THE EFFECT OF GENRE-BASED ACTIVITIES TOWARD...
Transcript of THE EFFECT OF GENRE-BASED ACTIVITIES TOWARD...
THE EFFECT OF GENRE-BASED ACTIVITIES
TOWARD STUDENTS' WRITING OF RECOUNT
TEXT
(A Quasi-Experimental research at the tenth Grade of SMK Nusantara 2
(Kesehatan) Ciputat in Academic Year 2018/2019)
By:
Wanmuniroh Waeslaemae
11150140000122
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF
EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE
ISLAMIC UNIVERSITY
JAKARTA
2019
i
ii
APPROVAL SHEE ENDROEMENT SHEET T
iii
iv
ABSTRACT
Wanmuniroh Waeslaemae (11150140000122). “The effect of Genre-Based
Activities toward students’ writing of recount text (A Quasi-Experimental
research at the tenth Grade of SMK Nusantara 2 (Kesehatan) Ciputat in
Academic Year 2018/2019).” A Research of Department of English Education,
Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University,
Jakarta, 2019.
Advisor I : Dr. Ratna Sari Dewi, M.Pd.
Advisor II : Zaharil Anasy, M.Hum.
Keywords : Genre-based Activities, Writing, Recount Text
The objective of this study was to obtain the empirical evidence of the effect of
Genre-based Activities toward students’ writing of recount text. This research used
a quantitative research method using a quasi-experimental design. It used purposive
sampling with the research sample totally 40 students. The sample of the research
was divided into experimental and controlled classes with 20 students in each class.
The experimental class was taught by implementing Genre-based Activities while
the controlled class was taught without using Genre-based Activities. The data was
obtained through pre-test and post-test. After 4 meetings of treatments, the post-test
results were calculated and analyzed using the t-test formula. The results of the
statistical analysis showed that on df = 38 and in 5%, degree of significance, the
ttable is 1.686. By comparing the value of tobserve and ttable, tobserve is higher than ttable
that is 3.797>1.686. Then, the significant (2-tailed) showed the value 0.001 which
was lower than 5% degree of significance or p<0.05 = 0.001<0.050. Therefore, it
can be concluded that the Null Hypothesis (Ho) is rejected and the Alternative
Hypothesis (Ha) is accepted. Furthermore, on Cohen’s d analysis, the value showed
1.23 which included a strong effect. Thus, Genre-based Activities gave a strong
effect to the students’ writing recount text. Therefore, it can be concluded that
Genre-Based Activities is effective to teaching students’ writing of recount text
because it showed significant effect on students’ writing of recount text at the tenth
grade of SMK Nusantara 2 (Kesehatan) ciputat.
v
ABSTRAK
Wanmuniroh Waeslaemae (11150140000122). Pengaruh Pendekatan
Kegiatan Berbasis Genre terhadap penulisan siswa dalam teks recount
(Penelitian Quasi-Eksperimental di kelas sepuluh SMK Nusantara 2
(Kesehatan) Ciputat pada Tahun Akademik 2018/2019). Skripsi Pendidikan
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri
Syarif Hidayatullah, Jakarta, 2019.
Dosen Pembimbing I: Dr. Ratna Sari Dewi, M.Pd.
Dosen Pembimbing II: Zaharil Anasy, M.Hum.
Kata Kunci: Genre-based Activities, Writing, Recount Text
Penelitian ini bertujuan untuk memperoleh bukti yang empiris pada efek
pendekatan Kegiatan Berbasis Genre dalam penulisan teks recount siswa.
Penelitian ini menggunakan metode penelitian kuantitatif dengan desain kuasi-
eksperimen. Penelitian ini menggunakan purposive sampling dengan sampel
penelitian berjumlah 40 siswa. Sampel penelitian tersebut dibagi dalam kelas
ekperimen dan kelas control dengan 20 siswa pada tiap kelas. Kelas ekperimen
diajarkan menggunakan Kegiatan Berbasis Genre sedangkan kelas kontrol
diajarkan tanpa menggunakan Kegiatan Berbasis Genre. Data didapatkan melalui
pre-tes dan pos-tes. Setelah 4 treatmen pertemuan, hasil pos-tes dihitung dan
dianalisa menggunakan rumus t-test. Hasil dari analisis statistik menunjukkan
bahwa pada df = 38 dan dalam derajat signifikansi 5%, ttabel adalah 1.686. Dengan
membandingkan nilai tobservasi dan ttabel, tobservasi lebih tinggi dari ttabel dengan
3.797 > 1.686. Kemudian, signifikan (2-tailed) menunjukkan nilai 0.001 yang lebih
rendah dari 5% derajat signifikansi atau p<0.05 = 0.001<0.05. Maka, berdasarkan
hasil, dapat disimpulkan bahwa Null Hypothesis (Ho) ditolak dan Hipotesis
Alternatif (Ha) diterima. Selanjutnya, dalam analisis Cohen’s d, nilainya
menunjukkan 1.23 yang termasuk dalam efek yang tinggi. Dengan demikian,
Kegiatan Berbasis Genre memberikan efek yang tinggi terhadap Aktivitas Berbasis
Genre memberikan efek yang tinggi terhadap penulisan siswa dalam teks recount.
Oleh karena itu, dapat disimpulkan bahwa Kegiatan Berbasis Genre efektif dalam
pengajaran menulis teks recount karena data menunjukkan bahwa terdapat
perubahan nilai yang signifikan dalam menulis teks recount siswa kelas sepuluh di
SMK Nusantara 2 (Kesehatan) Ciputat.
vi
ACKNOWLEDGMENT
In the name of Allah, the Beneficent and the Merciful.
All praise be to Allah, The Almighty, The Lord of the worlds, Who has given
The researcher mercies, blessings, strength, knowledge, and guidance to finish this
research entitled “The effect of Genre-Based Activities toward students’ writing of
recount text (A Quasi-Experimental research at the tenth Grade of SMK Nusantara
2 (Kesehatan) Ciputat in Academic Year 2018/2019).” to the Faculty of Educational
Sciences. Then, the researcher accomplished and submitted this research to the
Department of English Education as one of the requirements for the degree of S. Pd
(S-1).
The researcher would like to express her deepest honor and gratitude to her
beloved parents, Wansamsudin and Rakiyah for the prayers, patience, and support.
And, thank also to her sisters, Wanmunutsah and Wan-ibtisam, who motivate her
to finish this research.
The researcher realizes that she would never finish this research without the
help of some people around her. Therefore, the writer would also like to express
special appreciation and sincere gratitude to her research advisors she would like to
express her gratitude to her research advisors, Dr. Ratna Sari Dewi, M.Pd. and Mr.
Zaharil Anasy, M.Hum. for all their valuable guidance, help, advice, correction,
motivation, trust, and a lot of patience during the whole process in accomplishing
"the research"
Furthermore, the researcher would like to express her gratitude appreciation to:
1. Dr.Suririn, M.Ag. as the Dean of the Faculty of Educational Sciences,
2. Didin Nuruddin Hidayat, Ph.D. as the Head of the Department of English
Education
3. Zaharil Anasy, M.Hum. as the Secretary of the Department of English Education,
and as the Advisor of Class C in the academic year 2015/2018,
4. All lecturers in the Department of English Education who have taught and given
much knowledge during the learning process in Syarif Hidayatullah Jakarta,
vii
5. Bahrozih, SE, MM., as a headmaster of SMK Nusantara 2 (Kesehatan) Ciputat,
and Mrs. Suryati, S.Pd, as an English teacher in SMK Nusantara 2 (Kesehatan)
Ciputat for allowing the writer to conducted and observed the research at the
school.
6. All students of Tenth-grade of nursing class 1 and Tenth-grade of nursing class
2 for the hospitality and willingness to participate in this research.
7. Her big family who give her support and pray in finishing this research.
8. Her Thai best friend in Indonesia, Wilasinee Ma, Suraida Dahoh, Ilham Hajilaeh,
and Sumaiyah Bueto for all of the powerful supports during this research.
9. Her best friend for four years in Indonesia, Catur Susilowati, Andin Zuraidah,
Anneesa Desha Fitri Azmi, and Nadira Sekar Lintan for laughter, motivation and
never-ending remind the writer to finish her research and helping her in every
aspect while studying at this university.
10. All beloved friends of the Department of English Education 2013, especially
for class C, for the motivation and support.
11. Everyone who has helped and given contribution in finishing this research and
whose names cannot be mentioned one by one. The writer also apologizes in
advance if she missed anybody.
Last but not least, the words are never enough to express her gratitude for all
their help in finishing this 'research'. The writer realized that this research is far for
being perfect. Therefore, it is a pleasure for her to get critiques and suggestions to
make this research better and useful for further research.
Jakarta, 25th December 2019
Wanmuniroh Waeslaemae.
