the effect of using self-reflection writing on
TRANSCRIPT
THE EFFECT OF USING SELF-REFLECTION WRITING ON
STUDENTS’ WRITING SKILL OF RECOUNT TEXT
By
Hasnan Yasin
1113014000063
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
JAKARTA
2018
iii
iv
ABSTRACT
Hasnan Yasin (NIM: 1113014000063). The Effect of Using Self-Reflection Writing
on Students’ Writing Skill of Recount Text. Skripsi of English Education at Faculty
of Educational Sciences of State Islamic University of Syarif Hidayatullah Jakarta,
2018.
The aim of this research was to investigate whether of using self-reflection writing on
students’ writing skill of recount text has positive effect. The method used in this
research was a quantitative method and the research design was a quasi-experiment.
The sample of this research was the first grade students of SMA Nusantara Plus
academic year of 2017/2018. They were X.B class as the experimental class, whereas
X.A class as the control one. Each class consisted of 25 students. For sampling
technique the researcher used purposive sampling. The instrument used in this research
was a written test and the analytic writing rubric was used to score the students’ writing
on the pre and posttest. The result of statistical hypothesis testing by using independent
sample t-test found that on degree of significance 5% (α = 0.05), tobserve was 2.48 while
t table was 1.68 or tobserve > t table. Therefore, H0 was rejected and Ha was accepted. It
proved that there was positive effect of using self-reflection writing on students’
writing skill of recount text.
Keywords: Reflection, Self-reflection, Recount Text
v
ABSTRAK
Hasnan Yasin (NIM: 1113014000063). Pengaruh Penulisan Self-Reflection
terhadap Skill Menulis Teks Recount Siswa. Skripsi Jurusan Pendidikan Bahasa
Inggris Fakultas Ilmu Tarbiyah dan Kegruan Universitas Islam Negeri Syarif
Hidayatullah Jakarta tahun 2018.
Penelitian ini bertujuan untuk meneliti efek dari penulisan self-reflection terhadap
penulisan teks recount siswa. Metode yang digunakan dalam penelitian ini adalah
kuantitatif dan desain penelitian yang digunakan adalah quasi-eksperimen. Sampel
pada penelitian ini adalah murid kelas satu SMA Nusantara Plus tahun ajaran
2017/2018. Mereka dari kelas X.B sebagai kelas eksperimen, seddangkan dari kelas
X.A adalah sebagain kelas control. Masing-masing kelas terdiri dari 25 murid. Pada
tehnik sampel, peneliti menggunakan purposive sampling. Instrumen yang digunakan
adalah bentuk tes tulis dan menggunakan penilaian penulisan analitik untuk menilai
hasil tulisan siswa/siswi pada pre-tes dan pos-tes. Hasil hipotesis statistic tes dengan
menggunakan independen sample t-test menunjukan bahwa pada tingkat taraf 5% (α =
0.05), nilai untuk t count adalah 2.48 sedangkan nilai untuk t table adalah 1.68 atau t
count > t table. Maka dari itu, Ho ditolak dan Ha diterima. Hal ini membuktikan bahwa
adanya efek atau dampak yang signifikan dari penggunaan penulisan self-reflection
terhadap penulisan teks recount siswa. Kesimpulanya, penggunaan penulisan self-
reflection adalah efektif dalam penulisan teks recount siswa.
Kata Kunci: Refleksi, Self-reflection, Teks Recount
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ACKNOWLEDGMENT
Bismillahirrohmanirrohim,
All praises be to Allah, Lord of the World, who has bestowed upon the writer
in completing this thesis. Peace and Blessing be upon our prophet Muhammad (Peace
be upon Him), his families, his companions and his followers.
This thesis entitled “THE EFFECT OF USING SELF-REFLECTION WRITING
ON STUDENTS’ WRITING SKILL OF RECOUNT TEXT” is presented to the
English Education Department of the Faculty of Educational Sciences, Syarif
Hidayatullah State Islamic University Jakarta as partial fulfillment of the requirement
for the degree of Bachelor or Strata-1 (S1).
Firstly, the writer would like to express his great honor and deepest gratitude to
his beloved parents, Abdul Hanan and Temah who never stop teaching their precious
meaning of life, giving their knowledge, giving their time, giving motivation and
support to finish his thesis, and who always pray for him every time; his elder sister
and younger brother, Laili Hasniawati and Hazwan Yakub, who always gives support
and motivation to him; and all his family who always give support, motivation and
moral encouragement to finish his study for the degree of Bachelor or Strata-1 (S1).
Secondly, The writer would like to express his thanks and great gratitude to Dr.
Nida Husna, M.Pd, MA TESOL and Dadan Nugraha, M.Pd. as the writer‟s advisor,
who gave consultation with full of patience, help and guidance as valuable advice and
suggestions during this research. May Allah SWT respond to their kindness with
something much better in return.
Thirdly, the writer thought that he would never finish this thesis fluently
without their supports and their helps. His gratitude also goes to:
vii
1. All lectures of English Education Department for teaching precious knowledge,
sharing philosophy of life and giving wonderful experiences.
2. Dr. Alek, M.Pd., as the head of English education Department.
3. Mr. Zaharil Anasyi, M.Hum., the secretary of English Education Department.
4. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of faculty Educational Sciences.
5. Lulu Febriany, SE., MM. as the head master of SMA Nusantara Plus for giving
permission to the writer to do observation and conduct the research.
6. Misbahudin, M.Pd. as the teacher of English for giving me permission to use
his class as control class and experiment class during his research.
7. All the students of firdt grade SMA Nusantara Plus especially X.A and X.B, for
being participants in this research.
8. All his beloved colleagues, especially Fitriana Amani, Bilal Adji Zaelani,
Ahmad Nawawi, Dede RahmawatiIka Rahmawati, Rizka Dwi Amalia Ridho
F.M.B and many others that he couldn’t mention, who always help him, support
him and console for him.
9. All of best friend in English Education Department 2013 academic year
especially C class, he thanks them being his best friend and always support him
to finish his thesis. May Allah, the Almighty bless them all.
Finally, the writer realizes that this thesis is far from being perfect; therefore the
writer would like to welcome and accept constructive suggestion and criticism from
the reader to make this thesis better. Hopefully this thesis will have some values for
him and the reader.
Ciputat, March 1st 2018
Researcher
viii
TABLE OF CONTENTS
COVER ......................................................................................................................... -
APPROVAL SHEET ................................................................................................... i
ENDORSEMENT SHEET ......................................................................................... ii
STATEMENT OF ORIGINALITY ......................................................................... iii
ABSTRACT ................................................................................................................ iv
ABSTRAK ................................................................................................................... v
ACKNOWLEDGEMENT ......................................................................................... vi
TABLE OF CONTENTS ......................................................................................... viii
LIST OF TABLES ..................................................................................................... xi
LIST OF FIGURES .................................................................................................. xii
LIST OF APPENDICES ......................................................................................... xiii
Chapter I: INTRODUCTION .................................................................................... 1
A. Background of Study ........................................................................................ 1
B. Identification of Problem .................................................................................. 5
C. Limitation of Problem ....................................................................................... 5
D. Formulation of Problem .................................................................................... 6
E. Purpose of Study ............................................................................................... 6
F. Significance of Study ........................................................................................ 6
Chapter II: THEORITICAL FRAMEWORK ......................................................... 7
A. Recount Text ..................................................................................................... 7
1. Definition of Recount Text ......................................................................... 7
2. The Purpose of Recount Text ...................................................................... 9
3. The Structure of Recount Text .................................................................. 10
4. Types of Recount Text .............................................................................. 11
5. Language Features of Recount Text ......................................................... 17
B. Reflection ........................................................................................................ 19
ix
1. Definition of Reflection ............................................................................ 20
2. Levels of Reflection .................................................................................. 22
3. Kinds of Reflection ................................................................................... 23
4. Media of Reflection................................................................................... 24
5. Procedure of Reflection............................................................................. 24
6. Benefits and Drawback of Reflection ....................................................... 25
C. Integrating Reflection Writing on Students Learning of Writing of Recount
Text ................................................................................................................. 26
D. Previous Related Studies .................................................................................. 27
E. Research Hypothesis ......................................................................................... 30
Chapter III: RESEARCH METHODOLOGY ...................................................... 32
A. Method and Research Design ........................................................................... 32
B. Procedure of the Research ................................................................................ 33
C. Place and Time of the Research ....................................................................... 34
D. Population and Sample of the Research ........................................................... 34
E. Technique of Data Collection ........................................................................... 35
1. Test ............................................................................................................ 35
2. Interview ................................................................................................... 35
F. Technique of Data Analysis ............................................................................. 36
1. Prerequisite Analysis Test ......................................................................... 36
2. Hypothesis test .......................................................................................... 38
Chapter IV: RESEARCH FINDINGS .................................................................... 40
A. Data Description.............................................................................................. 40
1. Score of Experiment Class ........................................................................ 40
2. Score of Control Class .............................................................................. 42
B. Data Analysis .................................................................................................. 44
1. Normality Test .......................................................................................... 44
2. Homogeneity Test ..................................................................................... 46
3. Analysis Test ............................................................................................. 46
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C. Data Interpretation .......................................................................................... 48
Chapter V: CONCLUSION AND SUGGESTION ................................................ 51
A. Conclusion ...................................................................................................... 51
B. Suggestion ....................................................................................................... 52
Bibliography .............................................................................................................. 53
Appendices ................................................................................................................. 56
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LIST OF TABLES
Table 2.1 : Analysis of Structure and Language Features of Recount Text........ 18
Table 2.2 : Levels of Reflection .......................................................................... 23
Table 4.1 : Students’ Score of Experiment Class ................................................ 40
Table 4.2 : Students’ Score of Control Class ...................................................... 42
Table 4.3 : Normality Test of Pretest Score at Experiment and Control Class ... 45
Table 4.4 : Normality Test of Posttest Score at Experiment and Control Class 45
Table 4.5 : Homogeneity Test of Pre and Posttest at Experiment and Control
Class ................................................................................................... 46
Table 4.6 : Independent T-Test of Posttest at Experiment and Control Class ... 47
xii
LIST OF FIGURES
Figure 3.1 : Analysis of Structure and Language Features of Recount Text........ 34
xiii
LIST OF APPENDICES
Appendix 1 : Analytic Scoring Rubric.................................................................... 56
Appendix 2 : Pretest ................................................................................................ 61
Appendix 3 : Self-Reflection .................................................................................. 62
Appendix 4 : Posttest .............................................................................................. 63
Appendix 5 : The Interview Questions ................................................................... 64
Appendix 6 : Transcript of the Interview ................................................................ 66
Appendix 7 : Normality Test .................................................................................. 73
Appendix 8 : Homogeneity Test ............................................................................ 76
Appendix 9 : Hypothesis Test/T-Test .................................................................... 77
Appendix 10 : Table of T ......................................................................................... 78
Appendix 11 : Lesson Plan of Experiment Class .................................................... 79
Appendix 12 : Lesson Plan of Control Class ........................................................... 94
Appendix 13 : Letter of Official Statement of Advisors ........................................ 108
Appendix 14 : Letter of Official Statement of the School ..................................... 110
1
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the identification of the
problems, limitation of the problems, formulation of the problems and
significance of the study.
A. Background of the Study
It is realized that communication is the basic foundation of human’s
civilization. In communication, language is an inseparable part of communication
itself. It becomes the tools for people to share what they have in minds. They ask
questions, share thoughts, ideas and feelings, and also speak their minds out
through language, especially English, since it is one of the international language
which is spoken by many people on earth.
Globalization sets up a situation where there are no clear boundaries among
countries around the world. But in order to be able to communicate with people all
around the world, the need is not only to have the ability of oral communication
skills but also the ability to communicate in written media. Written mass media as
it is now seen are the most influential part of our life.
Furthermore, the presence of internet enables worldwide connections for people
all around the world to communicate either reciprocally or one way
communication, to get and to give recent information in all sectors of lives which
emerge a great demand of having writing ability. These reasons should become one
of the considerations and motivations of English teachers in their teaching and
learning process especially in teaching writing.
Teaching writing means teaching students how to write properly and develop
their writing skill which is one of skills students have to master in learning English
2
especially in Indonesia. It is taught generally in junior high school and senior high
school. And according Hyland, writing is a way of sharing personal meaning.1
People tell their stories or other people’s stories through writing to share their
experiences about something in order to be a lesson or motivation to the reader and
people also speak their mind about something through writing which they think
others may want to know whether to give a review or to criticize it like article
review and critics writing. These writing can be in type of biography,
autobiography, personal essay, and any other personal writing.
Therefore it becomes one important skill that students have to master.
Mastering writing skill means being able to use parts which support it, such as
vocabulary, grammar, and also the way to construct a writing. There are several
types of writing which can be introduced to students such as narrative, recount,
descriptive, argumentative, expository, and so on. Each of the texts has its own
purpose and characteristic.
Recount text is one of the writing types which is taught at the tenth grade of
senior high school in Indonesia. It is stated by the standard competency in
curriculum 2013 stating that the students are expected to be able to analyze the
social function, structure, and language features of recount text.2 Besides, they
should be able to develop recount text in the form of work report, history and
personal experiences.
According to Anderson “Recount text is a piece of text that retells past events,
usually in the order in which they happened”.3 Since this is a text which tells about
past event, it should be easily constructed or at least familiar to students to write
1 Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 1996), p.
9. 2 Kementrian Pendidikan dan kebudayaan, Kurikulum 2013 Kompetensi Dasar Sekolah
Menengah Atas dan Madrasah Aliyah, (Jakarta, 2013), p. 14 3 Mark Anderson and Kathy Anderson, Text Types in English, (Australia: Macmilan
Education Australia Pty Ltd, 2003), p. 48
3
because they do not need to think out loud about the ideas which they have to write
because the content is things they already experienced.
However, according to the writer’s observation and interview to students at
Nusantara Plus Senior High School, there were many of them who got difficulty in
writing recount text because of some reasons. The first one is students had lack of
vocabularies variation. The second one, students did not comprehend tenses use.
The third one, students could not express ideas in writing. The fourth one, students
did not have enough knowledge in ordering good writing. The fifth one, students
did not have capacity in cohering ideas of writing. The last one, Students could not
develop their ideas.
Based on the fact that the writer got from the pre-observation, the first one is
lack of vocabularies variation in vocabulary using, it was seen from the product of
students’ writing of the recount text when the writer did the observation. It tended
to use same word over and over and not using many descriptive words as one of
language features in recount text. The students also said that they could not recall
enough words to use in the writing of recount text. The second one is
incomprehension of tenses use. It was seen from the writing of recount text that the
tenses used were mostly present tense not past tense as it should be. They also found
difficulty in expressing ideas. The students said that they had the ideas in mind but
it was difficult to express. This ends up students writing the recount text in a simple
or sometimes incomplete sentences. Also, it was found that the writing of recount
text was not in good order. Many of them did not use sequence word to make a
good order in writing the recount text. In consequence, the students’ writing of the
recount text was not coherent or one idea did not match to other that the writing
becomes less comprehensible.
Knowing that these problems exist in the students’ writing, it could be said that
writing recount text, is not an easy skill. It is difficult because there are a lot of
4
things to figure out and to revise before it becomes one good recount text. As
Oshima said in his book Writing Academic English, “writing is a process rather
than a product”.4 It means that students are possibly to review and revise for many
times it spend much time in reworking and reworking over a recount text. It requires
a continuous hard effort in doing the long process of writing of the recount text
where the writing stage, planning, drafting, writing, until it becomes a final work
of recount text which is not always finished once it is done including deciding the
language features which have to be used in the writing of the recount text.
Accordingly it is not easy for the students to produce a recount text. Being able
to write recount text well is not easy. It needs process, the students have to practice
a lot and build writing habits in their daily life. Beside, to develop the students'
writing recount text skill, teachers also have to motivate, guide, and give feedback
to their students in the writing activity. Just like Harmer said that training students
to write thus demands the care and attention of language teacher.5 These problems
are most likely able to solve by giving students guideline in writing the recount text
or indirectly guiding the students using approach that will help them to learn a good
writing of recount text and at the same time decrease the incapability mentioned
using self-reflection writing because it generally provides reflection of what they
were doing.
Self-reflection which is usually known as reflective journal is a process of
learning from experience, reflection about ones’ self in doing or experiencing
something. Reflecting on experiences, and as part of learning, can help taking an
objective view of progress and seeing what is going well and what needs to work
on. It gives evaluations, reflections, and indirect feedback. Whatever form your
reflection takes, it should initially involve you examining your feelings about an
4 Alice Oshima and Ann Houge, Writing Academic English, Third Edition, (New York:
Pearson Education, 1993), p. 3 5 Jeremy Harmer, How to Teach Writing, (USA: Longman, 2003), p. 4
5
experience, then identifying areas to develop and starting to think about ways to do
this. The writing of self-reflection is expected not only to be able to help students
in understanding knowledge of recount text because it tells about something that
happened in the past which is similar to recount text but it is also expected to
develop the students’ awareness of their learning process.
