Kenya, Journal of Emerging Trends in

Educational Research and Policy Studies, Vo.4(6), 2013, p.842. 2 Nguyen Thanh Huy, Problems Affecting Learning Writing Skill of Grade 11 at Thong Linh

High School, Asian Journal of Educational Research, Vol. (3) 2, 2015, pp.53-54. 3 V. Chandra Sekhar Rao, Developing Students’ Writing Skills in English – A Process

Approach, Research Gate Publication, 2018, pp.1-2.

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2. The Importance of Writing

Writing is one of English skills which plays important role. Writing is meant

for conveying thoughts, ideas, and facts in easy and lucid language. The principle

purpose of writing is to convey the message to the readers. Good writing skills are

needed for all the students in order to accomplish their educational and employable

requirements. It is undeniable that academic writing ability considered to be the

most important aspect must be acquired by students, particularly Indonesian EFL

learners.1 Moreover, other research also indicate that writing is an important skill

because writing can enhance attention which cognitive psychologists called

working memory. It is a condition where students can be released to write a stressful

experience which showed an improvement on their ability to focus on their work.2

In the school setting, writing plays two distinct but complementary roles. First,

it is a skill draws on the use of strategies (such as planning, evaluating, and revising

text) to accomplish a variety of goal, such as writing a report or expressing an

opinion with the support of evidence. Second, writing is a mean of extending and

deepening student’s knowledge; it acts as a tool for learning subject matter. Writing

is one of the ways to transfer thoughts or ideas to the other people. However,

students mostly only spent few times for learning writing because they do not know

how essential writing for their life-long goal.3 The following are some reasons of

the importance of writing skill: to write technical documents, research paper, and

put forth the right facts and information; in searching and obtaining a job; to make

presentations and reports; to improve communication skills; and, to improve

creativity, exploration, and essential for self-understanding.4

1 M. Said Husin and Etty Nurbayani, The Ability of Indonesian EFL Learners in Writing

Academic Papers, Dinamika Ilmu, Vol.17(2), 2017, p.238. 2 Ana Munoz. et. al., Guidelines for Teaching and Assessing Writing, Grupo de Investigacion,

2010, p.3. 3 Nguyen Thanh Huy, Problems Affecting Learning Writing Skill of Grade 11 at Thong Linh

High School, Asian Journal of Educational Research, Vol. (3) 2, 2015, p.56. 4 V. Chandra Sekhar Rao, Developing Students’ Writing Skills in English – A Process

Approach, Research Gate Publication, 2018, p.3.

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Besides that, practicing writing skill will help students get acquainted with new

types of writing as well as consolidate their writing skill. For example, students

study writing skill from low to high, from basic to advance. At grade 10, students

mainly study writing one paragraph or a small part in essay. It provides students

some background knowledge before studying writing tasks at 11th grade.

Similarity, writing tasks in 11th grade will prepare students essential skill to help

them write well at higher level of 12th grade. Writing of 11th grade play an

important role because it prepares needed things for students such as: grammar

points, content, vocabulary and especially is helping them know how to write a

paragraph or essay before they study carefully in 12th grade.

Nowadays, writing is also the key to success in college and university. Most

context of life (school, the workplace, and the community) call for some level of

writing skill, and each context makes overlapping, but not identical, demands

proficient writers can adapt their writing flexibly to the context in which it takes

place. Otherwise, almost college or university required their students to get foreign

language certificates for graduated qualification, and writing is indispensable in

these exams. Good at writing can help students get a good job. At present, many

foreign companies need people with high writing skill level to help them makes

contracts or documents in English.5

3. The Teaching of Writing in Indonesia

Most of teachers in Indonesia are often used traditional approach or method to

teach writing like giving explanation about the theories without any practice of

writing to the students.6 Teaching writing is more than that traditional activity

because it has several steps and requirements that should be prepared by the teacher

that makes writing has its own challenges. Moreover, traditional activity is no

longer appropriate to teach writing. The teacher cannot just collect the students’

5 Ibid., p.2. 6 Dewi Tri hastuti and Him’mawan Adi Nugroho, The Use of Pen Pal Project to Teach Writing

Skill of Recount Text to The Tenth Grade Students of SMAN 1 Trenggalek, Vol. 1(1), 2016, p.2.

9

writing and give a mark on it. Leki stated as cited in Ariyanti that teacher tends to

correct the grammatical structures and tries to minimize mistakes in terms of forms

of language.7 According to Sumarsih and Sanjaya as cited in Hidayati, most of

teachers in Indonesia focused on either traditional or modern techniques to teach

writing, such as a technique called TPS (Think-Pair-Share) which was found

sufficient.8 Therefore, there must be another resolution for teaching writing to EFL

students in order to make them have willingness to learn writing.

B. Analytical Exposition Text

1. The Nature of Analytical Exposition Text

The analytical exposition text is a text that contains the author's detailed

thoughts or opinion about an issue. This kind of text is included in the

argumentative text because it shows an opinion or argument about something. Its

social function is to persuade the readers or listeners that the idea is an important

matter.9

There are two kinds of exposition text, Analytical Exposition and hortatory

exposition.10 Hortatory exposition is a type of exposition text that begins with a

statement containing the problem / issue that is used as the theme of the writing,

then supported by various arguments / statements and supporting evidence that can

direct the reader to the author's point of view and conclude with suggestions or

recommendations from the author so that readers can agree with the opinion of the

author. Slightly different from hortatory exposition, analytical exposition is a type

of exposition text that begins with a statement that shows the attitude, opinion,

statement or position of the author on the topic discussed later supported by various

7 Ariyanti, The Teaching of EFL Writing in Indonesia, Dinamika Ilmu, Vol (16) 2, 2016,

pp.263-264. 8 Kuni Hikmah Hidayanti., Teaching Writing to EFL Learners: An Investigation of Challenges

Confronted by Indonesian Teachers, Journal of The Association for Arabic and English, Vol (4) 2, 2018,

p.22. 9 Shyla K. Lande and Eka Mulya Astuti, Forward for Vocational School Grade XI, (Erlangga,

2014), p.168. 10 Cicik Kurniawati and Yuniarti Dwi Arini, Detik-Detik Ujian Nasional Bahasa Inggris Tahun

Pelajaran 2018/2019, (DIY Yogyakarta : PT Intan Pariwara), p.58.

10

arguments and closed with affirmation or restatement of opinion stated at the

beginning.

In an exposition text, the writer elaborates ideas about a certain issue. The writer

presents his or her own opinion about the issue and tries to persuade readers that

his or her idea is important.11

2. The Aims of Analytical Exposition Text

Every kind of text has its own social function so that the text can be understood

by students easily. This text makes the reader aware of an issue raised by the author.

The main purpose of Analytical Exposition is to persuade the reader or listener to

agree with the writer’s opinion.12 Lande and Astuti stated that the purpose of

Analytical Exposition text is to convince the reader or listener about some issues

with aspects like facts, statistics, reasons, examples or differentiation.13 Sari implies

Analytical Exposition is written to convince the readers that a point of view is valid.

In order to do so, the writer must provide arguments and the arguments must be

well-supported to be effective. In this case, the writer must present his or her

arguments with clear examples, clear explanations, or by referring to the opinion

of experts or information by certain organizations.14

3. Generic Structure and Language Features of Analytical Exposition Text

Every kind of text has its own generic structure. According to Lande and Astuti,

there are three parts of generic structure of Analytical Exposition text:15

a. Introduction (Thesis)

Introducing a topic, outlines main idea or point of view to be presented (thesis

statement).

11 Sarwoko, Mandiri : English on Target, (Erlangga, 2017), p.35. 12 Ibid., p.35. 13 Shyla K. Lande and Eka Mulya Astuti, Forward for Vocational School Grade XI, (Erlangga,

2014), p.168. 14 Sari K. D., Bupena Ennglish for SMA/MA Grade XI, (Erlangga, 2018), p.44. 15 Lande and Astuti, op. cit., p.165.

11

b. Body: around 70 % (Ideas/arguments/issues)

Provides the evidence (arguments) to support the thesis statement. Each

paragraph identifies a particular point. The elaboration may be further

description, analysis, justification, giving examples, comparing, contrasting,

etc.

c. Conclusion (Reiteration)

Restates the position, perhaps, with some emphasis.

The writer also required to comprehend the language features of each text. If

they want to produce a good analytical text so they have to be able to write

analytical text by using these language features:16

a. Using relational process: relationship between and among leaders, workers,

followers, partners.

Example: People knowing and caring about people.

b. Using internal conjunction: elaborating and itemizing steps in an argument

Example: firstly, secondly, next, and finally

c. Using causal conjunction: the cause of an event

Example: because

d. Using contrastive conjunction

Example: but ... nevertheless

e. Using simple present tense

Example: Bruno is a quiet boy

16 Shyla K. Lande and Eka Mulya Astuti, Forward for Vocational School Grade XI, (Erlangga,

2014), p.168.

12

4. The Example of Analytical Exposition Text

Playing Extreme Sports

Participating in extreme sports is a growing trend. Extreme sport (also called

action sport and adventure) is a term for certain activities perceived as having a

high level of danger. These activities often involve speed, height, high level of

physical energy, high-specialized gear or spectacular stunts. Even though some

people may take many precautions, it’s hard for some others to accept extreme

sports given the risk involved. What do you think? Should such sports be

discouraged on the grounds they’re too dangerous?

I would say: why don’t you give it s try? Extreme sport is a good exercise to

prepare ourselves in real-life conditions. Challenge yourself to one extreme sport

for the following reasons.

First, it’s positive way to spend our spare time; just a couple hours to experience

something fun and different. Some who enjoy extreme sports reject the

stereotypical ‘adrenaline junkie’ tag. The practitioners would claim they enjoy

developing their physical and/or mental skills, seek mastery of inhospitable

environments, and look to escape from the routine rigors of day-to-day existence,

or simply love the wild environment in which many of these sports take place. A

paraglide pilot says, “We do these things not to escape life, but to prevent life

escaping us”-even though accidents in these sports could be fatal.

Second, extreme sport is analogous to our real life, which is quite naturally

unpredictable and risky. An article in Time magazine suggested that today’s

generation has fewer real risks to face and; therefore, there is a need to live out

challenges through risky behavior. While previous generations were burdened with

wars, recent generations have lived through a relatively peaceful area. A coach and

sports-psychology coordinator said that not everyone has the mental makeup to

excel in dangerous pursuits

13

“It takes a certain kind of person,” he said. He notes that most of us hit a natural

ceiling that limits our appetite for extreme risk and, as a result, our ability to

perform well in dangerous conditions.

Finally, we would learn how to manage risks in life. All sports risk injuries.

Although there is no way to completely prevent injuries while participating in

action sports, there are several ways to prepare for, and minimize the damage

caused, isn’t similar to risky real-life? It’s necessary for us to organize things like

morality, education and health to minimize possible hazards in our life.

Therefore, the high element of extreme sport risks will make you feel alive.17

C. Genre-Based Approach

1. The Nature of Genre-Based Approach

Etymologically, the word ‘genre’ is derived from the French language meaning

‘form’ or ‘type’. Then, originally, the word ‘genre’ which is also used in Biology

science means ‘genus’ referring to the classification of flora and fauna. The use of

genre developed overtime, genre is applied in any various aspects of life such film,

music, literature, etc.18 Genre in also involved in the educational field especially on

how to teach English. In the late 1980s, there was a concept that emphasized the

importance of text in learning English which is often referred to as a text based

approach or a genre based approach (GBA). This approach was developed in

Australia which originally referred to the concept of the linguistic system.19 Genre

is used in linguistics study which characterized by its communicative purpose(s) in

general, associated themes, conventions (rhetorical structure, lexico-grammar and

other textual features), the channel of communication (e.g., spoken, electronic,

hardcopy, etc.) audience types, and sometimes the roles of the writer and readers.20

17 Shyla K. Lande and Eka Mulya Astuti, Forward for Vocational School Grade XI, (Erlangga,

2014), p.166. 18 I Wy Dirgeyasa, Genre-Based Approach: What and How to Teach and How to Learn Writing,

Vol. 9 (9), 2016, p.45. 19 Nur Mukminatien, Language Teaching Method, (Universitas Terbuka: 2016), p.132. 20 Zahra Abbaszadeh, Genre-Based Approach and Second Language Syllabus Design, (Elsevier

Ltd., 2013), p.1880.

14

In terms of genre, Hyland as cited in Dirgeyasa proclaims that:

Genre implies that students to write not just to write but to write something to

achieve some purposes such as it is a way of getting something done, to get

things done, to tell story, to request an overdraft, to describe a technical

process, to report past event, and so on, we follow certain social convention for

organizing messages because we want our readers to recognize our purpose.21

Teaching writing by using genre-based approach will guide the writer not only

be able to write but also the writer will write to pursue a certain goal. For example,

how to report, how to retell, how to describe, how to argue, how something is done

or how something is carried out, etc.

2. Stages on Genre-Based Approach

According to Firkins, Forey, and Sengupta, there are several stages or phases

in teaching and learning by using genre-based approach named ‘cyclic strategic’.

They implied there were three stages which must be followed and implemented

during the teaching and learning process. The three stages are a) modeling a text,

b) joint construction of a text, and c) independent construction of a text. Then, they

explain each stage by having some practical steps to follow systematically.22

1) Modeling a text

In modeling a text, there are four practical steps which must be implemented

during the teaching and learning process. The four practical steps are:

a) The teacher chooses a certain type of genre writing in order to develop the

classroom activities. In this case, type of genre must match with the students’ needs;

b) The teacher and the students discuss the text genre by modeling and

deconstruction or even manipulating the text; c) The students are directed and

situated in order to know and understand the function of the text, the

21 Zahra Abbaszadeh, Genre-Based Approach and Second Language Syllabus Design, (Elsevier

Ltd., 2013), p.1880. 22 I Wy Dirgeyasa, Genre-Based Approach: What and How to Teach and How to Learn Writing,

Vol. 9 (9), 2016, p.48-49.

15

communicative purpose of the text. Take for example the genre procedure writing-

the function of procedure and the purpose of writing procedure; d) The students

then, study the vocabulary usages of a certain genre procedure, grammatical or

structural patterns of procedure, and then the students practice the procedure if

necessary.

2) Joint construction

In joint construction stage, the students start to do something more practical and

operational dealing with writing. However, their work of genre writing is not

writing at all because they modify and manipulate the text given. The students are

still guided and helped by the teacher before they become really independent writer

of a certain genre taught and learned. As a matter of fact, there are three practical

steps how join construction stage is developed and implemented: a) The students

reconstruct the certain genre writing given. In this case, the student may revise and

paraphrase the vocabulary usage, the grammatical patterns, and textual devices if

necessary by their own words; b) The teacher continuously guides the students to

discuss and order the students to remember so that they really understand well about

the genre type given; c) Before going forward to stage three, the independent

construction of a text., stage modeling text and joint construction are important to

review.

3) Independent construction of a text

By having prior understanding and experiences of stage one and stage two, the

students are ordered to write a certain type of genre as what they have learned

before. The student write a given genre type independently. In this case, the teacher

must be sure that the students really understand the features of a certain genre such

as the communicative purpose, structure element of the text, grammatical patterns

usage, relevant vocabulary usage, and textual devices as well.