viii
TABLE OF CONTENTS
COVER
APPROVAL SHEET ............................................................................................ i
ENDROEMENT SHEET ..................................................................................... ii
STATEMENT OF ORIGINALITY .................................................................. iii
ABSTRACT .......................................................................................................... iv
ABSTRAK ............................................................................................................. v
ACKNOWLEDGMENT ..................................................................................... vi
TABLE OF CONTENTS ................................................................................... viii
LIST OF TABLES ................................................................................................ x
LIST OF FIGURE ............................................................................................... xi
LIST OF APPENDICES .................................................................................... xii
CHAPTER I: INTRODUCTION ......................................................................... 2
A. Background of the Study .............................................................................. 2
B. Identification of the Problem ....................................................................... 4
C. Limitation of the Problem ............................................................................ 4
D. Formulation of the Problem ......................................................................... 5
E. The Objective of the Study .......................................................................... 5
F. Significance of the Study ............................................................................. 5
CHAPTER II: LITERATURE REVIEW ........................................................... 6
A. Writing ......................................................................................................... 6
1. The Definition of Writing ............................................................................... 6
2. The Process of Writing .................................................................................... 7
3. Types of Classroom Writing Performance.................................................... 8
4. Characteristics of Written Language ........................................................ 9
B. Recount Text ............................................................................................... 10
1. Definition and Purpose of Recount Texts ................................................... 10
2. The Kinds of Recount Text ........................................................................... 11
3. Generic Structures of Recount Texts ........................................................... 11
4. Language Features of Recount Texts........................................................... 12
5. The Example of Recount Texts .................................................................... 13
C. Genre-Based Activities ................................................................................ 13
ix
1. General Concept of Genre-Based Activities ............................................. 13
2. Teaching Writing Through Genre-Based Activities .................................. 15
3. The Advantages of Genre-based Activities ................................................ 17
D. Relevant Previous Studies .......................................................................... 19
E. Thinking Framework .................................................................................. 21
F. Research Hypothesis .................................................................................. 22
CHAPTER III: RESEARCH METHODOLOGY ........................................... 23
A. Place and Time of Study ............................................................................ 23
B. Research Method and Design .................................................................... 23
C. Population and sample ............................................................................... 24
1. Population............................................................................................................ 24
2. Sample ................................................................................................................. 24
D. Research Instrument ................................................................................... 24
E. Technique of Collection the Data .............................................................. 26
F. Technique of Analyzing the Data .............................................................. 27
1. Normality Test .................................................................................................. 27
2. Homogeneity Test ............................................................................................ 28
3. Statistical Hypothesis ...................................................................................... 29
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ........................ 31
A. Research Finding ........................................................................................ 31
1. Data Description ............................................................................................. 31
2. Data Analysis ................................................................................................. 38
B. Discussion .................................................................................................. 42
CHAPTER V: CONCLUSION AND SUGGESTION ..................................... 46
A. Conclusion ................................................................................................. 46
B. Suggestions ................................................................................................ 47
REFERENCES .................................................................................................... 49
APPENDICES ..................................................................................................... 52
x
LIST OF TABLES
Table 3.1 : The research design…........................................................................23
Table 3.2 : Scoring criteria of writing…….…...……………………………..…..25
Table 4.1 : The Scores of Pre-test........................................................................31
Table 4.2 : The Frequency Distribution of Pre-test……………………..….…...33
Table 4.3 : The Scores of Post-test.......................................................................34
Table 4.4 : The Frequency Distribution of Post-test……………………….…...35
Table 4.5 : The Students' Gained Scores..............................................................37
Table 4.6 : Normality Test on Pre-test.................................................................38
Table 4.7 : Normality Test on Post-test...............................................................38
Table 4.8 : Homogeneity Test on Pre-test............................................................39
Table 4.9 : Homogeneity Test on Post-test..........................................................39
Table 4.10 : Independent T-test of Post-test Scores.…………......……………...40
Table 4.11 : Group Statistics of Post-test.…….…..……………………………..42
xi
LIST OF FIGURE
Figure 2.1: Example of Recount text…………………………………………....13
Figure 2.2: The teaching leaning cycle………………………………………….15
Figure 4.1: Diagram of frequency Distribution of Pre-test……………………...33
Figure 4.2: Diagram of frequency Distribution of Post-test…………………….36
xii
LIST OF APPENDICES
Appendix 1: English Syllabus............................................................................ 52
Appendix 2: Lesson Plan Experimental Class.................................................... 61
Appendix 3: Lesson Plan Controlled Class Class...............................................72
Appendix 4: Pre-test Design ..............................................................................82
Appendix 5: Post-test Design............................................................................. 83
Appendix 6: Sample of Students’ Pre-test Work............................................... 84
Appendix 7: Sample of Students’ Post-test Work .............................................86
Appendix 8: Students’ Pre-test Scores ..............................................................88
Appendix 9: Students’ Post-test Scores .............................................................89
Appendix 10: Students’ Gained Scores .............................................................90
Appendix 11: Steps on Normality, Homogeneity, and Independent T-test .......91
Appendix 12: Surat Permohonan Izin Penelitian................................................93
Appendix 13: Surat Keterangan Penelitian dari Sekolah................................... 94
Appendix 14: Surat Pengesahan Proposal Skripsi .............................................95
Appendix 15: Surat Bimbingan Skripsi Dosen Pembimbing I ..........................96
Appendix 16: Surat Bimbingan Skripsi Dosen Pembimbing II.….……….……97
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Mastering writing as one of the language skills in English as a foreign language
is an important subject to be learned by the students. This skill is a complex
language and process because writing requires the knowledge of the idea of filtering
the content to write. The ability to write is based on a learned learning process and
requires constant practice to be proficient in writing.
Based on Brown, there are four important skills–reading, listening, speaking,
and writing, that defined in English language teaching through research and
practice.1 For the skill of writing, the students start learning to communicate through
the written form as they begin to interact with others at the school level. The writing
skill is more complicated than that of other language skills. Even sometimes a native
speaker of the English language may experience complications in a tricky situation.
Jozsef states that one of the most complex human activities involved in developing
concepts in design, the capture of mental representations of knowledge, and
experience in various subjects is writing.2 Writing is an act of expressing a concept
or feeling through writing by selecting the proper words to make the message
clearer. It is concluded that writing is one of the basic skill in English that showing
the idea, knowledge, or feeling through writing by using an appropriate word.
Therefore, the student should practice and be attentive to learn well to be good at
writing.
Furthermore, Widodo argues that writing is a difficult skill for foreign language
or second language learners.3 Students often avoid writing even before they try,
because they think writing is difficult to learn. This idea is in
1H. Doughlas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy 2nd Edition, (California: Longman, 2000), p. 232. 2József, Horváth, Advanced writing in English as a foreign language: A corpus-based study
of processes and products. (Pécs: Lingua Franca, 2001), p.5. 3H. P. Widodo, “Designing a genre-based lesson plan for an academic writing course”
English Teach. Pract. Crit., vol. 5, no. 3, pp. 173–199, 2006.
2
line with Kodoatie's statement, in the Indonesian context, the main cause of the
problem is because the English writing system is different from Indonesian. English
has a different grammar system than Indonesian. For example, when students want
to share their past experiences in English, they must pay attention to using the past
tense. While some Indonesian students do not need to reconsider because there are
no tenses in Indonesia.4 In the classroom, students encounter problems writing. First
of all, students often make mistakes because they do not understand the structure of
sentences. Second, students have difficulty choosing the right words because of a
lack of vocabulary and spelling. Thirdly, students seem confused in their opinions
when writing something, because they lack the practice of writing both inside and
outside the classroom. And fourth, students are not interested in learning English
because their teaching approach is not relevant and interesting enough as it should
be.
It has many kinds of texts in English writing such as narrative, recount,
descriptive, and other. The writer chooses recount text because, in curriculum 2013,
it was recommended by the government since writing recount text is a part of the
recent target in teaching English for Senior High School students. It is taught by the
teacher in order to make students write to tell factual stories, experience, or events
that happened in the past in order. The purpose of recount text is to give the readers
or audiences a description of what and when it occurred. It means that the students
are required to be able to write well.
However, Based on the researcher’s preliminary study in Nusantara 2
(Kesehatan) a vocational school, students have a problems in writing. First, the
studenthas no idea what to write because they did not know well about the method
or technique. Second, students cannot arrange the story or structure to write. Third,
students have a limited vocabulary. Finally, students cannot use the correct
4Kodoatie, Lesna Henny Mia. Improving Students’ skills Of Writing Recount Texts By Using
Picture Series For The Eighth Grade Students Of SMPN 1 Seyegan In The Academic Year Of
2012/2013. Diss. Thesis. English Education Department, Faculty of Language and Arts: Yogyakarta
State University. Retrieved from http://eprints. uny. ac. id/22577, 2013, p.2.
3
grammatical structure. The problems arise after the post-instructional work. Which
corresponds to the research of Kodoatie discussed above that the student has
problems with English writing.
To deal with the problems, many methods or appropriate approach that are very
influential to help students in learning writing. One of the methods involved in
improving their writing skills is a genre-based approach. Derewianka state that in
the field of English language teaching, genre-based approach is becoming
increasingly important.5 Genre-based approaches are teaching and learning focused
on understanding and producing the type of writing, so there are greatly enhanced
in English language teaching. Firkins, Forey, and Sengupta state that the genre-
based approach is involved in the teaching-learning cycle through three certain
stages including Modelling a text, Joint construction of a text, and Independent
Construction of the text. The teaching can start at any of these stages in the
classroom, and whatever stage is first implemented, the teacher should provide the
students with full assistance.6
According to Lassche (2002, cited in Suttipong), An approaches that useful for
students with low proficiency in order to improve their language skills in everyday
life, including it also helps them to detect the differences in describing, informing,
instructing, and explaining is Genre-based.7 It mean that, the activity of genre-based
is can improve the ability of student to analyze the type of text because they
understand about the purpose, the structure and also the language used in the text.
Moreover, on teaching writing through a genre-based approach in an EFL context,
Phirunkhana commented that the benefits of teaching by using genre activities can
improve the trust of learners in their engagement in the classroom, and the intrinsic
motivation of the student can also be presumed to enable them to increase their
5Derewianka, B., Trends and issues in genre-based approaches. RELC journal, 34(2), 133-
154, 2003. 6Fikrins, Arthur Sengupta, Sima, dan Forey, Gail (2007). Teaching Writing to Low
Proficiency EFL Students dalam ELT Journal. Vol. 61/4. Oxford: Oxford University Press, 2007,
pp. 343-344. 7Suttipong B., Nawamin P., & Chukiat J., Effects of Genre-based Approach to Improve
Grade 11 Students’ Writing Ability and Retention. Journal of Burirum Rajabhat University, 8(1),
97-108, 2016.
4
writing ability.8 It can be concluded that the ability of students' writing by using the
genre-based is considered one of the effective ways to practice their English
writing.
Based on the background above, the writer would like to conduct a research
under the title “The effect of Genre-Based Activities toward students’ writing of
recount text” (A Quasi-Experimental research at the tenth Grade of SMK
Nusantara 2 (Kesehatan) Ciputat in Academic Year 2018/2019).
B. Identification of the Problem
Based on the research background described previously, the problem can be
identified as follows:
1. The student has no idea about how to start to write writing recount text because
they did not know well about the method or technique.
2. The students usually make a mistake in writing the recount text because they
do not know well about arranging the story or the structure of the writing
recount text.
3. The students have difficulties to choose the word in writing because they are
lack of vocabularies.
4. The students have difficulties to write in sentences because the teacher does
not demonstrate the writing process.
5. The students make some grammatical errors in writing because they lack to
understand in grammatical structure.
C. Limitation of the Problem
In order to limit this study, the writer focused her discussion on Applying
Genre-based Activities to develop students' writing of recount text, a quasi-
experimental study at the tenth grade students of SMK Nusantara 2 (Kesehatan)
Ciputat. The writer used these activities to increase students’ approach in learning
recount text writing. The use of Genre-Based Activities is intended to make the
learning of writing process are easier.
8Phichiensathien, P., Teaching Writing Through A Genre-based Approach in an EFL
Context. In ASEAN/Asian Academic Society International Conference Proceeding Series, pp. 413-
426, 2018.
5
D. Formulation of the Problem
Based on the limitation of the problem above, the writer formulated the
research problem of this study as follows: Does Genre-based Activities develop
students' writing recount text?
E. The Objective of the Study
The objective of the study is to obtain empirical evidence the experiment
research about the effect of students’ writing on recount text by applying Genre-
Based Activities at the tenth Grade of SMK Nusantara 2 (Kesehatan) Ciputat.
F. Significance of the Study
The results of this study are expected to be beneficial to:
1. For Students: to assist the student to increase and develop their knowledge
about writing recount text by applying Genre-Based Activities as one effective
of way.
2. For English teachers or other language practitioners: to get an alternative
solution in teaching writing recount text by applying Genre-Based Activities.
3. For the writer: to get new knowledge and experience in teaching writing
recount text by applying Genre-Based Activities.
4. For further researcher: to get the basic information from this research to do
further research, and also for the writer who wants to make Genre-Based
Activities as one variable.
6
CHAPTER II
LITERATURE REVIEW
This chapter reviews the theories related to the study. Then, to support the
study, the researcher discusses some previous studies relevant to the study, the
thinking framework of the study, and the hypothesis of the study. By studied
research information from documents, textbooks, research articles related to being
the basis for research as will be proposed in this order.