All those explanation above means to show the background of the research
about knowing the effect of using self-reflection writing on students’ writing skill
of recount text. This study will be titled: “The Effect of Using Self-reflection
Writing on Students’ Writing Skill of Recount Text” at grade one of Nusantara
Senior High School.
B. Identification of the Problem
Based on the background of the study, the identifications of the problem in
writing recount text are:
1. Students had limited variation of vocabulary use
2. Students had lack comprehension of grammar use
3. Students got difficulty in expressing their ideas in writing
4. Students did not know how to order a good writing
5. Students were confused in cohering ideas in writing
6. Students were mostly not able to develop their ideas
C. Limitation of the Problem
Based on the background of the study and the identification of the problem, the
problem of this research is limited on the effect of using self-reflection writing in
students’ writing skill of recount text at the tenth grade students of SMA Nusantara
Plus Tangerang Selatan year of 2017/2018. This study addressed to measure
whether self-reflection writing is effective on students’ writing of recount text.
6
D. Formulation of the Problem
Based on the limitation of problem above, the writer will measure students’
ability in writing recount text. Then the formulation of the problem in this study
would be “Is using self-reflection writing effective on students’ writing skill of
recount text?” at the tenth grade students of SMA Nusantara Plus Tangerang
Selatan year of 2017/2018.”
E. Purpose of the Study
The purpose of this study is to find out the whether using self-reflection writing
has positive effect on students’ writing skill of recount text at the tenth grade
students of SMA Nusantara Plus Tangerang Selatan year 2017/2018.
F. Significance of the Study
The results of this research were hoped to give some significances not only
theoretically but also practicality go to:
1. For Students
Theoretically, the students can understand about self-reflection writing. Also,
through writing self-reflection, the students are being helped in improving their
writing skill of recount text. The students are hoped to not only understand about
the theory of self-reflection, but also to help them aware of what they have learn.
2. For Teachers
This study can help teachers in assess students’ using self-reflection writing.
3. For Other Researchers
This study may contribute to the further researchers who will conduct an
experiment with a same topic. It may help them in getting some theories of their
experimental variables and the result can be as the considerable one for choosing
the next step in conducting the same field of the experiment.
7
CHAPTER II
THEORITICAL FRAMEWORK
This chapter presents and discusses: definition of recount text, purpose of
recount text, types of recount text, structure of recount text, language features of
recount text, and example of recount text. Also, definition of self-reflection, kinds
of reflection, levels of reflection, benefit and drawbacks of reflection, media of
reflection, procedure of reflection, integrating self-reflection writing on students'
learning of writing of recount text, previous related study and research hypothesis.
A. Recount Text
1. Definition of Recount Text
Based on the writer’s teaching experience, there are some kinds of text that
should be studied in senior high school students, they are narrative text, descriptive
text, explanatory text, and recount text. These texts are different in definition,
purpose, structures and language features. As stated, recount text is one of these
text. The following is some definitions of recount text based on some experts.
Knapp and Watkins stated in their book that recount text is the simplest text
type in narrative genre. Formally, recounts are sequential texts that do little more
than sequence a series of events.1 It means that recount text contains not only
sequence of events but also more than just sequential events like the introduction
and the conclusion or the ending comment. Every story, no matter how simple,
needs an orientation. Indeed, it is impossible to tell a story unless we see that there
are characters set up in a particular time and place.
In line with Knapp and Watkins, Anderson stated that recount is a writing which
retells about events happened in the past, usually in the order in which they
1 Peter Knap & Megan Walking, Genre, Text, Grammar Technologies for Teaching and
Assessing Writing. (Sydney: University of South Wales, 2005), p. 223
8
occurred.2 It means recount text is a text which tells about past events including
what happened, who was involved, where it happened, when it happened, and why
it happened. Also, it is written chronologically which means that the story should
be chronological from the first events until the last ones that want to be written.
Each event should be clear in order not to repeat the same events in the next event.
Similar to the previous experts, Hyland stated that recount is a kind of genre
that has social function to retell event for the purpose of informing or entertaining.
The tense that used in recount text is past tense. Social purpose of recount is to
reconstruct past experiences by retelling events in original sequence.3 Here, Hyland
explained that recount text has social function which is to reconstruct past event.
He also clearly said that it has to be in original sequence which means the same
sequence as the real events. He also emphasis that past tense is used.
In writing recount text, writer may write all past events not only retell about
factual or historical events but based on their personal experiences.4 It means that
writing about past events, personal experiences, factual or historical events which
has happened is called recount text. The writer may write their own past stories
about their lives such as unforgettable moment, horrible moment, and any moment
that happened in the past.
As mentioned that recount text is used to retell about event that happened in the
past, therefore recount is always in the past form or past tense.5 Peter also support
this idea stating that recount is one of text types which consist of grammar speech.6
Therefore in writing recount, students have to be aware about some crucial things
2 Mark Anderson, and Kathy Anderson, Text Type in English 1, (Australia. Macmillan, 1997),
p. 48. 3 Ken Hyland, Teahing and Researching Writing, (New York: Routledge, 2016), p.177 4 Barbara Kamler and Pat Thomson, Helping Doctoral Students Write: Pedagogies for
Supervision, (New York: Routledge, 2006), p. 82 5 John Barwick, Targeting Text, (USA: Blake Education1999),p. 4 6 Peter Knap & Megan, op.cit, p. 228
9
such as grammatical structure like past tense, sequence of events, common action
verb, and connection or coherence in the recount.
To conclude, recount text is text which tells past events or experiences in
chronological order and includes the detail of the events clearly and grammatically
which is not always in form of personal experience but also in some other kinds of
recount.
2. The Purpose of Recount Text
A recount text is written basically to retell past events to the readers. The
readers are expected to know the description of the past events in chronological
way. According to Anderson, the purpose of recount text is to give detail
explanation, what and when about the past events to the readers.7 It means, in
writing recount text, the writer has to explain his writing detail clearly in order to
reach the purpose intended. From that purpose, means that recount is not only retell
the past activities that happened, but to inform the reader about some information
that happened. For example, retell the facts about disaster that happened like in the
newspaper or any other written media.
Katrina also said the similar idea about the purpose of recount text. She states
that a recount recalls and reconstructive events, experiences and achievements from
the past the past in a logical sequence. Some recounts will be purely informative,
while others will aim to both inform and entertain.8 This purpose shows that recount
text could provide past story which tells about experience or achievement in form
of writing that has logical sequence. For examples a biography, or autobiography
of a remarkable person. These products of course are intended to give information
and could also be used to entertain.
7 Anderson, op.cit. 48 8 Katrina Wood & Sue Stubbs, Targeting Text: Information Recount, Information Report and
Explanation, (Sydney: Blake Education, 2000), p.8
10
While Hyland in his book stated that the purpose of recount text is to reconstruct
past experiences by retelling events in original sequence.9 It shows that Hyland’s
opinion about the purpose of recount text is to retelling past events in original
sequence. This could be self-experiences or others’ experiences which mean that it
could be from experiencing to telling or listening to retelling.
Here is the illustration of this purpose. Agita is a student at one of best
universities in Indonesia. She was accepted because she was able to pass the
entrance test. Agita told her story when she was struggling and learning so hard to
pass the entrance test to their juniors in her high school. She told her story from her
preparation to doing the test. One of the juniors is Miranda. Miranda felt like her
senior’s story was amazing and worth sharing. She decided to write the story in her
blog. In this case Miranda has to reconstruct her senior’s story sequentially.
In summary, based on the ideas of Andersons, Katrina and Hyland, the purpose
of recount text is to tell or retell past events or experience to inform, to entertain or
both inform and entertain sequentially. It depend on the types of the recount.
3. The Structure of Recount Text
In making a recount text, there is an important point which is worth knowing.
According to Anderson’s theory a recount text has three main parts (Generic
Structure)10. They are:
a. Orientation
The opening of the text, the introduction of the topic of the text. It gives
background information about who, what, where, and when. The writer needs
to gives information about what happened, who or what was involved, when
and where the events occurred and why. An awareness of audience and purpose
will assist the author in selecting the amount of detailed needed.
9 Hyland, Second Language Writing, op. cit., p. 20 10 Anderson, op. cit. p. 50
11
b. Events
It is usually told in a series of paragraphs which retell the events in the order of
sequence when they happened. Events is selected carefully to add to the
audience’s understanding of the topic. Students have to be prepared to discard
events and details that are unimportant or uninteresting. A recount, in most
cases, is more than a „shopping list‟ of every possible detail. Students should
be guided to select only those events that are relevant and that can be expanded
through the inclusion of specific details.
c. Reorientation
It functions as the closing statement. It is a paragraph which contains a personal
comment of the writer. The final section concludes the recount by summarizing
outcomes or results, evaluating the topic’s importance or offering personal
comment or opinion. It can also look to the future by speculating about what
might happen next. But, not all of recount closed by re-orientation. It is
optional.
4. Types of Recount Text
As mentioned before that recount text reconstructs the past, but the purpose,
audience and focus will vary it. According to Katrina, below are the types of
recount.11
a. Factual Recount
It is concerned with recalling events accurately. It can range from an everyday
task such as a school accidents report to a formal, structured research task such
as a historical recount. The emphasis is on using language that is precise, factual
and detail, so that the reader gains a complete picture of the event, experience
or achievement. Extended description, emotive language and unnecessary
11 Katrina, Loc. Cit.
12
details are out of place in his form. Passive voice and third person narration are
used to give credibility to the information presented.
Here’s the example of factual recount, adapted from The Jakarta Post12:
Man Suffers Heart Attack while Driving His Car
A man was rescued from his car but died before reaching the
hospital after reportedly suffering a heart attack while
driving in North Serpong, South Tangerang, Banten, on
Wednesday morning.
The man, identified as Isbianto, 57, was reportedly driving
on Jl. Raya Alam Sutera toward his office in Tigaraksa,
Tangerang regency, when he suddenly stopped in the
middle of the road at 8:15 a.m.
Some bystanders found him leaning on the driver's door
helplessly after they approached the car to find out what was
going on. They smashed one of the car's windows to rescue
him and bring him to the nearby Omni Hospital.
However, Isbianto, a civil servant at Tangerang regency,
had passed away by the time he reached the hospital.
"There are no violence marks on his body, and according to
his family, he had been suffering from heart disease," said
Adj. Comr. Alexander, crimes unit head of South Tangerang
Police.
b. Personal Recount
It is a writer’s own experience. Letters, diary entries, journals, anecdotes and
postcard are common forms of this type of recount. It is usually written in the
first person (I, we), and often aim to entertain as well as inform. Facts and
information are important, but personal responses and comments are also
appropriate, particularly in the re-orientation or evaluation.
12 Agnes Anya, Man Suffers Heart Attack while Driving His Car, 2017, p. 1,
(www.thejakartapost.com).
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Here is the example of personal recount adapted from Anne Frank’s Diary:13
The Diary of A Young Girl
On Friday, June 12th, I woke up at six o’clock and no
wonder, it was my birthday. But of course I was not allowed
to get up at that hour, so I had to control my curiosity until
a quarter to seven. Then I could bear it no longer, and went
to the dining room, where I received a warm welcome from
Moortje (the cat).
Soon after seven I went to Mummy and Daddy and then to
the sitting room to undo my presents. The first to greet me
was you, possibly the nicest of all. Then on the table there
were a bunch of roses, a plant, and some peonies, and more
arrived during the day.
I got masses of things from Mummy and Daddy, and was
thoroughly spoiled by various friends. Among other things I
was given Camera Obscura, a party game, lots of sweets,
chocolates, a puzzle, a brooch, Tales and Legends of the
Netherlands by Joseph Cohen, Daisy’s Mountain Holiday (a
terrific book) and some money. Now I can by The Myths of
Greece and Rome – grand!
Then Lies called for me and we went to school. During
recess I treated everyone to sweet biscuits, and then we had
to go back to our lessons. Now I must stop. Bye-bye, we’re
going to be great pals!
c. Imaginative (literary) Recount
This type of recount entertains the reader by recreating the events of an
imaginary world as though they are real. Emotive language, specific detail and
first person narration are used to give the writing impact and appeal.
Here is the example of imaginative recount adapted from Roger’s writing:14
13 Anne Frank, The Diary of A Young Girl, ( Diamond Pocket Books Pvt Ltd, 2017), p. 14 14 Livinia Roger, My Rain Forest Adventure, 2017, p. 1-2, (www.write4fun.net)
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My Rainforest Adventure
Today I woke up at 5:00am in the morning. I put on
my loose fitting shirt, trousers, sturdy black boots with little
holes in them, wide brimmed hat and a plastic bag with spare
dry clothes in case it rained so I didn’t get a cold.
When I got out of the four-wheel drive I could feel the
refreshing cool air, it smelt like it had been raining for ages
before I came to the rainforest. I decided to explore the forest
floor.
The first animal I saw was a magnificent, giant
eastern brown snake. I was so scared I felt like I wanted to
run but that would be really dangerous!
The second animal I spotted was a beetle eating a rotten
berry. I bent down to have a closer look but it stank like
rotten eggs and onion mixed together.
Then I turned to the right and saw a bowerbird collecting
lots of blue stuff like wrappers and blue flowers. It had
beautiful, magnificent, midnight-blue eyes and it looked very
graceful.
By now I had seen enough on the forest floor so I
decided to go to the understorey. So I went to the bridge in
the understorey 20m high off the forest floor.
The third animal I spotted was a grey Boyd’s dragon it was
eating lots of bugs and beetles. I looked down to the forest
floor and saw a little stream, it had a cute, little platypus
looking after her five tiny, mini babies.
By now I had had enough of the understorey so I
decided to go up the ladder to the canopy. I already knew
that we would see lots of brightly colored birds in the
canopy. I went up the ladder and on the way up I already
saw lots of birds and lots of berries and colorful, beautiful,
rainbow flowers. When I got to the canopy I was 30m high.
I could see the emergent trees 50m tall off the ground. I saw
a wedge-tail eagle looking for food and other little animals.
I had a great time because I liked the rainforest. The
most terrifying animal was the eastern brown snake. I liked
the blue butterfly the best of all the animals.
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d. Procedural Recount
It record the steps taken in complementing a task or procedure. The use of
technical terms, an accurate time sequence and first person narration give
credibility to the information provided. Examples include a flow chart of the
actions required for making bread, a storyboard of videotaped script or
advertisement, the steps taken to solve a mathematical problem.
Here is the example of procedural recount adapted from Syifa’s blog:15
How I Made Invisible Ink
I successfully made invisible ink using a lemon, a bamboo skewer,
a piece of sketching paper, and a cigarette lighter.
Firstly, I squeezed the juice from the lemon. Next I dipped the
bamboo skewer into the juice and wrote on the paper.
When the juice was dry, it could not be seen. To reveal the writing,
I held the flame of the cigarette lighter under the paper. The heat
caused the juice to turn brown and made the message visible
It was that simple. I, now can easily hide my message.
e. Bibliographical Recount
This type tells the story of a person’s life using a third person narrator (he, she,
and they). In the case of autobiography, first person narration (I, we) is used. It
is usually factually accurate and records specific names, times, places and
events. There is often an evaluation of the subject’s achievements in the final
section.
15 Syifa Laili Hafsari Oktavian, How I Made Invisible Ink, 2017, p. 1-2,
(http://syifalailihapsarioktavian.blogspot.co.id)
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Here is the example of bibliographical recount about R.A. Kartini adapted from
www.thousandideas.com:16
R.A. Kartini
Kartini was born in 1879, April 21 in Mayong Jepara. As the
daughter of a noble family, she felt lucky because she got
more than the ordinary people got. She got better education
than other children. She did anything she wants although it
was forbidden.
Few years after finishing her study, RA. Kartini was willing
to continue her study in higher level. But the custom of that
day forbid a woman to go to school. A tradition of that time,
a teenage girl should be secluded and limited her activity.
Although she was not able to continue her study to higher
level, she was smart had a bright idea. She got the
knowledge from the books she read. To express her idea, she
established a school for local people on the backyard of
Jepara city hall.
In November 12, 1903, she married Adipati Djoyodiningrat,
the head of Rembang regency. According to Javanese
tradition Kartini had to follow her husband. Then she moved
to Rembang. In September 13, 1904 she gave a birth to her
son. His name was Singgih. But after giving birth to a son,
her condition was getting worse and she finally passed away
on September 17, 1904 on her 25 years old.
Now Kartini has gone. But her spirit and dream will always
be in our heart. Nowadays Indonesian women progress is
influenced by Kartini’s.