16

In order to have a vivid pictorial flow chart of cyclic teaching and learning of

writing through genre-based approach, Hyland as quoted in Dirgeyasa draws as it

is shown by figure 3 below:

Figure 2.1 The Hyland’s Model of genre teaching and learning cycle

3. The Advantages of Genre-Based Approach

According to Hyland as cited Irawansyah, there are seven advantages of genre-

based approach instruction that can be summarized as follows:23 (1) Explicit.

Makes clear what is to be learned to facilitate the acquisition of writing skills; (2)

Systematic. Provides a coherent framework for focusing on both language and

contexts; (3) Needs-based. Ensures that course objectives and content are derived

from students’ needs; (4) Supportive. Gives teacher a central role in scaffolding

student learning and creativity; (5) Empowering. Provides access to the patterns

and possibilities of variation in valued texts; (6) Critical. Provides the resources for

students to understand and challenge valued discourses; and (7) Consciousness

23 Irawansyah, Genre Based Approach: A Way to Enhance Students’ Writing Ability, Jurnal

Tadris Bahasa Inggris, (Lampung: Ejournal, 2016), Vol.9(1), p.78.

17

raising. Increases teacher awareness of texts and confidently advise students on

their writing24

In genre-based approach, learner will be more motivated in learning writing,

because within this approach, there can be many methods and techniques applied

in stages of teaching learning cycle in genre-based approach before they write

individually, such as jigsaw or other cooperative methods. It becomes a reason why

genre-based approach is essential in improving students’ writing ability.

4. The Characteristics of Genre-Based Approach

According to Tuan Trong LUU there are several characteristics of genre-based

approach as it follows:25

Firstly, Hammond and Derewianka stated that the genre-based approach

emphasizes the importance of exploring the social and cultural context of language

use on a piece of writing. The context decides the purpose of a text, an overall

structure of a text in terms of language features and text features often in the form

of linguistic conventions. Secondly, according to Muncie (2002), this approach

highlights the magnitude of the readers and the linguistic conventions that a piece

of writing needs to follow in order to be successfully accepted by its readership.

According to this approach, any student who wants to be successful in

communicating in a particular English-language discourse community needs to be

able to produce texts which fulfill the expectations in grammar, organization, and

content of the text.

Thirdly, it underscores that writing is a social activity. This notion originated

from the socialcultural theory initiated by Vygotsky. According to this theory,

knowledge is best constructed when learners collaborate together, support one

another to encourage new ways to form, construct and reflect on new knowledge.

24 Irawansyah, Genre-Based Approach: A Way to Enhance Students’ Writing Ability, Jurnal

Tadris Bahasa Inggris, Vol. (9) 1, 2016, p.78. 25 Ibid., p.76.

18

In this case, social interactions and participation of group members play a key role

in developing new knowledge. In the writing classes, students are encouraged to

participate in the activities of meaning exchange and negotiation with peers and the

teacher. Learning writing in this way, as it is believed, can remove the feeling of

isolation which bothers many learners when writing and, at the same time, help

student writers have positive reinforcements about the knowledge of linguistics,

content and ideas in the composing of texts.

Fourthly, a genre-based approach to writing instruction looks beyond subject

content, composing processes and linguistic forms to see a text as attempts to

communicate with readers. This approach is concerned with teaching learners how

to use language patterns to accomplish coherent, purposeful prose writing. Its

central belief is that students do not just write but they write something to achieve

some purpose. In this approach, student writers are required to take the overall

social purposes of a text into account when composing a text.

Fifth, this approach emphasizes the important role of writer-reader interaction

on a piece of writing.

Sixth, the teacher’s role in this approach is viewed as authoritative rather than

authoritarian. As an expert in the classroom, the teacher provides students with

systematic guidance and careful support through various activities so that students

ultimately gain the control of written genres. At the same time, they also recognize

the importance of students’ contributions to the teaching-learning process.

Last but not least, the genre-based approach emphasizes the explicit teaching

of the linguistic conventions of the genre for second language novice student

writers. It is argued that students cannot produce a particular text-type successfully

if they are not taught explicitly about linguistic conventions of that text-type with

respect to language features and schematic structure.

19

D. Procedures of Using Genre-Based Approach

In line with the stages of Genre-Based Approach, there are several steps that

the teacher must applying this approach. First, the teacher will build knowledge of

field from its context, shared opinion, control of relevant vocabulary, and

grammatical patterns that they must use for particular text. In this case, teacher will

give an article about factual issues then teacher will ask students about their

argument and direct the students to take their position. Teacher will ask students

whether they agree or disagree with the topic that was being discussed in the article.

The teacher then, will explain about analytical exposition and make sure that

students completely understand the grammatical structure, language features and

social function used in analytical exposition text.

Then, the students will straight to the step named modeling of text where they

must discuss and analyze text structure, context and language of the text. The

teacher will divide students into several groups then give one analytical exposition

text for each group. The students are directed and situated in order to know and

understand the function of the text and the communicative purpose of the text. Take

for example the analytical exposition text which has a purpose to deliver some

opinion by giving its evidence. The students then, study the grammatical structure,

language features and social function of the text given by the teacher.

In the next stage named joint construction, students reconstruct the certain

genre writing given. The teacher will ask students to work in group in order to

construct an analytical exposition based on the topic or article given by the teacher.

In this case, the student may revise and paraphrase the vocabulary usage, the

grammatical patterns, and textual devices if it is necessary by their own words. The

teacher then, continuously guides the students to discuss and order the students to

remember so that they really understand well about the genre type given. Before

going forward to stage three, the independent construction of a text., stage modeling

text and joint construction are important to review.

20

By having prior understanding and experiences of previous stage, the students

are ordered to write a certain type of genre as what they have learned before. In this

case, students will write an analytical expositional text independently. The teacher

must be sure that the students really understand the features of a certain genre such

as the communicative purpose, structure element of the text, grammatical patterns

usage, relevant vocabulary usage, and textual devices as well.26

E. Relevant Previous Studies

The writer added some relevant previous studies which support and give proves

to the use of genre-based approach toward students’ writing ability. First,

Irawansyah conducted a research under the title Genre-Based Approach: A Way to

Enhance Students’ Writing Ability. There are two tests that being distributed in this

research, pre-test and post-test. The design of the research is classroom action

research which is a combination of quantitative and qualitative methods.

Quantitative data is obtained through writing tests consisting of a set of questions,

exercises, or others to measure individual, group skills, knowledge, intelligence,

achievements or attitudes. The students of writing test with the range between 0 to

100. It was score based on the criteria of scoring writing consists of 5 components,

namely content, organization, grammar, vocabulary, and mechanics. Then, the

qualitative data were all of information about the classroom situation and the

strength and weakness of the implementation of genre-based approach. The

qualitative data were collected by using observation, interview, and fieldnote. This

study finds that genre-based approach is able to enhance students’ writing ability.

Second, Akiko Nagao on his study explored how 14 foreign-language writers

at a university in Japan changed their genre awareness of discussion genre texts

(particularly Analytical Exposition essays) during a 15-week systemic functional

linguistics course consisting of text-based writing lessons assigned as part of a

26 I Wy Dirgeyasa, English Language Teaching, Genre-Based Approach: What and How to

Teach and How to Learn Writing, Vol. 9 (9), 2016, p.48-49.

21

teaching and learning cycle. To obtain in-depth quantitative and qualitative insights

into changes in the students’ awareness of genre and writing skills, pre- and post-

surveys and self-reflection written texts were administered and analyzed. Twelve

previously proposed criteria (covering generic structure, lexicogrammar, and

multidimensional analyses of attitudes and performance) were used to analyze the

self-reflection texts. The preliminary results showed that the students’

understanding of generic structure and lexicogrammar improved, especially their

comprehension of the second and third paragraphs of the target genre text. The

preliminary results of the correlation analysis illustrated that the increased

understanding of lexico-grammatical features, such as textual meaning,

interpersonal meaning, and experiential meaning, was related to their self-efficacy

and confidence in their writing skills. The preliminary analysis results indicated

that that applying a teaching and learning cycle and a genre-based approach to

writing instruction has the potential to enhance EFL students’ awareness of generic

structure and interpersonal meaning in writing Analytical Exposition essays.

Third, Ria Asteria conducted a research entitled The Effect of Using Genre-

Based Approach Toward Students’ Ability in Writing Recount Text at The Second

Year of State Junior High School 1 Tambang District of Kampar Regency. The

researcher distributed pre-test and post-pest in this research. The design of this

research is quasi-experimental research. In this design, the researcher assign intact

group the experimental and control treatments, administers a pretest to both groups,

conduct experimental treatment activities with the experimental group only, and

then administers a posttest to assess the differences between the two groups. This

research involved two groups, they were the experimental group taught by using

genre-based approach, while the control group did not. Before doing treatment, the

researcher gave pre-test to all of the sample in order to find out the students’ writing

ability before taught by using genre-based approach. Then, there was the treatment

where the researcher taught writing by using genre-based approach (for

experimental class), while the control group was taught without particular

22

treatment. After treatment for six meetings, both of groups were given post-test in

order to find out the difference on students’ ability between those students who are

taught by using genre-based approach and those students who are not. This study

finds that genre-based approach is able to enhance students’ writing ability.

According to the explanation above, it can be concluded that the difference

between this study and the previous studies is on the variable that being tested by

the writer. This study tested the effect of using genre-based approach on students’

writing analytical exposition text, while the previous studies used genre-based

approach to improve students’ writing skill in difference kind of text or just used

genre-based approach to improve students’ writing skill. The writer also finds the

similarity between this study and the previous studies. The writer finds that the

genre-based approach is used to improve students’ writing skill.

F. Thinking Framework

Writing is one of the language skills that should be owned when learning a

language and it can be mastered by doing a lot of practice. Moreover, writing is a

skill that involves fundamental elements in it such as grammar, collecting and

organizing ideas, acknowledging the social context of the text, vocabularies,

spelling, punctuation, and so forth. Therefore, the right method is needed to teach

writing to students.

By implementing the genre approach, it is expected to overcome the problems.

Because genre-based approach implies that students write not only to write

something to achieve some purposes. Students need to follow certain social

conventions for organizing messages because the aim is to recognize what is the

purpose of their writing. In genre-based approach, students will be easy and

directed to write a text because they are accustomed to using tenses, grammatical

structure used in the text that they write.

G. Research Hypothesis

Based on the theory and the problems of writing which have been described,

the writer will propose the hypothesis as follows:

23

1. Null Hypothesis (H0): there was no significance effect of genre-based

approach in students’ writing skill on analytical exposition text at MA Annajah

Jakarta

2. Alternative Hypothesis (Ha): there was significance effect of genre-based

approach in students’ writing skill on analytical exposition text at MA Annajah

Jakarta

24

CHAPTER III

RESEARCH METHODOLOGY

This chapter will describe the research methodology which consists of method

and research design, place and time of the study, population and sample, the content of

intervention, research instrument, instrument test, technique of data collecting,

technique of data analysis, and statistical hypothesis.

A. Research Method and Design

1. Research Method

This study used quantitative research approach. Quantitative research requires

the researcher to explain how one variable affect another or other variables.1

Quantitative research methods is a research method where the results of data analysis

presented in the form of statistics, tables and graphs obtained from numerical data

collection and analyzed using statistics. There are two variables in this research; the

genre-based approach as the independent variable and the students’ writing ability on

Analytical Exposition text as the dependent variable.

2. Research Design

Quasi-experimental research uses two entire groups that already existed at

school, college, or school district. In addition, experiment is used when the writer want

to establish possible cause and effect between the independent and dependent

variables.2 Quasi-experimental design is specifically used in order to find the

effectiveness and impact of particular programs.3 This study will use purposive

sampling technique which was chosen based on several criteria. This study will begin

by distributing pre-tests to both experimental and controlled classes. Pre-tests are

carried out in order to find out the students’ background knowledge about writing

Analytical Exposition texts. Then, students in the experimental and controlled class are

1 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative

and Qualitative Research, 4th edition, (Boston: Pearson Education Inc., 2012), p. 13. 2 Ibid., pp. 309-310. 3 Barry Gribbons and Joan Herman, Practical Assessment, Research & Evaluation, A Peer-

reviewed Electronic Journal, Vol.5(14), 2010, p.1.

25

given and taught the same material but given different treatments. The writer provided

teaching by applying the genre-based approach to the experimental class while the

controlled class is not applied. After the teaching in both classes was completed, the

writer gave a post-test which aimed to obtain information about the effect of the genre-

based approach on students' writing Analytical Exposition texts ability.

B. Place and Time of The Study

This study was conducted at MA Annajah which located on Ciledug Street,

Number 10, RT 001 / RW 04, South Petukangan, Pesanggrahan, South Jakarta. The

study began on 18 until 8 October 2019. The lesson was held twice in a week with 90

minutes per meeting.

C. Population and Sample of The Study

1. Population

The population of the research was students of eleventh grade in MA Annajah

which is totally 62 students. They were divided into two classes; 30 students in

Experimental Class and 32 students in Controlled Class. The population will be chosen

because they are appropriate for the variables of this research.

2. Sample

The writer used purposive sampling technique for this study because the

researcher determines some characteristics that appropriate to find the answer of the

study. The sample was chosen based on the teacher’s recommendation for two classes

that have equal learning ability based on students’ scores and performances in the class.

Then, the writer considered the experimental and controlled classes by analyzing the

mean score of students’ pre-test in both classes. The writer decided to choose the class

which had a higher mean score as the controlled class and the class which had a lower

mean score as the experimental class. Thus, the sample was chosen

D. Instrument of The Study

The writer carried out test as the research instrument. There were two tests that

was distributed in experimental and controlled class are pre-test and post-test. The pre-

test was given before the writer gives any treatments to both class in order to find out

26

how far the students’ ability on writing Analytical Exposition text. On the other hand,

the post-test was given after the writer gives treatment in experimental class and gave

no treatment in controlled class. The post-test was aimed to discover the effect of using

genre-based approach on student’ writing Analytical Exposition text ability.

This study applied essay on a particular topic of Analytical Exposition text for

the test. The writer gave different topic on each test to avoid students repeating their

writing works. The writer gave a brief explanation about what students need to do on

the test and make sure that they understand the instruction completely before the pre-

test and post-test are distributed to each class. In pre-test, the writer gave instruction to

the students to retell one of movie cartoon they like and let them write based on what

they know. The writer did not give any clue about generic structure or language feature

of Analytical Exposition text. In post-test, the writer gave instruction to the students to

retell a story of Disney Pixar movie that they like the most and tell them to write based

on what they have learned about Analytical Exposition text.

Moreover, the writer used analytical scoring rubric adapted from John

Anderson which focused on five writing components such as Grammar, Vocabulary,

Mechanics, Fluency (style and ease of communication), and Form (organization).1

Table 3.1

Rubric for Assessing Writing

No Components Score Description

1 Grammar 6

Few (if any) noticeable errors of grammar

or word order.

5

Some errors of grammar or word order

which do not,

however, interfere, with comprehension.

1 Harris, “Testing English as a Second Language”, 1968, in Arthur Hughes, Testing for

Language Teachers, 2nd edition, (United Kingdom: Cambridge University Press, 2003), pp. 101-102.

27

4

Errors of grammar or word order fairly

frequent; occasional re-reading necessary

for full comprehension.

3

Errors of grammar or word order frequent;

efforts of

interpretation sometimes required on

reader's part.