A. Writing
1. The Definition of Writing
Writing is a kind of human communication that requires effort and practice.
Writing is the expression of knowledge, ideas, feelings, or needs through a write.
According to Widodo, writing is not only an instrument of communicating but also
a way to learn, analyze and organize information or ideas.1 In other words, an
activity that uses an idea or feeling to use as one of the communication tools through
a written is writing.
Writing is a skill in conveying ideas and requires practice to be developed the
ability to use. Caswell and Mahler states that a vehicle for communication is
writing, this skill required in all aspects of life.2 Writing is one of the important
skills that has to be developed by students because it is very important to make a
relationship with others in the world. In daily life, people get an announcement,
information, letter, and warning in the form of writing. In the context of study the
students are the subjects who deal with writing. They need to develop this skill in
order to support their learning process.
According to Masitoh & Suprijadi state that writing is a thought process in
which ideas are discovered and written on paper. 3 People who write were clarified
their thoughts and spreads the process of thinking through writing. Therefore,
1Widodo, Handoyo Puji. "Process-based academic essay writing instruction in an EFL
context." IKIP Negeri Malang: Jurnal Bahasa dan Seni Tahun 36 (2008). 2Caswell, Roger, and Brenda Mahler. Strategies for teaching writing. ASCD, 2004. 3Masitoh, S & Suprijadi, D., Improving Students Ability in Writing Descriptive Text Using
Genre Based Approach (GBA) at Eighth Grade Students of SMP Islam Terpadu Fitrah Insan.
ELTIN Journal. 3 (1): 38-52, 2015.
7
writing has to rewrite and rethinking not only what thinking but the understanding
well of organizing the structure in English writing.
From the definition of writing that mentioned in previous, it can be concluded
that writing is a tool used as a medium for communication between the authors and
the readers to share information or knowledge of the authors through the text,
through the thought process and written on the paper in the end.
2. The Process of Writing
Writing is an activity that requires steps to be taken to get writing good and
accurate. Essentially the writing process involves creating a text which is
understood and anticipated by the reader, and the reading process involves relying
on assumptions of what the writer is attempting to do.4 Writing take time and
engages activities. The activities are pre-writing, drafting, reviewing and receiving,
and rewriting.5 According to Harmer states that there are four steps in the writing
process; planning, drafting, editing, and final draft. Each step is described as
follows:
Step 1: Planning
At this stage, students plan some ideas to write. Students begin to gather
information and ideas on writing, by taking notes or following all the plans in mind.
When planning, they have to consider three main points in writing; The objective
of writing, target group of writing, and the content of structure to sort out the facts,
ideas, or arguments they have decided to include.
Step 2: Drafting
The first attempt of a student to write a thought on paper is draft. At this stage,
they write an introductory concept related to the topic to be written without focusing
on errors.
Step 3: Editing (reflecting and revising)
After the students did the draft, they reread their draft to see where is wrong.
Perhaps the statement of information is unclear or the sentence is vague. Editing
4 Ken Hyland, Teahing and Researching Writing. (UK: Routledge, 2009), p.31. 5Zemach D. E. & Rumisek L. A., Academic writing from paragraph to essay. (Oxford:
Macmillan, 2003), p.3.
8
process may be taken from oral or written. Thus, comments from friends or teachers
will help students to correct their writing. Revising is looking back on what has
been written. It is one of an important way to check their writing is clear. The key
aspect of editing is to seek and respond to the suggestions of others.
Step 4: Final version
After the editing process, students make changes to their work. Generally, the
final product may differ from the first draft after following certain steps.6
Therefore, all of the writing processes above cannot be separated because those
are elements in composing a well-written text.
3. Types of Classroom Writing Performance
Brown offers five types of classroom writing performance:
1. Imitative, or writing down
This type of writing is usually for beginners of the student's learning to write
the letters, words and potential sentences must simply be written in English, in
order to learn the terminology of the spelling code. The category includes several
types of dictation since dictations can serve to also teach and check high-order
processing.
2. Intensive, or controlled
This intense writing generally appears in regulated, written grammar exercises.
Thus students were instructed to create a language to demonstrate grammar,
vocabulary, or sentence building skills.
3. Self-writing
Self-writing is only written in the mind as an audience. Usually happened
during class while the teacher is teaching. Writing a diary or writing a journal and
taking-notes can be divided into types of writing in a format they note for the
purpose of later recall.
4. Display writing
6Jeremy Harmer, How to Teach Writing. (London: Pearson Education Limited, 2004), p. 3.
9
This type of writing focuses on job-based responses where students respond to
instructions or assignments, such as short answer questions, taking exams,
including writing reports.
5. Real writing
The purpose of this writing is to exchange useful information. While almost
every writing task in the classroom has an element of display writing, whether in
academic, vocational or personal. The two real writing and display writing types
are a continuum that is to support the exchange of information.7
Because different writing may have different purposes, the teacher should
provide a clear understanding of the student's writing style so that students can
distinguish and classify the writing.
4. Characteristics of Written Language
Every skill has a specific character as a micro-skills. Brown (2001:343)
describes the micro-skills for writing production as follows:8
1. Producing English graphs and spelling patterns.
2. produce writing for the purpose at an effective rate of speed.
3. Create an appropriate core of terms and to use suitable word order patterns.
4. Using appropriate grammatical structures, patterns and rules, e.g., stresses
agreement and pluralization.
5. Express a particular meaning in different grammatical forms.
6. Using coherent tools in written discourse.
7. Use written argument rhetorical structures and conventions.
8. Suitable functions of communication of written texts according to form and
purpose.
9. To communicate and relate the links between events, such as the main idea, idea
support, new information, information given, generalization and exemplification.
10. Distinguish, in language, between literal words and implied.
11. Provide cultural references correctly in relation to the written text.
7H. Doughlas Brown, Teaching by principles. An interactive approach to language
pedagogy. (New York: AW Longman, 2001), pp.343-346. 8Op.Cit, p.343.
10
12. Develop and use a battery of writing strategies, such as accurately assessing the
audience’s interpretation, using prewriting devices, writing with fluency in the first
drafts, using paraphrases and synonyms, soliciting peer and instructor feedback,
and using feedback for revising and editing.
B. Recount Text
A story that someone wants to tell other people about something that has
happened in his or her life in writing form, or a text that records past events or
experiences is called recount text. The recount text has specific characteristics to be
discussed in this section as follows.
1. Definition and Purpose of Recount Texts
A text that retells the stories of events or past experiences is a recount. One of
the easiest types of narrative text that tells about a series of events in the order is
recount text. Hyland states that the purpose of a recount is to recreate past
experiences in the original series by retelling events.9 Similarly, Barwick, J. state
that the purpose of recounts is to recreate a past event in the time order that
happened.10
According to Derewianka, the purpose of recount text is to inform however an
occasion happened.11 Furthermore, Hyland states that the purpose of recount text is
to recreate past understanding by retelling occasions in the first succession. He
likewise includes that the generic structure of recount text relating orientation
(provides data about the circumstance); recording of the event (describing
arrangement of event in chronological order); and reorientation (optional closure of
events which states writer’s personal impression).
Thus can be concluded that recount text is a text of event that explains past
experiences or events with the purpose of retelling in written chronological order.
9Ken Hyland, Second Language Writing. (Cambridge: Cambridge University Press, 2003),
p.20. 10Barwick J., Targeting Text: Upper Level. (NSW: Blake Education, 2008) 11Derewianka, B. (2003). Trends and issues in genre-based approaches. RELC
journal, 34(2), pp.133-154.
11
2. The Kinds of Recount Text
Recount text is classified into three; they are personal recount, factual recount,
and imaginative recount.12
a. Personal Recount
Personal recount means that the author is directly involved in the personal
event. This indicates the writer is actively engaged in the event. A personal recount
is intended to inform and to entertain the reader.
b. Factual Report
A list of records of a certain event is a factual account. It can be used to replicate
the occurrence or event, including an accident report, an eyewitness, research,
historic events, and the journal report. The purpose is only to let the reader know
what had happened in the past.
c. Imaginative Recount
An imaginative story tells a fictional story through a fictional character's eyes.
This means that the occurrence in the text does not take place in reality. It is usually
meant to entertain, and can generally be found in the textbook.
From those three kinds of recount text, it can be seen that there is one typical
characteristic that is the text retells the event in the past chronologically.
3. Generic Structures of Recount Texts
In general, recount text has a generic structure and language features that
distinguish from another text. Barwick, J. described the structure of recount in
Targeting Text: Upper Level focuses on a sequence of events and follows three
stages:13
1. Orientation
The orientation provides the background information needed to understand the
retelling completely. It sets the time, location, and who or what is involved. The
reader has to know when the event happened, who was involved, what occurred,
where the incident or activity took place, and sometimes what the reason for the
12University of Canberra, UC High School Kaleen Writing Handbook, (Canberra:
University of Canberra, 2011), p. 26. 13Op.Cit, Barwick, J. (2008), p.5.
12
event was. For example, an orientation for a recount of a climb of Mount Everest
should include reasons for the climb and an explanation of the climatic conditions.
If a recount is written critically and discussing fishing off the coast of Australia, it
may include how overfishing of an area may lead to serious consequences for
Australia’s fishing industry.
2. Sequence of events or series of events
To assist in the structure of their writing, appropriate guidance and scaffolding
must be provided to students in this part of the recount. Students should focus on
the details of who, what, where and when. Students should list all events during
drafting or planning and arrange in chronological order and add personal comments
or evaluation remarks such as "We are afraid" 'I'm so excited'. Students should
experiment with changing the order of events at this stage, possibly using
flashbacks.
It is expected that when creating images and moods that describe events and
people, students will approach their writing critically, selecting and using words
effectively. Students' model for selecting significant events instead of including as
many events as possible in the recount. This stage of writing is often characterized
by technical and abstract language and passive voice. The focus should be on
refining the skills of paragraphing. Adding additional information or clarifying
some aspects with visual messages will increase understanding, so students need to
evaluate carefully.
3. Re-orientation
This often completes the series of events. The reorientation can be used as an
introductory paragraph at this point as students are experimenting with different
recount systems. It usually refers to some of the details in the orientation section.
4. Language Features of Recount Texts
There are several language features that characterized in recount text as
follows:
a. Specific nouns are personal pronouns such as me, my cat.
b. Write in the past tense e.g. had, visited.
13
c. Time connection and conjunction in event sorting such after, before, soon, etc.
d. An action verb or verb that is used to perform displays of events or activities
such as live, climbing, etc.
e. Adverbs and adverb phrases to show places, times, and characteristics, such as
yesterday, last week at home, etc.
5. The Example of Recount Texts
There are some types of recount texts such as factual recount, imaginative
recount, and personal recount. In Senior High School, students mostly learn to write
about personal recount. So here is an example of a personal recount text:
Figure 2.1: Knapp and Watkins14
Consequently, recount text is one of the common text types of writing. Recount
text is a sequential text consisting of a range of events. It can be concluded that
writing recount text is an activity to write a recode of events in the past. With several
sequences and conjunction marks, the events are reported chronologically based on
the time and place setting.