16 Thousandideas, R.A. Kartini, 2017, p. 1, (www.thousandideas.com)
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5. The Language Features of Recount Text
Like other kinds of text, recount also has some language features which
characterize it or make it different than any other text. There are several language
features of recount text, but the language features of the text of recount based on
Kartina are the following17; Notice that these language features may not all be in
all type of recount, some may be found in particular type of recount.
a. Simple past tense is used, but present tense may be used to create immediacy
such as in diary or journal. Future tense is sometimes used in the conclusion of
an imaginative or biographical recount to predict what might happen in the
future. Here is some words indicating simple past tense: was, could, got, went,
arrived, and many others.
b. Subject-specific term are used to record facts and events accurately. They also
add authenticity and credibility to the tone of the writing.
c. Specific descriptive words (adjectives) help the audience visualize or imagine
events. In a factual recount or accident report, adjectives provide necessary
detail for an accurate recount such as red, bleeding, broken, fast and others.
d. A range of conjunction (because, although, while etc.) is used to link clauses
within sentences.
e. Time connectives (firstly, next, finally) are used to link separate events or
paragraphs into a cohesive whole text.
f. Passive voice is used, particularly in factual recounts, to give objectivity to the
text. For example – the land was worked by the peasants.
g. Adverbs (yesterday, outside) and adverbial phrases are used to indicate specific
times and places.
h. Specific participants (such as Mt Stromlo, William Wallace) provide detail and
credibility.
17 Katrina, op.cit., p.9-10
18
i. Pronouns are used to provide cohesion by tracking participants through the text.
The name of the participants should be used the first time they are mentioned
in each paragraph, but after this pronouns such as he, she, they and it should be
used for variety.
j. A rage of sentence types (simple, compound and complex) is used to add variety
and interest.
k. Personal comment may be woven into the text or added as a conclusion. For
example,- it was a greatest day for me.
l. Emotive language may be used to influence the reader’s attitude to the topic.
For example, - caning was a harsh and unnecessary punishment.
Here is the researcher analysis of the generic structure and language features of
the examples of personal recount:
Table 2.1
Structure Text Language
Features
Title My Best Holiday
P. 1 Last year my family and I went on the most
amazing holiday to Spain. We had never been to
Spain before and my Dad wanted to go there
because he said that he was fed up with sitting
around in the damp and gloom!
First person
narration
Adverbs use
Conjunction use
Pronoun use
P. 2 When we arrived at the villa it was baking hot.
The first thing that Dad did was to take a shower.
He said that he needed to cool off after such a
long journey. There was a swimming pool so we
spent a lot of time mucking about in the water or
splashing water over Dad!
P. 3 One afternoon we went to visit some caves in the
hills. Inside the caves were the most amazing
stalagmites and stalactites. They were knobby
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and looked like massive, misshapen spears. Some
were like bars in a zoo. The guide tapped some
and it was rather like playing a glockenspiel. In
the caves it was quite cold and by the end of the
tour we were all ready for a bit of sun and an ice
cream.
Descriptive word
(Adjective)
Time
connectives
Complex
Sentence
Personal
comment
P. 4 On the third day we visited a beach. The waves
were just right for surfing so we hired some body-
boards. Dad was worried that we would drown so
he spent the afternoon standing in the sea
watching us. It was a breeze! The waves were
strong enough to float in on but not too powerful.
P. 5 One of the best things about the holidays was that
Dad was so useless at cooking that we had to go
into the town every night to eat. There was a stall
where you could buy chips and calamari. The
calamari was squid cooked in batter – it tasted
like rubbery fish. Once we had eaten, we played
on the pinball machines.
P. 6 When we got home Mum wanted to see all the
photos. I had a magnificent picture of Dad’s very
red face from too much sun. All in all I think that
it was a great holiday and I can’t wait to go back.
B. Reflection
To make it clear that the terms of reflection in this writing means self-reflection
which is reflecting to self-ideas, experience, and thought and not reflecting to
others.
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1. Definition of Reflection
Self-reflection (or simply, reflection) has received numerous definitions from
different sources in the literature. In his work, Dewey had defined reflection as
‘‘active, persistent and careful consideration of any belief or supposed form of
knowledge in the light of the grounds that support it and the further conclusion to
which it tends’’18.
While Bolton stated that reflection is not a technique or element of curriculum
but it is placed in a state of mind regarding to what has been through. 19 Reflective
practices facilitates students figure out the values of experiences about themselves,
their learning, and relationship what is happening between the learning with the life
outside which is related to their identity formed by society and culture.
Boud et al. aptly define reflection in the context of learning and focus more on
one’s personal experience as the object of reflection, as referring to ‘‘those
intellectual and affective activities that individuals engage into explore their
experience, which leads to new understanding and appreciations’’.20
The definition of reflection by Moon21, on the other hand, focuses more on the
role of reflection and learning, and embeds reflection into the learning process. She
describes reflection as ‘‘a form of mental processing with a purpose and/or
anticipated outcome that is applied to relatively complex or unstructured ideas for
which there is not an obvious solution’’.
18 Dewey, J, How we think, (Buffalo, NY: Prometheus Books (Originally published:
Lexington, MA: D.C. Heath, 1991), p. 9. 19 Bolton, G. Reflective Practice: Writing & Professional Development (3rd ed.), (London:
SAGE Publication Ltd, 2010), p.3 20 Boud, D., Keogh, R., & Walker, D., Reflection: Turning experience into learning, (London,
Kogan, 1985), p. 19. 21 Moon, J. A., A handbook of reflective and experiental learning, (London, Routledge. 1999),
p. 74
21
Reflection is defined by the Oxford English Dictionary22 as “The action or
process of thinking carefully or deeply about a particular subject, typically
involving influence from one's past life and experiences.” Reflection is a way of
enabling self-development and deeper learning by looking back at an experience so
as to learn from it and then move forward. A person may discuss learning from an
experience; reflective writing takes this a stage further by putting the reflection into
the more permanent and structured format of a written account and linking it to
academic theory.
All those definitions, though, focus on different contexts, share similarities in
that they emphasize purposeful critical analysis of knowledge and experience so as
to achieve deeper meaning and understanding. The definitions of self-reflection,
though heterogeneous, are united in their advocacy to improve student learning. In
the present study, self-reflection is influenced by these interpretations. It refers to
the processes that a learner undergoes to look back on his past learning experiences
and what he did to enable learning to occur (i.e. self-reflection on how learning
took place), and the exploration of connections between the knowledge that was
taught and the learner’s own ideas about them (i.e. self-reflection on what was
learned). It is contended that since processes such as these can lead to informed and
thoughtful deliberations on one’s behaviors and actions, they are believed to assist
learners to become better at self-reflection, which leads subsequently to better
academic achievement.
To conclude, reflection is the action of active, persistent and careful
consideration of any belief or a form of mental processing with a purpose which is
placed in a state of mind regarding to what has been through or simply exploring
their experience, which leads to new understanding and appreciations.
22 The Oxford English Dictionary [online] (2012) Oxford: Oxford University Press cited in
Vijay, Design Science and Research method, (New York: Riggie, 2015), p. 96
22
2. Levels of Reflection
In details, the levels of reflection are divided into four steps namely descriptive,
evaluative, reflective, and imaginative levels23. In descriptive level,
teachers/students describe events happening in the classroom. In evaluation level
teachers/students judge valuably what has been found in the events, in reflective
level teachers/students examine the effective or ineffective lesson or activities by
giving specific reason.
In imaginative level, teachers/students are able to holistically see the classroom
scenario and suggest a possible scenario which is different and developed. This
study concerns on the students’ reflection of learning recount text. Consequently,
the level of reflection can be seen based on the process of their reflection. Related
to the level of reflection in the learning process of recount text on the writing, the
descriptive level positions the students as the reflectors describe the process of
learning recount text on the writing. For instance, they can correctly describe their
difficulties in learning recount text. In evaluating level, the students can evaluate
the errors by correctly fixing them.
In reflective level, they know the reason why they do the errors with specific
explanation. Last but not least in imaginative level the students can see strategies
to avoid the same errors in their future writing. This study actually did not measure
the students’ level of reflection but this inspired question of reflection that were
offered to the students in the interview session. Each student will be asked some
given questions to gain the data about their perception and the strategies in
reflecting the learning of recount text.
23 Lane, R., et al., Quality Reflective Practice in Teacher Education: A Journey towards
Shared Understanding: Journal of Reflective Practice: International and Multidisciplinary
Perspective, 15, 2014, p. 428
23
Table 2.2
The Level of Reflection adapted from Lane et al.24
Levels of Reflection
Descriptive Level
(Describing the
errors based on
the feedback)
Evaluative Level
(Fix the errors)
Reflective Level
(Analyze why
they do the errors)
Imaginative Level
(Set strategies for
further writing)
3. Kinds of Reflection
Reflective practice can be divided into two kinds namely reflection in action
and reflection on action. 25
a. Reflection in action
It happens when teacher or students reflect on situation during the teaching
learning. Teachers do this reflection to analyze the classroom activity and anticipate
ineffective instruction. Students are doing this action to analyze what and why they
are doing any specific instruction and can directly ask for the explanation.
b. Reflection on action
It happens later after the teaching learning they recall what they are thinking,
feeling, and doing. Teachers critically ask themselves what was going on in the
classroom and evaluate any ineffective instruction materials. Students can also do
this in the end of the classes by answering any given answer to evaluate the classes
or directly telling the teaching learning.
24 Ibid., p. 428 25 Hickson, H., Critical Reflection: Reflecting on Learning to be Reflective: Journal of Taylor
and Francis, 12, 2011, p. 831
24
4. Media of Reflection
Some media can be executed. Conventionally, a piece of writing on paper is
mostly used. This is very applicable to almost all setting. As the development of
information and communication technology students’ experiences can be written
in the form of learning journals using blogs. The number of students use
technologies in their daily life such as smartphone, laptop, computer, and some
other technology with internet access. It brings about some significances to
synergize the technology used with their learning. Students find it enjoyable to use
technologies to share their learning experiences26.
Due to the fact that the setting of research has no significant support for
accessing internet, the research takes reflective writing in the piece of paper as the
primary data. Although it is conventional, the students’ tendency and research
setting are also taken into an account why reflective writing in paper is chosen. It
is hard to judge that it is best for nowadays students using conventional media, but
it is also vital to be feasible.
5. Procedure of Reflection
This focuses on students’ self-reflection. As stated by Roux et al. that self-
reflection in teaching learning can be literate into a piece of writing27. The
processed of reflection is hoped to be more helpful to bridge the students’
experience and their understanding due to the fact that the reflection can be
expressed literally and also the teachers can review the students’ reflection.
Although reflective writing has no fixed format, it tends to follow the structure
of any other essay. There have to be introductory paragraph to tell the topic writing.
26 Sidek, E.A.R., & Yunus, M.Md., Students’ Experiences on Using Blog as Learning
Journals: Journal of Social and Behavioral Science, 67, 2012, p. 135 27 Roux et al, Reflective Writing of Mexican EFL writers: Levels of Reflection, Difficulties,
and Perceived Usefulness. Journal of English Language Teaching, 5, 2012, p. 2
25
Then there are 2-3 paragraph expressing self-opinion. Last but not least, the
conclusion covers the core idea of the writing. Yet, the researcher decided to let the
students choose whether they want to write it in paragraph or simply make a list.
Having this form of reflective writing, students should have some guidance or
scaffolding before starting to write28.
Due to the use of reflective writing, the students will systematically analyze
what is going on in the learning, what materials are taught, what problems they
reveal. In the end of the class they will narratively tell the phenomena and will be
given some certain question to inspire them what to tell and then will establish the
reflective writing in the end of the course. The written reflection will be grouped
based on the similarities of the reflection and commented to accommodate the
students’ voices.
6. Benefits and Drawbacks of Reflection
Not only improving students’ writing skills, reflection contributes advantages
either for teacher or students. It acknowledges the students’ strength and
weaknesses, train their cognitive skill, develops metacognitive skills especially
critical thinking skills, lets students know their learning styles, improve students’
personalities, support self-motivation or self-directed learning, and positions
students to be more responsible29.
Having known the advantages above, teacher can consider whether or not their
teaching strategy is appropriate and find the method which is suitable to the
students’ need and their teaching style. After finding the suitability of their teaching
strategy, lecture may figure out some needed changes which can be in any option.
Then they should select critically and carefully the method which will be used in
28 Klimova, B.F, Self-Reflection in the Course Evaluation: Journal of Social and Behavioral
Sciences, 141, 2014, p. 120 29 Ibid, p. 121
26
order that they can both improve teaching quality and feel comfortable with the
changes. In addition, teachers can identify students’ learning styles, their fears or
problems in learning process, their educational needs.
In fact reflective writing toward learning process requires students to be critical.
It sometimes makes students feel uneasy to criticize the lectures and bring about a
certain hesitancy to honestly reveal all their weaknesses and strength due to their
uncomfortable awkward moment. However, if they are convinced that it is
beneficial for them to do so, the content of their reflection will be much more
meaningful.
C. Integrating Reflection Writing on Students Learning of Writing of
Recount Text
From the concept earlier, self-reflection writing is an approach to have students
learn and reflect from experienced they had, because having an experience only is
not enough to learn. As Gibbs said that it was not sufficient to have an experience
in order to learn. Without reflecting on this experience it may quickly be forgotten,
or its learning potential lost.30
Here are some steps in integrating self-reflection on students’ learning of
writing recount text, adapted from Service Learning Essential by Barbara Jacoby:31
First: Teacher explains about recount text, including the kinds of recount,
schematic structures, linguistic features and characteristic of recount text.
Second: Teacher introduce the concept of self-reflection to the students, and
explain that it could help them in their learning to write recount text.
Third: Teacher gives the students a paper containing self-reflection guidance
(question) related to the learning of recount text writing.
30 Gibbs, Learning by Doing, (UK: Western, 1988), p.14 31 Barbara Jacoby, Service Learning Essential, (USA: Wiley, 2014), p. 34
27
Fourth: Ask students to write the self-reflection by basically fulfill the guided
question related to learning to write rcount text.
Fifth: Ask students to read their self-reflection which they have written before
they submit it to the teacher. After that the tearcher guide the students to reflect
again on what they have learned based on their reflection.
The guided question used is adapted from Gibbs reflective cycle which are32:
1. What happened? (Description)
2. What were you thinking and feeling? (Feeling)
3. What was good and bad about the experience? (Evaluation)
4. What sense can you make of the situation? (Analysis)
5. What else could have you done? (Conclusion)
6. If it rose again, what would you do? (Action Plan)
Here are modified questions that the researcher decided to use for guiding students’
self-reflection related to learning recount text, adapted from Gibbs’ reflective cycle
above:
1. What did you learn?
2. What were you thinking and feeling about the learning of recount text?
3. What was good and bad about the experience of the learning of recount text?
4. What else could you have done in the learning of recount text?
5. If you were faced with the same situation again in learning recount text, what
would you do differently?
D. Previous Related Studies
The first study is titled “The Effect of Reflective Science Journal Writing on
Students’ Self-Regulated Learning Strategies” conducted by Nawar M. Al-Rawahi
32 Academic Skill Center, A Short Guide to Reflective Writing, 2017,
(https://intranet.birmingham.ac.uk)
28
(Ministry of Education, Oman) and Sulaiman M. Al-Balushi (Sultan Qaboos
University, Oman).33 The study investigates the effectiveness of grade-ten students’
reflective science journal writing on their self-regulated learning strategies. They
used a pre-post control group quasi-experimental design. The sample consisted of
62 tenth-grade students in Oman, comprising 32 students in the experimental group
and 30 students in the control group. Both groups studied a science text unit called
‘Matter and Energy in Chemical Reactions’. Students in the experimental group
were given a model for a journal, which they wrote after they finished their science
lessons. They reflected on their dialogues with their teacher and classmates. They
also reflected on their scientific observations, their main conclusions, their
evaluation of their level of understanding of the scientific concepts presented in the
lesson, their achievement of the lesson goals, and their personal feelings regarding
what was taught in the lesson. The control group studied the same unit without
writing reflective journals. They used a modified self-regulation strategy
instrument to measure the effectiveness of treatment. The results showed that
participants in the journal-writing group (experimental group) (M=3.96; SD=0.37)
significantly outperformed participants in the control group (M=3.62; SD=0.28)
with respect to their self-regulation strategies. The study recommends that
reflective journal-writing should be encouraged by science teachers and in science
textbooks.
The second one is a research by Firdaus Habibi entitled “The Effect of Reflective
Journal Writing on Students‟ Writing Ability of Narrative Text (A Quasi-
experimental Study at Tenth Grade Students of SMA Triguna Utama in Academic
Year 2016/2017)” which aims to obtain the empirical evidence about the effect of
reflective journal writing on students‟ writing ability of narrative text at the tenth
33 Nawar M. Al-Rawahi & Sulaiman M. Al-Balushi, The Effect of Reflective Science Journal
Writing on Students’ Self-Regulated Learning Strategies, International Journal of Environmental
& Science Education, 2015, p.7
29
grade students of SMA Triguna Utama Tangerang Selatan.34 The writer used quasi-
experimental research which classified into a quantitative research. The population
of the research was 273 students from six classes. He used the pre-test and the
posttest as the instruments of the research. In the experimental class, the writer
taught the reflective journal writing by using a media named Line Application in
teaching writing of narrative text while in the controlled class, the writer taught the
students by implementing the conventional teaching technique such as asking the
students to do the written exercises and answering 10 reading comprehension
questions based on the narrative text given. In addition, he collected the data of this
research by following some steps such as providing the pre-test, providing the
treatments during conducted the research, and at the end of the research, he gave
the post test. The result showed that the tvalue of posttest (2.071) and gained scores
(7.882) were higher than the ttable (1.667) in the significance level of 0.05. Based
on the result, if t value was higher that t table meant that H0 (null hypotheses) was
rejected and Ha was accepted. Therefore, it could be concluded that reflective
journal writing is effective in improving students„ writing ability of narrative text.