2

Errors of grammar or word order very

frequent; reader often

has to rely on own interpretation.

1

Errors of grammar or word order so severe

as to make

comprehension virtually impossible.

2 Vocabulary

6

Use of vocabulary and idiom rarely (if at

all) distinguishable

from that of native educated writer.

5

Occasionally uses inappropriate terms or

relies on

circumlocutions; expression of ideas hardly

impaired.

4

Uses wrong or inappropriate words fairly

frequently;

expression of ideas may be limited because

of inadequate

vocabulary.

3

Limited vocabulary and frequent errors

clearly hinder

expression of ideas.

28

2

Vocabulary so limited and so frequently

misused that reader

must often rely on own interpretation.

1

Vocabulary limitations so extreme as to

make

comprehension virtually impossible.

3 Mechanics 6

Few (if any) noticeable lapses in

punctuation or spelling.

5

Occasional lapses in punctuation or spelling

which does not, however, interfere with

comprehension.

4

Errors in punctuation or spelling fairly

frequent; occasional

re-reading necessary for full

comprehension.

3 Frequent errors in spelling or punctuation;

lead sometimes to obscurity.

2

Errors in spelling or punctuation so frequent

that reader must

often rely on own interpretation.

1

Errors in spelling or punctuation so severe

as to make

comprehension virtually impossible,

4 Fluency (style

and ease of

communication)

6

Choice of structures and vocabulary

consistently appropriate;

like educated native writer.

5 Occasionally lack of consistency in choice

of structures and

29

vocabulary which does not, however,

impair overall case of

communication.

4

"patchy", with some structures or

vocabulary items

noticeably inappropriate to general style.

3

Structures or vocabulary items sometimes

not only

inappropriate but also misused; little sense

of ease of

communication.

2

Communication often impaired by

completely inappropriate

or misused structures of vocabulary items.

1

A "hotch-potch" of half-learned misused

structures and

vocabulary items rendering communication

almost

impossible.

5 Form

(organisation) 6

Highly organized; clear progression of ideas

well linked; like

educated native writer.

5

Material well organized; link could

occasionally be clearer

but communication not impaired.

4

Some lack of organization; re-reading

required for

clarification of ideas.

30

3 Little or no attempt at connectivity, though

reader can reduce some organization.

2

Individual ideas may be clear, but very

difficult to deduce

connection between them.

1

Lack of organization so severe that

communication is

seriously impaired.

Total Grammar + Vocabulary + Mechanics + Fluency +

Form = ____ x 10 = ____ : 3 = ____

E. Technique of Data Collection

The writer distributed pre-test and post-test as data collection technique. Pretest

was distributed in the first meeting to controlled class and experimental class. The pre-

test was aimed to measure students’ writing skill on Analytical Exposition text on both

classes before conducting the treatment. After conducting the treatment in the

experimental class, the researcher administered the post-test. It aims to obtain the effect

of genre-based approach in students’ writing ability on Analytical Exposition text. Both

pre-test and post-test has the similar instruction to write an Analytical Exposition text,

yet the topic of the text is different both in pre-test and post-test.

In this research, procedure of collecting data was divided into two classes, first

was the procedure of collecting data for experimental group and the second was the

procedure of collecting data for control group.

31

a. The procedure of collecting data for experimental group

1) Pre-test

Pre-test is a test that is done at the beginning of the research in order to know the

students’ writing ability before the treatment.

2) Treatment

The treatment was conducted for experimental group only. The form of treatment was

using of Genre-based approach. The treatment was done by the writer. In this approach,

the writer introduced the concept of genre (Analytical Exposition text) in teaching

writing and involved students in teaching learning stages: building knowledge of field,

modeling, joint construction of text and independent construction. This treatment was

given in six meetings.

3) Post-test

After giving treatments for six times, where the researcher taught writing by using

genre-based approach (for experimental class) the posttest was administered. In both

the test, pre-test and post-test, the students were assigned to write Analytical Exposition

text according to their personal experience on the topic given.

b. The procedure of collecting data for control group

1) Pre-test

The goal, type of test and procedure of giving the test to the control group was

administered the same as the experimental group.

2) Traditional Teaching Approach

While the experimental group was treated by using genre-based approach, the control

group was taught by using conventional approach or taught as usual. The teaching

writing by using conventional approach to control class was also done in six meetings.

3) Post-test

Post-test was also given to control group at the end of meeting.

F. Technique of Data Analysis

The data were analyzed by using IBM SPSS 26 where the data used the result form

experimental and controlled class. The analysis contains of normality, homogeneity,

32

and hypothesis in order to figure out the score from experimental and controlled class.

Then, the writer used t-test two tail design to find out the effect of using genre-based

approach on students’ writing analytical exposition text.

1. The Normality Test

The normality test was conducted to analyze whether the data was normally

distributed on the pre-test and post-test. The data was categorized as a normal data

when the significance of experimental and controlled class were higher than the

significance degree or the alpha (a = 0.05). In conducting the normality test, it used

Kolmogrov Smirnov by using IBM SPSS version 26. Testing the normality of the data

using Kolmogrov-Smirnov Test:

a. Select “Analyze => Descriptive Statistics => Explore”

b. When a window pops up, fill the variable in the Dependent List box and fill

the other variable in the Factor List.

c. Click Plots on the right side. When a new window pops out, slick “none” for

boxplot, click “normality plots with test”, then unclick everything for

descriptive.

d. The result pops out in the “output” window.

e. We can now interpret the result.

2. The Homogeneity Test

The homogeneity test was conducted in order to see both experimental and

controlled class have same variant or not. The data is indicated homogenous if the

homogeneity score is higher than the alpha score, 0.05.

a. Click Analyze => Compare Means => One-Way ANOVA on menu until

One-Way ANOVA dialogue box appears

b. Fill variable on Dependent List and fill another variable on Factor Box

c. Click Option and choose Descriptive and Homogeneity of variance test

d. Click Continue until it comes back to One-Way ANOVA dialogue box

e. Click Ok

33

3. T-test

The t-test was conducted in order to find the effect of using genre-based approach

on students’ writing analytical exposition text. This test was intended to find out the

answer of research hypothesis whether the null or alternative hypothesis is accepted.

The test was also used IBM SPSS version 26. The test was independent sample test. In

the test, the determined alpha is 0.05. If the result of p-value or sig (2-tailed) is lower

than determined alpha, it means that there is a significant effect of using genre-based

approach on students’ writing analytical exposition text. The steps to conduct t-test are

presented as follows:

a. Click Analyze => compare means => independent sample t-test

b. Then, fill in the test variable with post-test and the group variable with

group, enter 1 for experimental class and enter 2 for controlled class.

c. Click Continue => Ok

4. The Effect Size

After t-test, the writer measures the effect size by using Cohen’s formula.2

𝑑 = 𝑀1 − 𝑀2

𝑃𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

𝑃𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑑. 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 = 𝑆𝑡𝑑. 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝 𝐴 + 𝑆𝑡𝑑. 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝 𝐵

2

According to Cohen, there are four criteria of effect size. The criteria is described

as follows:

0 – 02 = Weak effect

0.21 – 0.5 = Modest effect

0.51 – 1.00= Moderate effect

>1.00 = Strong effect

2 Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: SAGE

Publications, 2004), p.136-139

34

G. The Statistical Hypothesis

This study was intended to find out whether there is effect of using genre-based

approach on students’ writing analytical exposition text. The hypothesis as stated as

follows:

1. The Null hypothesis ( H0 ) : there was no significant effect on students’ writing ability

in analytical exposition by using genre-based approach

2. The Alternative hypothesis ( Ha ) : there was a significant effect on students’ writing

ability in analytical exposition by using genre-based approach

35

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter presents the data description of the result from experimental and

controlled class. The data were analyzed statistically to find out the effect of genre-

based approach on students’ writing analytical exposition text at eleventh grade of MA

Annajah.

A. Research Findings

1. Data Description

The instrument of the research was test of writing skill about factual issues in a

form of analytical exposition text. The pre-test was given to experimental class and

controlled class at the beginning of research. The pre-test was used in order to measure

students’ skill in writing before getting treatment.

The experimental class consists of 30 students while controlled class consists

of 32 students. In the pre-test, the writer gave several factual issues then students

choose one of the factual issues. The students then, write a text about the factual issue

that they choose. The data were showed as follows:

a. The Pre-Test Score from Experimental and Controlled Class

The data below was presented for the description of the pre-test scores. The writer

input the pre-test score of 62 students from experimental and controlled class.

Table 4.1

Students’ Pre-Test Score from Experimental and Controlled Class

No Experimental Class Score Controlled Class Score

1 S1 60 S1 80

2 S2 78.33 S2 70

3 S3 80 S3 83.33

4 S4 63.33 S4 90

5 S5 65 S5 86.67

6 S6 65 S6 76.67

7 S7 66.67 S7 76.67

8 S8 68.33 S8 80

36

9 S9 78.33 S9 86.67

10 S10 76.67 S10 80

11 S11 65 S11 93.33

12 S12 73.33 S12 80

13 S13 61.67 S13 76.67

14 S14 70 S14 76.67

15 S15 80 S15 76.67

16 S16 63.33 S16 93.33

17 S17 60 S17 80

18 S18 65 S18 86.67

19 S19 68.33 S19 86.67

20 S20 76.67 S20 80

21 S21 70 S21 76.67

22 S22 81.67 S22 76.67

23 S23 66.67 S23 93.33

24 S24 75 S24 83.33

25 S25 78.33 S25 73.33

26 S26 71.67 S26 83.33

27 S27 65 S27 86.67

28 S28 66.67 S28 86.67

29 S29 68.33 S29 86.67

30 S30 80 S30 86.67

31 S31 83.33

32 S32 90

Total Score 2108.33

2646.69

Mean Score 70.28 82.71

According to the data on the table above, the mean score of students from

experimental class was 53.72 and the mean score of students from controlled class was

68.55. It can be concluded that the score gained by controlled class was higher than the

experimental class. It indicated that writing skill of students in experimental class

needed to be improved.

b. The Post-Test Score from Experimental and Controlled Class

After the writer gave treatment to students in the experimental class and students

in the controlled class were taught using traditional teaching approach, the writer

37

conducted the post-test in the last meeting to the experimental and controlled class after

getting a treatment. Then, the researcher distributed post-test to the experimental and

controlled class. The followed data showed the result of the post-test scores for both

two classes.

Table 4.2

Students’ Post-Test Score from Experimental and Controlled Class

No Experimental Class Score Controlled Class Score

1 S1 60 S1 80

2 S2 78.33 S2 70

3 S3 80 S3 83.33

4 S4 63.33 S4 90

5 S5 65 S5 86.67

6 S6 65 S6 76.67

7 S7 66.67 S7 76.67

8 S8 68.33 S8 80

9 S9 78.33 S9 86.67

10 S10 76.67 S10 80

11 S11 65 S11 93.33

12 S12 73.33 S12 80

13 S13 61.67 S13 76.67

14 S14 70 S14 76.67

15 S15 80 S15 76.67

16 S16 63.33 S16 93.33

17 S17 60 S17 80

18 S18 65 S18 86.67

19 S19 68.33 S19 86.67

20 S20 76.67 S20 80

21 S21 70 S21 76.67

22 S22 81.67 S22 76.67

23 S23 66.67 S23 93.33

24 S24 75 S24 83.33

25 S25 78.33 S25 73.33

26 S26 71.67 S26 83.33

27 S27 65 S27 86.67

28 S28 66.67 S28 86.67

29 S29 68.33 S29 86.67

38

30 S30 80 S30 86.67

31 S31 83.33

32 S32 90

Total Score 2108.33

2646.69

Mean Score 70.28 82.71

The data on the table above showed the mean score of students’ writing skill from

experimental class in post-test was 70.28 and the mean score of controlled class was

82.71. It showed that there was an improvement of students’ writing skill for both

experimental and controlled class. The mean score of experimental class in post-test

was higher than the mean score of experimental class in pre-test. It showed that there

was an effect of using genre-based approach on students’ writing analytical exposition

text.

c. The Result of Students’ Gained Score from Pre-Test and Post-Test of

Experimental and Controlled Class

Table 4.3

Students’ Gained Score of Experimental and Controlled Class

No Experimental

Class Score Controlled Class Score

1 S1 3.33 S1 20

2 S2 21.66 S2 6.67

3 S3 25 S3 3.33

4 S4 20 S4 26.67

5 S5 8.33 S5 16.67

6 S6 10 S6 16.67

7 S7 20 S7 -3.33

8 S8 8.33 S8 3.33

9 S9 13.33 S9 20

10 S10 26.67 S10 13.33

11 S11 21.67 S11 13.33

12 S12 30 S12 10

13 S13 15 S13 10

14 S14 15 S14 -3.33

39

15 S15 15 S15 9.67

16 S16 13.33 S16 13.33

17 S17 13.33 S17 13.33

18 S18 18.33 S18 26.67

19 S19 11.66 S19 16.67

20 S20 20 S20 10

21 S21 20 S21 20

22 S22 21.67 S22 20

23 S23 1.67 S23 13.33

24 S24 18.33 S24 26.66

25 S25 18.33 S25 13.33

26 S26 23.34 S26 23.33

27 S27 16.67 S27 10

28 S28 23.34 S28 16.67

29 S29 8.33 S29 13.34

30 S30 15 S30 13.34

31 S31 16.66

32 S32 23.33

Total Score 496.65

453

Mean Score 16.56 14.16

Maximum Score 26.67 26.67

Minimum Score 1.67 -3.33

According to the data on the table above, the mean gained score of experimental

class was 16.56 and 14.56 from the controlled class. Further, the highest gained score

in experimental class was 26.67 while the lowest score was 1.67. Then, the highest

score in controlled class was 26.67 while the lowest score from controlled class was

-3.33. It can be concluded that the gained score of experimental class was higher than

the controlled class.

2. Data Analysis

a. Normality Test

The writer conducted the normality test in order to analyze whether the data

distribution from experimental and controlled class were normal or not. The data was

categorized as a normal data when the significance of the experimental and controlled

40

class was higher than the significance degree or the alpha (α = 0.05). In this research,

the writer used SPSS 26 and Kolmogorov-Smirnov and Shapiro-Wilk method to

conduct the normality test. The result of the normality test of pre-test in two classes is

presented as follows:

Table 4.4

Normality Test of Pre-Test in Experimental and Controlled Class

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic Df Sig.

CONTROL .129 30 .200* .914 30 .019

EXPERIMENT .138 30 .149 .923 30 .032

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

According to the table above, it can be concluded that the significance score of

experimental class was 0.149 and 0.200 in the controlled class. Because the

significance score in the experimental class was 0.149>0.05 and 0.200>0.05 in the

controlled class, it meant that the data were normally distributed because the

significance score in both classes were more than the significance level (α = 0.05).

Then, the result of normality test of post-test is presented as follows:

Table 4.5

Normality Test of Pos-Test in Experimental and Controlled Class

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic Df Sig.