C. Genre-Based Activities
1. General Concept of Genre-Based Activities
Genre is the type or nature of the body text that reflects the goals or intentions
of the messenger. Which is different in order of detail, details of the text structure,
the characteristics of the language used, and the grammatical order. Knap, P. and
Watkins, M. states that genre is a conceptual term referring to the language
14Peter Knapp and Meghan Watkins, Genre Text, Grammar: Technologies for Teaching and
Assessing Writing, (Australia: Lionheart Press Ltd, 2007).p.148.
14
processes involved in doing things with language. Therefore, in terms of processes
like describing and arguing, we think about genres and we find that when we
participate in different genres, we use different structural and grammatical tools.15
Genre will have a clear goal in itself. To convey to the listener (If it is spoken) and
the reader (if is it the writer) can understand the text or have clearly read how the
speaker or the writer intended to convey the text, such as the speaker or writer is
about to talk about something in general or specifically as a personal feeling, or
general opinion, etc. While Martin in Hyland (2003: 19) determines the genre as a
goal-oriented and social process. Genre is a goal-oriented because genre has
developed to accomplish things. This means that there are certain rules that the
author should follow in order to achieve the objectives. Genre is a social process
because members of the culture interact to achieve goals. While genre is staged that
implications are made in steps and it steps normally comprising more than one steps
to achieve the objective or goal.16
Genre-Based Activities is one of the methodologies in English Language
Teaching (ELT) that using the genre process as a teaching activity. In writing,
Genre develops writing proficiency by teaching linguistic features and appropriate
rhetorical patterns that accepted in the target community. So the teaching of
linguistic features allows students to precise what they require to mention. The
genre approach also presents students with the social and cultural context of various
kinds of writing and helps them understand how to write correctly for other
contexts. Through this process writing of genre-based, students can understand how
to write specific types in society. Therefore, students can write for specific purposes
and ultimately they can write a text beyond the sentence level and use their abilities
to writing in new situations. Lee states that genre-based teaching involves writing
through specific types of text. 17
15Op.Cit, p.11. 16Op.Cit, Hyland, K. (2003), p.19. 17Lee, Minkyong. Teaching Genre-Based Writing to Korean High School Students at a Basic
Level. (Published Master’s Paper), University of Wisconsin-River Falls. Retrieved from
https://minds.wisconsin.edu/bitstream/handle/1793/61484/MinkyongLee.pdf?sequence=1, 2012,
p.3.
15
Therefore, genre-based taught to learn how to write in an acceptable manner in
the mainstream community, students will receive explanations of linguistic and
rhetorical features first. With a clear understanding of linguistic components and
rhetorical patterns, students can learn how texts are structured and how grammar
and vocabulary are combined to create meaning. Genre realizes that different texts
have different organizations and, thus, different purposes. This genre-based activity
is a powerful process through which students learn social rules to follow when they
write. After they acquire this basic knowledge, students can apply what they have
learned, and they can deliver what they want to say in an appropriate social form of
writing.
2. Teaching Writing Through Genre-Based Activities
Writing strategy moves from dependent into an independent composition.
Hyland (2003:21) presents the cycle model of Genre-based teaching process
instructing process that returns from Modeling, Joint Construction, and Independent
Construction of text. The method is as follows:
Figure 2.2: The teaching leaning cycle (Hyland, 2003, p. 21)
1. Modeling of the text
In this stage, coordinate guidance from the educator is essential. Hyland
contends that the teacher has a highly interventionist role for ensuring that the
students understand and are able to reproduce their typical rhetorical patterns.18
18Op.Cit, Hyland, K. (2003), p.21.
16
Kim and Kim states that the students acquire the knowledge and ability to write
confidently in their own texts when implementing the scaffolding method in
teaching writing.19 In this stage, the educator introduces an express comprehension
of the content structure and their uses in the general public and additionally the
language highlights of the content. The teacher most of the role by setting
vocabulary or using an illustration of the character, location, or time. A model text
was selected and an overall plan for the activities was developed. The students
engaged in the activity of deconstructing and modeling the text to appreciate how
the text achieved its functions. In the classroom, the writer situated each activity by
getting students to recognize how the text functions in real life, i.e. the social
purposes of the text were related to the context. For example, in the recount text,
sessions one and two concentrated on the text about the topic of “My holiday” that
prepared for student i.e. the student following the text by analyzing the purpose,
structure, linguistic elements and important information contained in the text
carefully. After that, the writer gives some sample texts in the form of recount text
and other genre texts, then asks students to distinguish recount text from other genre
texts. Thus, the students were able to understand how the recount text functions in
context.
2. Joint Construction of the Text
Activities in the process are working together between the teacher and the
students. Either requiring or instructed the students to work in groups by bringing
the knowledge about the genre of written work that has been studied in step 1 to
produce writing that has the same style. At this stage, the teacher may use the
concept of process-oriented writing that consists of writing planning, writing a
draft, editing, and writing a new original, etc. Hyland in Lee (2012:32) states that
the teacher attracts the students' regard for the fittingness and precision of the words
and influences the student to coordinate every one of them into another text.20 The
students jointly constructed a procedural text and revised vocabulary and language
19 Kim, Y., & Kim, J., Teaching Korean University writing class. Asian EFL, 7(2), 1-15,
2005, p.9. 20Op.Cit, Lee, M. (2012), p.32.
17
patterns. The teacher-led discussions of how the function and generic structure of
text and remodeled the written recount genre, by asking students to formulate ideas
for writing recount texts and make a brief outlines for the preparation of their
recount text. Students to recall and discuss each step. This activity will develop the
students with a function of language to describe the generic structure, familiarity
with intertextuality and lexicogrammatical features of the genre. Modeling and
joint construction were repeated prior to independent construction.
3. Independent Construction of the Text
Activities at this stage are each student who has produced writing that has the
same style as the writing script that has been independently studied. According to
Hyland states that the scaffolding is removed during the independent building phase
to allow students to construct the texts on their own.21 The text being produced at
this stage is a combination of context, content, language, and genre. Consequently,
the independent construction of the text is often considered to be the center of
writing instruction (Hyland cited in Lee, 2012: 33).22 On completion of several
activities, the writer as a teacher asked students to independently construct a recount
written text attempting to ensure that the three elements “orientation”, “events” and
“re-orientation” are understood. The students wrote their own text individually
based on the topic that was instructed.
3. The Advantages of Genre-based Activities
Implementing the Genre-based in teaching writing improves the achievement
in writing for students. Hyland states that writing achievement by students increases
due to explicit, systematic, need-based, empowering, critical, and consciousness-
raising.
According to Hyland, the Genre-based Approach is explicit, systematic, and
need-based. Explicit means the Genre-based Approach demonstrates what is to be
learned in order to improve written skills. The genre-based approach allows
students to clearly understand the text and its use in society and the language
characteristics of the target text, which is the first step that helps students to further
21Op.Cit, Hyland, K. (2003), p.139. 22Op.Cit, Lee, M., p.33.
18
develop writing. Systematic means that a coherent framework is provided to focus
on language as well as contexts. The text structure, language features, and text
context are systematically presented in the genre-based class so as to make it easier
for students to understand the target language. Based on Need-based, the teacher
ensures in the genre class that course goals and content derive from student
requirements. The most effective way of learning is if the teacher shows exactly
what the students need. The teacher plays an important role in choosing the best
writing materials that suit the student's needs.
Furthermore, because of genre-based strategies that supportive, empowering,
critical, and consciousness-rising, students ' writing achievements are increased.
Supportive means the Genre-based Approach gives teachers a central role in
scaffolding students' learning and creativity. The teacher may explicitly apply
information or assist the students in correcting mistakes in writing. The teacher
intervenes according to the needs of the students in their writing processes.
Empowering means it offers access for valued texts to patterns and the options for
variation. Genre-based Approach gives students the ability to develop concepts that
are understood in English speaking cultures. A target genre study helps students to
handle the appropriate linguistic and rhetorical patter of the target genre. Critical
means Genre-based Approach provides the resources for students to understand and
challenge valued discourses. Consciousness-raising means the genre-based
approach increases the understanding of text by teachers in order to educate students
on writing with confidence. Through categorizing and evaluating the text that
teachers are asking their students to write, they understand how meanings are
created and how they are more sensitive to their students ' specific communication
needs.23
In addition to increasing the writing achievement of students, the effect of the
Genre-based Approach to students ' writing achievement is that students feel
assisted in writing. The students are assisted because the teacher intervenes in the
23Ken Hyland, "Genre pedagogy: Language, Literacy and L2 writing instruction". Journal of
Second Language Writing. 16, pp. 148-164. (London, 2007)
19
student process of writing. And the degree of teacher engagement in the writing
process of students is based on the needs of students.
Moreover, Ajmal recommended that the technique would help students
understand the writing process, the writing purpose, and the writing context more
effectively. 24 In fact, the input of the instructor also serves to express clear ideas
about the writing process and the form of language. And in truth, peer support has
proved to be helpful for the learning of students as students feel less fear. Moreover,
This Genre-based allows students to learned and use circle-back writing methods
in order to study the relationship between intent and type of text. Such a step also
allows students to become conscious of the composting process and the different
types of text (Yan, 2005:20).25
As suggested by Bhatia (1993, as cited in Kim & Kim, 2005), it is useful for
teachers to relate the formal and functional properties of a language so that students
can understand how and why language conventions are used for different rhetorical
impacts.26 As students examine the rhetorical structure of the material in a genre,
some specific trends can be found in the individual genres. Clearly, in the next
learning situation, these patterns will form a sort of background knowledge and to
help the student in further study.
D. Relevant Previous Studies
The researcher added some relevant previous studies which support and give
proves to the use of genre-based activities as a process teaching toward students'
writing. First, Kanittha, Pilanut, Somkiet conducted research about Process Genre
Based Activity in Improving Students‘Writing ability: Exemplification. By finding
the research were first to improve students’ writing ability based on Genre-based
Approach learning Activities in Exemplification Writing and second to study the
satisfaction of students toward the learning activities based on Genre-based
24Abrar Ajmal, Process-Genre Approach to Teaching Writing University Foundation
Course Students in Pakistan, The European Conference on Language Learning: Official
Conference Proceedings, 2015, p. 5. 25Gou Yan, A Process Genre Model for Teaching Writing, In English Teaching Forum,
Vol. 43 (3), 2005, p. 20. 26Op.Cit, Kim, Y., & Kim, J. p.6.