The last one is a research by Rini Aryanti, entitled “The Effectiveness of Using
Clustering Technique in Teaching Writing Recount Text. A Quasi-Experimental
Study at Second Grade of Mts Negeri 3 Jakarta.” which aims to investigate the
effectiveness of using clustering technique in teaching writing recount text. The
method used in this research was a quantitative method and the research design was
a quasi-experiment. The sample of this research was the eighth grade students of
MTs Negeri 3 Jakarta. They were 8.2 class as the experimental class, whereas 8.1
class as the control one. Each class consisted of 25 students. For sampling
34 Firdaus Habibi, The Effect of Reflective Journal Writing on Students‟ Writing Ability of
Narrative Text (A Quasi-experimental Study at Tenth Grade Students of SMA Triguna Utama in
Academic Year 2016/2017, (Skripsi SI Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam
Negeri Jakarta, 2015), p. 50, Unpublished
30
technique, the researcher used purposive sampling. The instrument used in this
research was a written test and the analytic writing rubric was used to score the
students’ writing on the pre and posttest. The result of statistical hypothesis testing
by using independent sample t-test found that on degree of significance 5% (α =
0.05), t count was 2.64 while t table was 2.011 or t count > t table. The effect size
of clustering technique (treatment) in students’ writing recount text was 0.7 and it
was on category medium effect based on the effect size range of Cohen’s d.
Therefore, H0 was rejected and Ha was accepted. It proved that there was a positive
effect of using clustering technique in students’ writing recount text.35
From those previous studies, the writer interest in using self-reflection in
teaching recount text. The two first studies investigated about whether reflection is
effective in learning. And the third one used recount text as her second variable
which researcher thinks is interesting because recount text is a basic form of many
writings. To distinguish and join these previous studies ideas on this research, self-
reflection writing is used as first variable and writing recount text is used as the
second variable and this study will investigate the effect of self-reflection writing
on students’ writing of recount text.
E. Research Hypothesis
The research hypothesis that will be used in this research concerned to the
influence of using self-reflection writing on students’ writing skill of recount text.
There are two kinds of hypothesis, they are:
1. Null Hypothesis (H0)
The null hypothesis stated that there is not positive effect of using self-
reflection writing on students’ writing skill of recount text. It can be seen from
the difference between controlled class and experimental class. If there is no
35 Rini Aryanti, The Effectiveness of Using Clustering Technique in Teaching Writing
Recount Text. A Quasi-Experimental Study at Second Grade of Mts Negeri 3 Jakarta, (Skripsi SI
Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Jakarta, 2015), p. 59, Unpublished
31
significant difference between the population means, the null hypothesis is
accepted.
2. The Alternative Hypothesis (Hɑ )
The alternative hypothesis stated that there is positive effect of using self-
reflection writing on students’ writing skill of recount text. It can be seen from
the difference between controlled class and experimental class. If there is a
significant difference between population means, the alternative hypothesis is
accepted.
In this research, the hypothesis which used was the alternative hypothesis. It was
need to be tested in order to prove the research notion about the effectiveness of
using self-reflection writing on students’ writing of recount text
32
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method and research design, the place and time of
the research, the population and sample, the technique of data collection, also the
technique of data analysis.
A. Method and Research Design
In this research, the writer used quantitative research which identifies a research
problem based on trends in the field or on the need to explain why something
occurs.1 Describing a trend means that the research problem can be answered best
by a study in which the researcher seeks to establish the overall tendency of
responses from individuals and to note how this tendency varies among people.
However, some quantitative research problems require explanation of how one
variable affects another. By explaining a relation among variables, researcher was
interested in determining whether one or more variables might influence another
variable. Moreover, quantitative research is used because researcher used statistical
data or deal primarily with numbers in doing most of the research to gain the result
that is intended.
The design of this study is experimental research because researcher wanted to
know the effect of self-reflection writing to students’ writing of recount text.
According to Fraenkel and Wallen, experimental research is one of the most
powerful methodologies in research.2 Moreover, the researcher can manipulate the
independent variable in order to gain the result that was predicted before do some
treatments.
1 John W. Creswell, Educational Research 4th Edition. (Boston: Pearson Education, 2012), p.
13 2 Fraenkel, Jack R. and Norman E. Wallen, How to Design and Evaluate Research Education;
Fifth Edition. (New York: The McGraw-Hill Companies, 2003), p. 265.
33
This research is categorized as a quasi-experimental research, because the
researcher cannot artificially create group for the experiment. This design involved
the use of intact groups of subjects in an experiment, rather than assigning subjects
at random to experimental treatments.3 This means that the writer did not need to
select sample from population randomly but using sample (graded-classes) which
was already organized based on particular purposes. This research concerns with
two variables, which are self-reflection writing as a dependent variable and writing
recount text as independent variable.
B. Procedure of the Research
In this research, the sample would be divided into two group. They were
control group and experimental group. Pre-test and post-test designs were used in
this research to test the effectiveness of self-reflection writing. Pre-test was used
to get the beginning score of students’ writing ability before treatment was given
and it was given in both the control and the experimental group. However, post-
test was also being given in both the control and the experimental group to
measure the score after treatment. Then the writer compared the result of post-test
between the two groups to get the overall effectiveness of self-reflection writing.
The writer did the research by teaching two classes using the same methods but
the difference is that the experimental group were treated with self-reflection
writing in the end of the learning and the control group were not. The process of
this research can be represented by using the illustration below:4
3 Creswell, op. cit, p.309. 4 Creswell, op. cit, p. 310
34
Figure 3.1
Pre- and Posttest Design Time
Selected Control Group Pretest No Treatment Posttest
Selected Experimental Group Pretest Experimental Treatment Posttest
In this research, the writer conducted 4 meetings in each class. They consisted
of one first-meting for pre-test, and the two meetings for treatment, and one last
meeting for post-test.
C. Place and Time of The Research
This research was conducted at SMA Nusantara Plus which is located on Jl.
Taruma Negara Dalam, Pisangan, Ciputat Timur. This research was carried out
for four weeks, start from January 8th – January 30th 2018 in the even semester
academic year 2017/2018.
D. Population and Sample of The Research
In this research, the population of the research is the first grade of SMA
Nusantara Plus. There are about 102 students for the first grade which are divided
into three classes. Hence, there are one English teachers who taught in the all
grades. The school only gave the 2 classes for doing the research that taught by
the same English teacher. The classes were X.A and X.B, which were the superior
class among another class.
Therefore, in this research the writer used a non-probability sampling because
it did not need any type of random selection from a population. To determine the
sample, the writer intended to use purposive sampling in selecting two classes
from the population to become experimental and control class which was taken
from the judgement of the researcher with help of the teacher to select a sample
35
that is representative of the population or that includes subjects with needed
characteristics. Purposive sampling is used because there has been existed group
in form of classes as mentioned earlier.
Through this purposive sampling, the researcher got the experimental and the
control class based on the English teacher’s recommendation or judgement that
both the experimental and the control class had homogeneous, had same facilities,
on the same level, available and willing to be studied based on the permission of
SMA Nusantara Plus.
Furthermore, the writer took 50 students from two classes for the sample,
which were 25 students from X.A and 25 students from X.B. The class of X.A and
X.B had the different amount of the students and also their attendance during the
researcher did the research. The first class (X.A) is the control class, which will be
taught without using self-reflection writing, the teacher only guide the students to
write the first draft from the topic that given. The second class (X.B) is the
experimental class that will be taught the same way but in the end of the learning
they write their self-reflection on the learning.
E. Technique of Data Collection
1. Test
In the study, the writer used a test as research instrument. The test technique
used in the research was an open-ended essay test (a written test) and there were
two tests including pre-test and post-test. In the pre-test, students were asked to
write a recount text about a story that ever happened by the topic was given.
Moreover, to score both students’ pre-test and post-test, the writer used an
analytic writing rubric.
2. Interview
To gain more data in order to get comprehensive understanding on the
findings of the research, interview was conducted. This was conducted only in
36
experiment class. It was intended to see the students’ opinion on the self-
reflection writing in their learning including their comment, feeling and thought
about self-reflection writing and also to gain the prove and description whether
using self-reflection writing on students’ writing skill of recount text has
positive effect.
F. Technique of Data Analysis
1. Prerequisite Analysis Test
Analysis of research data aims to test the truth of hypothesis which is
suggested in a research. However, before hypothesis testing is done, it is a must
to do prerequisite analysis data through normality test and homogeneity test.
a. Normality Test
Normality test is a test which is done to check whether a group of data comes
from population having normal distribution or shapes normal curve. The
normality test is crucial to do because the calculation of parametric statistic has
assumption or requirement that research data must be distributed normally. To test
the normality of the data, the researcher used IBM SPSS Statistics 20 and the steps
were as follow8:
1) Formulating normality hypothesis of the data; H0: sample data was normally
distributed, while H1: sample data was not normally distributed.
2) Testing the normality of the data using Kolmogorov-Smirnov Test, and the
steps according to math-stastistic-tutor.com are in the following:
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. A new window pops out. Check “none” for
8 MathStatisticTutor, Performing Normality in SPSS, 2017, p. 1-6, (www.math-statistics-tutor.com)
37
boxplot, uncheck everything for descriptive and make sure the box
“normality plots with test” is checked.
d. The result now pop out in the “output” window.
e. We can now interpret the result.
3) Using the degree of significance 5% (α = 0.05), the criteria in taking the
decision is; If the probability value (p) ≥ α, H0 was accepted. On the contrary,
H0 was rejected if the probability value (p) < α.
If the data shows that it is distributed normally, it can be continued to test the
homogeneity of data using Levene test on IBM SPSS Statistics 20.
b. Homogeneity Test
Homogeneity test is used to test the similarity of the sample which is taken
from homogenous population.7 Levene test on IBM SPSS Statistics 20 was used
to test homogeneity of the data and the followings were the steps of doing the test:
1) Creating homogeneity hypothesis of the data; H0: sample data came from
population which had homogenous variance, while H1: sample data came from
population which did not have homogenous variance.
2) Calculating the homogeneity test using Levene test formula on IBM SPSS
Statistics 20 and the steps are as follow:9
a. Open file one way anova on CD, parametric statistic folder
b. Click Analyze => Compare Means => One-Way ANOVA on menu
until One-Way ANOVA dialogue box appears
c. Fill variable on Dependent List and fill another variable on Factor box
d. Click Option and choose Descriptive and Homogeneity of variance test
e. Click Continue until it comes back to One-Way ANOVA dialogue box
f. Click OK
9 Ruben Geert van den Berg, How to Run Levene’s Test in SPSS, 2017, (www.spss-
tutorials.com)
38
3) Making decision about significance level/probability value (p) using
significance degree 5% (α = 0.05), the criteria in taking the decision is; If the
probability value (p) ≥ (α = 0.05), H0 is accepted. Conversely, H0 is rejected
if the probability value (p) < (α = 0.05).
2. Hypothesis Test
This is the last step to analyze the data after normality and the homogeneity
test was done. Because the result of the experimental and the control class’ pre
and posttest’s score met the requirement of normality test and both the classes
(sample) had similarity or homogeneity in variance. The writer used the
independent t-test. The independent t-test is an analysis to compare data of two
group sample statistically.
Independent sample t-test is used to compare the means or averages of the two
independent samples (the experimental and the control class) in order to determine
whether there was statistical evidence which proved that the means were
significantly different. The writer uses t-test to find out the differences score of
students’ achievement in teaching writing of recount text with and without self-
reflection writing using the steps as follows:10
a. Click Analyze - Compare Means – Independent Sample T Test…
b. “Independent – sample T Test” pops out, then insert the variables to
grouping variables box.
c. Click Define Grouping, move variables to each box and continue.
d. Click options, then fill on confidence interval percentage with 95% then
click continue.
e. Click OK
10 Sahid Raarjo, Cara Uji Independent Sample T-Test dan Interpretasi dengan SPSS, 2017,
(www.spssindonesia.com)
39
3. The Statistical Hypotheses
Before deciding the result of hypothesis, there are statistical research
hypotheses as follows:
Ho : {µ1 ≠ µ2}
Ha : {µ1 ≠ µ2}
Notes:
Ho = Null hypothesis
Ha = Alternative hypothesis
μ1 = students’ writing recount text which is taught and told to write self-
reflection.
μ2 = students’ writing recount text which is taught only.
The writer’s assumptions of those hypotheses are as follow:
1. If to> ttable, the Null Hypothesis (Ho) is rejected and alternative hypothesis (Ha)
is accepted. It means there is a significant difference of students’ writing
recount text achievement between students who are taught and told to write self-
reflection and students who are not taught only.
2. If to< ttable, the Null hypothesis (Ho) is accepted and alternative hypothesis (Ha)
is rejected. It means there is no a significant difference of students’ writing
recount text achievement between students who are taught and told to write self-
reflection and students who are not taught only.
40
CHAPTER IV
RESEARCH FINDINGS
This chapter presents the data description consisting of the score of pre-
test, and post-test of the experimental class and the control class. Also, the
discussion of the research finding is explained in this chapter.
A. Data Description
The below description presents the research findings which was gained from
the pretest and the post test of both Experiment and Control class.
1. Score of Experiment Class
The data were gained from the result of the pretest and posttest of experiment
class at High School of Nusantara Plus. The following are the description.
Table 4.1
Students’ Score of Experiment Class
Students Pretest Posttest Gained Score
1 60 80 20
2 60 75 15
3 60 70 10
4 75 95 20
5 60 70 10
6 70 75 5
7 60 70 10
8 60 80 20
9 65 90 25
10 50 65 15
11 55 75 20
12 55 70 15
41
13 70 90 20
14 60 75 15
15 65 75 10
16 65 80 15
17 75 95 20
18 70 85 15
19 60 85 25
20 50 65 15
21 65 80 15
22 70 95 25
23 50 75 25
24 75 80 5
25 65 85 20
Mean 62.8 79.2 16.4
According to the teacher’s information, the Minimum Mastery Criterion for
English Subject in SMA Nusantara Plus is 75 which means the students are
demanded to reach score in English subject not less than 75. Yet, according to the
data shown, the result of pre-test in experiment class had the mean score of pretest
of 62.8 from 25 students. It means that in average, the students did not covered the
minimum criterion.
Somehow, the result of pre-test showed that there were three students who
passed the Minimum Mastery Criterion and the other 22 students were below the
minimum mastery criterion. Moreover, the highest score in pretest is 75 obtained
by the same 3 students and the lowest score in pre-test was 50 and it was obtained
by 3 students. From those description, it has seen that most of the Experiment class
students’ writing of recount text was still very low.
42
The table also presented the score of posttest. The score was gained after
the treatment of writing self-reflection was done. According to the result of the
post-test, it has seen that the mean of posttest was improved to 79.2 and the mean
of the gained score was 16.4. It means that in average, the students have passed the
criterion or above the minimum criterion. But still, there were five students who
did not pass the Minimum Mastery Criterion and the other 20 students passed the
minimum mastery criterion. Also, from the description of the score in experimental
class above, it has seen that the highest score of posttest was 95 obtained by three
students and the lowest score in post-test was 65 obtained only by one student.
From the data description from the pretest to the posttest, it is concluded
that there was positive effect of using self-reflection writing on students, writing
skill of recount text.
2. Score of Control Class
The data were gained from the result of the pretest and posttest of control class
at High School of Nusantara Plus. The following are the description.
Table 4.2
Students’ Score of Control Class
Students Pretest Posttest Gained Score
1 65 75 10
2 65 70 5
3 75 85 10
4 50 75 25
5 60 70 10
6 70 80 10
7 50 65 15
8 60 75 15
43
9 70 75 5
10 60 60 0
11 75 70 0
12 55 65 10
13 55 70 14
14 65 65 0
15 70 75 5
16 65 70 5
17 75 80 5
18 70 75 5
19 65 85 20
20 55 80 25
21 50 80 30
22 60 85 25
23 65 75 10
24 70 70 0
25 55 65 15
Mean 63 73.6 10.96
According to the data shown, the result of pre-test in control class had the
mean score of pretest of 63 from 25 students. It means that in average, the students
did not covered the minimum criterion of SMA Nusantara Plus in English Subject.
This was the same as the experiment class that the average score in pretest did not
meet the criterion. Somehow two students did by gaining score of 75 in their pretest.
Further description, the table also presented the score of posttest. The score
which was gained after teaching and learning process but did not use the self-
44
reflection writing after the learning. Because this class was the controlled class, so
the class did not get the treatment as the experiment did. The students only were
guided by the teacher during teaching and learning process to write recount text.
According to the result of post-test, it has seen that the mean of post-test in
controlled class was also improved with score of 73.6 and the mean of gained score
was 10.96. Yet, eleven students did not pass the Minimum Mastery Criterion and
the other 14 students passed the minimum mastery criterion. And also the highest
score of posttest was 85 obtained by three students and the lowest score in post-test
was 60; it was obtained only by one student.