CONTROL .157 30 .057 .941 30 .098

EXPERIMENT .148 30 .092 .924 30 .034

a. Lilliefors Significance Correction

From the table above, the significance score of experimental class was 0.092 and

the significance score of controlled class was 0.057. It can be concluded that the

41

significance score of experimental class and controlled class were more than 0.05

(0.092>0.05 and 0.057>0.05). Thus, it meant that the data was normally distributed.

b. Homogeneity Test

Homogeneity test was used to discover whether the data represents homogenous or

not. The writer focused on the mean from the pre-test of experimental and controlled

class. The writer used Levene Statistic to check the homogeneity of both classes,

experimental and controlled class. The result of the homogeneity test of pre-test is

presented below:

Table 4.6

Homogeneity Test of Pre-Test in Experimental and Controlled Class

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Pre-test Based on Mean .061 1 60 .805

Based on Median .082 1 60 .776

Based on Median and with

adjusted df

.082 1 58.121 .776

Based on trimmed mean .059 1 60 .809

According to the table above, the significance score of the pre-test from the

experimental and controlled class was 0.805. It showed that the pre-test from the

sample from the sample in this study was equal or homogenous because the data are

indicated homogenous if the significance score is more than sig α = 0.05. Afterwards,

the result of the homogeneity test of post-test is presented as follows:

Table 4.7

Homogeneity Test of Post-Test in Experimental and Controlled Class

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

Post-

test

Based on Mean .844 1 60 .362

Based on Median .435 1 60 .512

Based on Median and with

adjusted df

.435 1 57.737 .512

Based on trimmed mean .832 1 60 .365

42

From the table above, the significance score from the post-test from experimental

and controlled class was 0.362. It showed that the significance score from the post-test

was higher than the sig α = 0.05 (0.362>0.05). Thus, it can be concluded that the data

of the post-test was homogenous.

c. Test of Hypothesis

After conducting the normality and homogeneity test that can be seen in the previous

chapter, the test of hypothesis was conducted t answer the research question and to

examine the hypotheses of the research. The research hypotheses are:

1. Null Hypothesis ( H0 ) : there was no significant effect on students’ writing ability

in analytical exposition by using genre-based approach

2. Alternative Hypothesis ( Ha ) : there was a significant effect on students’ writing

ability in analytical exposition by using genre-based approach

The data was taken from the result of the post-test of experimental and controlled

class. The writer uses SPSS 26 to calculate the t-test and used the data from the mean

score of pre-test and post-test from experimental and controlled class.

Table 4.8

Group Statistics

Kelas N Mean Std. Deviation Std. Error Mean

Post-test CONTROL 32 82.7091 6.01234 1.06284

EXPERIMENT 30 70.2777 6.68219 1.22000

The table 4.8 above described the statistical result of post-test from the experimental

and controlled class. The N on the table above shows the number of the students for

each class. The experimental class consists of 30 students while the controlled class

consists of 32 students. Beside the N, there is mean score of the post-test from both

classes. It can be seen that the experimental class got 70.28 while the controlled class

got 82.71. Further, in the previous test, the writer conducted the homogeneity test to

check the similarity between two samples. It was found that the significance score was

0.362. Hence, it can be concluded that the data was homogenous because it was higher

43

than sig α = 0.05. Since the data was homogenous, the writer conducted independent

t-test to check the hypothesis of this study. The t-test was used to find out whether there

was any significant difference in writing skill after given a treatment based on genre-

based approach in experimental class and traditional teaching approach in controlled

class. The result of independent t-test is showed as follows:

Table 4.9

Independent Sample Test

Levene's Test

for Equality of

Variances t-test for Equality of Means

F Sig. t Df

Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence Interval of the

Difference

Lower Upper

Post-test Equal variances

assumed

.844 .362 7.710 60 .000 12.43140 1.61246 9.20601 15.65679

Equal variances

not assumed

7.683 58.306 .000 12.43140 1.61803 9.19292 15.66987

Based on the table of independent samples test above, the result of p-value or the

sig. (2-tailed) of this study was 0.000. It showed that the value was lower than the

significance value determined, 0.05. So, it can be concluded that the null hypothesis

was rejected and the alternative hypothesis was accepted in this study since the sig. was

0.000 lower than 0.05. Therefore, it meant that there was an effect of using genre-based

approach on students writing analytical exposition text.

d. The Effect Size

The formulation was used in order to find out the effect size level of this study as

presented as follows:

𝑑 = 𝑀1 − 𝑀2

𝑃𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

44

𝑃𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑑. 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 = 𝑆𝑡𝑑. 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝 𝐴 + 𝑆𝑡𝑑. 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝 𝐵

2

Pooled std. deviation = 6.01234 + 6.68219 = 6.347265

2

d = 82.7091 - 70.2777 = 1.958544349 = 1.96

6.347265

According to Cohen, there are four criteria of effect size. The criteria is described

as follows:1

0 – 02 = Weak effect

0.21 – 0.5 = Modest effect

0.51 – 1.00 = Moderate effect

>1.00 = Strong effect

The result of the calculation above showed that the effect size was 1.96. The result

of the calculation included to the strong effect which meant that genre-based approach

gave a strong effect on students’ writing skill on analytical exposition text.

B. Data Interpretation and Discussion

Based on the data analysis above, it was revealed that the genre-based approach had

a significance effect on students’ writing skill in analytical exposition text at the

eleventh grade of MA Annajah. Genre-based approach is also known as text-based

instruction and a methodology which is designed to support language learning as a

social process. Though genre-based approach has a big impact on students’ learning

writing skill, students’ still have to find their motivation in learning English because it

has big impact for their learning capabilities. The writer conducted the pre-test at the

first meeting and used the score of the pre-test in order to decide which class that would

1 Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: SAGE

Publications, 2004), p.136-139

45

be experimental and controlled class. The result of this study was taken from the score

of pre-test and post-test. It can be seen that the score of the post-test from experimental

class was higher than the score of the pre-test from experimental class. Though the

score of the post-test from controlled class was higher than the experimental class, the

students’ score from experimental class were gained significantly from the pre-test to

the post-test.

This study used quasi-experimental design so that the sample of this study was

divided into two classes, experimental and controlled class. In the pre-test, the

experimental class got 53.72 and controlled class got 68.55. After given four times

treatment, the writer conducted post-test at the end of the meeting. In the post-test, the

score of experimental class improved into 70.28 and the controlled class became 82.71.

It can be concluded that both classes had an improvement score between pre-test and

post-test. Moreover, it can be seen in the gained score table that the class who got a

genre-based approach got a significant improvement from the pre-test to the post-test.

In addition, the writer also conducted the independent sample test in order to find

out whether there was any effect of using genre-based approach on students’ writing

skill. It showed that the p-value or sig (2-tailed) was 0.000 which was lower than 0.05.

It meant that the null hypothesis was rejected and the alternative hypothesis was

accepted. So, it can be said that there was an effect on using genre-based approach on

students’ writing skill in writing analytical exposition text. Furthermore, the result was

also supported by the calculation of Cohen’s criteria in measuring the effect size level

of this study. It was found that the study got 1.96 which was on the strong effect. So, it

can be concluded that the used of genre-based approach was effective on students’

writing skill in writing analytical exposition text. Furthermore, the result described

above had answered the research questions stated in this study.

Moreover, genre-based approach helped students to develop their writing skills. The

approach provides three practical steps: (1) Modeling a text, (2) Joint construction, and

46

(3) Independent construction of a text.2 The steps gave students opportunities to think

about their writing, discuss with their groups and produce their own writing. Genre-

based approach consists of stages that give opportunity for students to identify the text

in order to find the general structure and language features of the text. Moreover, genre-

based approach will make students easy to learn text because genre-based approach is

an approach that provides students to learn in a sequence step and focus on particular

kind of text in order to comprehend the text. It can be seen from the first to the last

stage that make students can do discovery learning in order to make students are

independent to produce their analytical exposition text. Though genre-based approach

gave so many benefits, there might be another method or approach that can be used to

teach analytical exposition text, and there might be another reason such the students’

motivation that can improve the students’ writing ability. In this case, this study used

genre-based approach in order to improve students’ writing ability in writing analytical

exposition text. It can be seen from the significant improvement of the score from both

classes.

After that, the writer conducted an interview as a secondary data in order to support

the result of this study. The interview was about students’ impression after having

genre-based approach as a treatment. The writer interviewed 5 students in experimental

class. According to the interview, it was found that students was enjoying the learning

process with genre-based approach. They thought that genre-based approach is good

for them to learn any kind of text. In this case, the students found many effectiveness

in learning analytical exposition text by using genre-based approach. It is because every

student is required to get involved in every stage and provides students to do discovery

learning until they produce their own analytical exposition text.

Comparing to other previous related studies, there are several similarities and

differences to this study. Based on the previous study, the study was also testing the

2 I Wy Dirgeyasa, English Language Teaching, Genre-Based Approach: What and How to

Teach and How to Learn Writing, Vol. 9 (9), 2016, p.48-49.

47

skill of writing analytical exposition text, but it was different with the approach being

tested and it used qualitative method. The next previous study had the same skill and

approach that being tested, but it was different with the genre of text and grade of

sample of the test. The previous study used eighth grade of junior high school while

this study used eleventh grade of senior high school.

In concluding those explanations above, it can be seen that the genre-based approach

was effective in improving some skills. Based on the findings, the genre-based

approach was effective in improving students’ speaking skill in writing analytical

exposition text with strong effect at MA Annajah in academic year 2019/2020. Genre-

based approach was also regarded as an attractive approach for students practice their

writing. On the other side, though genre-based approach is an effective approach but it

still needed teachers to supervise the learning process in order to make sure that the

learning process still parallel with the goal of every text.

48

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

This research was conducted to find out the empirical evidence of the

effectiveness of genre-based approach in students’ writing ability on analytical

exposition text at eleventh grade students of MA Annajah, South Petukangan,

South Jakarta. Based on the research findings and discussion on the previous

chapter, the result showed there was positive effect of using genre-based approach

on students’ writing skill in writing analytical exposition text. The research used

pre-test and post-test as the instruments of the research with four meetings

treatments in the experimental class whereas the controlled class was taught by

using traditional teaching approach.

The score of experimental class was gained significantly since this class taught

by using genre-based approach. It showed by the score of the post-test from

experimental class is higher than the score of the pre-test. It was also presented by

in the independent sample test where the study got 0.000. The study was indicated

had an effect if the p-value or sig (2-tailed) was lower than the determined α (alpha)

0.05. It can be seen from the data analysis that has been discussed in the previous

chapter, the p<α which meant the null hypothesis (H0) was rejected and the

alternative hypothesis (Ha) was accepted. In addition, it was also supported by the

effect size result that showed the effect size level was 1.96 which meant in a strong

level. It can be concluded that the genre-based approach gave moderate effect in

students’ writing ability on analytical exposition text at eleventh grade students of

MA Annajah, South Petukangan, South Jakarta.

B. Suggestion

The writer would give some suggestions that hopefully useful to several related

parts in this study, they are mentioned as follows:

49

1. The English Teachers

Genre-based approach should be an approach that will be effective to

engage students and provides students to work in groups but still prepare the

students to work individual. However, there are several considerations in

conducting this approach. Teachers need to prepare many factual issues because

this approach requires the teacher to prepare different topic for every meeting.

Teachers need to supervise the language learning because teachers still need to

control the students while they are working on their task in order to make sure

that students stick to the rules or features of the text.

2. The Students

The writer found that students really need to improve their writing skills.

Students need to be qualified in writing in order to prepare for the further

education or in a workplace. Students need to be brave to write in English. It

can be started by making students to text in chatting group in English to make

students are common with English in their daily life. In addition, genre-based

approach will help students to discuss in English because this approach provides

students to discuss an actual issue that relate to their life.

3. Other Researchers

For further researchers who want to conduct a research related to English

language especially text, the writer suggests the teachers to focus on how to

encourage and motivate the learner with any age and background to be brave to

start and confident to write in English. The writer hopes this study can be a

reference in conducting research.

50

REFERENCES

Abbaszadeh, Z. (2013). Genre-Based Approach and Second Language Syllabus

Design. Procedia Social and Behavioral Sciences, 1879-1884.

Ariyanti. (2016). The Teaching of EFL Writing in Indonesia. Dinamika Ilmu, 16(2),

263-277.

Creswell, J. W. (4th Edition). Educational Research: Planning, Conducting and

Evaluating Quantitative and Qualitative Research,. Boston: Pearson

Education Inc.

D., S. K. (2017). BUPENA English for SMA/MA Grade XI. Jakarta:

Erlangga.

Dirgeyasa, I. W. (2016, JUly). Genre-Based Approach: What and How to Teach

and to Learn Writing. English Language Teaching, 9(9), 45-50.

Flynn, N., & Stainthorp, R. (2010). The Learning and Teaching of Reading and

Writing. England: Whurr Publisher Limited.

Gribbrons, B., & Herman, J. (2010, November). Practical Assessment, Research &

Evaluation. A Peer-previewed Electronic Journal, 5, 1-3.

Harris, D. P. (1969). Testing English as a Second Language. United Kingdom:

Cambridge University Press.

Hastuti, D. T., & Nugroho, H. A. (2016). The Use of Pen Pal Project to Teach

Writing Skill of Recount Text to The Tenth Grade Students of SMAN 1

Trenggalek. English Study Program, 1(1), 1-7.

Hidayati, K. H. (2018). Teaching Writing to EFL Learners : An Investigation of

Challenges Confronted by Indonesian Teachers. Journal of The Association

for Arabic and English, 4(1), 21-31.

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Husin, M. S., & Nurbayani, E. (2017). The Ability of Indonesian EFL Learners in

Writing Academic Papers. Dinamika Ilmu, 17(2), 237-238.

Huy, N. T. (2015). Problems Affecting Learning Writing Skill of Grade 11 at Thong

Linh High School. Asian Journal of Educational Research, 3(2), 53-56.

https://www.spssindonesia.com/2015/05/cara-uji-independent-sample-t-test-

dan.html

https://www.spssindonesia.com/2014/02/uji-homogenitas-dengan-spss.html

Irawansyah. (2016). Genre Based Approach : A Way to Enhance Students' Writing

Ability. Jurnal Tadris Bahasa Inggris, 9(1), 74-88.

Kane, T. S. (2010). Essential Guide to Writing. London: Oxford.

Kurniawati, C., & Arini, Y. D. (2017). Detik-Detik Ujian Nasional . Yogyakarta:

PT Peneribt Intan Pariwara.

Lande, S. K., & Astuti, E. M. (2013). FORWARD for Vocational School Grade XI.

Jakarta: Erlangga.

Muijs, D. (2004). Doing Quantitative Research in Education. London: SAGE.

Munoz, A., Gaviria, S., & Palacio, M. (2010). Guidelines for Teaching and

Assessing Writing. Grupo de Investigation , 3.

Nagao, A. (2018, April ). A Genre-Based Approach to Writing Instruction in EFL

Classroom Contexts. English Language Teaching, 11(5), 130-146.

Onchera, P. O., & Manyasi, B. N. (2013). Functional Writing Skills for Effective

Communication: The English Language Classroom in Kenya. Journal of

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52

Rao, V. C. (2018, June). Developing Students' Writing Skills in English - A Process

Approach. Research Gate, 2(8), 1-4.

Sarwoko. (2017). Mandiri: English on Target for SMA/MA Grade XI. Jakarta:

Erlangga.