20
Approach. The sample was selected by purposive sampling of English Gifted
Programme students in grade 12 of Mahasarakham University Demonstration
School (secondary) in the first semester of the 2014 academic year. The instrument
used in this research 3 were (1). Genre-based Approach learning Activities Lesson
plan (2). English Prewriting- post writing test (3). English Writing Ability
Assessment form (4). Teacher’s note (5). Students’ diary (6). Satisfaction
questionnaire and (7). Semi structured interview. Data analysis is comparing the
results with a prescribed criterion of 70% passing score. The research design is a
case study. Data were analyzed by mean, percentage, and standard deviation. The
results showed that (1) learning activities were efficient more than the prescribe
criterion (2) The mean score of the posttest was 85.95% and (3) the students were
satisfied with the genre-based approach learning activity at the highest level. It can
be concluded that the Process Genre Based Activity can Improve Students’ Writing
ability and the students were satisfied with the activities. Therefore, these activities
should be taught in any classroom to improve the students’ writing ability.27
The second previous study was conducted by Tri Istianah from Semarang State
University in 2011. The title of the study is "The Use of Genre-Based Approach in
Teaching Writing Procedural Texts to Improve Students' Writing Skill.” The study
aimed to investigate the use of Genre-Based approach could improve students'
writing skills or not. The subject of the study was twenty-nine students of the
eleventh grades of SMK N 1 Slawi. To obtain the data, the writer carried out three
steps: pre-test, formative test, and post-test. Besides that, the observation using field
notes and the questionnaires were also given to support the data. The result of this
research revealed that genre-based approach can improve students' writing of
procedure text. It showed that the result of post-test in cycle 2 is 76.41 which is the
pre-test before the treatment is 62, 75. So, it can be stated that the students' writing
skill increased 14, 18.28
27Kanittha P., Pilanut P., & Somkiet P., Process Genre Based Activity in Improving
Students‘Writing ability: Exemplification. Journal of Education, Mahasarakham University, Vol. 9,
Special Edition, 2015, pp.2-3. 28Tri Istianah, The Use of Genre-based Approach in Teaching Writing Procedural Texts to
Improve Students’ Writing Skill to the Eleventh Graders of SMK N 1 SLAWI in the Academic Year
2010/2011, A Skripsi at Semarang State University, 2011, pp. 78-79.
21
And third, Belmekki & Sekkal conducted research about the effect of process
genre approach on students’ achievement in writing request letters. The research
was a classroom action research and the participants were 28 university students.
The data were gained from the results of post-tests which administered after the
treatments. The data were analyzed using independent t-test at 0.05 level of
significance. The result showed that there was a significant effect of process-genre
approach on the students’ writing achievement, attributed to four writing
components: organization, vocabulary, grammar, and mechanics.29
Considering the previous study, there are similarities and differences that can
be found. The three previous studies used qualitative as a method of the study.
Moreover, the implementation of the treatment of the previous study was related to
teaching the different materials in writing such as the first previous study was taught
as Exemplification Writing. But in the second and third of previous studies were
taught in procedural text and writing request letters. Besides that, another similarity
is the level of the subject in which the researcher used senior high school students
as the sample. While previous studies have one experiment at the university level.
However, the difference of this study is the researcher uses quantitative as a method.
By doing an examination of writing by using Genre-Based Activities and the
teaching material of the text that will be examined is recount text. The results of the
research will lead to the conclusion of whether the Genre-Based Activities is
effective to develop students’ writing of recount text at the tenth-grade students of
SMK Nusantara 2 (Kesehatan), Ciputat.
E. Thinking Framework
Writing is seen as concerning an intricate dialect ability that needs enormous
exertions on practice. It needs to focus on some essential components, for example,
gathering and sorting out thoughts, recognizing the social setting of the content,
language, vocabularies, spelling, accentuation, and so forth. On the side, instructing
writing has a few provokes identified with understudies' writing issues which are
29Belmekki Amine and Sekkal Faiza, The Effect of Process-Genre Approach on ESP
Students’ Achivement in Writing Business Letters, European Journal of Research and Reflection in
Educational Science, Vol. 6(2), 2018, p. 10.
22
the absence of executing writing process, insufficiently understanding the genre and
linguistic features of the text, making grammar errors, and limited vocabulary.
By actualizing genre-based activities, it is expected to overcome the problems.
The activity as an approach encourages understudies to execute writing process,
comprehend the components of the particular type content, rectifying their writing
that will lessen the grammar mistakes, and help them to have more vocabularies as
they figure out how to write with some major stages, for example, modeling, joint
construction, and independent construction of text.
F. Research Hypothesis
Based on the problem statements that presented by the writer, the researcher
proposes that there is a significant effect of applying Genre-based activities to
develop students' writing of recount text of the tenth grade of SMK Nusantara 2
(Kesehatan) Ciputat.
23
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher is going to explain some points related to the
research methodology. It consists of place and time of the study, research method
and design, operational definition of variables, population and sample, technique of
analyzing the data, and statistical hypothesis.
A. Place and Time of Study
This research was conducted at the tenth-grade student of SMK Nusantara 2
(Kesehatan) which is located on Jalan. Tarumanegara Dalam No.1, Pisangan,
Ciputat Tim., Kota Tangerang Selatan, Banten 15419. The writer was implement it
from October 29th 2019 until November 30th 2019.
B. Research Method and Design
The research employed a quantitative method by using a quasi-experimental
design. In this research, the students in the experimental class were taught or
treatment by using genre-based activities and in controlled class without using
genre-based activities for teaching writing in recount text. In the first meeting, it
was the pre-test for the experimental and control class. The following meetings
were the treatment for experimental class by using genre-based activities while the
control class did not use the treatment but the class use scientific approach in
teaching recount. Then, in the last meeting, the post-test was given to both classes.
Table 3.1
The research design
Sample Measurement Treatment Measurement
Experimental
group
Pre-test Experimental treatment
(using GB activities)
Post-test
Control group Pre-test no treatment
(using cientific Approach)
Post-test
24
C. Population and sample
1. Population
The population of the research was all students nursing class of tenth grade in
SMK Nusantara 2(Kesehatan) Ciputat which were totally 40 students. They were
divided into two classes; nursing class I and nursing class II.
2. Sample
The researcher intended to use a purposive sampling technique for this
research. The sample was chosen based on the teachers’ recommendation because
the teacher knew which classes have equal ability in learning based on the scores
and performances in the class. Then, the researcher considered the experimental
and controlled classes by analyzing based on characteristics of a population that the
writer believed and judgment in selecting class that suitable to treatment in
teaching.
D. Research Instrument
The researcher used the writing test as a research instrument that the students
should write the recount text about the topic given. This test was distributed as a
pretest and post-test. The pretest was given to the students before the treatment and
the post-test given after the treatment. The topic was used in the pretest and post-
test are different. In the pretest, the writer asked students to make recount text then
the writer gave the treatment for 4 meetings. Lastly, the writer held the post-test by
asking them to make a recount text in a new topic and finally it gave the result about
their improvement.
Moreover, the researcher used analytical writing criteria for the scoring guide
in this research. The rubric was adapted from Jacobs et al., 1981 (as cited in
Ghanbari, B., Barati, H., & Moinzadeh, A., 2012) which focused on five writing
components such as content, organization, vocabulary, language used, and
mechanics.1
1Ghanbari, B., Barati, H., & Moinzadeh, A., Rating scales revisited: EFL writing assessment
context of Iran under scrutiny. Language Testing in Asia, 2(1), 83, 2012.
25
Table 3.2
Scoring criteria of writing (adapted from Jacobs et al., 1981)
Content
30 – 27 Excellent to very good: knowledgeable substantive, development of
thesis/topic, relevant to assign topic
26 – 22 Good to average: some knowledge of subject, adequate range, limited
development thesis, mostly relevant to topic but lack detail
21 – 17 Fair to poor: limited knowledge of subject, little substances,
inadequate development, of topic.
16 – 13 Very poor: doesn’t show knowledge, not pertinent, or not enough to
evaluate.
Organization
20 – 18
Excellent to very good: fluent expression, ideas clearly
stated/supported, succinct, well organized, logical sequencing,
cohesive.
17 – 14 Good to average: somewhat choppy, loosely organized, but main idea
stand out, limited support, logical but incomplete sequencing.
13 - 10 Fair to poor: not fluent, ideas confused or disconnect, lacks logical
sequencing and development
9 – 7 Very poor: doesn’t communicate, no organization, or not enough to
evaluate.
Vocabulary
20 – 18 Excellent to very good: sophisticated range, effective word or idiom
choice and usage, word form mastery, appropriate register.
17 – 14 Good to average: adequate range, occasional errors of word or idiom,
choice, usage, meaning confused or obscured.
13 – 10 Fair to poor: limited range, frequent errors of word or idioms, choice,
usage, meaning confused or obscured.
9 – 7 Very poor: essentially translation, little knowledge of vocabulary,
idioms, word form, or not enough to evaluate.
26
Language used
25 – 22
Excellent to very good: effective complex construction, few errors of
agreement, tense number, word order /function, articles, pronoun,
preposition.
21 – 18
Good to average: effective but simple construction, minor problems
in simple construction, several errors of agreement , tense, word
order/function, articles, pronouns, prepositions, but meaning seldom
obscure.
17 – 11
Fair to poor: major problem in complex/simple construction, frequent
errors of negation, agreement, tense, number, word order/function,
articles, pronouns, prepositions, and/or fragments, run-ons,
deletions, meaning confused, or obscured.
10 – 5
Very poor: virtually no mastery of sentence construction rules,
dominated by errors, does not communicate, or not enough to
evaluate.
Mechanics
5 Excellent to very good: demonstrated mastery of conventions, few
errors spelling, punctuation, capitalization, paragraphing.
4 Good to average: occasional errors of spelling, punctuation,
capitalization, paragraphing, but meaning not obscured.
3 Fair to poor: frequent errors of spelling, punctuation, capitalization,
paragraphing, poor hand writing, meaning confused or obscured.
2
Very poor: no mastery of conventions, dominated by errors of
spelling, punctuations, capitalization, paragraphing, handwriting
illegible, or not enough to evaluate.
E. Technique of Collection the Data
In collecting the data, the writer was used both pre-test and post-test as the
instruments. There are two tests given to students named pre-test and post-test. The
pre-test refers to a measure or test given to the subject prior to the experimental
27
treatment. This test was given to know the basic competence of those students to
know their prior ability before they get the treatment. Then, the post-test will be use
to measuring students’ skills after the treatment in order to know their progress after
they got treatment. Before having a post-test, the students got treatment. Treatment
here means that the writer applied genre-based activities as an approach to teaching
writing recount text. The test is also about writing recount text but different topic.
F. Technique of Analyzing the Data
After the scores from the pre-test and post-test of both classes were obtained,
the writer conducted preliminary data analysis such as normality and homogeneity
tests to prepare it for further actual analysis. The normality and homogeneity of
these data were tested by using Microsoft Excel 2013 and SPSS version 23.
Preliminary analysis was used to see whether the data were normally distributed
and homogeneous. Then, the researcher used t-test to analyze the effect of the
treatment.
1. Normality Test
Normality test was conducted to analyze whether the data were normally
distributed on the pretest and post-test. The data was categorized as normal data.
The test of normality was conducted in order to know whether the distribution from
the two classes was normal or not. The test of normality was using Kolmogorov-
Smirnov and Shapiro-Wilk table. Sig. And scores in the significance of the
experiment and control classes should be higher than the significance degree or the
alpha ( = 0.05). In this research, the researcher used Kolmogorov-Smirnov test and
the steps are described below:
1) Formulating normality hypothesis of the data;
H0: sample data was normally distributed,
H1: sample data was not normally distributed.