From the differences in students’ scores above, it has seen that also there is
positive improvement of the students’ score in learning English. Nevertheless, from
the result of post-test showed that some of the scores were still below of the
minimum mastery criterion at SMA Nusantara Plus. So it was believed that the
class which was taught but not using self-reflection writing still need struggle to
pass the minimum mastery criterion. Over all, the differences in students’ scores in
table 4.1 and table 4.2, can be concluded that there is positive effects of using self-
reflection writing in learning English writing.
B. Data Analysis
The below description presents the way of pre-analyzing and analyzing the
data that have been collected including three analysis namely normality,
homogeneity and hypothesis test (independent t-test).
1. Normality Test
The result of normality test on both the experimental and control class either
pre or posttest score were gained from Lilliefors test using IBM Statistics SPSS
20. The result which was gotten as follow:
45
Table 4.3
The Result of Normality Test of Pretest Score at the Experiment and Control
Class
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experiment .165 25 .076 .931 25 .094
Control .160 25 .099 .930 25 .087
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
The result of the normality test showed that the significance level of the
experimental class was 0.076 and 0.094 and the control one was 0.099 and 0.087.
It means that the probability value (p) of both experimental and control class was
higher than (>) the degree of significance 5% (α = 0.05). Therefore, it is concluded
that the data of both the experimental and the control class’ pretest was normally
distributed.
The following is the result of normality test of posttest at the experiment
and control class which was presented in this below table:
Table 4.4
The Result of Normality Test of Posttest Score at the Experiment and Control
Class
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experiment .160 25 .098 .937 25 .123
Control .141 25 .200* .943 25 .174
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
46
The result of the normality test for the post test showed that the significance
level of the experimental class was 0.098 and 0.123 and the control one was 0.200
and 0.174. It means that the probability value (p) of both experimental and control
class was higher than (>) the degree of significance 5% (α = 0.05). Therefore, it is
concluded that the data of both the experimental and the control class was normally
distributed.
2. Homogeneity Test
After finishing the normality test, the homogeneity test was also required as a
prerequisite analysis test. To calculate homogeneity test, the researcher used
Levene Statistic Test from IBM Statistics SPSS 20 software. The following is the
result which was obtained from the test:
Table 4.5
The Homogeneity Test of Pre and Posttest at Experiment and Control Class
Test of Homogeneity of Variances Test of Homogeneity of Variances
Nilai Nilai
Levene Statistic df1 df2 Sig. Levene Statistic df1 df2 Sig.
.205 1 48 .653 1.700 1 48 .119
From the result of the Levene Statistic Test, it has seen that the significance
level or probability value (p) of the data from the experiment and control’s pretest
score was 0.653 and 0.119. It means that the significance level or probability value
(p) of the data was higher than the significance degree (α = 0.05). The result of
homogeneity test showed that the sample data from the population has homogenous
variance.
3. Analysis Test
This is the last step to analyze the data after normality and the homogeneity
test was done. Because the result of the experimental and the control class’ pre
47
and posttest’s score met the requirement of normality test and both the classes
(sample) had similarity or homogeneity in variance. The writer used the
independent t-test. The independent t-test is an analysis to compare data of two
group sample statistically.
Independent sample t-test is used to compare the means or averages of the
two independent samples (the experiment and the control class) in order to
determine whether there was statistical evidence which proved that the means
were significantly different. The writer uses t-test to find out the differences score
of students’ achievement in writing of recount text with and without self-reflection
writing. Moreover, researcher used IBM Statistics SPSS 20 software to do the
calculation or the test. The result of the calculation as follows:
Table 4.6
Independent T-Test of Posttest score of Experiment and Control Class
Independent Samples 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
Gained
_Score
Equal variances
assumed
1.700 .199 2.480 48 .017 5.600 2.258 1.059 10.141
Equal variances
not assumed
2.480 44.871 .017 5.600 2.258 1.051 10.149
Thus, based on the calculation above, the degree of freedom (df) is 48 and
the critical value of the df - 48 by using the degree of significance of 5% is 1.68
(ttable) and the tobserve is 2.48. It means that the post-test score of experimental class
48
is higher than the score of controlled class. The result of the comparison between
tobserve and ttable were 2.48 > 1.68= tobserve > ttable..
Clearly from the hypothesis we have that on the df = 48 and in the degree
of significance 5% the value of degree of significance is 1.68 (gained based on df
= 48 and ⁄ α = 0.05). By comparing the value tobserve is higher than ttable that is 2.48
> 1.68, so the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is
rejected. It could be proved that there were significant differences between the
results of using self-reflection writing in teaching writing recount text at first grade
students of SMA Nusantara Plus.
C. Data Interpretation
The purpose of this study is to find out the effectiveness using self-reflection
writing on students’ writing skill of recount text on the first grade of SMA
Nusantara Plus. Based on the test of equality of two average post-test was known
that the students’ writing ability in writing recount text showed the differences in
both the experiment and control class. The pre-test score of experiment class and
controlled class has the mean value of 62.8 and 63 while the minimum criterion
was 75. It means in the pretest, both classes in average did not covered the
minimum criterion. Then, comparing with the post-test score, the mean of
experiment class is 79.2 and the mean of controlled class is 73.6 which means that
the experiment class covered the minimum criterion but the control class did not
covered the minimum criterion yet.
Furthermore, the mean of the posttests score of the experimental class
showed that the score of the experimental class passed the Minimum Mastery
Criterion at SMA Nusantara Plus. Meanwhile, the posttests’ mean score of the
controlled class did not pass the Minimum Mastery Criterion. It means that the
experiment class improved more significantly than controlled class.
49
In this research, there were 25 students in experimental group and also 25
students in control group. Therefore, the degree of freedom (df) is (25 + 25) – 2 =
48 which means the data which were free to vary was 48 in total and the other two
were not able to vary because they were the last. By the degree of freedom of 48
and the degree of significance of 5% (α = 0.05), it was found from the table of t or
t-table that the critical value was 1.68.
The result of the statistic calculation indicated that the value of tobserve = 2.48
and by the value of df (degree of freedom) of 48 on the significance of 5% is 1.68.
Comparing tobserve = 2.48 with each values of the degree of significance or ttable =
1.68, the writer found that tobserve = 2.48 is higher than ttable = 1.68. Therefore the
null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted.
The alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is
rejected means that there was positive effect of using self-reflection writing on
students’ writing skill of recount text. It means that self-reflection writing gives
positive influence on students’ writing of recount text at first grade of SMA
Nusantara Plus in academic year 2017/2018.
In line with the statistical result, the responses of the students’ interview
showed positive or the same result. The students from the experiment class could
answer some questions related to the recount text learning they have had and
fulfilled the answere properly detail. Yet, the students from the control class
somehow fulfilled the questions related to the recount text learning they have had
but not properly detail.
It could be seen from the answer of student 1 from the experiment class
(Appendix 6). When he was asked about the points that he still remember about the
recount text after he wrote the self-reflection on the learning of recount text, he
could answer very well. For example when he answered the question number 5 (see
Appendix 6), he said “I still remember the structure, the language features and the
50
purpose of the recount text”. Not only could he say that he remembered those points
but also explained them by answering the questions number 6 to 9 (see Appendix
6) which are about the recount text itself, the purpose, the structres and the language
features.
Additionally, the answer of student number 1 from the control class
indicates that she was not sure wether she remember about the recount text when
she was asked question number one. She said “I guess, a little bit” and turned out
she remember some points but not properly detail for instance when he answer
questions number five about the structure of the recount text, she just mentioned
the structure but not explain what should be in the structure. This was showed by
her answer to questions number 5 (see Appendix 6).
Furthermore, the students who wrote self-reflection after their learning
process indicates positive appreciation towards the use of the self-reflection. They
said that they were glad to write the recount text because it could help them reflect
and at the same time remember the lesson about the recount text. All of the the three
students said that they prefer using the reflection. (see Appendix 6)
In conclusion, as the statistical data showed that alternative hypothesis was
accepted by showing that tobserve was higher than ttable and the responses of the
students’ interview indicated that the self-reflection writing positively affect the
students’ writing skill of recount text. Therefore both statistical and descriptional
data represent that using self-reflection writing has positive effect on students’
writing skill of recount text.
51
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The students’ difficulty in writing of recount text is caused by some
problems. Students had limited variation of vocabulary use, had lack
comprehension of grammar use, got difficulty in expressing their ideas in writing,
did not know how to order a good writing, were confused in cohering ideas in
writing and were mostly not able to develop their ideas. These problems may be
able to decrease by applying self-reflection writing which is not only able to help
students in understanding knowledge of recount text because it tells about
something that happened in the past which is similar to recount text but it is also
able to develop the students’ awareness of their learning process.
Based on the research that carried in first grade of SMA Nusantara Plus
academic year 2017/2018, it is concluded that using self-reflection writing has
positive effect on students’ writing skill of recount text. This is supported by the
result of the statistic calculation indicated that the value of tobserve = 2.48 and the
value ttable is 1.68. Comparing to with each values of degree significance, the writer
finds that tobserve is higher than ttable (tobserve) > ttable, 2.48 > 1.68. Since tobserve is higher
than ttable, which means the alternative hypothesis (Ha) was accepted and null
hypothesis (Ho) is rejected.
In addition, based on the interview with the students who wrote self-
reflection after their learning process, their responses indicated that the using of
self-reflection writing had positive effect on students’ writing skill of recount text.
They also appreciated to use self-reflection on their learning of recount text and
prefered to use it.
52
Finally researcher concluded that using self- reflection writing has positive
effect on students’ writing skill of recount text at grade 1 of SMA Nusantara Plus
academic year 2017/2018.
B. Suggestion
After conducting the research, the writer suggests that the teacher should
deliver material more creatively and she also should pay attention to the students’
activity during teaching learning process. The teacher should be able to select the
appropriate technique in teaching because each technique has advantages and
disadvantages. In addition, the teacher also should be more creative in providing
the topic which can make students interest in writing activity. In other hand,
students also need to pay more attention in learning English that is why the teacher
should be more creative in teaching. Then, students should be creative in learning
writing not just depending on the material given by the teacher in the classroom;
however, they have to practice more at home. Those suggestions hopefully can help
teacher and students in teaching and learning English writing of recount text in
class more interesting and fun.
The writer believes that using self-reflection in teaching writing recount text
give positive effect for the students. Also, self-reflection writing can be
implemented not only in writing activity, but also in other subject. Moreover, using
self-reflection writing in teaching writing recount text can be one of the solutions
to solve students’ difficulty in writing recount text and also as alternative ways for
teacher to make teaching and learning process in teaching writing recount text more
creative and interesting. However, the writer hopes that there will be any further
research of it.
53
BIBLIOGRAPHY
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https://intranet.birmingham.ac.uk, 2014. (Accessed on 29 November 2017
07.00 p.m.)
Anderson, Mark and Kathy Anderson, Text Types in English I , Australia: Macmilan
Education Australia Pty Ltd, 2003.
Anya, Agnes, “Man Suffers Heart Attack while Driving His Car”, 2017.
www.thejakartapost.com (Accessed on December 20th 2018 04.00 p.m.)
Aryanti, Rini, The Effectiveness of Using Clustering Technique in Teaching Writing
Recount Text. A Quasi-Experimental Study at Second Grade of Mts Negeri 3
Jakarta, Skripsi SI Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam
Negeri Jakarta, 2015. Unpublished
Barwick, John, Targeting Text, USA: Blake Education, 1999.
Bolton, G. Reflective Practice: Writing & Professional Development 3rd ed., London:
SAGE Publication Ltd, 2010.
Boud, D., Keogh, R., & Walker, D., Reflection: Turning experience into learning.
London: Kogan, 1985.
Creswell, John W., Educational Research 4th Edition, Boston: Pearson Education,
2012.
Dewey, J, How we think, Buffalo, NY: Prometheus Books (Originally published:
Lexington, MA: D.C. Heath, 1991.
Frank, Anne, The Diary of A Young Girl, Diamond Pocket Books Pvt Ltd, 2017.
Fraenkel, Jack R. and Norman E. Wallen, How to Design and Evaluate Research
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Geert, Ruben van den Berg, “How to Run Levene’s Test in SPSS”, 2017, www.spss-
tutorials.com, (Accessed on December 25th 2018 09.50 a.m.)
Gibbs, Learning by Doing, 1988.
54
Habibi, Firdaus, The Effect of Reflective Journal Writing on Students‟ Writing Ability
of Narrative Text (A Quasi-experimental Study at Tenth Grade Students of SMA
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Tarbiyah dan Keguruan Universitas Islam Negeri Jakarta, 2015. Unpublished
Harmer, Jeremy, How to Teach Writing, Longman, 2003.
Heaton, J.B., Writing English Language Test, New York: Longman, 1995.
Hickson, H., Critical Reflection: Reflecting on Learning to be Reflective. Journal of
Taylor and Francis, 12, 2011.
Hyland, Ken, Second Language Writing, Cambridge: Cambridge University Press,
1996.
__________, Teahing and Researching Writing, New York: Routledge, 2016.
Jacoby, Barbara, Service Learning Essential, USA: Wiley, 2014.
Kamler, Barbara and Pat Thomson, Helping Doctoral Students Write: Pedagogies for
Supervision, New York: Routledge, 2006.
Kementrian Pendidikan dan kebudayaan, Kurikulum 2013 Kompetensi Dasar Sekolah
Menengah Atas dan Madrasah Aliyah, Jakarta, 2013.
Knap, Peter & Megan Walking, Genre, Text, Grammar Technologies for Teaching and
Assessing Writing, Sydney: University of South Wales, 2005.
Klimova, B.F, Self-Reflection in the Course Evaluation. Journal of Social and
Behavioral Sciences, 141, 2014.
Lane, R., et al., Quality Reflective Practice in Teacher Education: A Journey towards
Shared Understanding. Journal of Reflective Practice: International and
Multidisciplinary Perspective, 15, 2014.
Moon, J. A., A handbook of reflective and experiental learning. London, Routledge.
1999.
M. Al-Rawahi, Nawar & Sulaiman M. Al-Balushi, The Effect of Reflective Science
Journal Writing on Students’ Self-Regulated Learning Strategies, International
Journal of Environmental & Science Education, 2015.
55
Oshima, Alice and Ann Houge, Writing Academic English, Third Edition. New York:
Pearson Education, 1993.
Raarjo, Sahid, “Cara Uji Independent Sample T-Test dan Interpretasi dengan SPSS”,
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Roger, Livinia, “My Rain Forest Adventure”, www.write4fun.net, (Accessed on
December 24th 2018 11.00 a.m.)
Roux et al, Reflective Writing of Mexican EFL writers: Levels of Reflection,
Difficulties, and Perceived Usefulness. Journal of English Language Teaching,
5, 2012.
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Journals: Journal of Social and Behavioral Science, 67, 2012.
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Wood, Katrina & Sue Stubbs, Targeting Text: Information Recount, Information
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11.10 a.m.)
-Performing Normality in SPSS, www.math-statistics-tutor.com, (Accessed on
December 28th 2018 09.10 p.m.)