Syllabus of 2013 Curriculum from Government for Eleventh Grade of

Senior High School (2018)

53

APPENDICES

APPENDIX 1

LESSON PLAN

Rencana Pelaksanaan Pembelajaran

(Experimental Class)

Sekolah : MA Annajah

Mata Pelajaran: Bahasa Inggris

Materi : Analytical Exposition Text

Kelas/semester: XI/Ganjil

Tahun Pelajaran: 2019/2020

Alokasi waktu : 2x40 menit

A. Kompetensi Inti

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

pedili(toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami pengetahuan (factual, konseptual, dan procedural) berdasarkan rasa

ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mencoba, mengolah dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis,

membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang

dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

54

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

1.4 Menghargai dan menghayati ajaran

agama yang dianutnya.

1.4.1 Mengikuti proses pembelajaran

bahasa Inggris yang dimulai dengan

doa serta dengan ketulusan,

keseriusan, dan motivasi tinggi.

2.4 Menghargai dan menghayati perilaku

jujur, disiplin, tanggungjawab,

pedili(toleransi, gotong royong), santun,

percaya diri dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam

dalam jangkauan pergaulan dan

keberadaannya.

2.4.2 Mematuhi peraturan dalam

proses pembelajaran bahasa inggris.

2.4.2 Menunjukkan perhatian siswa

terhadap guru bahasa inggris.

2.4.3 Menampilkan sikap baik siswa

seperti jujur, disiplin, dan

bertanggung jawab.

2.4.4 Menampilkan sikap siswa yang

baik saat berinteraksi dengan guru,

teman.

3.4 Membedakan fungsi sosial, struktur

teks, dan unsur kebahasaan beberapa teks

eksposisi analitis lisan dan tulis dengan

memberi dan meminta informasi terkait isu

aktual, sesuai dengan konteks

penggunaannya

3.4.1 Siswa dapat mengidentifikasi

fungsi analytical exposition text

3.4.2 Siswa dapat mengidentifikasi

unsur kebahasaan yang terdapat

dalam analytical exposition text

3.4.3 Siswa dapat mengidentifkasi

tense yang digunakan dalam

analytical exposition text

3.4.4 Siswa dapat mengidentifikasi

struktur teks yang digunakan dalam

analytical exposition text

55

3.4.5 Siswa dapat mengidentifikasi

isu aktual yang dapat dibahas

menggunakan analytical exposition

text

4.4 Teks eksposisi analitis

4.4.1 Menangkap makna secara

kontekstual terkait fungsi sosial, struktur

teks, dan unsur kebahasaan teks eksposisi

analitis lisan dan tulis, terkait isu aktual

4.4.1.1 Siswa dapat menyimpulkan

makna secara kontekstual terkait

dengan fungsi sosial pada analytical

exposition text

4.4.1.2 Siswa dapat menyimpulkan

makna secara kontekstual terkait

dengan unsur kebahasaan pada

analytical exposition text

4.4.1.3 Siswa dapat menerapkan

unsur kebahasaan yang sudah

mereka pelajari ke dalam analytical

exposition text

4.4.1.4 Siswa dapat menerapkan

struktur teks sekaligus fungsi social

yang digunakan dalam analytical

exposition text

4.4 Teks eksposisi analitis

4.4.2 Menyusun teks eksposisi analitis

tulis, terkait isu aktual, dengan

memperhatikan fungsi sosial, struktur teks,

dan unsur kebahasaan, secara benar dan

sesuai konteks

4.4.2.1 Siswa dapat menganalisis

unsur kebahasaan pada teks yang

sudah diberikan

4.4.2.2 Siswa dapat siswa dapat

menganalisis struktur dari analytical

exposition text yang sudah diberikan

secara acak

56

4.4.2.3 Siswa dapat menyusun

analytical exposition text bersama

teman sekelompok berdasarkan isu

faktual yang mereka tentukan

4.4.2.4 Siswa dapat menyusun

analytical exposition text secara

individu berdasarkan isu faktual

yang sudah ditentukan

C. Tujuan Pembelajaran

Di akhir pertemuan, siswa diharapkan mampu :

1. Siswa dapat mengidentifikasi fungsi analytical exposition text

2. Siswa dapat mengidentifikasi unsur kebahasaan yang terdapat dalam

analytical exposition text

3. Siswa dapat mengidentifkasi tense yang digunakan dalam analytical

exposition text

4. Siswa dapat mengidentifikasi struktur teks yang digunakan dalam analytical

exposition text

5. Siswa dapat mengidentifikasi isu aktual yang dapat dibahas menggunakan

analytical exposition text

D. Materi Pembelajaran

1. The Definition and Purpose of Analytical Exposition Text

An Analytical Exposition is a kind of argumentative text. Its social function is

to persuade the readers or listeners that the idea is an important matter.1 There are

two kinds of exposition text, Analytical Exposition and hortatory exposition.2 In

1 Shyla K. Lande and Eka Mulya Astuti, Forward for Vocational School Grade XI,

(Erlangga, 2014), p.168. 2 Cicik Kurniawati and Yuniarti Dwi Arini, Detik-Detik Ujian Nasional Bahasa Inggris

Tahun Pelajaran 2018/2019, (DIY Yogyakarta : PT Intan Pariwara), p.58.

57

an exposition text, the writer elaborates ideas about a certain issue. The writer

presents his or her own opinion about the issue and tries to persuade readers that

his or her idea is important.3

The main purpose of Analytical Exposition is to persuade the reader or listener

to agree with the writer’s opinion.4 Lande and Astuti stated that the purpose of

Analytical Exposition text is to convince the reader or listener about some issues

with aspects like facts, statistics, reasons, examples or differentiation.5 Sari

implies every text has a purpose which Analytical Exposition is written to

convince the readers that a point of view is valid. In order to do so, the writer has

to provide arguments and our arguments must be well-supported to be effective.

The writer must present his or her arguments with clear examples, clear

explanations, or by referring to the opinion of experts or information by certain

organizations.6

2. Generic Structure of Analytical Exposition

Every kind of text has its own generic structure. According to Lande and

Astuti, there are three parts of generic structure of Analytical Exposition text:7

a. Introduction (Thesis)

Introducing a topic, outlines main idea or point of view to be presented

(thesis statement).

b. Body: around 70 % (Ideas/arguments/issues)

Provides the evidence (arguments) to support the thesis statement. Each

paragraph identifies a particular point. The elaboration may be further

description, analysis, justification, giving examples, comparing,

contrasting, etc.

3 Sarwoko, Mandiri : English on Target, (Erlangga, 2017), p.35. 4 Ibid. 5 Lande and Astuti. loc. cit. 6 Sari K. D., Bupena Ennglish for SMA/MA Grade XI, (Erlangga, 2018), p.44. 7 Lande and Astuti, op. cit., p.165.

58

c. Conclusion (Reiteration)

Restates the position, perhaps, with some emphasis.

The writer also required to comprehend the language features of each text.

If they want to produce a good analytical text so they have to be able to write

analytical text by using these language features:8

a. Using relational process: relationship between and among leaders,

workers, followers, partners.

Example: People knowing and caring about people.

b. Using internal conjunction: elaborating and itemizing steps in an

argument

Example: firstly, secondly, next, and finally

c. Using causal conjunction: the cause of an event

Example: because

d. Using contrastive conjunction

Example: but ... nevertheless

e. Using simple present tense

Example: Bruno is a quiet boy

3. The Example of Analytical Exposition Text

Playing Extreme Sports

Participating in extreme sports is a growing trend. Extreme sport (also called

action sport and adventure) is a term for certain activities perceived as having a

high level of danger. These activities often involve speed, height, high level of

physical energy, high-specialized gear or spectacular stunts. Even though some

people may take many precautions, it’s hard for some others to accept extreme

sports given the risk involved. What do you think? Should such sports be

discouraged on the grounds they’re too dangerous?

8 Shyla K. Lande and Eka Mulya Astuti, Forward for Vocational School Grade XI,

(Erlangga, 2014), p.168.

59

I would say: why don’t you give it s try? Extreme sport is a good exercise to

prepare ourselves in real-life conditions. Challenge yourself to one extreme sport

for the following reasons.

First, it’s positive way to spend our spare time; just a couple hours to

experience something fun and different. Some who enjoy extreme sports reject

the stereotypical ‘adrenaline junkie’ tag. The practitioners would claim they

enjoy developing their physical and/or mental skills, seek mastery of

inhospitable environments, and look to escape from the routine rigors of day-

to-day existence, or simply love the wild environment in which many of these

sports take place. A paraglide pilot says, “We do these things not to escape life,

but to prevent life escaping us”-even though accidents in these sports could be

fatal.

Second, extreme sport is analogous to our real life, which is quite naturally

unpredictable and risky. An article in Time magazine suggested that today’s

generation has fewer real risks to face and; therefore, there is a need to live out

challenges through risky behavior. While previous generations were burdened

with wars, recent generations have lived through a relatively peaceful area. A

coach and sports-psychology coordinator said that not everyone has the mental

makeup to excel in dangerous pursuits

“It takes a certain kind of person,” he said. He notes that most of us hit a

natural ceiling that limits our appetite for extreme risk and, as a result, our

ability to perform well in dangerous conditions.

Finally, we would learn how to manage risks in life. All sports risk injuries.

Although there is no way to completely prevent injuries while participating in

action sports, there are several ways to prepare for, and minimize the damage

caused, isn’t similar to risky real-life? It’s necessary for us to organize things

like morality, education and health to minimize possible hazards in our life.

Therefore, the high element of extreme sport risks will make you feel

alive.

60

E. Metode Pembelajaran

Approach : Genre-based approach

Method : Discovery learning, group discussion, group work, and individual

task

F. Media, alat, dan sumber pembelajaran

Media : Video, Lyrics Paper, Board

Alat : Laptop, Speaker, LCD Proyektor

Sumber :

- Buku :

1. Sarwono, 2017, English on Target for SMA/MA Grade XI, Jakarta: Erlangga.

2. Shyla K Lande dan Eka Mulya Astuti, 2013, FORWARD for Vocational

High School Grade XI, Jakarta: Erlangga.

3. Sari K. D., 2018, Bupena English for SMA/MA Grade XI, Jakarta: Erlangga.

- Video :

- Link Berita:

G. Langkah - Langkah Pembelajaran

Pertemuan ke-1

Activity Description Time

Pembukaan 1. Guru masuk ke dalam kelas dan

mengucapkan salam serta menyapa

murid-murid.

2. Guru meminta salah satu murid untuk

memimpin doa.

3. Guru memeriksa daftar hadir murid.

10 menit

61

Kegiatan Inti

Tahap pertama:

1. Guru menampilkan beberapa contoh isu

aktual dan mengajak siswa untuk

berdiskusi mengenai pendapat mereka

(setuju/tidak setuju) dan meminta mereka

untuk memberikan alasannya masing-

masing

2. Guru memberikan instruksi kepada siswa

untuk menulis sebuah teks berdasarkan

beberapa isu aktual yang sudah

ditentukan

3. Guru memberikan sebuah teks eksposisi

analitis mengenai sebuah isu dan

mengajak siswa untuk berdiskusi tentang

jenis teks tersebut

4. Guru memberikan pengarahan kepada

siswa dan memancing siswa untuk

menemukan fungsi sosial dan

komunikatif dari teks yang sudah

diberikan

Tahap kedua:

5. Guru menjelaskan materi teks eksposisi

analitis dan mengajarkan unsur-unsur

yang terdapat dalam teks eksposisi

analitis seperti penggunaan kosa kata dan

unsur gramatikal yang digunakan dalam

teks eksposisi analitis

60 menit

62

6. Guru membagi siswa ke dalam beberapa

kelompok dan memberikan sebuah teks

artikel tentang isu aktual dan meminta

siswa untuk bekerjasama menyusun teks

eksposisi analitis mengenai isu yang

sudah diberikan oleh guru

7. Guru meminta beberapa perwakilan

kelompok untuk mempresentasikan teks

yang sudah mereka susun

8. Guru memberikan reward berupa pujian

kepada siswa yang sudah berani maju ke

depan

9. Guru mereview materi dari tahapan yang

sebelumnya dilaksanakan

Tahap ketiga:

10. Guru meminta siswa untuk kembali ke

tempat duduknya masing-masing,

kemudian guru memberikan sebuah

artikel dan meminta siswa secara mandiri

membuat teks eksposisi analitis dari

artikel yang telah ditampilkan

11. Guru mengawasi siswa dalam

mengerjakan teks tersebut agar siswa

dapat membuat teks eksposisi analitis

sesuai dengan unsur-unsur kebahasaan

yang telah dipelajari

Penutup

1. Guru memberi kesempatan kepada siswa

untuk bertanya tentang materi yang sudah

10 Menit

63

mereka pelajari kemudian guru mereview

materi yang telah dipelajari pada

pertemuan hari itu

2. Guru memberi motivasi kepada siswa dan

menutup kelas dengan meminta salah

satu murid memimpin doa.

Pertemuan ke-2

Activity Description Time

Pembukaan 1. Guru masuk ke dalam kelas dan

mengucapkan salam serta menyapa

murid-murid.

2. Guru meminta salah satu murid untuk

memimpin doa.

3. Guru memeriksa daftar hadir murid.

4. Guru melakukan apersepsi dengan

menanyakan tentang materi yang telah

mereka pelajari pada pertemuan

sebelumnya.

10 menit

Kegiatan Inti

1. Guru memberikan pengantar ke materi

yang akan diajarkan dengan

menampilkan beberapa gambar atau

video terkait isu aktual dan menanyakan

pendapat murid secara general dan

spesifik

Tahap pertama:

60 menit

Menmunika

64

2. Guru memberikan sebuah teks eksposisi

analitis mengenai sebuah isu dan

mengajak siswa untuk berdiskusi tentang

jenis teks tersebut

3. Guru memberikan pengarahan kepada

siswa dan memancing siswa untuk

menemukan fungsi sosial dan

komunikatif dari teks yang sudah

diberikan

Tahap kedua:

4. Guru menjelaskan materi teks eksposisi

analitis dan mengajarkan unsur-unsur

yang terdapat dalam teks eksposisi

analitis seperti penggunaan kosa kata dan

unsur gramatikal yang digunakan dalam

teks eksposisi analitis

5. Guru membagi siswa ke dalam beberapa

kelompok dan memberikan sebuah teks

artikel tentang isu aktual dan meminta

siswa untuk bekerjasama menyusun teks

eksposisi analitis mengenai isu yang

sudah diberikan oleh guru

6. Guru meminta beberapa perwakilan

kelompok untuk mempresentasikan teks

yang sudah mereka susun

7. Guru memberikan reward berupa pujian

kepada siswa yang sudah berani maju ke

depan

65

8. Guru mereview materi dari tahapan yang

sebelumnya dilaksanakan

Tahap ketiga:

9. Guru meminta siswa untuk kembali ke

tempat duduknya masing-masing,

kemudian guru memberikan sebuah

artikel dan meminta siswa secara mandiri

membuat teks eksposisi analitis dari

artikel yang telah ditampilkan

10. Guru mengawasi siswa dalam

mengerjakan teks tersebut agar siswa

dapat membuat teks eksposisi analitis

sesuai dengan unsur-unsur kebahasaan

yang telah dipelajari

Penutup

1. Guru memberi kesempatan kepada siswa

untuk bertanya tentang materi yang sudah

mereka pelajari kemudian guru mereview

materi yang telah dipelajari pada

pertemuan hari itu

2. Guru memberi motivasi kepada siswa dan

menutup kelas dengan meminta salah

satu murid memimpin doa.