2) Testing the normality of the data using Kolmogorov-Smirnov Test;
a. Select Analyze => Descriptive Statistics => Explore.
b. When a window pops up, fill the variable in the Dependent List box and fill the
other variable in the Factor List.
28
c. Click Plots on the right side. When a new window pops out, click “none” for
boxplot, click “normality plots with test”, then unclick everything for descriptive.
d. The result pops out in the “output” window.
e. We can now interpret the result.
3) With 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.
2. Homogeneity Test
Test of homogeneity was conducted to know whether the data from the two
classes had the same or different variants. The test of homogeneity was using
Levene’s table. Sig. in SPSS version 23 to analyze the homogeneity test with the
significant degree of 0.05 (α = 0.05) in order to have homogeny distribution data.
These two kinds of tests were conducted in the pre-test score and post-test score.
The steps of the homogeneity test on pretest are explained as follows:
1) Creating homogeneity hypothesis of the data;
H0: sample data came from population which had homogenous variance
H1: sample data came from population that did not have homogenous variance.
2) Calculating the homogeneity test using Levene test:
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
3) Forming 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).
After being a preliminary data analysis, the researcher used t-test on SPSS
version 23 to analyze the data. Specifically, in the hypothesis analysis, the
researcher used independent t-test to examine the mean score of the post-test in the
29
experimental and controlled class. Then, the result can be interpreted with the
hypotheses which have been formulated.
Furthermore, the researcher used the Cohens’d analysis test to determine the
effect size of genre-based activities for students' writing on recount text. The effect
size is a simple way that the difference between the two groups can be measured.
This is easy to quantify and easy to understand, and can also be used in education
or social science for any calculated outcome. It is especially valuable of a
comparison to quantify the efficacy of a specific intervention.2 The formulae of the
Cohens’d analysis test was showed below.3
d = (Mean score of group A – Mean score of group B)
Pooled Standard Deviation
Explanation:
d: the effect size
Mean score of group A: the mean score of the experimental group
Mean score of group B: the mean score of the controlled group
Pooled standard deviation: (Stand. Deviation group A+ Stand. Deviation group B)
2
3. Statistical Hypothesis
This study was aimed to discover the effect of genre-based activities on
students’ writing ability of recount text at the tenth grade students of SMK
Nusanatara2 (Kesehatan). The statistical hypothesis of the research are identified
as follow:
1. Alternative Hypothesis (Ha): there is a significant effect of genre-based
activities to develop students' writing of recount text.
2. Null Hypothesis (H0): there is no significance effect of genre-based activities
to develop students' writing of recount text.
2Robert Coe, It’s the Effect Size, Stupid (What effect size is and why it is important),
Paper presented at the Annual Conference of the British Educational Research Association,
University of Exeter, England, 12-14 September 2002. 3Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London:
SAGE Publications, 2004), p.136.
30
The criteria for the hypothesis described bellows:
1. If t0 < ttable or the significance was >0.05, Ho was accepted and Ha was rejected.
It means that the genre-based activities has no effect to develop students' writing of
recount text.
2. If t0 > ttable or the significance was <0.05, Ho was rejected Ha was accepted. It
means that the genre-based activities gave effect to develop students' writing of
recount text.
31
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter demonstrated the data about pre-test and post-test which have
been provided in the experimental and control class. Then, the data was analyzed
in the data analysis section and the discussions in the next section.
A. Research Finding
1. Data Description
The pre-test was administered both experimental and control classes that
starting in the first period of the research and the post-test was administered at the
end of the research. Then, those the results of the tests would be present in the
following.
a. The Score of Pre-test
The data below was presented for the description of the pre-test scores which
was conducted into two classes both experimental and controlled class. The
complete data is presented in Table 4.1 below.
Table 4.1
The Scores of Pre-test
No. Participants Experimental Class Score Controlled Class Score
1 Student 1 60 60
2 Student 2 79 45
3 Student 3 63 41
4 Student 4 52 59
5 Student 5 60 44
6 Student 6 40 64
7 Student 7 69 54
32
8 Student 8 46 42
9 Student 9 61 57
10 Student 10 52 35
11 Student 11 68 37
12 Student 12 70 52
13 Student 13 83 38
14 Student 14 37 39
15 Student 15 58 60
16 Student 16 39 66
17 Student 17 52 36
18 Student 18 82 42
19 Student 19 45 84
20 Student 20 60 58
Min. 37 35
Max. 83 84
Mean 58.80 50.65
Based on table 4.1, the minimum score in the experimental class was 37 while
in the controlled class it was 35. Then, the maximum score was 83 in the
experimental class and 84 in the controlled class. Then, the mean score of the pre-
test was 58.80 for the experimental class and 50.65 for the controlled class. In
addition, the standard of minimum score of the English mastery completeness was
65 at the school.
Furthermore, the researcher classified the scores into six ranged scores from
the low score until the high score. The spread of scores was presented in the
frequency distribution in Table 4.2 below.
33
Table 4.2
The Frequency Distribution of Pre-test
Score Interval Experimental Class Controlled Class
Freq. F (%) Freq. F (%)
30-40 3 9.8 5 18.2
41-50 2 7.7 5 21.1
51-60 7 33.5 7 39.4
61-70 5 28.1 2 12.8
71-80 1 6.7 - 0
81-90 2 14 1 8.2
Figure 4.1
Diagram of Frequency Distribution of Pre-Test
The diagram of the frequency distribution of the pre-test in the experimental
class, there were 3 students who got the score around 30-40 with 9.8% whereas
there were 5 students who got the scores in the controlled class with 18.2%. Then,
there were 2 students who achieved the score on 41-50 in the experimental class
(7.7%) and there were 5 students (21.1%) in the controlled class who got the score
among 41-50. 7 students achieved a score between 51-60 (33.5%) in the
9.87.7
33.5
28.1
6.7
14
18.221.1
39.4
12.8
0
8.2
0
5
10
15
20
25
30
35
40
45
30-40 41-50 51-60 61-70 71-80 81-90
Experimental class Controlled Class
34
experimental class and 7 students (39.4%) in the controlled class. Also, 5 students
who received scores between 61-70 (28.1%) in the experimental class and 2
students (12.8%) in the controlled class. Other than, the students who received
scores between71-80 (6.7%) are 1 student in the experimental class. However, there
were no students in the controlled class who got the score around 71-80. Moreover,
there were 2 students who achieved the score between 81-90 (14%) in the
experimental class and 1 students (8.2%) in the controlled class.
From the description on table 4.1, 4.2 and diagram 4.1above can be concluded
that the mean scores in both classes were lower than the minimum standard of
English mastery 50.65<58.80<65. It means that most students' score is still below
the standard minimum score.
b. The Score of Post-test
The data of this part were collected from students' post-test scores, the
researcher gave treatments in the experimental class with different themes of
recount text. However, the controlled class was not given the treatments. The
researcher gave scientific approach in the controlled class with the same themes as
the experimental class was taught. The followed data was shown for the result of
the post-test scores both in those two classes in Table 4.3 below.
Table 4.3
The Scores of Post-test
No. Participants Experimental Class
Score
Controlled Class
Score
1 Student 1 68 52
2 Student 2 74 80
3 Student 3 82 56
4 Student 4 59 78
5 Student 5 73 50
6 Student 6 67 64
7 Student 7 76 53
8 Student 8 69 59
35
9 Student 9 76 57
10 Student 10 62 45
11 Student 11 78 41
12 Student 12 62 65
13 Student 13 83 45
14 Student 14 72 45
15 Student 15 77 64
16 Student 16 76 70
17 Student 17 56 46
18 Student 18 82 48
19 Student 19 62 88
20 Student 20 70 59
Min. 56 41
Max. 83 88
Mean 71.20 58.25
Based on table 4.3, the minimum score in the experimental class was 56 while
in the controlled class it was 41. Then, the maximum score was 83 in the
experimental class and 88 in the controlled class. Then, the mean score of the pre-
test was 71.20 for the experimental class and 58.25 for the controlled class.
Furthermore, the standard minimum of the English mastery was 65.
Other than, the researcher classified the scores into six ranged scores from the
low score until the high score. The spread of scores was presented in the frequency
distribution in Table 4.4 below:
Table 4.4
The Frequency Distribution of Post-test
Score Interval Experimental Class Controlled Class
Freq. F (%) Freq. F (%)
30-40 - 0 - 0
41-50 - 0 7 27.4
36
51-60 2 8 6 28.8
61-70 7 32.3 4 22.5
71-80 8 42.2 1 6.6
81-90 3 17.3 2 14.4
Figure 4.2
Diagram of Frequency Distribution of Post-Test
Based on data in Table 4.4 and the diagram of the frequency distribution of the
post-test in both of the experimental class and controlled class, there were no
students who got the score around 30-40. Then, there also no students who achieved
the score on 41-50 in the experimental class but there were 7 students (27.4%) in
the controlled class who got the score among 41-50. And 2 students achieved a
score between 51-60 (8%) in the experimental class and 6 students (28.8%) in the
controlled class. Also, 7 students who received scores between 61-70 (32.3%) in
the experimental class and 4 students (22.5%) in the controlled class. Other than,
the students who received scores between71-80 (42.2%) were 8 student in the
experimental class and there were 1 students in the controlled class who got the
score around 71-80 (6.6%). Moreover, there were 3 students who achieved the
score between 81-90 (17.3%) in the experimental class and 2 students (14.4%) in
the controlled class.
0 0
8
32.3
42.2
17.3
0
27.428.8
22.5
6.6
14.4
0
5
10
15
20
25
30
35
40
45
30-40 41-50 51-60 61-70 71-80 81-90
Experimental class Controlled Class
37
In concluding, the data showed that there were 15 students from 20 in the
experimental class got higher scores than the minimum standard of English mastery
>65. On the other hand, there were 5 students in a controlled class who got higher
scores than the minimum standard of English mastery. Moreover, the mean score
in the experimental class was higher than the controlled class with 71.20 whereas
the controlled class got 58.25. It meant that Genre-based Activities can improve
students’ writing on recount text.
c. The Students’ Gained Scores
After presenting the pre-test and post-test scores, the researcher presented the
students’ gained scores which were retrieved from the different numbers between
pre-test and post-test. The gained scores were calculated from the post-test scores
minus the pre-test scores. The completed data presented in Table 4.5 below.
Table 4.5
The Students’ Gained Scores
Gained Scores Experimental Class Controlled Class
Freq. F (%) Freq. F (%)
-10-0 4 -5.24 4 -5.92
1-10 7 22.58 11 40.78
11-20 5 16.73 4 42.10
21-30 2 20.16 - 0
31-40 2 29.03 1 23.02
Mean 12.40 7.30
Based on data in Table 4.5 above, the mean score in the experimental class was
12.40 which was higher than the mean score in the controlled class, 7.30. Most
students in the experimental class got the gained scores between 1-10 and 11-20
whereas half of the students in the controlled class got the gained scores among 1-
10 (40.78%). It can be interpreted that the treatments which were given in the
experimental class improved the students’ writing on recount text.