56
APPENDIX 1
Analytic Scoring Rubric
Mark Criteria Score
Format and content ( 40 )
Excellent to
very good
Fulfils task fully 31 - 40
Correct convention for the assignment task
Features of chosen genre mostly adhere to
Good use of relevant information
Substantial concept use
Properly developed ideas
Good sense of audience
Good to
average
Fulfills task quite well although details may be
underdeveloped or partly irrelevant
21 - 30
Correct genre selected
Most features of chosen genre adhered to
Satisfactory ideas with some development
Quite good use of relevant information
Some concept use; quite good sense of audience
Fair to poor Generally adequate but some inappropriate 11 - 20
Inaccurate or irrelevant data
An acceptable convention for the assignment task
Some features of chosen genre adhered to
Limited ideas/moderate use of relevant
information
Little concept use
Barely adequate development of ideas
Poor sense of audience
57
Inadequate Clearly inadequate fulfilment of task 1 - 10
Possibly incorrect genre for the
Assignment
Chosen genre not adhered to
Omission of key information
Serious irrelevance or inaccuracy
Very limited ideas/ignores relevant information
No concept use
Inadequate development of ideas
Poor or no sense of audience
Organization and coherence ( 20 )
Excellent to
very good
Message followed with ease 16 - 20
Well organized and thorough development through
introduction, body, and conclusion
Relevant and convincing supporting details
Logical progression of content contributes to
fluency
Unified paragraphs
Effective use of transitions and reference
Good to
average
Message mostly followed with ease 11 - 15
Satisfactorily organized and developed through
introduction, body and conclusion
Relevant supporting details
Mostly logical progression of content
Moderate to good fluency
Unified paragraphs
Possible slight over- or under-use of transitions but
correctly used
58
Mostly correct references
Fair to poor Message followed but with some difficulty 6 - 10
Some pattern of organization – an introduction,
body, and conclusion evident but poorly done
Some supporting details
Progression of content inconsistent or repetitious
Lack of focus in some paragraphs
Over- or under-use of transitions with some
incorrect use
Incorrect use of reference
Inadequate Message difficult to follow 1 - 5
Little evidence of organization – introduction and
conclusion may be missing
Few or no supporting details
No obvious progression of content
Improper paragraphing
No or incorrect use of transitions
Lack of reference contributes to comprehension
difficulty
Sentence construction and vocabulary ( 40 )
Excellent to
very good
Effective use of a wide variety of correct sentences 31 - 40
Variety of sentence length
Effective use of transitions
No significant errors in agreement, tense, number,
person, articles, pronouns and prepositions
Effective use of a wide variety of lexical items
Word form mastery
Effective choice of idiom
59
Correct register
Good to
average
Effective use of a variety of correct sentences 21 - 30
Some variety of length
Use of transitions with only slight errors
No serious recurring errors in agreement, tense,
number, person, articles, pronouns and
prepositions
Almost no sentence fragments or run-ons
Variety of lexical items with some problems but
not causing comprehension difficulties
Good control of word form
Mostly effective idioms
Correct register
Fair to poor A limited variety of mostly correct sentences 11 - 20
Little variety of sentence length
Improper use of or missing transitions
Recurring grammar errors are intrusive
Sentence fragments or run-ons evident
A limited variety of lexical items occasionally
causing comprehension problems
Moderate word form control
Occasional inappropriate choice of idiom
Perhaps incorrect register
Inadequate A limited variety of sentences requiring
considerable effort to understand
1 - 10
Correctness only on simple short sentences
Improper use of or missing transitions
60
Many grammar errors and comprehension
problems
Frequent incomplete or run-on sentences
A limited variety of lexical items
Poor word forms
Inappropriate idioms
Incorrect register
61
APPENDIX 2
62
APPENDIX 3
63
APPENDIX 4
64
Appendix 5
The Interview Question for Experiment Class
After writing and doing self-reflection on the learning of (writing) recount text:
1. Do you know what self-reflection is?
2. Do you like writing self-reflection after learning recount text?
3. Which one do you prefer, using or not using self-reflection after learning
recount text?
4. Do you think you can recall what you have learned about recount text?
5. What do you remember about the learning of recount text?
6. Can you tell me what recount text is?
7. Can you tell me the purpose of recount text?
8. Can you tell me the structure of recount text?
9. Can you tell me the Language features or characteristics of recount text?
Pertanyaan untuk Interview Kelas Eksperimen
Setelah menulis dan melakukan self-reflecction (refleksi diri) pada pembelajaran teks
recount:
1. Apakah kamu tahu self-reflection?
2. Apakah kamu suka menulis self-reflection pada pembelajaran teks recount?
3. Apakah kamu lebih suka menggunakan self-reflection atau tidak setelah
belajar belajar teks recount?
4. Apakah menurutmu kamu bisa mengingat yang telah kamu pelajari tentang
teks recount?
5. Apa saja yang masih kamu ingat tentang pembelajaran teks recount?
6. Bisakah kamu menjelaskan apa itu teks recount?
7. Bisakah kamu menjelaskan tujuan dari teks recount?
65
8. Bisakah kamu menjelaskan struktur dari teks recount?
9. Bisakah kamu menjelaskan unsur kebahasaan teks recount?
The Interview Question for Control Class
1. Do you think you can recall what you have learned about recount text?
2. What do you remember about the learning of recount text?
3. Can you tell me what recount text is?
4. Can you tell me the purpose of recount text?
5. Can you tell me the structure of recount text?
6. Can you tell me the Language features or characteristics of recount text?
Pertanyaan untuk Interview Kelas Kontrol
1. Apakah menurutmu kamu bisa mengingat yang telah kamu pelajari tentang
teks recount?
2. Apa saja yang masih kamu ingat tentang pembelajaran teks recount?
3. Bisakah kamu menjelaskan apa itu teks recount?
4. Bisakah kamu menjelaskan tujuan dari teks recount?
5. Bisakah kamu menjelaskan struktur dari teks recount?
6. Bisakah kamu menjelaskan unsur kebahasaan teks recount?
66
APPENDIX 6
Transkrip Wawancara Kelas Experimen
Peneliti: Hasnan Yasin
Siswa: 1
No Wawancara Kelas Eksperimen
Pertanyaan Jawaban
Setelah menulis dan melakukan self-
reflecction (refleksi diri) pada pembelajaran
teks recount:
1. Apakah kamu tahu self-reflection? Iya, Self-eflection itu mengingat
kembali apa yang telah dipelajari
dan belajar lebih lanjut lagi dari
pelajaran tersebut.
2. Apakah kamu suka menulis self-
reflection pada pembelajaran teks
recount?
Iya suka, karena bisa membuat saya
jadi lebih paham dan bertanggung
jawab buat mengulang pelajaran.
3. Apakah kamu lebih suka
menggunakan self-reflection atau
tidak setelah belajar belajar teks
recount?
Iya, karena kalau tidak biasanya
saya tidak belajar lagi.
4. Apakah menurutmu kamu bisa
mengingat yang telah kamu pelajari
tentang teks recount?
Iya, saya ingat beberapa tentang teks
recount yang pernah dipelajari.
5. Apa saja yang masih kamu ingat
tentang pembelajaran teks recount?
Masih inget strukturnya, unsur
kebahasaanya, sama tujuanya.
67
6. Bisakah kamu menjelaskan apa itu
teks recount?
Teks recount itu teks yang
menceritakan masa lalu secara urut,
bukan masa sekarang.
7. Bisakah kamu menjelaskan tujuan dari
teks recount?
Tujuanya untuk menceritakan ulang
kejadian masa lampau.
8. Bisakah kamu menjelaskan struktur
dari teks recount?
Strukturnya, Orientation, Events,
sama Concluison kalo gak salah.
Orientation itu isinya orang sama
tempat dan waktu, events isinya
kejadianya, sama conclusion isinya
komen kita
9. Bisakah kamu menjelaskan unsur
kebahasaan teks recount?
Pakai simple past, pakai kata
sambung kayak first, second, next,
pakai orang pertama atau ke tiga,
pake action verb, udah itu aja
ingetnya.
Peneliti: Hasnan Yasin
Siswa: 2
No Wawancara Kelas Eksperimen
Pertanyaan Jawaban
Setelah menulis dan melakukan self-
reflecction (refleksi diri) pada pembelajaran
teks recount:
1. Apakah kamu tahu self-reflection? Iya, Self-reflection itu mengingat
kembali apa yang telah kita lakukan.
68
2. Apakah kamu suka menulis self-
reflection pada pembelajaran teks
recount?
Iya suka, soalnya saya bisa sadar
tentang kesalahan yang saya lakukan
dan bisa memperbaikinya
selanjutnya.
3. Apakah kamu lebih suka
menggunakan self-reflection atau
tidak setelah belajar belajar teks
recount?
Iya, lebih suka soalnya bisa
membantu belajarnya.
4. Apakah menurutmu kamu bisa
mengingat yang telah kamu pelajari
tentang teks recount?
Iya saya masih ingat, strukturnya,
ciri ciriya, sama yang lainnya
5. Apa saja yang masih kamu ingat
tentang pembelajaran teks recount?
Iya saya masih ingat, strukturnya,
ciri ciriya, sama yang lainnya
6. Bisakah kamu menjelaskan apa itu
teks recount?
Teks recount itu teks yang tentang
kejadian masa lalu.
7. Bisakah kamu menjelaskan tujuan dari
teks recount?
Tujuanya untuk menceritakan masa
lalu.
8. Bisakah kamu menjelaskan struktur
dari teks recount?
Orientation, isinya setting, events
isinya peristiwanya, sama
reorientation isinya pikiran kita.
9. Bisakah kamu menjelaskan unsur
kebahasaan teks recount?
Pake kata kerja bentuk ke dua, sama
pake next, then sama yang lain lain.
Peneliti: Hasnan Yasin
Siswa: 3
No Wawancara Kelas Eksperimen
Pertanyaan Jawaban
69
Setelah menulis dan melakukan self-
reflecction (refleksi diri) pada pembelajaran
teks recount:
1. Apakah kamu tahu self-reflection? Iya, self-reflection adalah
pembelajaran dari pengalaman yang
telah terjadi pada kita.
2. Apakah kamu suka menulis self-
reflection pada pembelajaran teks
recount?
Iya, lumayan suka, karena dari pada
bengong dan gak ngelakuin apa apa.
3. Apakah kamu lebih suka
menggunakan self-reflection atau
tidak setelah belajar belajar teks
recount?
Iya, saya lebih suka kayanya, tapi,
gak tau sih. Gitu deh pokonya.
4. Apakah menurutmu kamu bisa
mengingat yang telah kamu pelajari
tentang teks recount?
Iya masih kayaknya sedikit ingat.
5. Apa saja yang masih kamu ingat
tentang pembelajaran teks recount?
Teks recount itu pakai waktu
lampau, sama ada first, second,
next-nya gitu kalo gak salah.
6. Bisakah kamu menjelaskan apa itu
teks recount?
Teks recount adalah teks tentang
masa lampau.
7. Bisakah kamu menjelaskan tujuan dari
teks recount?
Tujuanya untuk menceritakan yang
telah terjadi.
8. Bisakah kamu menjelaskan struktur
dari teks recount?
Introduction buat orangnya sama
tempat, events kejadianya, sama
conclusion kesimpulanya.
70
9. Bisakah kamu menjelaskan unsur
kebahasaan teks recount?
Pake kata kerja past was, were,
went, sama pakai tanda petik kalo
nyeritain perkataan orang.
Transkrip Wawancara Kelas Kontrol
Peneliti: Hasnan Yasin
Siswa: 1
No Wawancara Kelas Kontrol
Pertanyaan Jawaban
1. Apakah menurutmu kamu bisa
mengingat yang telah kamu pelajari
tentang teks recount?
Bisa kayanya. Sedikti.
2. Apa saja yang masih kamu ingat
tentang pembelajaran teks recount?
Masih inget strukturnya, itu sih yang
paling diinget.
3. Bisakah kamu menjelaskan apa itu
teks recount?
Recount teks itu isinya tentang masa
lalu yang kita ceritain.
4. Bisakah kamu menjelaskan tujuan
dari teks recount?
Buat nyeritain masa lalu.
5. Bisakah kamu menjelaskan struktur
dari teks recount?
Orientation ya kak, yang isinya
pengenalan, terus events, sama
conclsion yang isinya komen kita.
6. Bisakah kamu menjelaskan unsur
kebahasaan teks recount?
Pake past tense, sama pake next, then
sama temen temenya yang lain
Peneliti: Hasnan Yasin
Siswa: 2
71
No Wawancara Kelas Kontrol
Pertanyaan Jawaban
1. Apakah menurutmu kamu bisa
mengingat yang telah kamu pelajari
tentang teks recount?
Masih inget, yang tentang masa lampau
kan ya.
2. Apa saja yang masih kamu ingat
tentang pembelajaran teks recount?
Tentang masa lampau, sama ada bagian
bagian lainya.
3. Bisakah kamu menjelaskan apa itu
teks recount?
Teks masa lampau, kayak kejadian
waktu kecil.
4. Bisakah kamu menjelaskan tujuan
dari teks recount?
Buat nyeritain ulang ya kak
5. Bisakah kamu menjelaskan struktur
dari teks recount?
Ada Orientation, Events, sama
conclusion.
6. Bisakah kamu menjelaskan unsur
kebahasaan teks recount?
Pake tenses past pokonya
Peneliti: Hasnan Yasin
Siswa: 3
No Wawancara Kelas Kontrol
Pertanyaan Jawaban
1. Apakah menurutmu kamu bisa
mengingat yang telah kamu pelajari
tentang teks recount?
Gak tau. Yang udah terjadi kan ya.
2. Apa saja yang masih kamu ingat
tentang pembelajaran teks recount?
Cerita yang sudah terjadi.
3. Bisakah kamu menjelaskan apa itu
teks recount?
Tulisan yang isinya cerita.
72
4. Bisakah kamu menjelaskan tujuan
dari teks recount?
Buat cerita.
5. Bisakah kamu menjelaskan struktur
dari teks recount?
Pembukaan, apa bahasa inggrisnya kak
events, sama conclusion
6. Bisakah kamu menjelaskan unsur
kebahasaan teks recount?
Pake kata kerja ke dua ya kak waktu itu
73
APPENDIX 7
Normality Test
To test the normality of the data, the researcher used IBM SPSS Statistics 20
and the steps were as follow:
4) Formulating normality hypothesis of the data; H0: sample data was normally
distributed, while H1: sample data was not normally distributed.
5) Testing the normality of the data using Kolmogorov-Smirnov Test, and the
steps according to math-stastistic-tutor.com are in the following:
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. A new window pops out. Check “none” for
boxplot, uncheck everything for descriptive and make sure the box
“normality plots with test” is checked.
d. The result now pop out in the “output” window.
e. We can now interpret the result.
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
Experiment 25 100.0% 0 0.0% 25 100.0%
Control 25 100.0% 0 0.0% 25 100.0%
Descriptives
Statistic Std. Error
Experiment Mean 62.8000 1.50222
74
95% Confidence Interval for Mean Lower Bound 59.6996
Upper Bound 65.9004
5% Trimmed Mean 62.8333
Median 60.0000
Variance 56.417
Std. Deviation 7.51110
Minimum 50.00
Maximum 75.00
Range 25.00
Interquartile Range 10.00
Skewness -.045 .464
Kurtosis -.628 .902
Control Mean 63.0000 1.58114
95% Confidence Interval for Mean Lower Bound 59.7367
Upper Bound 66.2633
5% Trimmed Mean 63.0556
Median 65.0000
Variance 62.500
Std. Deviation 7.90569
Minimum 50.00
Maximum 75.00
Range 25.00
Interquartile Range 15.00
Skewness -.165 .464
Kurtosis -.994 .902
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experiment .165 25 .076 .931 25 .094
Control .160 25 .099 .930 25 .087
a. Lilliefors Significance Correction
75
76
APPENDIX 8
Homogeneity Test
Calculating the homogeneity test using Levene test formula on IBM SPSS Statistics
20 and the steps are as follow:
a. Open file one way anova on CD, parametric statistic folder
b. Click Analyze => Compare Means => One-Way ANOVA on menu until One-
Way ANOVA dialogue box appears
c. Fill variable on Dependent List and fill another variable on Factor box
d. Click Option and choose Descriptive and Homogeneity of variance test
e. Click Continue until it comes back to One-Way ANOVA dialogue box
f. Click OK
Test of Homogeneity of Variances
Nilai
Levene Statistic df1 df2 Sig.
.205 1 48 .653
ANOVA
Nilai
Sum of Squares df Mean Square F Sig.