10 Menit

Pertemuan ke-3

Activity Description Time

Pembukaan 1. Guru masuk ke dalam kelas dan

mengucapkan salam serta menyapa murid-

murid.

10 menit

66

2. Guru meminta salah satu murid untuk

memimpin doa.

3. Guru memeriksa daftar hadir murid.

4. Guru melakukan apersepsi dengan

menanyakan tentang materi yang telah

mereka pelajari pada pertemuan

sebelumnya.

Kegiatan Inti

Tahap pertama:

1. Guru menjelaskan materi teks eksposisi

analitis dan mengajarkan unsur-unsur yang

terdapat dalam teks eksposisi analitis

seperti penggunaan kosa kata dan unsur

gramatikal yang digunakan dalam teks

eksposisi analitis

Tahap kedua:

2. Guru membagi siswa ke dalam beberapa

kelompok dan memberikan sebuah teks

artikel tentang isu aktual dan meminta

siswa untuk bekerjasama menyusun teks

eksposisi analitis mengenai isu yang sudah

diberikan oleh guru

3. Guru meminta beberapa perwakilan

kelompok untuk mempresentasikan teks

yang sudah mereka susun

4. Guru memberikan reward berupa pujian

kepada siswa yang sudah berani maju ke

depan

60 menit

67

5. Guru mereview materi dari tahapan yang

sebelumnya dilaksanakan

Tahap ketiga:

6. Guru meminta siswa untuk kembali ke

tempat duduknya masing-masing,

kemudian guru memberikan sebuah artikel

dan meminta siswa secara mandiri

membuat teks eksposisi analitis dari artikel

yang telah ditampilkan

7. Guru mengawasi siswa dalam mengerjakan

teks tersebut agar siswa dapat membuat

teks eksposisi analitis sesuai dengan unsur-

unsur kebahasaan yang telah dipelajari

Penutup

1. Guru memberi kesempatan kepada siswa

untuk bertanya tentang materi yang sudah

mereka pelajari kemudian guru mereview

materi yang telah dipelajari pada pertemuan

hari itu

2. Guru memberi motivasi kepada siswa dan

menutup kelas dengan meminta salah satu

murid memimpin doa.

10

Menit

Pertemuan ke-4

Activity Description Time

Pembukaan 1. Guru masuk ke dalam kelas dan

mengucapkan salam serta menyapa murid-

murid.

10 menit

68

2. Guru meminta salah satu murid untuk

memimpin doa.

3. Guru memeriksa daftar hadir murid.

4. Guru melakukan apersepsi dengan

menanyakan tentang materi yang telah

mereka pelajari pada pertemuan

sebelumnya.

Kegiatan Inti

Tahap pertama:

1. Guru menjelaskan materi teks eksposisi

analitis dan mengajarkan unsur-unsur yang

terdapat dalam teks eksposisi analitis

seperti penggunaan kosa kata dan unsur

gramatikal yang digunakan dalam teks

eksposisi analitis

Tahap kedua:

2. Guru membagi siswa ke dalam beberapa

kelompok dan memberikan sebuah teks

artikel tentang isu aktual dan meminta

siswa untuk bekerjasama menyusun teks

eksposisi analitis mengenai isu yang sudah

diberikan oleh guru

3. Guru meminta beberapa perwakilan

kelompok untuk mempresentasikan teks

yang sudah mereka susun

4. Guru memberikan reward berupa pujian

kepada siswa yang sudah berani maju ke

depan

60 menit

69

5. Guru mereview materi dari tahapan yang

sebelumnya dilaksanakan

Tahap ketiga:

6. Guru meminta siswa untuk kembali ke

tempat duduknya masing-masing,

kemudian guru memberikan sebuah artikel

dan meminta siswa secara mandiri

membuat teks eksposisi analitis dari artikel

yang telah ditampilkan

7. Guru mengawasi siswa dalam mengerjakan

teks tersebut agar siswa dapat membuat

teks eksposisi analitis sesuai dengan unsur-

unsur kebahasaan yang telah dipelajari

Penutup

1. Guru memberi kesempatan kepada siswa

untuk bertanya tentang materi yang sudah

mereka pelajari kemudian guru mereview

materi yang telah dipelajari pada pertemuan

hari itu

2. Guru memberi motivasi kepada siswa dan

menutup kelas dengan meminta salah satu

murid memimpin doa.

10

Menit

Pertemuan ke-5

Activity Description Time

Pembukaan 1. Guru masuk ke dalam kelas dan

mengucapkan salam serta menyapa murid-

murid.

10 menit

70

2. Guru meminta salah satu murid untuk

memimpin doa.

3. Guru memeriksa daftar hadir murid.

4. Guru melakukan apersepsi dengan

menanyakan tentang materi yang telah

mereka pelajari pada pertemuan

sebelumnya.

Kegiatan Inti

Tahap pertama:

1. Guru menjelaskan materi teks eksposisi

analitis dan mengajarkan unsur-unsur yang

terdapat dalam teks eksposisi analitis

seperti penggunaan kosa kata dan unsur

gramatikal yang digunakan dalam teks

eksposisi analitis

Tahap kedua:

2. Guru membagi siswa ke dalam beberapa

kelompok dan memberikan sebuah teks

artikel tentang isu aktual dan meminta

siswa untuk bekerjasama menyusun teks

eksposisi analitis mengenai isu yang sudah

diberikan oleh guru

3. Guru meminta beberapa perwakilan

kelompok untuk mempresentasikan teks

yang sudah mereka susun

4. Guru memberikan reward berupa pujian

kepada siswa yang sudah berani maju ke

depan

60 menit

71

5. Guru mereview materi dari tahapan yang

sebelumnya dilaksanakan

Tahap ketiga:

6. Guru meminta siswa untuk kembali ke

tempat duduknya masing-masing,

kemudian guru memberikan sebuah artikel

dan meminta siswa secara mandiri

membuat teks eksposisi analitis dari artikel

yang telah ditampilkan

7. Guru mengawasi siswa dalam mengerjakan

teks tersebut agar siswa dapat membuat

teks eksposisi analitis sesuai dengan unsur-

unsur kebahasaan yang telah dipelajari

Penutup

1. Guru memberi kesempatan kepada siswa

untuk bertanya tentang materi yang sudah

mereka pelajari kemudian guru mereview

materi yang telah dipelajari pada pertemuan

hari itu

2. Guru memberi motivasi kepada siswa dan

menutup kelas dengan meminta salah satu

murid memimpin doa.

10

Menit

Pertemuan ke-6

Activity Description Time

Pembukaan 1. Guru masuk ke dalam kelas dan

mengucapkan salam serta menyapa murid-

murid.

10 menit

72

2. Guru meminta salah satu murid untuk

memimpin doa.

3. Guru memeriksa daftar hadir murid.

4. Guru melakukan apersepsi dengan

menanyakan tentang materi yang telah

mereka pelajari pada pertemuan

sebelumnya.

Kegiatan Inti

1. Guru memberikan beberapa isu aktual dan

memberikannya kepada siswa secara

random (sudah ditentukan oleh guru)

2. Guru meminta siswa untuk membuat

analytical exposition berdasarkan isu

aktual yang telah diberikan sebagai post-

test

60 menit

Penutup

1. Guru memberi kesempatan kepada siswa

untuk bertanya tentang materi yang sudah

mereka pelajari kemudian guru mereview

materi yang telah dipelajari pada pertemuan

hari itu

2. Guru memberi motivasi kepada siswa dan

menutup kelas dengan meminta salah satu

murid memimpin doa.

10

Menit

G. Penilaian Hasil Belajar

1) Penilaian Atas Aspek Spirirual dan Sosial

No. Scoring Aspects

73

Students’

Name

Honesty and

Responsibility

(25)

Discipline

and

tolerancy

(25)

Mutual

Cooperation

(25)

Confidence

and

Politeness

(25)

Total

Score

1.

2.

3.

4.

5.

2) Penilaian Atas Aspek Kemampuan

Penilaian tugas tertulis

No Students' Name

Scoring

Total Score

Idea / content

40

Spelling 40

Punctuation 20

1

2

3

4

5

dst.

H. Penilaian

No Components Score Description

1 Grammar 6

Few (if any) noticeable errors of grammar

or word order.

5

Some errors of grammar or word order

which do not,

however, interfere, with comprehension.

74

4

Errors of grammar or word order fairly

frequent; occasional re-reading necessary

for full comprehension.

3

Errors of grammar or word order frequent;

efforts of

interpretation sometimes required on

reader's part.

2

Errors of grammar or word order very

frequent; reader often

has to rely on own interpretation.

1

Errors of grammar or word order so severe

as to make

comprehension virtually impossible.

2 Vocabulary

6

Use of vocabulary and idiom rarely (if at

all) distinguishable

from that of native educated writer.

5

Occasionally uses inappropriate terms or

relies on

circumlocutions; expression of ideas hardly

impaired.

4

Uses wrong or inappropriate words fairly

frequently;

expression of ideas may be limited because

of inadequate

vocabulary.

3

Limited vocabulary and frequent errors

clearly hinder

expression of ideas.

75

2

Vocabulary so limited and so frequently

misused that reader

must often rely on own interpretation.

1

Vocabulary limitations so extreme as to

make

comprehension virtually impossible.

3 Mechanics 6

Few (if any) noticeable lapses in

punctuation or spelling.

5

Occasional lapses in punctuation or spelling

which does not, however, interfere with

comprehension.

4

Errors in punctuation or spelling fairly

frequent; occasional

re-reading necessary for full

comprehension.

3 Frequent errors in spelling or punctuation;

lead sometimes to obscurity.

2

Errors in spelling or punctuation so frequent

that reader must

often rely on own interpretation.

1

Errors in spelling or punctuation so severe

as to make

comprehension virtually impossible,

4 Fluency (style

and ease of

communication)

6

Choice of structures and vocabulary

consistently appropriate;

like educated native writer.

5 Occasionally lack of consistency in choice

of structures and

76

vocabulary which does not, however,

impair overall case of

communication.

4

"patchy", with some structures or

vocabulary items

noticeably inappropriate to general style.

3

Structures or vocabulary items sometimes

not only

inappropriate but also misused; little sense

of ease of

communication.

2

Communication often impaired by

completely inappropriate

or misused structures of vocabulary items.

1

A "hotch-potch" of half-learned misused

structures and

vocabulary items rendering communication

almost

impossible.

5 Form

(organisation) 6

Highly organized; clear progression of ideas

well linked; like

educated native writer.

5

Material well organized; link could

occasionally be clearer

but communication not impaired.

4

Some lack of organization; re-reading

required for

clarification of ideas.

77

3 Little or no attempt at connectivity, though

reader can reduce some organization.

2

Individual ideas may be clear, but very

difficult to deduce

connection between them.

1

Lack of organization so severe that

communication is

seriously impaired.

Total Grammar + Vocabulary + Mechanics + Fluency +

Form = ____ x 10 = ____ : 3 = ____

78

Rencana Pelaksanaan Pembelajaran

(Controlled Class)

Sekolah : MA Annajah

Mata Pelajaran: Bahasa Inggris

Materi : Analytical Exposition Text

Kelas/semester: XI/Ganjil

Tahun Pelajaran: 2019/2020

Alokasi waktu : 2x40 menit

A. Kompetensi Inti

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

pedili(toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami pengetahuan (factual, konseptual, dan procedural) berdasarkan rasa

ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mencoba, mengolah dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis,

membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang

dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

1.4 Menghargai dan menghayati ajaran

agama yang dianutnya.

1.4.1 Mengikuti proses

pembelajaran bahasa Inggris yang

dimulai dengan doa serta dengan

79

ketulusan, keseriusan, dan motivasi

tinggi.

2.4 Menghargai dan menghayati perilaku

jujur, disiplin, tanggungjawab,

pedili(toleransi, gotong royong), santun,

percaya diri dalam berinteraksi secara efektif

dengan lingkungan sosial dan alam dalam

jangkauan pergaulan dan keberadaannya.

2.4.2 Mematuhi peraturan dalam

proses pembelajaran bahasa

inggris.

2.4.2 Menunjukkan perhatian siswa

terhadap guru bahasa inggris.

2.4.3 Menampilkan sikap baik

siswa seperti jujur, disiplin, dan

bertanggung jawab.

2.4.4 Menampilkan sikap siswa

yang baik saat berinteraksi dengan

guru, teman.

3.4 Membedakan fungsi sosial, struktur teks,

dan unsur kebahasaan beberapa teks

eksposisi analitis lisan dan tulis dengan

memberi dan meminta informasi terkait isu

aktual, sesuai dengan konteks

penggunaannya

3.4.1 Siswa dapat mengidentifikasi

fungsi analytical exposition text

3.4.2 Siswa dapat mengidentifikasi

unsur kebahasaan yang terdapat

dalam analytical exposition text

3.4.3 Siswa dapat mengidentifkasi

tense yang digunakan dalam

analytical exposition text

3.4.4 Siswa dapat mengidentifikasi

struktur teks yang digunakan dalam

analytical exposition text

3.4.5 Siswa dapat mengidentifikasi

isu aktual yang dapat dibahas

menggunakan analytical exposition

text

80

4.4 Teks eksposisi analitis

4.4.1 Menangkap makna secara kontekstual

terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks eksposisi analitis lisan dan

tulis, terkait isu aktual

4.4.1.1 Siswa dapat menyimpulkan

makna secara kontekstual terkait

dengan fungsi sosial pada

analytical exposition text

4.4.1.2 Siswa dapat menyimpulkan

makna secara kontekstual terkait

dengan unsur kebahasaan pada

analytical exposition text

4.4.1.3 Siswa dapat menerapkan

unsur kebahasaan yang sudah

mereka pelajari ke dalam analytical

exposition text

4.4.1.4 Siswa dapat menerapkan

struktur teks sekaligus fungsi social

yang digunakan dalam analytical

exposition text

4.4 Teks eksposisi analitis

4.4.2 Menyusun teks eksposisi analitis tulis,

terkait isu aktual, dengan memperhatikan

fungsi sosial, struktur teks, dan unsur

kebahasaan, secara benar dan sesuai konteks

4.4.2.1 Siswa dapat menganalisis

unsur kebahasaan pada teks yang

sudah diberikan

4.4.2.2 Siswa dapat siswa dapat

menganalisis struktur dari

analytical exposition text yang

sudah diberikan secara acak

4.4.2.3 Siswa dapat menyusun

analytical exposition text bersama

teman sekelompok berdasarkan isu

faktual yang mereka tentukan

81

4.4.2.4 Siswa dapat menyusun

analytical exposition text secara

individu berdasarkan isu faktual

yang sudah ditentukan

C. Tujuan Pembelajaran

Di akhir pertemuan, siswa diharapkan mampu :

1. Siswa dapat mengidentifikasi fungsi analytical exposition text

2. Siswa dapat mengidentifikasi unsur kebahasaan yang terdapat dalam

analytical exposition text

3. Siswa dapat mengidentifkasi tense yang digunakan dalam analytical

exposition text

4. Siswa dapat mengidentifikasi struktur teks yang digunakan dalam analytical

exposition text

5. Siswa dapat mengidentifikasi isu aktual yang dapat dibahas menggunakan

analytical exposition text

D. Materi Pembelajaran

1. The Definition and Purpose of Analytical Exposition Text

An Analytical Exposition is a kind of argumentative text. Its social function

is to persuade the readers or listeners that the idea is an important matter.9 There

are two kinds of exposition text, Analytical Exposition and hortatory exposition.10

In an exposition text, the writer elaborates ideas about a certain issue. The writer

presents his or her own opinion about the issue and tries to persuade readers that

his or her idea is important.11

9 Shyla K. Lande and Eka Mulya Astuti, Forward for Vocational School Grade XI,

(Erlangga, 2014), p.168. 10 Cicik Kurniawati and Yuniarti Dwi Arini, Detik-Detik Ujian Nasional Bahasa Inggris

Tahun Pelajaran 2018/2019, (DIY Yogyakarta : PT Intan Pariwara), p.58. 11 Sarwoko, Mandiri : English on Target, (Erlangga, 2017), p.35.