38
2. Data Analysis
In this part, the calculation of data was used to analyze the hypothesis in order
to get empirical evidence about the effect of applying genre-based activities on
students' writing of recount text.
a. Normality of the Data
The normality test is conducted before calculating the t-test. It purposed to
know whether the data from the two classes has been normally distributed or not.
The data was categorized as normal data when the significance of the experimental
and controlled classes was higher than the significance degree or the alpha (= 0.05).
The writer used Kolmogorov-Smirnov and Shapiro-Wilk to do the normality test.
SPSS was used to analyze the data. The result can be seen as follow:
Table 4.6
Normality Test on Pre-test
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experimental .090 20 .200* .959 20 .520
Controlled .170 20 .133 .912 20 .069
*. This is a lower bound of the true significance. a. Lilliefors Significance Correction
Based on the data in Table 4.6, the test showed the significance of the
experimental class was 0.200 and the control class was 0.133. If the data is higher
in a significance α = 0.05 the data was normally distributed. It can be concluded
that the data is normally distributed because both classes’ significances are above
0.05. Then, the result of the normality test on the post-test as follows below.
Table 4.7
Normality Test on Post-test
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Experimental .127 20 .200* .954 20 .433
Control .127 20 .200* .929 20 .146
*. This is a lower bound of the true significance.
39
a. Lilliefors Significance Correction
From the data above, the significance in the experimental class was 0.200 and
the significance in the controlled class was 0.200. Those values were more than the
significance level of 0.05 (0.200>0.05 and 0.200>0.05). Thus, it meant that the data
was normally distributed.
b. Homogeneity Test
After doing the normality test, the writer did the homogeneity test in order to
test the similarity of the sample in both classes. The researcher used Levene Statistic
in SPSS version 23 to analyze the homogeneity test with the significance level of
0.05 (= 0.05). The results are presented as follows:
Table 4.8
Homogeneity Test on Pretest
Pretest
Levene Statistic df1 df2 Sig.
.001 1 38 .976
The result of the data in Table 4.8 showed that the data showed that the
significance of the test was 0.976. The value was higher than the significant value
or the alpha (0.976>0.05). Therefore, the data on the pretest was homogeneous.
Then, the result of the homogeneity test on the post-test can be seen as followed.
Table 4.9
Homogeneity Test on Post-test
Posttest
Levene Statistic df1 df2 Sig.
3.594 1 38 .066
In the homogeneity test on the post-test, the data showed that the significance
was 0.066. The value was higher than the alpha or 0.066>0.05. Thus, it can be
concluded that the data of the post-test was came from population that have
homogenous variance.
40
c. Hypotheses Analysis
After conducting the prerequisite test using normality and homogeneity tests
that can be seen in the previous chapter, the hypotheses analysis was conducted to
answer the research question and to examine the hypotheses of the research. The
research hypotheses are:
a. Null Hypothesis (H0): there was no significant effect of applying Genre-based
activities to develop students' writing of recount text of the tenth grade of SMK
Nusantara 2 (Kesehatan) Ciputat.
b. Alternative Hypothesis (Ha): there was a significant effect of applying Genre-
based activities to develop students' writing of recount text of the tenth grade of
SMK Nusantara 2 (Kesehatan) Ciputat.
To gain the empirical evidence of the hypotheses analysis, the researcher used
the independent t-test. Independent t-test compared data of two groups of samples
statistically. It compared the post-test mean scores from the experimental and
controlled groups in purposed to determine whether the difference is significant or
not. Furthermore, the researcher used an independent t-test on SPSS version 23 to
examine the data. The result can be seen as followed.
Table 4.10
Independent Samples t-test of Post-test Scores
Levene's
Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Post-
test
Equal
variances
assumed
3.594 .066 3.797 38 .001 12.95000 3.41088 6.04504 19.85496
Equal
variances
not
assumed
3.797 31.445 .001 12.95000 3.41088
5.99746
19.90254
Based on the data above, the degree of freedom (df) was 38. The critical value
(ttable) from df = 38 on the significance of 5% or 0.05 was 1.686 and tobserve from the
41
table above was 3.797. It meant that the post-test scores in the experimental class
was higher than the controlled class with tobserve >ttable = 3.797>1.686. Also, the
significance (2-tailed) was 0.001 which was lower than the significance of 5% or
p<0.05 = 0.001<0.050.
Therefore, the criteria for the hypotheses stated in two possibilities. The first,
if tobserve is lower than ttable (t0<ttable) or the significance is higher than the
significance level of 0.05 or p>0.05, H0 is accepted and Ha is rejected. It means that
Genre-based activities has no effect to develop students' writing of recount text. In
contrast, If tobserve is higher than ttable (to>ttable) or the significance is lower than 0.05
or p<0.05, H0 was rejected and Ha was accepted. It means that Genre-based
activities gives a significant effect to develop students' writing of recount text.
As from the data, tobserve was higher than ttable with values 3.797>1.686 and also
the significance (2-tailed) was 0.001 which was lower than the significance of 5%
or p<0.05 = 0.001<0.050. Thus, it meant that H0 was rejected and Ha was accepted.
In concluding, the result showed that Genre-based activities gave a significant
effect to develop students' writing of recount text of the tenth grade of SMK
Nusantara 2 (Kesehatan) Ciputat.
d. Effect Size Analysis
The analysis of the effect size was employed to assess the influence of the
approach on the students' writing on recount text. Cohen's d analysis was used by
the researcher to measure the effect. The criteria for measuring the Cohen's d effect
size are:1
0 – 0.20 = weak effect
0.21 – 0.50 = modest effect
0.51 – 1.00 = moderate effect
>1.00 = strong effect
To consider the effect size, the researcher needed the posttest group statistics
that can be seen in the SPSS calculation. The group statistics showed the mean
scores and the standard deviations (std. deviation) of each class needed for
1Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: SAGE
Publications, 2004), p.139.
42
measuring effect size using Cohen’s d analysis. The table below displays the group
statistics for the posttest.
Table 4.11
Group Statistics of Post-test
Classes N Mean Std. Deviation Std. Error Mean
Post-test Experimental 20 71.2000 7.95117 1.77793
Control 20 58.2500 13.01770 2.91085
From the data on Table 4.11 above, the mean score of the posttest in the
experimental class was 71.20 and the mean score of the posttest in the controlled
class was 58.25. Then, the standard deviation in the experimental class was 7.951
and the standard deviation in the control class was 13.017. After that, the researcher
counted the effect size analysis using Cohen’s d analysis with the formula below.
d = (Mean score of group A – Mean score of group B)
Pooled Standard Deviation
Pooled standard deviation: (Stand. Deviation group A+ Stand. Deviation group B)
2
Stand. Deviation group A = 7.951
Stand. Deviation group B = 13.017
Mean score of group A (Experimental class) = 71.20
Mean score of group B (Control class) = 58.25
Pooled standard deviation = (7.951 + 13.017) = 20.968 = 10.484
2 2
d = (71.20 – 58.25) = 12.95 = 1.23
10.484 10.484
The result of the calculation above showed that the effect size was 1.23. The
result of the calculation included in the strong effect which meant that Genre-based
Activities gave a strong effect on students’ writing of recount text.
B. Discussion
In the description of the data which was taken from 20 students of the
experimental class, Table 4.1 showed the description of the experimental class
43
which has the mean of pre-test 58.80 before the implementation of Genre-based
activities. While the control class got the mean score of pretest 50.65. Furthermore,
after the students in the experimental class were given the implementation of Genre-
based activities, the mean score of the post-test is 71.20 and the mean score of the
post-test in the controlled class was 58.25. Besides that, the gained score of the
experimental class is 12.40 and 7.30 in the controlled class. Other than that, the
minimum score of the experimental class in the pre-test is 37 while in the controlled
class is 35. Moreover, the maximum score is 83 in the experimental class and 84 in
a controlled class. The minimum score in the post-test is 56 in experimental and 41
in controlled class. However, the maximum score of the post-test in experimental
is 83 and 84 in the controlled class. In summary, the minimum and the maximum
scores in the post-test both of class were higher than the pre-test.
Based on the result of statistic calculation, it is obtained the value of t0 is 3.797
and the degree of freedom (df) 38 in the table t-score at significance level of 5% is
1.686. In the table of significance, it can be seen that on the df 38, and on the degree
of significance 5%, the value of the degree of significance is 1.686. By comparing
the value of t0 = 3.797 and ttable = 1.686, it is clear that t0 is higher than ttable.
Because t0 is higher than ttable, so the Null Hypothesis (H0) is rejected. It means
that the student's writing scores taught by using Genre-based activities is a better
effect. It showed that there is a significant difference in students' writing scores and
after implementing the Genre-based activities. Thus, the result of the present study
supports the idea that there is a significant effect of applying Genre-based activities
on students' writing of recount text.
This research revealed that the Genre-based Activities had a significant effect
on students' writing of recount text in the tenth grade of SMK Nusantara 2
(Kesehatan). The results of the research were also supported by previous research
44
carried out by Kanittha, Pilanut, and Somkiet2, Tri Istianah3, Belmekki & Sekkal4
that Genre-based Activities gave a significant effect on students’ writing.
On the basis of the research results, it can be seen that the mean score in the
experimental class was higher than the controlled class in the post-test. After several
treatments, the student scores were significantly increased from the pre-test to the
post-test, particularly in the experimental class. The results are consistent with
Kanittha, Pilanut, and Somkiet who investigated Process Genre Based Activity in
Improving Students‘Writing ability: Exemplification. In their research, they found
that learning activities were more effective than the criteria, with the average score
of post-test was 85.95%. As in this research, 15 students from the 20 in
experimental class received a score higher than the standard of English mastery
average score. Further, Tri Istianah found that the result of the post-test score in
cycle 2 was higher than the pre-test score before the treatment is 76.41> 62, 75.
As a result, Genre-based activities promote the learning process which
facilitates students to practice their writing confidently. Genre-based activities
make students take part in the class learning process. The activities process provides
3 practical steps: Modeling, Joint Construction, and Independent Construction of
text. The steps gave students opportunities to think about their writing and discuss
it with their peers and teacher. Besides that, the strength of the Genre-based
activities is it can develop their ideas in creating recount text and their ideas will be
useful for them in English writing class. Furthermore, Genre-based activities helped
students to develop their writing. The activities process proved the students were
aware of the purpose of the text. Then, it improves the students were able to identify
the content, organization, vocabulary, and grammar. This supports Belmekki &
2Kanittha P., Pilanut P., & Somkiet P., Process Genre Based Activity in Improving
Students‘Writing ability: Exemplification. Journal of Education, Mahasarakham University, Vol. 9,
Special Edition, 2015, pp. 2-3. 3Tri Istianah, The Use of Genre-based Approach in Teaching Writing Procedural Texts to
Improve Students’ Writing Skill to the Eleventh Graders of SMK N 1 SLAWI in the Academic Year
2010/2011, A Skripsi at Semarang State University, 2011, pp. 78-79. 4Belmekki Amine and Sekkal Faiza, The Effect of Process-Genre Approach on ESP
Students’ Achivement in Writing Business Letters, European Journal of Research and Reflection in
Educational Science, Vol. 6(2), 2018.