Between Groups .500 1 .500 .008 .927
Within Groups 2854.000 48 59.458
Total 2854.500 49
77
APPENDIX 9
Hypothesis Test/T-Test
The t-test steps as follows:
f. Click Analyze - Compare Means – Independent Sample T Test…
g. “Independent – sample T Test” pops out, then insert the variables to grouping
variables box.
h. Click Define Grouping, move variables to each box and continue.
i. Click options, then fill on confidence interval percentage with 95% then click
continue.
j. Click OK
Group Statistics
Class N Mean Std. Deviation Std. Error Mean
Post_test Experiment 25 79.20 8.977 1.795
Control 25 73.60 6.850 1.370
Independent Samples 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
Gained
_Score
Equal variances
assumed
1.700 .199 2.480 48 .017 5.600 2.258 1.059 10.141
Equal variances
not assumed
2.480 44.871 .017 5.600 2.258 1.051 10.149
78
APPENDIX 10
Table of T
(df = 1 – 40) Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001
df 0.50 0.20 0.10 0.050 0.02 0.010 0.002
1 1.00000 3.07768 6.31375 12.70620 31.82052 63.65674 318.30884
2 0.81650 1.88562 2.91999 4.30265 6.96456 9.92484 22.32712
3 0.76489 1.63774 2.35336 3.18245 4.54070 5.84091 10.21453
4 0.74070 1.53321 2.13185 2.77645 3.74695 4.60409 7.17318
5 0.72669 1.47588 2.01505 2.57058 3.36493 4.03214 5.89343
6 0.71756 1.43976 1.94318 2.44691 3.14267 3.70743 5.20763
7 0.71114 1.41492 1.89458 2.36462 2.99795 3.49948 4.78529
8 0.70639 1.39682 1.85955 2.30600 2.89646 3.35539 4.50079
9 0.70272 1.38303 1.83311 2.26216 2.82144 3.24984 4.29681
10 0.69981 1.37218 1.81246 2.22814 2.76377 3.16927 4.14370
11 0.69745 1.36343 1.79588 2.20099 2.71808 3.10581 4.02470
12 0.69548 1.35622 1.78229 2.17881 2.68100 3.05454 3.92963
13 0.69383 1.35017 1.77093 2.16037 2.65031 3.01228 3.85198
14 0.69242 1.34503 1.76131 2.14479 2.62449 2.97684 3.78739
15 0.69120 1.34061 1.75305 2.13145 2.60248 2.94671 3.73283
16 0.69013 1.33676 1.74588 2.11991 2.58349 2.92078 3.68615
17 0.68920 1.33338 1.73961 2.10982 2.56693 2.89823 3.64577
18 0.68836 1.33039 1.73406 2.10092 2.55238 2.87844 3.61048
19 0.68762 1.32773 1.72913 2.09302 2.53948 2.86093 3.57940
20 0.68695 1.32534 1.72472 2.08596 2.52798 2.84534 3.55181
21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136 3.52715
22 0.68581 1.32124 1.71714 2.07387 2.50832 2.81876 3.50499
23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734 3.48496
24 0.68485 1.31784 1.71088 2.06390 2.49216 2.79694 3.46678
25 0.68443 1.31635 1.70814 2.05954 2.48511 2.78744 3.45019
26 0.68404 1.31497 1.70562 2.05553 2.47863 2.77871 3.43500
27 0.68368 1.31370 1.70329 2.05183 2.47266 2.77068 3.42103
28 0.68335 1.31253 1.70113 2.04841 2.46714 2.76326 3.40816
29 0.68304 1.31143 1.69913 2.04523 2.46202 2.75639 3.39624
30 0.68276 1.31042 1.69726 2.04227 2.45726 2.75000 3.38518
31 0.68249 1.30946 1.69552 2.03951 2.45282 2.74404 3.37490
32 0.68223 1.30857 1.69389 2.03693 2.44868 2.73848 3.36531
33 0.68200 1.30774 1.69236 2.03452 2.44479 2.73328 3.35634
34 0.68177 1.30695 1.69092 2.03224 2.44115 2.72839 3.34793
35 0.68156 1.30621 1.68957 2.03011 2.43772 2.72381 3.34005
36 0.68137 1.30551 1.68830 2.02809 2.43449 2.71948 3.33262
37 0.68118 1.30485 1.68709 2.02619 2.43145 2.71541 3.32563
38 0.68100 1.30423 1.68595 2.02439 2.42857 2.71156 3.31903
39 0.68083 1.30364 1.68488 2.02269 2.42584 2.70791 3.31279
40 0.68067 1.30308 1.68385 2.02108 2.42326 2.70446 3.30688
79
APPENDIX 11
Lesson Plan of Experiment Class
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama satuan pendidikan : SMA Nusantara Plus
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X.B
Materi pokok : Teks recount tulis sederhana, tentang pengalaman/
kejadian/peristiwa
Alokasi waktu : 3 x 45 menit
A. Kompetensi Inti (KI)
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan
sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural
pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi dasar dan indikator pencapaian kompetensi:
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai
dengan konteks penggunaannya.
4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.
4.14. Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/
kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks
Indikator Pencapaian Kompetensi (IPK):
80
Pertemuan 1
3.9.1. Mengidentifikasi gambaran umum, informasi tertentu dan rinci dari teks
recount sederhana tentang kegiatan/kejadian/peristiwa dengan penuh
percaya diri dan bertanggung jawab.
3.9.2. Mengurai gambaran umum dan informasi tertentu dari teks recount
sederhana tentang kegiatan/kejadian/peristiwa dengan penuh percaya diri
dan bertanggung jawab.
3.9.3. Mendeteksi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
recount sederhana.
Pertemuan 2
4.13.1. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount
sederhana sederhana tentang kegiatan/kejadian/peristiwa.
4.13.2. Menyunting teks recount sederhana lisan sederhana tentang
kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan yang benar dan sesuai konteks.
Pertemuan 3
4.14.1.Menyunting teks recount sederhana tulis sederhana tentang
kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.14.2.Menyusun teks recount sederhana lisan dan tulis sederhana tentang
kegiatan/kejadian/peristiwa dengan memperhatikan tujuan, struktur teks,
dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
C. Tujuan pembelajaran :
Pertemuan 1
Melalui proses membaca, menonton, menanya, mencoba, dan menalar peserta
didik mampu, menganalisis dan menangkap makna teks recount sederhana lisan
dan tulis sederhana tentang kegiatan/kejadian/peristiwa dengan percaya diri, jujur
dan bertanggung-jawab.
Pertemuan 2
81
Melalui proses membaca, menonton, menanya, mencoba, dan menalar peserta
didik mampu, menangkap makna dan menyunting teks recount sederhana lisan
dan tulis sederhana tentang kegiatan/kejadian/peristiwa dengan percaya diri, jujur
dan bertanggung-jawab.
Pertemuan 3
Melalui proses membaca, menonton, menanya, mencoba, dan menalar peserta
didik mampu menangkap makna dan menyusun teks recount sederhana lisan dan
tulis sederhana tentang kegiatan/kejadian/peristiwa dengan percaya diri, jujur dan
bertanggung-jawab.
D. Materi Pembelajaran
Teks recount sederhana lisan dan tulis
Fungsi sosial : to tell/ to retell past events for the purpose of informing or
entertaining.
Generic Structure Text
Orientation (Pengenalan: Who,
When, Where, dll)
Last holiday my family and I went to Jakarta. We visited my
uncle’s house. It had a big garden and a lot of colorful flowers
and tennis court.
Events: (Urutan Peristiwa)
On Friday my nephew and I went to National Museum and
went up to the top of monument which had the golden symbol
of the spirit of our nation. From the top we could see the beauty
of the metropolitan city. On Saturday we went to Ancol beach
to see DuniaFantasiand Dolphin show.
Reorientation (Penutup cerita,
rangkuman rentetan
peristiwa)
On Sunday we went to Ragunan Zoo and then we went
home. We really enjoyed our holiday.
Lexico Grammatical Features
1. Focus on specific participant
2. Used action verbs and simple past tense (V2), example: was, were, spent,
visited, etc.
3. Use time connectives, example: then, after that, when.
4. Chronologically.
82
E. Metode Pembelajaran:
Model Pembelajaran Ceramah dan Diskusi
F. Media, Alat, dan Sumber Pembelajaran:
1. Media : Power Point Presentation
2. Alat : Laptop dan LCD
3. Sumber Belajar : www.englishindo.com, http://www.britishcouncil.org
G. Langkah-langkah pembelajaran
Pertemuan 1
a. Kegiatan Pendahuluan
· Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran
· Memberi motivasi belajar
· Mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan
sebelumnya dengan materi yang akan dipelajari:
· Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai;
dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai
silabus.
b. Kegiatan Inti
Mengamati
· Siswa membaca beberapa recount sederhana kegiatan/kejadian/peristiwa
yang terdapat dalam buku teks atau sumber lainnya dalam kelompok 4
orang kemudian masing-masing anggota kelompok membacakan recount
sederhana yang dibacanya. (Siswa melakukan proses ini berdasarkan
panduan yang disiapkan guru)
· Siswa menirukan contoh pengucapan kalimat-kalimat dalam iklan
kegiatan/kejadian/peristiwa tersebut dengan bimbingan guru.
· Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi
tertentu dari teks yang dibaca.
Menanya
83
· Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain
perbedaan antar berbagai teks recount sederhana yang ada dalam bahasa
Inggris terutama tentang fungsi sosial, struktur teks, dan unsur kebahasaan.
· Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi
tertentu dari teks recount sederhana tentang kegiatan/kejadian/peristiwa.
Mengeksplorasi
· Siswa melaporkan hasil diskusi kelompok pada tahap mengamati dan
ditanggapi oleh kelompok lain
· Siswa secara kelompok membacakan teks recount sederhana berupa
sebuah brosur kegiatan/kejadian/peristiwa yang sudah dibawa dengan
pengucapan, tekanan kata dan intonasi yang tepat
· Siswa berpasangan menemukan gagasan pokok, informasi rinci dan
informasi tertentu serta fungsi sosial dari teks recount sederhana yang
dibaca/didengar.
Mengasosiasi
· Dalam kerja kelompok terbimbing siswa menganalisis dengan
membandingkan berbagai teks yang menggambarkan
kegiatan/kejadian/peristiwa dengan fokus pada fungsi sosial, struktur teks,
dan unsur kebahasaan.
· Siswa mengelompokkan teks recount sederhana sesuai dengan fungsi
sosialnya.
· Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap
yang dia sampaikan dalam kerja kelompok.
Mengomunikasikan
· Menyampaikan hasil kerja kelompok tentang kegiatan/kejadian/peristiwa
sesuai dengan panduan yang disiapkan guru.
· Siswa membuat self-reflection berdasarkan pertanyaan yang sudah
diberikan tentang apa yang telah dipelajari sebelumnya. Berikut pertanyaan
yang diberikan:
Write a brief self-refection about what you have done according to the below
guidance!
1. What did you do? 2. What were you thinking
and feeling?
3. What was good and
bad about the
experience?
84
4. What else could you
have done?
5. If you were faced with
the same situation again,
what would you do
differently?
c. Penutup
· Memberikan umpan balik terhadap proses dan hasil pembelajaran;
Thank you very much for your participation. You did a good job today, I’m
very happy with your activity in the class. How about you, did you enjoy my
class?
· Melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual
· Menginformasikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya
Pertemuan 2
a. Kegiatan Pendahuluan
· Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran
· Memberi motivasi belajar
· Mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan
sebelumnya dengan materi yang akan dipelajari:
· Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai;
dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai
silabus.
b. Kegiatan Inti
Mengamati
· Siswa mendengarkan teks recount sederhran tentang
kegiatan/kejadian/peristiwa sambil melengkapi format yang disediakan
guru.
· Siswa secara bergantian membacakan sebuah teks recount tentang
kegiatan/kejadian/peristiwa pada pasangan masing-masing.
· Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi
tertentu dari recount sederhana yang dibacakan teman dengan mengisi
blangko.
Menanya
85
· Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain
perbedaan antar berbagai teks recount sederhana yang ada dalam bahasa
Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam
bahasa Indonesia terutama tentang fungsi social, struktur teks, dan unsur
kebahasaan
· Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi
tertentu dari teks recount sederhana tentang kegiatan/kejadian/peristiwa
Mengeksplorasi
· Siswa secara kelompok dari berbagai sumber dengan pengucapan,
tekanan kata dan intonasi yang tepat
· Siswa berpasangan membaca teks recount sederhana lain untuk
menemukan gagasan pokok, informasi rinci dan informasi tertentu serta
fungsi sosial dari teks recount sederhana yang dibaca.
· Berkelompok 4 orang, siswa menyunting teks recount sederhana tentang
kegiatan/kejadian/peristiwa yang diberikan guru dari segi struktur dan
unsur kebahasaan
Mengasosiasi
· Siswa membedakan teks recount sederhana yang sudah disunting sesuai
dengan fungsi sosialnya.
· Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap
yang dia sampaikan dalam kerja kelompok.
Mengomunikasikan
· Siswa menyunting recount sederhana kegiatan/kejadian/peristiwa yang
disediakan guru.
· Siswa membuat self-reflection berdasarkan pertanyaan yang sudah
diberikan tentang apa yang telah dipelajari sebelumnya. Berikut pertanyaan
yang diberikan:
Write a brief self-refection about what you have done according to the below
guidance!
6. What did you do? 7. What were you thinking
and feeling?
8. What was good and
bad about the
experience?
9. What else could you
have done?
10. If you were faced
with the same situation
again, what would you do
differently?
86
c. Penutup
· Memberikan umpan balik terhadap proses dan hasil pembelajaran;
You did a great job today, I’m very happy with your activity. Thank you
very much for your participation. By the way, how do you feel to be in my
class? Please write your feeling, your problem and your success during
my class in your journal,
· Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris
untuk memuji dalam jurnal belajar (learning journal).
· Melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas
individua membaca beberapa teks recount sederhana tentang
kegiatan/kejadian/peristiwa.
· Menginformasikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya adalah melanjutkan
Pertemuan 3
a. Kegiatan Pendahuluan
· Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran
· Memberi motivasi belajar
· Mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan
sebelumnya dengan materi yang akan dipelajari:
· Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan
dicapai; dan menyampaikan cakupan materi dan penjelasan uraian
kegiatan sesuai silabus.
b. Kegiatan Inti
Mengamati
· Siswa membaca beberapa recount sederhana kegiatan/kejadian/peristiwa
hasil suntingan teman dalam kelompok 4 orang kemudian masing-masing
anggota kelompok membacakannya
· Siswa menonton iklan kegiatan/kejadian/peristiwa yang ditayangkan guru.
· Siswa menirukan contoh pengucapan kalimat-kalimat dalam iklan
kegiatan/kejadian/peristiwa tersebut dengan bimbingan guru.
Menanya
87
· Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain
perbedaan antar berbagai teks recount sederhana yang ada dalam bahasa
Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam
bahasa Indonesia terutama tentang fungsi social, struktur teks, dan unsur
kebahasaan
Mengeksplorasi
· Siswa berpasangan menemukan gagasan pokok, informasi rinci dan
informasi tertentu serta fungsi sosial dari teks recount sederhana yang
dibaca/didengar.
· Berkelompok, siswa menggambarkan kegiatan/kejadian/peristiwa
kesukaannya pada anggota kelompok dalam konteks penyampaian
informasi yang wajar terkait dengan tujuan yang hendak dicapai dari
model yang dipelajari.
Mengasosiasi
· Dalam kerja kelompok terbimbing siswa menganalisis dengan
membandingkan teks kegiatan/kejadian/peristiwa yang disusun oleh
teman anggota kelompok dengan fokus pada fungsi sosial, struktur teks,
dan unsur kebahasaan.
· Siswa memperoleh balikan (feedback) dari guru dan teman tentang
setiap yang dia sampaikan dalam kerja kelompok.
Mengomunikasikan
· Berkelompok, siswa menyusun teks recount sederhana tentang
kegiatan/kejadian/peristiwa sesuai dengan fungsi sosial tujuan, struktur
dan unsur kebahasaannya
· Siswa membuat self-reflection berdasarkan pertanyaan yang sudah
diberikan tentang apa yang telah dipelajari sebelumnya. Berikut pertanyaan
yang diberikan:
Write a brief self-refection about what you have done according to the below
guidance!
1. What did you do? 2. What were you thinking
and feeling?
3. What was good and
bad about the
experience?
4. What else could you
have done?
5. If you were faced with
the same situation again,
what would you do
differently?
88
c. Penutup
· Memberikan umpan balik terhadap proses dan hasil pembelajaran;
For all of you, thank you very much for your participation. Good job, I
like your performance today. Almost all of active. I hope next time all of
you have to be active in the class. Okay? Now as ususal Please write
your feeling, your problem and your success during my class in your
journal,
· Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris
untuk memuji dalam jurnal belajar (learning journal).
· Melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas
individual
· Menginformasikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya
A. Penilaian hasil pembelajaran
Kriteria penilaian Kinerja dan Tugas
· Meemenuhi perintah soal
· Pencapaian fungsi sosial
· Kelengkapan dan keruntutan struktur teks recount sederhana
· Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata,
intonasi, ejaan, dan tulisan tangan
· Kesesuaian format penulisan/ penyampaian
Rubrik Untuk Menilai Hasil Tulisan Siswa
Analytic Scoring Rubric
Mark Criteria Score
Format and content ( 40 )
Excellent to
very good
Fulfils task fully 31 - 40
Correct convention for the assignment task
Features of chosen genre mostly adhere to
Good use of relevant information
Substantial concept use
89
Properly developed ideas
Good sense of audience
Good to
average
Fulfills task quite well although details may be
underdeveloped or partly irrelevant
21 - 30
Correct genre selected
Most features of chosen genre adhered to
Satisfactory ideas with some development
Quite good use of relevant information
Some concept use; quite good sense of audience
Fair to poor Generally adequate but some inappropriate 11 - 20
Inaccurate or irrelevant data
An acceptable convention for the assignment task
Some features of chosen genre adhered to
Limited ideas/moderate use of relevant
information
Little concept use
Barely adequate development of ideas
Poor sense of audience
Inadequate Clearly inadequate fulfilment of task 1 - 10
Possibly incorrect genre for the
Assignment
Chosen genre not adhered to
Omission of key information
Serious irrelevance or inaccuracy
Very limited ideas/ignores relevant information
No concept use
Inadequate development of ideas
Poor or no sense of audience
90
Organization and coherence ( 20 )
Excellent to
very good
Message followed with ease 16 - 20
Well organized and thorough development through
introduction, body, and conclusion
Relevant and convincing supporting details
Logical progression of content contributes to
fluency
Unified paragraphs
Effective use of transitions and reference
Good to
average
Message mostly followed with ease 11 - 15
Satisfactorily organized and developed through
introduction, body and conclusion
Relevant supporting details
Mostly logical progression of content
Moderate to good fluency
Unified paragraphs
Possible slight over- or under-use of transitions but
correctly used
Mostly correct references
Fair to poor Message followed but with some difficulty 6 - 10
Some pattern of organization – an introduction,
body, and conclusion evident but poorly done
Some supporting details
Progression of content inconsistent or repetitious
Lack of focus in some paragraphs
Over- or under-use of transitions with some
incorrect use
Incorrect use of reference
91
Inadequate Message difficult to follow 1 - 5
Little evidence of organization – introduction and
conclusion may be missing
Few or no supporting details
No obvious progression of content
Improper paragraphing
No or incorrect use of transitions
Lack of reference contributes to comprehension
difficulty
Sentence construction and vocabulary ( 40 )
Excellent to
very good
Effective use of a wide variety of correct sentences 31 - 40
Variety of sentence length
Effective use of transitions
No significant errors in agreement, tense, number,
person, articles, pronouns and prepositions
Effective use of a wide variety of lexical items
Word form mastery
Effective choice of idiom
Correct register
Good to
average
Effective use of a variety of correct sentences 21 - 30
Some variety of length
Use of transitions with only slight errors
No serious recurring errors in agreement, tense,
number, person, articles, pronouns and
prepositions
Almost no sentence fragments or run-ons
Variety of lexical items with some problems but
not causing comprehension difficulties
92
Good control of word form
Mostly effective idioms
Correct register
Fair to poor A limited variety of mostly correct sentences 11 - 20
Little variety of sentence length
Improper use of or missing transitions
Recurring grammar errors are intrusive
Sentence fragments or run-ons evident
A limited variety of lexical items occasionally
causing comprehension problems
Moderate word form control
Occasional inappropriate choice of idiom
Perhaps incorrect register
Inadequate A limited variety of sentences requiring
considerable effort to understand
1 - 10
Correctness only on simple short sentences
Improper use of or missing transitions
Many grammar errors and comprehension
problems
Frequent incomplete or run-on sentences
A limited variety of lexical items
Poor word forms
Inappropriate idioms
Incorrect register
Ciputat, 7 Januari 2018
Guru Pamong Mahasiswa
93
(Misbahudin, M.Pd) (HasnanYasin)
94
APPENDIX 12
Lesson Plan of Control Class
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama satuan pendidikan : SMA Nusantara Plus
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X.A
Materi pokok : Teks recount tulis sederhana, tentang pengalaman/
kejadian/peristiwa
Alokasi waktu : 3 x 45 menit
A. Kompetensi Inti (KI)
5. Menghayati dan mengamalkan ajaran agama yang dianutnya
6. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan
sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia
7. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural
pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
8. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi dasar dan indikator pencapaian kompetensi:
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai
dengan konteks penggunaannya.