82

The main purpose of Analytical Exposition is to persuade the reader or

listener to agree with the writer’s opinion.12 Lande and Astuti stated that the purpose

of Analytical Exposition text is to convince the reader or listener about some issues

with aspects like facts, statistics, reasons, examples or differentiation.13 Sari implies

every text has a purpose which Analytical Exposition is written to convince the

readers that a point of view is valid. In order to do so, the writer has to provide

arguments and our arguments must be well-supported to be effective. The writer

must present his or her arguments with clear examples, clear explanations, or by

referring to the opinion of experts or information by certain organizations.14

2. Generic Structure of Analytical Exposition

Every kind of text has its own generic structure. According to Lande and

Astuti, there are three parts of generic structure of Analytical Exposition text:15

d. Introduction (Thesis)

Introducing a topic, outlines main idea or point of view to be presented

(thesis statement).

e. Body: around 70 % (Ideas/arguments/issues)

Provides the evidence (arguments) to support the thesis statement. Each

paragraph identifies a particular point. The elaboration may be further

description, analysis, justification, giving examples, comparing,

contrasting, etc.

f. Conclusion (Reiteration)

Restates the position, perhaps, with some emphasis.

12 Ibid. 13 Lande and Astuti. loc. cit. 14 Sari K. D., Bupena Ennglish for SMA/MA Grade XI, (Erlangga, 2018), p.44. 15 Lande and Astuti, op. cit., p.165.

83

The writer also required to comprehend the language features of each text. If

they want to produce a good analytical text so they have to be able to write

analytical text by using these language features:16

f. Using relational process: relationship between and among leaders,

workers, followers, partners.

Example: People knowing and caring about people.

g. Using internal conjunction: elaborating and itemizing steps in an

argument

Example: firstly, secondly, next, and finally

h. Using causal conjunction: the cause of an event

Example: because

i. Using contrastive conjunction

Example: but ... nevertheless

j. Using simple present tense

Example: Bruno is a quiet boy

3. The Example of Analytical Exposition Text

Playing Extreme Sports

Participating in extreme sports is a growing trend. Extreme sport (also called

action sport and adventure) is a term for certain activities perceived as having a

high level of danger. These activities often involve speed, height, high level of

physical energy, high-specialized gear or spectacular stunts. Even though some

people may take many precautions, it’s hard for some others to accept extreme

sports given the risk involved. What do you think? Should such sports be

discouraged on the grounds they’re too dangerous?

16 Shyla K. Lande and Eka Mulya Astuti, Forward for Vocational School Grade XI,

(Erlangga, 2014), p.168.

84

I would say: why don’t you give it s try? Extreme sport is a good exercise to

prepare ourselves in real-life conditions. Challenge yourself to one extreme sport

for the following reasons.

First, it’s positive way to spend our spare time; just a couple hours to

experience something fun and different. Some who enjoy extreme sports reject

the stereotypical ‘adrenaline junkie’ tag. The practitioners would claim they

enjoy developing their physical and/or mental skills, seek mastery of

inhospitable environments, and look to escape from the routine rigors of day-to-

day existence, or simply love the wild environment in which many of these

sports take place. A paraglide pilot says, “We do these things not to escape life,

but to prevent life escaping us”-even though accidents in these sports could be

fatal.

Second, extreme sport is analogous to our real life, which is quite naturally

unpredictable and risky. An article in Time magazine suggested that today’s

generation has fewer real risks to face and; therefore, there is a need to live out

challenges through risky behavior. While previous generations were burdened

with wars, recent generations have lived through a relatively peaceful area. A

coach and sports-psychology coordinator said that not everyone has the mental

makeup to excel in dangerous pursuits

“It takes a certain kind of person,” he said. He notes that most of us hit a

natural ceiling that limits our appetite for extreme risk and, as a result, our ability

to perform well in dangerous conditions.

Finally, we would learn how to manage risks in life. All sports risk injuries.

Although there is no way to completely prevent injuries while participating in

action sports, there are several ways to prepare for, and minimize the damage

caused, isn’t similar to risky real-life? It’s necessary for us to organize things

like morality, education and health to minimize possible hazards in our life.

Therefore, the high element of extreme sport risks will make you feel alive.

85

E. Metode Pembelajaran

Approach : Genre-based approach

Method : Discovery learning, group discussion, group work, and individual

task

F. Media, alat, dan sumber pembelajaran

Media : Board

Alat : Laptop, Speaker, LCD Proyektor

Sumber :

- Buku :

1. Sarwono, 2017, English on Target for SMA/MA Grade XI, Jakarta:

Erlangga.

2. Shyla K Lande dan Eka Mulya Astuti, 2013, FORWARD for Vocational

High School Grade XI, Jakarta: Erlangga.

3. Sari K. D., 2018, Bupena English for SMA/MA Grade XI, Jakarta:

Erlangga.

- Link Berita:

G. Langkah - Langkah Pembelajaran

Pertemuan ke-1

Activity Description Time

Pembukaan 1. Guru masuk ke dalam kelas dan

mengucapkan salam serta menyapa

murid-murid.

2. Guru meminta salah satu murid untuk

memimpin doa.

3. Guru memeriksa daftar hadir murid.

10 menit

86

Kegiatan Inti

1. Guru memberikan instruksi kepada

siswa untuk menulis sebuah teks

berdasarkan beberapa isu aktual yang

sudah ditentukan

2. Guru menjelaskan materi teks eksposisi

analitis dan mengajarkan unsur-unsur

yang terdapat dalam teks eksposisi

analitis seperti penggunaan kosa kata

dan unsur gramatikal yang digunakan

dalam teks eksposisi analitis

3. Guru memberikan sebuah artikel dan

meminta siswa secara berpasangan

membuat teks eksposisi analitis dari

artikel yang telah ditampilkan

4. Guru mengawasi siswa dalam

mengerjakan teks tersebut agar siswa

dapat membuat teks eksposisi analitis

sesuai dengan unsur-unsur kebahasaan

yang telah dipelajari

60 menit

Penutup

1. Guru memberi kesempatan kepada

siswa untuk bertanya tentang materi

yang sudah mereka pelajari kemudian

guru mereview materi yang telah

dipelajari pada pertemuan hari itu

2. Guru memberi motivasi kepada siswa

dan menutup kelas dengan meminta

salah satu murid memimpin doa.

11 Menit

87

Pertemuan ke-2

Activity Description Time

Pembukaan 1. Guru masuk ke dalam kelas dan

mengucapkan salam serta menyapa murid-

murid.

2. Guru meminta salah satu murid untuk

memimpin doa.

3. Guru memeriksa daftar hadir murid.

4. Guru melakukan apersepsi dengan

menanyakan tentang materi yang telah

mereka pelajari pada pertemuan

sebelumnya.

10 menit

Kegiatan Inti

1. Guru menjelaskan materi teks eksposisi

analitis dan mengajarkan unsur-unsur yang

terdapat dalam teks eksposisi analitis

seperti penggunaan kosa kata dan unsur

gramatikal yang digunakan dalam teks

eksposisi analitis

2. Guru memberikan sebuah artikel dan

meminta siswa secara mandiri membuat

teks eksposisi analitis dari artikel yang telah

ditampilkan

3. Guru mengawasi siswa dalam mengerjakan

teks tersebut agar siswa dapat membuat

teks eksposisi analitis sesuai dengan unsur-

unsur kebahasaan yang telah dipelajari

60 menit

88

Penutup

1. Guru memberi kesempatan kepada siswa

untuk bertanya tentang materi yang sudah

mereka pelajari kemudian guru mereview

materi yang telah dipelajari pada pertemuan

hari itu

2. Guru memberi motivasi kepada siswa dan

menutup kelas dengan meminta salah satu

murid memimpin doa.

10

Menit

Pertemuan ke-3

Activity Description Time

Pembukaan 1. Guru masuk ke dalam kelas dan

mengucapkan salam serta menyapa murid-

murid.

2. Guru meminta salah satu murid untuk

memimpin doa.

3. Guru memeriksa daftar hadir murid.

4. Guru melakukan apersepsi dengan

menanyakan tentang materi yang telah

mereka pelajari pada pertemuan

sebelumnya.

10 menit

Kegiatan Inti

1. Guru menjelaskan materi teks eksposisi

analitis dan mengajarkan unsur-unsur yang

terdapat dalam teks eksposisi analitis

seperti penggunaan kosa kata dan unsur

gramatikal yang digunakan dalam teks

eksposisi analitis

60 menit

89

2. Guru memberikan sebuah artikel dan

meminta siswa secara berpasangan

membuat teks eksposisi analitis dari artikel

yang telah ditampilkan

3. Guru mengawasi siswa dalam mengerjakan

teks tersebut agar siswa dapat membuat

teks eksposisi analitis sesuai dengan unsur-

unsur kebahasaan yang telah dipelajari

Penutup

1. Guru memberi kesempatan kepada siswa

untuk bertanya tentang materi yang sudah

mereka pelajari kemudian guru mereview

materi yang telah dipelajari pada pertemuan

hari itu

2. Guru memberi motivasi kepada siswa dan

menutup kelas dengan meminta salah satu

murid memimpin doa.

10

Menit

Pertemuan ke-4

Activity Description Time

Pembukaan 1. Guru masuk ke dalam kelas dan

mengucapkan salam serta menyapa

murid-murid.

2. Guru meminta salah satu murid untuk

memimpin doa.

3. Guru memeriksa daftar hadir murid.

4. Guru melakukan apersepsi dengan

menanyakan tentang materi yang telah

10 menit

90

mereka pelajari pada pertemuan

sebelumnya.

Kegiatan Inti

1. Guru menjelaskan materi teks eksposisi

analitis dan mengajarkan unsur-unsur

yang terdapat dalam teks eksposisi analitis

seperti penggunaan kosa kata dan unsur

gramatikal yang digunakan dalam teks

eksposisi analitis

2. Guru memberikan sebuah artikel dan

meminta siswa secara mandiri membuat

teks eksposisi analitis dari artikel yang

telah ditampilkan

3. Guru mengawasi siswa dalam

mengerjakan teks tersebut agar siswa

dapat membuat teks eksposisi analitis

sesuai dengan unsur-unsur kebahasaan

yang telah dipelajari

60 menit

Penutup

1. Guru memberi kesempatan kepada siswa

untuk bertanya tentang materi yang sudah

mereka pelajari kemudian guru mereview

materi yang telah dipelajari pada

pertemuan hari itu

2. Guru memberi motivasi kepada siswa dan

menutup kelas dengan meminta salah satu

murid memimpin doa.

10

Menit

91

Pertemuan ke-5

Activity Description Time

Pembukaan 1. Guru masuk ke dalam kelas dan

mengucapkan salam serta menyapa murid-

murid.

2. Guru meminta salah satu murid untuk

memimpin doa.

3. Guru memeriksa daftar hadir murid.

4. Guru melakukan apersepsi dengan

menanyakan tentang materi yang telah

mereka pelajari pada pertemuan

sebelumnya.

10 menit

Kegiatan Inti

1. Guru menjelaskan materi teks eksposisi

analitis dan mengajarkan unsur-unsur yang

terdapat dalam teks eksposisi analitis

seperti penggunaan kosa kata dan unsur

gramatikal yang digunakan dalam teks

eksposisi analitis

2. Guru memberikan sebuah artikel dan

meminta siswa secara berpasangan

membuat teks eksposisi analitis dari artikel

yang telah ditampilkan

3. Guru mengawasi siswa dalam mengerjakan

teks tersebut agar siswa dapat membuat

teks eksposisi analitis sesuai dengan unsur-

unsur kebahasaan yang telah dipelajari

60 menit

92

Penutup

1. Guru memberi kesempatan kepada siswa

untuk bertanya tentang materi yang sudah

mereka pelajari kemudian guru mereview

materi yang telah dipelajari pada pertemuan

hari itu

2. Guru memberi motivasi kepada siswa dan

menutup kelas dengan meminta salah satu

murid memimpin doa.

10

Menit

Pertemuan ke-6

Activity Description Time

Pembukaan 1. Guru masuk ke dalam kelas dan

mengucapkan salam serta menyapa murid-

murid.

2. Guru meminta salah satu murid untuk

memimpin doa.

3. Guru memeriksa daftar hadir murid.

4. Guru melakukan apersepsi dengan

menanyakan tentang materi yang telah

mereka pelajari pada pertemuan

sebelumnya.

10 menit

Kegiatan Inti

1. Guru memberikan beberapa isu aktual dan

memberikannya kepada siswa secara

random (sudah ditentukan oleh guru)

2. Guru meminta siswa untuk membuat

analytical exposition berdasarkan isu

60 menit

93

aktual yang telah diberikan sebagai post-

test

Penutup

1. Guru memberi kesempatan kepada siswa

untuk bertanya tentang materi yang sudah

mereka pelajari kemudian guru mereview

materi yang telah dipelajari pada pertemuan

hari itu

2. Guru memberi motivasi kepada siswa dan

menutup kelas dengan meminta salah satu

murid memimpin doa.

10

Menit

G. Penilaian Hasil Belajar

3) Penilaian Atas Aspek Spirirual dan Sosial

No. Students’

Name

Scoring Aspects

Total

Score

Honesty and

Responsibility

(25)

Discipline

and

tolerancy

(25)

Mutual

Cooperation

(25)

Confidence

and

Politeness

(25)

1.

2.

3.

4.

5.

94

4) Penilaian Atas Aspek Kemampuan

Penilaian tugas tertulis

No Students' Name

Scoring

Total Score Idea /

content 40

Spelling 40

Punctuation 20

1

2

3

4

5

dst.

H. Penilaian

No Components Score Description

1 Grammar 6

Few (if any) noticeable errors of

grammar or word order.

5

Some errors of grammar or word order

which do not,

however, interfere, with comprehension.

4

Errors of grammar or word order fairly

frequent; occasional re-reading necessary

for full comprehension.

3

Errors of grammar or word order

frequent; efforts of

interpretation sometimes required on

reader's part.

95

2

Errors of grammar or word order very

frequent; reader often

has to rely on own interpretation.

1

Errors of grammar or word order so

severe as to make

comprehension virtually impossible.

2 Vocabulary

6

Use of vocabulary and idiom rarely (if at

all) distinguishable

from that of native educated writer.

5

Occasionally uses inappropriate terms or

relies on

circumlocutions; expression of ideas

hardly impaired.

4

Uses wrong or inappropriate words fairly

frequently;

expression of ideas may be limited

because of inadequate

vocabulary.

3

Limited vocabulary and frequent errors

clearly hinder

expression of ideas.

2

Vocabulary so limited and so frequently

misused that reader

must often rely on own interpretation.

1

Vocabulary limitations so extreme as to

make

comprehension virtually impossible.

96

3 Mechanics 6

Few (if any) noticeable lapses in

punctuation or spelling.

5

Occasional lapses in punctuation or

spelling which does not, however,

interfere with comprehension.

4

Errors in punctuation or spelling fairly

frequent; occasional

re-reading necessary for full

comprehension.

3

Frequent errors in spelling or

punctuation; lead sometimes to

obscurity.

2

Errors in spelling or punctuation so

frequent that reader must

often rely on own interpretation.

1

Errors in spelling or punctuation so

severe as to make

comprehension virtually impossible,

4 Fluency (style

and ease of

communication)

6

Choice of structures and vocabulary

consistently appropriate;

like educated native writer.

5

Occasionally lack of consistency in

choice of structures and

vocabulary which does not, however,

impair overall case of

communication.

97

4

"patchy", with some structures or

vocabulary items

noticeably inappropriate to general style.

3

Structures or vocabulary items

sometimes not only

inappropriate but also misused; little

sense of ease of

communication.

2

Communication often impaired by

completely inappropriate

or misused structures of vocabulary

items.

1

A "hotch-potch" of half-learned misused

structures and

vocabulary items rendering

communication almost

impossible.

5 Form

(organisation) 6

Highly organized; clear progression of

ideas well linked; like

educated native writer.

5

Material well organized; link could

occasionally be clearer

but communication not impaired.

4

Some lack of organization; re-reading

required for

clarification of ideas.

98

3

Little or no attempt at connectivity,

though reader can reduce some

organization.

2

Individual ideas may be clear, but very

difficult to deduce

connection between them.

1

Lack of organization so severe that

communication is

seriously impaired.

Total Grammar + Vocabulary + Mechanics + Fluency +

Form = ____ x 10 = ____ : 3 = ____

Lampiran

Pertemuan ke-1

Tema: Pendidikan

1. Sistem Zonasi

2. Berkurangnya jam pelajaran bahasa Inggris

3. Full day school

Pertemuan ke-2

Tema: Kesehatan

1. Perokok aktif dan pasif (kasus humas BNPB, Sutopo)

2. Kabut asap di Palangkaraya

Pertemuan ke-3

Tema: Lingkungan

99

1. Narkoba di kalangan artis

2. Kecanduan Game online

3. Pemblokiran akses internet di Papua (Konflik Papua)

4. No more plastic

Pertemuan ke-4

Tema: Politik

1. Ibukota pindah ke Kalimantan Timur

2. Bebas terkendali

Pertemuan ke-5

Tema: Teknologi

1. Google akan hapus fitur pesan di Youtube

2. MRT ubah gaya hidup

3. Bebas terkendali

Pertemuan ke-6

Tema: Gaya Hidup

1. Makanan cepat saji dapat meningkatkan resiko obesitas, jantung coroner,

dll

2. Besarnya pengaruh musik di kehidupan manusia

3. Bebas terkendali

100

Example of Analytical exposition Text

Example 1

“Is Full-Day School Really Necessary?”

Most school days are roughly six hours long, but some schools believe that

increasing the length of the school days for the children and teenagers may boost

their achievement scores. While many argue that full-day school would increase

learning, many potential negative effects exist as well. Some of these include

attention deficit and fatigue, financial strain, and the lack of supporting evidence.

Firstly, full-day school could result in attention deficit and fatigue, which means

making the extra class time ineffective. When students are too tired or mentally

exhausted to concentrate, the last hour of the day become useless. They might feel

fatigue or fall asleep during class time if they are too tired to perform or concentrate.

It could also cut out student after-school activities, as longer school days would

leave little time and energy for doing their hobby or sports.

Secondly, adding two or three hours per day might not seem like a long time to keep

schools running, however, it can add up to detrimental costs in terms of utilities and

staff payment. Citizens will have to pay higher taxes to cover the increased costs at

public schools, while private schools will be forced to raise tuition. The higher cost

will make students from lower socio-economic background hard to afford it.

Ultimately, the idea that longer school days lead to better student achievement lacks

cohesive evidence. Numerous reports show that the lengthening time in school

doesn’t necessarily result in higher test scores. According to Parent Involvement

Matters, countries with short school day such as Finland, Japan, and South Korea

outperform U.S students who spend more time in school. The Wallace Foundation

also reports that while some studies have found there were increases in student

achievement scores with extending school days, the positive results were

inconsistent and dissipated over time.

In conclusion, increasing the length of school days isn’t really necessary. It will

only prioritize the quantity of learning over its quality and ineffective to improve

students’ scores.

Source: https://www.contohtext.com/2019/03/analytical-exposition-tentang-full-

day-school.html

101

Example 2

“Harmful Effects of Smoking”

It is not a secret that smoking can cause several serious health problems. However,

most smokers just ignore the health warning that is obviously mentioned on

cigarette’s pack. They may find the habit invigorating at some times and relaxing

at others, but they do not aware that it could be deadly and dangerous. So what are

the harmful effects of smoking?

One of the greatest dangers of smoking is the increased risk of cancer, particularly

lung cancer, but also cancer of the bladder, mouth, and esophagus. Typically, a

person’s risk of developing tobacco-related cancer depends on how long that person

has been smoking, the tar content of the cigarette, the number of cigarettes smoked

per day, and how deeply the person inhales the smoke. The risk of dying from lung

cancer is 20 to 30 times greater for heavy a smoker than for a nonsmoker.

Smoking has long been recognized as a major risk factor in cardiovascular disease.

The presence of carbon monoxide in cigarette smoke binds to hemoglobin in the

blood, making fewer molecules available for oxygen transport. In addition, it can

reduce the blood flow in coronary and force the heart to work harder in delivering

oxygen to the body. Such strain places smokers at significantly greater risk for heart

attack and stroke. Nonsmokers who are exposed to secondhand smoke have

increased the risk of developing heart disease by 25 to 30 percent.

It is not surprising that smokers also may suffer from various respiratory diseases

other than lung cancer, such as chronic bronchitis and emphysema. Active smoking

and exposure to environmental tobacco smoke are also responsible for increases in

other respiratory ailments, such as pneumonia, the common cold, and influenza.

Smokers who contract these ailments take longer than nonsmokers to recover from

them. In addition, when children were raised in a household in which they are

frequently exposed to environmental tobacco smoke, they are more likely to suffer

from asthma and chronic cough.

Lastly, smoking is harmful for pregnant women or breastfeeding mothers. Women

who smoke are more likely to experience infertility and miscarriage. When a

pregnant woman smokes, some toxins from the smoke can be passed to the fetus.

These toxins can later affect the infant’s lung development and function. Babies of

a mother who smoke are more likely to be born prematurely, to have a low birth

102

weight, and to have slower initial growth. Moreover, mothers who expose the baby

to nicotine and other substances through breast milk can cause unwanted symptoms

in the baby, such as restlessness, a faster heartbeat, and shorter sleep times.

In conclusion, the effects of smoking are very harmful not only to the smokers

themselves, but also to all people around them. It can cause several health problems

such as cancer, cardiovascular disease, and respiratory disease. Furthermore,

smoking will also affect the health of pregnant and breastfeeding mothers as well

as their baby.

Source: https://www.contohtext.com/2019/03/contoh-analytical-exposition-

smoking.html

103

Example 3

“The Dangerous Effects of Bullying among the Students”

Bullying in educational settings remains a commonplace everyday experience. The

acts of bullying include a wide range of malicious behaviors, including physical

violence, threats, verbal mockery, ostracism, and rumors spread toward vulnerable

targets and typically repeated. Bullying among students is very dangerous. It can

affect not only the students who get bullied but also the bullies, the witness of

bullying, and the school itself as an educational institution.

The children and teenagers who get bullied might experience several mental

problems, such as depression, anxiety, increased feeling of sadness and loneliness,

changes in sleep pattern, and loss of interest in particular activities that they used to

enjoy. These problems may be carried away until they grow to be an adult. Besides,

physical violence in bullying can lead to physical injuries.

The academic achievements of the victims will also get the impact. A UCLA study

of 2.300 students in eleven middle schools in Los Angeles found that a high level

of bullying was associated with lower grades across three years of middle schools.

Students who were rated as the most bullied performed significantly worse

academically than their peers.

Victims, however, are not the only ones who suffer from bullying. While victims

often fare the worst on a variety of measures, pure bullies also experience

difficulties. They are at increased risk of some mental health problems and are likely

to encounter difficulty maintaining positive relationships as adults. More

significantly, bullies are considerably more likely to behave roughly, get into fights,

be engaged into vandalism, abuse alcohol and drugs, as well as being convicted of

crimes.

Students who witness bullying have a big tendency to feel insecure when they are

at school. They are also more likely to have mental problems such as depression,

anxiety feeling, and traumatic feeling from witnessing the incident. Moreover, they

are also at high risk of using drugs and alcohol to relieve their stress.

Ultimately, the school, where the act of bullying happens also can get the impacts.

It makes the students feel insecure and creates a non-conducive school

environment, which leads to ineffective teaching and learning activities.

104

Furthermore, it makes morality education and spirit of learning at the school need

to be questioned.

Based on several facts above, it is obvious that bullying among students is very

dangerous. It can cause a physical and mental health problem, quality declining in

academic performance due to the ineffective teaching and learning activities, and

makes people doubt the role of the school in educating the students.

Source: https://www.contohtext.com/2019/03/contoh-teks-analytical-exposition-

about-bullying.html

105

Example 4

“Corruption and Indonesian Culture”

Corruption has happened for many years and today it becomes a bad culture

in Indonesia for three reasons.

Most adult Indonesian or foreigners have known and admitted that

corruptions happen in many places. The daily newspapers, news programs on TV

and radio have reported corruptions are done everywhere, almost in all departments

or public services of this country. Corruptions happen in health, education

departments and banks. When we manage to get some documents in public service

offices, we usually need much money to pay. Manipulations happen everywhere.

The actions to eliminate corruption are weak. The ever stronger culture

seems not to come to an end when the responsible institutions who have to reinforce

the justice today commit corruption. This is the worst. Corruptions happen in police

department, courts where judges, public prosecutors, lawyers make deals to do

corruption. All of us also heard in the end of 2004, Probosutejo reported that he had

bribed the Supreme Court, or called Mahkamah Agung which becomes the highest

level where the justice can be obtained. Perhaps you have to try to come to the local

courts and see what happen there. You will see practices of bribery and other kinds

of corruption. Therefore, we can say that corruptions becomes our culture. Do you

like it?

The citizens have no goodwill to fight against the corruption. They create

the situations in which people ahave opportunities to do corruptions. The citizens

like to break the rules because they are not disciplined. For example, in the street

when they drive a car or ride motorcycle, they do not have the driving license or

necessary documents. Then, they are caught by the local policemen. To avoid more

difficulties, they like to bribe the officer. The officer let them go then. In other

words, the citizens and officers are the same, doing corruption together. If only the

people were critical, disciplined, and obey the rules, and willing to report any wrong

behaviors, this country will not be number one corrupting country in the world.

Conclusion Based on the reasons, we can conclude that corruption is

becoming a bad culture in Indonesia if it is not ended soon by all of us. It seems

that there must be more severe penalty for the Corruptors. Do we still care about

the future of this country?

Source: https://ekajayanagara.blogspot.com/2017/01/7-analytical-exposition-dan-

terjemahan.html

106

APPENDIX 2

INSTRUMENTS OF PRE-TEST AND POST-TEST

Pre-test

Write an analytical exposition text about these following issues (choose one):

1. Sistem Zonasi Sekolah

2. Berkurangnya jam pelajaran bahasa Inggris

3. Full-day school untuk Sekolah Dasar

4. Perokok pasif lebih dirugikan (kasus Sutopo, humas BNPB)

5. Kabut asap di Palangkaraya, Kalimantan Tengah

6. Narkoba di Kalangan Artis

7. Kecanduan Game Online

8. Pemblokiran akses internet di Papua

9. Pemindahan Ibukota ke Kalimantan Timur

10. Google hapus fitur pesan di Youtube

11. Makanan cepat saji meningkatkan resiko obesitas sampai kematian

12. Slogan “no more plastic” untuk Indonesia

13. Pemblokiran akses internet selama pemilu

107

Post-test

Write an analytical exposition text about these following issues (choose one):

1. Sistem Zonasi Sekolah

2. Berkurangnya jam pelajaran bahasa Inggris

3. Full-day school untuk Sekolah Dasar

4. Perokok pasif lebih dirugikan (kasus Sutopo, humas BNPB)

5. Kabut asap di Palangkaraya, Kalimantan Tengah

6. Narkoba di Kalangan Artis

7. Kecanduan Game Online

8. Pemblokiran akses internet di Papua

9. Pemindahan Ibukota ke Kalimantan Timur

10. Google hapus fitur pesan di Youtube

11. Makanan cepat saji meningkatkan resiko obesitas sampai kematian

12. Slogan “no more plastic” untuk Indonesia

13. Pemblokiran akses internet selama pemilu

108

APPENDIX 3

Students’ Writing Task of Experimental Class

Pre-test

109

110

111

Post-test

112

113

114

115

Students’ Writing Task of Controlled Class

Pre-test

116

117

118

Post-test

119

120

121

APPENDIX 4

TRANSCRIPTOIN OF INTERVIEW

Questions:

1. What do you think about genre-based approach?

2. Do you enjoy or not?

3. What do you like from genre-based approach?

4. Do you find any difficulties in learning English by using genre-based

approach? If you do, mention it.

5. Do you think your writing ability is improving after learning by using genre-

based approach?

Student 1

T : Halo, … Kemarin kan kita udah belajar pakai genre-based approach, nah

Miss mau nanya beberapa hal. Menurut kamu, genre-based approach tuh

kaya gimana? Kamu enjoy ga, belajar pakai genre-based approach?

S : Hmm.. Enjoy. Enak banget soalnya belajarnya itu pake tahapan-tahapan

jadi kaya lebih ngerti gitu.

T : Oke… Jadi enjoy karena sebelum bikin teks itu ada beberapa tahapannya

dulu?

S : Iya

T : Apa yang paling kamy suka dari genre-based approach?

S : Metode belajarnya sih. Soalnya dia kaya mempermudah untuk mengerti

tentang analytical exposition text.

T : Kamu ada kesusahan ga selama belajar analytical exposition text

menggunakan genre-based approach kemarin?

122

S : Sejauh ini sih engga, malah lebih gampang belajarnya.

T : Oke lebih gampang ya. Terus, kamu ngerasa kemampuan menulis kamu

meningkat setelah belajar menggunakan genre-based approach? Terutama

dalam analytical exposition text.

S : Iya. Soalnya pas nyoba bikin teks sendiri dengan topik yang baru, itukan

aku nerapin pake metode yang udah diajarin tuh jadi kaya lebih ngalir aja

idenya.

T : Oh… jadi udah terbiasa berpikir kritis di tahap-tahap yang diterapin itu ya.

Oke segitu aja, terima kasih…

S : Iya..

123

APPENDIX 5

RESEARCH DOCUMENTATION

124

APPENDIX 6: LETTER OF PERMISSIONS

125

APPENDIX 7: LETTER OF RESEARCH INFORMATION

126

APPENDIX 8: LETTER OF THESIS GUIDANCCE

127

APPENDIX 9: LETTER OF THESIS LEGALIZATION