4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.
4.14. Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/
kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks
Indikator Pencapaian Kompetensi (IPK):
95
Pertemuan 1
3.9.1. Mengidentifikasi gambaran umum, informasi tertentu dan rinci dari teks
recount sederhana tentang kegiatan/kejadian/peristiwa dengan penuh
percaya diri dan bertanggung jawab.
3.9.2. Mengurai gambaran umum dan informasi tertentu dari teks recount
sederhana tentang kegiatan/kejadian/peristiwa dengan penuh percaya diri
dan bertanggung jawab.
3.9.3. Mendeteksi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
recount sederhana.
Pertemuan 2
8.13.1. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount
sederhana sederhana tentang kegiatan/kejadian/peristiwa.
8.13.2. Menyunting teks recount sederhana lisan sederhana tentang
kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan yang benar dan sesuai konteks.
Pertemuan 3
4.14.1.Menyunting teks recount sederhana tulis sederhana tentang
kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.14.2.Menyusun teks recount sederhana lisan dan tulis sederhana tentang
kegiatan/kejadian/peristiwa dengan memperhatikan tujuan, struktur teks,
dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
C. Tujuan pembelajaran :
Pertemuan 1
Melalui proses membaca, menonton, menanya, mencoba, dan menalar peserta
didik mampu, menganalisis dan menangkap makna teks recount sederhana lisan
dan tulis sederhana tentang kegiatan/kejadian/peristiwa dengan percaya diri, jujur
dan bertanggung-jawab.
Pertemuan 2
96
Melalui proses membaca, menonton, menanya, mencoba, dan menalar peserta
didik mampu, menangkap makna dan menyunting teks recount sederhana lisan
dan tulis sederhana tentang kegiatan/kejadian/peristiwa dengan percaya diri, jujur
dan bertanggung-jawab.
Pertemuan 3
Melalui proses membaca, menonton, menanya, mencoba, dan menalar peserta
didik mampu menangkap makna dan menyusun teks recount sederhana lisan dan
tulis sederhana tentang kegiatan/kejadian/peristiwa dengan percaya diri, jujur dan
bertanggung-jawab.
D. Materi Pembelajaran
Teks recount sederhana lisan dan tulis
Fungsi sosial : to tell/ to retell past events for the purpose of informing or
entertaining.
Generic Structure Text
Orientation (Pengenalan: Who,
When, Where, dll)
Last holiday my family and I went to Jakarta. We visited my
uncle’s house. It had a big garden and a lot of colorful flowers
and tennis court.
Events: (Urutan Peristiwa)
On Friday my nephew and I went to National Museum and
went up to the top of monument which had the golden symbol
of the spirit of our nation. From the top we could see the beauty
of the metropolitan city. On Saturday we went to Ancol beach
to see DuniaFantasiand Dolphin show.
Reorientation (Penutup cerita,
rangkuman rentetan
peristiwa)
On Sunday we went to Ragunan Zoo and then we went
home. We really enjoyed our holiday.
Lexico Grammatical Features
1. Focus on specific participant
2. Used action verbs and simple past tense (V2), example: was, were, spent,
visited, etc.
3. Use time connectives, example: then, after that, when.
4. Chronologically.
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E. Metode Pembelajaran:
Model Pembelajaran Ceramahdan Diskusi
F. Media, Alat, dan Sumber Pembelajaran:
1. Media : Power Point Presentation
2. Alat : Laptop dan LCD
3. Sumber Belajar : www.englishindo.com, http://www.britishcouncil.org
G. Langkah-langkah pembelajaran
Pertemuan 1
c. Kegiatan Pendahuluan
· Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran
· Memberi motivasi belajar
· Mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan
sebelumnya dengan materi yang akan dipelajari:
· Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai;
dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai
silabus.
d. Kegiatan Inti
Mengamati
· Siswa membaca beberapa recount sederhana kegiatan/kejadian/peristiwa
yang terdapat dalam buku teks atau sumber lainnya dalam kelompok 4
orang kemudian masing-masing anggota kelompok membacakan recount
sederhana yang dibacanya. (Siswa melakukan proses ini berdasarkan
panduan yang disiapkan guru)
· Siswa menirukan contoh pengucapan kalimat-kalimat dalam iklan
kegiatan/kejadian/peristiwa tersebut dengan bimbingan guru.
· Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi
tertentu dari teks yang dibaca.
Menanya
98
· Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain
perbedaan antar berbagai teks recount sederhana yang ada dalam bahasa
Inggris terutama tentang fungsi sosial, struktur teks, dan unsur kebahasaan.
· Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi
tertentu dari teks recount sederhana tentang kegiatan/kejadian/peristiwa.
Mengeksplorasi
· Siswa melaporkan hasil diskusi kelompok pada tahap mengamati dan
ditanggapi oleh kelompok lain
· Siswa secara kelompok membacakan teks recount sederhana berupa
sebuah brosur kegiatan/kejadian/peristiwa yang sudah dibawa dengan
pengucapan, tekanan kata dan intonasi yang tepat
· Siswa berpasangan menemukan gagasan pokok, informasi rinci dan
informasi tertentu serta fungsi sosial dari teks recount sederhana yang
dibaca/didengar.
Mengasosiasi
· Dalam kerja kelompok terbimbing siswa menganalisis dengan
membandingkan berbagai teks yang menggambarkan
kegiatan/kejadian/peristiwa dengan fokus pada fungsi sosial, struktur teks,
dan unsur kebahasaan.
· Siswa mengelompokkan teks recount sederhana sesuai dengan fungsi
sosialnya.
· Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap
yang dia sampaikan dalam kerja kelompok.
Mengomunikasikan
· Menyampaikan hasil kerja kelompok tentang kegiatan/kejadian/peristiwa
sesuai dengan panduan yang disiapkan guru.
c. Penutup
· Memberikan umpan balik terhadap proses dan hasil pembelajaran;
Thank you very much for your participation. You did a good job today, I’m
very happy with your activity in the class. How about you, did you enjoy my
class?
· Melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual
· Menginformasikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya
99
Pertemuan 2
b. Kegiatan Pendahuluan
· Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran
· Memberi motivasi belajar
· Mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan
sebelumnya dengan materi yang akan dipelajari:
· Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai;
dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai
silabus.
b. Kegiatan Inti
Mengamati
· Siswa mendengarkan teks recount sederhran tentang
kegiatan/kejadian/peristiwa sambil melengkapi format yang disediakan
guru.
· Siswa secara bergantian membacakan sebuah teks recount tentang
kegiatan/kejadian/peristiwa pada pasangan masing-masing.
· Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi
tertentu dari recount sederhana yang dibacakan teman dengan mengisi
blangko.
Menanya
· Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain
perbedaan antar berbagai teks recount sederhana yang ada dalam bahasa
Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam
bahasa Indonesia terutama tentang fungsi social, struktur teks, dan unsur
kebahasaan
· Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi
tertentu dari teks recount sederhana tentang kegiatan/kejadian/peristiwa
Mengeksplorasi
· Siswa secara kelompok dari berbagai sumber dengan pengucapan,
tekanan kata dan intonasi yang tepat
· Siswa berpasangan membaca teks recount sederhana lain untuk
menemukan gagasan pokok, informasi rinci dan informasi tertentu serta
fungsi sosial dari teks recount sederhana yang dibaca.
100
· Berkelompok 4 orang, siswa menyunting teks recount sederhana tentang
kegiatan/kejadian/peristiwa yang diberikan guru dari segi struktur dan
unsur kebahasaan
Mengasosiasi
· Siswa membedakan teks recount sederhana yang sudah disunting sesuai
dengan fungsi sosialnya.
· Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap
yang dia sampaikan dalam kerja kelompok.
Mengomunikasikan
· Siswa menyunting recount sederhana kegiatan/kejadian/peristiwa yang
disediakan guru.
c. Penutup
· Memberikan umpan balik terhadap proses dan hasil pembelajaran;
You did a great job today, I’m very happy with your activity. Thank you
very much for your participation. By the way, how do you feel to be in my
class? Please write your feeling, your problem and your success during
my class in your journal,
· Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris
untuk memuji dalam jurnal belajar (learning journal).
· Melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas
individua membaca beberapa teks recount sederhana tentang
kegiatan/kejadian/peristiwa.
· Menginformasikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya adalah melanjutkan
Pertemuan 3
a. Kegiatan Pendahuluan
· Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses
pembelajaran
· Memberi motivasi belajar
· Mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan
sebelumnya dengan materi yang akan dipelajari:
· Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan
dicapai; dan menyampaikan cakupan materi dan penjelasan uraian
kegiatan sesuai silabus.
101
b. Kegiatan Inti
Mengamati
· Siswa membaca beberapa recount sederhana kegiatan/kejadian/peristiwa
hasil suntingan teman dalam kelompok 4 orang kemudian masing-masing
anggota kelompok membacakannya
· Siswa menonton iklan kegiatan/kejadian/peristiwa yang ditayangkan guru.
· Siswa menirukan contoh pengucapan kalimat-kalimat dalam iklan
kegiatan/kejadian/peristiwa tersebut dengan bimbingan guru.
Menanya
· Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain
perbedaan antar berbagai teks recount sederhana yang ada dalam bahasa
Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam
bahasa Indonesia terutama tentang fungsi social, struktur teks, dan unsur
kebahasaan
Mengeksplorasi
· Siswa berpasangan menemukan gagasan pokok, informasi rinci dan
informasi tertentu serta fungsi sosial dari teks recount sederhana yang
dibaca/didengar.
· Berkelompok, siswa menggambarkan kegiatan/kejadian/peristiwa
kesukaannya pada anggota kelompok dalam konteks penyampaian
informasi yang wajar terkait dengan tujuan yang hendak dicapai dari
model yang dipelajari.
Mengasosiasi
· Dalam kerja kelompok terbimbing siswa menganalisis dengan
membandingkan teks kegiatan/kejadian/peristiwa yang disusun oleh
teman anggota kelompok dengan fokus pada fungsi sosial, struktur teks,
dan unsur kebahasaan.
· Siswa memperoleh balikan (feedback) dari guru dan teman tentang
setiap yang dia sampaikan dalam kerja kelompok.
Mengomunikasikan
· Berkelompok, siswa menyusun teks recount sederhana tentang
kegiatan/kejadian/peristiwa sesuai dengan fungsi sosial tujuan, struktur
dan unsur kebahasaannya
c. Penutup
102
· Memberikan umpan balik terhadap proses dan hasil pembelajaran;
For all of you, thank you very much for your participation. Good job, I
like your performance today. Almost all of active. I hope next time all of
you have to be active in the class. Okay? Now as ususal Please write
your feeling, your problem and your success during my class in your
journal,
· Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris
untuk memuji dalam jurnal belajar (learning journal).
· Melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas
individual
· Menginformasikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya
A. Penilaian hasil pembelajaran
Kriteria penilaian Kinerja dan Tugas
· Meemenuhi perintah soal
· Pencapaian fungsi sosial
· Kelengkapan dan keruntutan struktur teks recount sederhana
· Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata,
intonasi, ejaan, dan tulisan tangan
· Kesesuaian format penulisan/ penyampaian
Rubrik Untuk Menilai Hasil Tulisan Siswa
Analytic Scoring Rubric
Mark Criteria Score
Format and content ( 40 )
Excellent to
very good
Fulfils task fully 31 - 40
Correct convention for the assignment task
Features of chosen genre mostly adhere to
Good use of relevant information
Substantial concept use
Properly developed ideas
103
Good sense of audience
Good to
average
Fulfills task quite well although details may be
underdeveloped or partly irrelevant
21 - 30
Correct genre selected
Most features of chosen genre adhered to
Satisfactory ideas with some development
Quite good use of relevant information
Some concept use; quite good sense of audience
Fair to poor Generally adequate but some inappropriate 11 - 20
Inaccurate or irrelevant data
An acceptable convention for the assignment task
Some features of chosen genre adhered to
Limited ideas/moderate use of relevant
information
Little concept use
Barely adequate development of ideas
Poor sense of audience
Inadequate Clearly inadequate fulfilment of task 1 - 10
Possibly incorrect genre for the
Assignment
Chosen genre not adhered to
Omission of key information
Serious irrelevance or inaccuracy
Very limited ideas/ignores relevant information
No concept use
Inadequate development of ideas
Poor or no sense of audience
Organization and coherence ( 20 )
104
Excellent to
very good
Message followed with ease 16 - 20
Well organized and thorough development through
introduction, body, and conclusion
Relevant and convincing supporting details
Logical progression of content contributes to
fluency
Unified paragraphs
Effective use of transitions and reference
Good to
average
Message mostly followed with ease 11 - 15
Satisfactorily organized and developed through
introduction, body and conclusion
Relevant supporting details
Mostly logical progression of content
Moderate to good fluency
Unified paragraphs
Possible slight over- or under-use of transitions but
correctly used
Mostly correct references
Fair to poor Message followed but with some difficulty 6 - 10
Some pattern of organization – an introduction,
body, and conclusion evident but poorly done
Some supporting details
Progression of content inconsistent or repetitious
Lack of focus in some paragraphs
Over- or under-use of transitions with some
incorrect use
Incorrect use of reference
Inadequate Message difficult to follow 1 - 5
105
Little evidence of organization – introduction and
conclusion may be missing
Few or no supporting details
No obvious progression of content
Improper paragraphing
No or incorrect use of transitions
Lack of reference contributes to comprehension
difficulty
Sentence construction and vocabulary ( 40 )
Excellent to
very good
Effective use of a wide variety of correct sentences 31 - 40
Variety of sentence length
Effective use of transitions
No significant errors in agreement, tense, number,
person, articles, pronouns and prepositions
Effective use of a wide variety of lexical items
Word form mastery
Effective choice of idiom
Correct register
Good to
average
Effective use of a variety of correct sentences 21 - 30
Some variety of length
Use of transitions with only slight errors
No serious recurring errors in agreement, tense,
number, person, articles, pronouns and
prepositions
Almost no sentence fragments or run-ons
Variety of lexical items with some problems but
not causing comprehension difficulties
Good control of word form
106
Mostly effective idioms
Correct register
Fair to poor A limited variety of mostly correct sentences 11 - 20
Little variety of sentence length
Improper use of or missing transitions
Recurring grammar errors are intrusive
Sentence fragments or run-ons evident
A limited variety of lexical items occasionally
causing comprehension problems
Moderate word form control
Occasional inappropriate choice of idiom
Perhaps incorrect register
Inadequate A limited variety of sentences requiring
considerable effort to understand
1 - 10
Correctness only on simple short sentences
Improper use of or missing transitions
Many grammar errors and comprehension
problems
Frequent incomplete or run-on sentences
A limited variety of lexical items
Poor word forms
Inappropriate idioms
Incorrect register
Ciputat, 7 Januari
2018
Guru Pamong Mahasiswa
107
(Misbahudin, M.Pd) (HasnanYasin)
108
APPENDIX 13
Letter of Official Statement of Advisor
109
110
APPENDIX 14
Letter of Official Statement of the School
111