45
Sekkal's research results that showed there was a significant effect of the process-
genre approach on the students’ writing achievement, attributed to four writing
components: organization, vocabulary, grammar, and mechanics. Also, the teacher
was able to provide students to identify the purpose, model, and process of the
writing. Furthermore, the learning atmosphere was more fun that triggered students
to participate in the learning process. In addition, this study supported the previous
studies that Genre-based activities are found very helpful and effective to teach
writing.
Based on the implementation above, it can be concluded that applying Genre-
based activities is effective to improve students' writing recount text, especially for
tenth-grade students at Nusantara 2 (Kesehatan) Ciputat.
46
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research was conducted using a quasi-experimental design which was
intended to find empirical evidence of the effectiveness of Applying Genre-based
Activities to develop students' writing of recount text at the tenth-grade of SMK
Nusantara 2 (Kesehatan) Ciputat in Academic Year 2018/2019. The research used
pre-test and post-test as the instruments of the research with treatments by applying
Genre-based Activities in the experimental class whereas the controlled class was
taught with scientific approach teaching in the classroom.
The result showed that 15 from 20 students in the experimental class achieved
the scores above the minimum standard of English lesson that is 65. Moreover, the
mean score of the post-test in the experimental class is higher than the controlled
class with the score 71.20 whereas the controlled class got the mean score of the
post-test with 58.25. Then, from the data analysis that has been discussed in chapter
IV, It can be seen from the data with the statistical hypothesis of significance level
5% showed that the mean score of experimental class after implementing the
treatment by using applying Genre-based activities is 71.20 and it was higher than
the mean score before treatments, it is 58.80. Moreover, the data analysis showed
that the value of t0 is 3.797 and ttable is 1.686. It is clear that t0 is higher than ttable at
significance level. Because t0 is higher than ttable, so the result that H0 is rejected and
Ha is accepted. It can be concluded that there is a significant difference in students'
writing scores before and after implementing genre-based activities. In other words,
the result showed that Genre-based Activities gave a strong effect on students’
writing of recount text at tenth-grade students of SMK Nusantara 2 (Kesehatan)
Ciputat.
47
B. Suggestions
Regarding the teaching writing by applying Genre-based activities, the
researcher gives some suggestions for the teacher, the students, and further research
as follow:
1. For the teachers
The teacher should be more creative in creating a good atmosphere in the
classroom. It is very important in learning recount text by using genre-based
activities. The class should be more fun and relax. Besides that, before starting the
lesson, the teacher should explore students' knowledge or experience in recount text
or in other text types as preparation and tune the students' focus on the lesson being
taught. Furthermore, teachers should be aware that there are learners with different
abilities in the classroom. Therefore, teachers need to use appropriate teaching
styles and pay attention to students of all ability levels. Moreover, the teacher
should pay attention to students’ development in writing skills through the learning
process, be more creative in developing the materials.
2. For the students
The students should be able to take part in the teamwork to help them in
developing ideas and enrich vocabulary. Students should maximize their time on
learning, be active, and focus on the learning activities. So, it is highly
recommended to implement Genre-based Activities to teach writing as it allows
teacher to facilitate students through a step by step. In addition, students should
know and search for knowledge to gain more experience, finding knowledge by
oneself will improve the brain's memory system than it is fed into. Students should
act rather than as learners who only receive input from teachers.
3. Further researchers
The result of this study can be used as basic information or reference about the
implementation of Genre-based activities in writing recount text for other research
in conducting a similar study. Furthermore, the researchers suggested that in
coordinating with various departments, needs to be considered carefully, see
directions, and see suitability. Search forward-looking and must find a way to
prevent if problems are encountered, including ways to solve problems in advance.
48
Moreover, the researcher should get to know as many samples as possible in a
limited time. The researcher must collect as much information about the student as
possible for the benefit of behavioral studies. In addition, the researcher hopes that
this research is able to give information and be useful for academic research in
education.
49
REFERENCES
Ajmal, Abrar. Process-Genre Approach to Teaching Writing University
Foundation Course Students in Pakistan. The European Conference on
Language Learning, Official Conference Proceeding. The International
Academic Forum. 2015.
Amine, Belmekki and Sekkal Faiza. The Effect of Process-Genre Approach on ESP
Students’ Achivement in Writing Business Letters. European Journal of
Research and Reflection in Educational Science. Vol. 6(2). 2018.
Barwick, J., Targeting Text: Upper Level. NSW: Blake Education, 2008.
Brown, H. Doughlas. Teaching by Principles: An Interactive Approach to
Language Pedagogy Second Edition. New York: AW Longman. 2000.
Caswell, Roger, and Brenda Mahler. Strategies for teaching writing. ASCD, 2004.
Daniel Muijs, Doing Quantitative Research in Education with SPSS, London:
SAGE Publications, 2004.
Derewianka, B., Trends and issues in genre-based approaches. RELC
journal, 34(2), 133-154, 2003.
Fikrins, Arthur Sengupta, Sima, dan Forey, Gail, Teaching Writing to Low
Proficiency EFL Students dalam ELT Journal. Vol. 61/4. Oxford: Oxford
University Press, 2007.
Ghanbari, B., Barati, H., & Moinzadeh, A., Rating scales revisited: EFL writing
assessment context of Iran under scrutiny. Language Testing in Asia, 2(1), 83,
2012.
Harmer, Jeremy. How to Teach Writing. England: Pearson Education Limited.
2004.
Hyland, K., "Genre pedagogy: Language, Literacy and L2 writing instruction".
Journal of Second Language Writing. 16(3), 148-164. London, 2007.
50
Hyland, K., English for academic purposes: An advanced resource book.
Routledge, 2006.
Hyland, K., Second Language Writing. Cambridge: Cambridge University Press,
2003.
Hyland, Ken. Teahing and Researching Writing, UK: Routledge, 2009.
Istianah, Tri. The Use of Genre-based Approach in Teaching Writing Procedural
Texts to Improve Students’ Writing Skill to the Eleventh Graders of SMK N 1
SLAWI in the Academic Year 2010/2011. Semarang State University. 2011.
József, Horváth, Advanced writing in English as a foreign language: A corpus-
based study of processes and products, Pécs: Lingua Franca, 2001.
Kanittha P., Pilanut P., & Somkiet P., Process Genre Based Activity in Improving
Students‘Writing ability: Exemplification. Journal of Education,
Mahasarakham University, Vol. 9, Special Edition, 2015.
Kim, Y., & Kim, J., Teaching Korean University writing class. Asian EFL Journal
Quarterly, 7(2), 1-15, 2005.
Knap, P. and Watkins, M., Genre, text, grammar: Teaching the genres and
grammar of school writing in infants and primary classrooms. Australia:
Lionheart Press, 2007.
Kodoatie, L. H. M. Improving Students’skills Of Writing Recount Texts By Using
Picture Series For The Eighth Grade Students Of SMPN 1 Seyegan In The
Academic Year Of 2012/2013. Thesis. English Education Department, Faculty
of Language and Arts: Yogyakarta State University. Retrieved from
http://eprints.uny.ac.id/22577/ , 2013.
Lassche, G., Multi-and Uni-Text Treatments of Genre: A Trainer’s Description and
Teacher-Trainees’ Evaluation. Reflections, 4, 1-14, 2002.
51
Lee, Minkyong. Teaching Genre-Based Writing to Korean High School Students at
a Basic Level. (Published Master’s Paper), University of Wisconsin-River
Falls, 2012.
Masitoh, S & Suprijadi, D., Improving Students Ability in Writing Descriptive Text
Using Genre Based Approach (GBA) at Eighth Grade Students of SMP Islam
Terpadu Fitrah Insan. ELTIN Journal. Vol. 3 (1): 38-52, 2015.
Phichiensathien, P., Teaching Writing Through A Genre-based Approach in an EFL
Context. In ASEAN/Asian Academic Society International Conference
Proceeding Series, A journal of Mae Fah Lung University, Chiangrai, 2018.
Robert Coe, It’s the Effect Size, Stupid (What effect size is and why it is important),
Paper presented at the Annual Conference of the British Educational Research
Association, University of Exeter, England, 2002.
Suttipong B., Nawamin P., & Chukiat J., Effects of Genre-based Approach to
Improve Grade 11 Students’ Writing Ability and Retention. Journal of Burirum
Rajabhat University. Vol. 8(1): 97-108, 2016.
University of Canberra, UC High School Kaleen Writing Handbook, Canberra:
University of Canberra, 2011.
Widodo, Handoyo Puji, Process-based Academic Essay Writing Instruction in An
EFL Context. Jurnal Bahasa dan Seni. 36(1). 101 – 111, 2008.
Widodo, Handoyo Puji, Designing a genre-based lesson plan for an academic
writing course, English Teach: Practice & critique, 5(3). 173–199, 2006.
Yan, Gou. A Process Genre Model for Teaching Writing. English Teaching Forum.
Vol. 43 (3). 2005.
Zemach, D. E., & Rumisek, L. A., Academic writing from paragraph to essay,
Oxford: Macmillan, 2003.
52
APPENDIX 1
English Teaching Syllabus
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.1 Menerapkan fungsi
sosial, struktur teks,
dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
melibatkan tindakan
memberi dan
meminta informasi
terkait jati diri dan
hubungan keluarga,
sesuai dengan
konteks
penggunaannya.
(Perhatikan unsur
kebahasaan pronoun:
subjective, objective,
possessive)
4.1 Menyusun teks
interaksi
transaksional lisan
dan tulis pendek dan
sederhana yang
melibatkan tindakan
memberi dan
meminta informasi
terkait jati diri,
dengan
memperhatikan
fungsi sosial, struktur
teks, dan unsur
kebahasaan yang
benar dan sesuai
konteks
Fungsi Sosial
Mengenalkan,
menjalin hubungan
interpersonal dengan
teman dan guru
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Sebutan anggota
keluarga inti dan
yang lebih luas dan
orang-orang dekat
lainnya; hobi,
kebiasaan
- Verba: be, have, go,
work, live (dalam
simple present
tense)
- Subjek Pronoun: I,
You, We, They, He,
She, It
- Kata ganti
possessive my,
your, his, dsb.
- Kata tanya Who?
Which? How? Dst.
- Nomina singular
dan plural dengan
atau tanpa a, the,
this, those, my,
their, dsb.
- Ucapan, tekanan
kata, intonasi,
ejaan, tanda baca,
dan tulisan tangan
- Menyimak dan
menirukanbeberapa
contoh interaksi terkait
jati diri dan hubungan
keluarga, dengan
ucapan dan tekanan
kata yang benar
- Mengidentifikasi
ungakapan-ungkapan
penting dan perbedaan
antara beberapa cara
yang ada
- Menanyakan hal-hal
yang tidak diketahui
atau yang berbeda.
- Mempelajari contoh
teks interaksi terkait
jati diri dan hubungan
keluarganya yang
dipaparkan figur-figur
terkenal.
- Saling menyimak dan
bertanya jawab tentang
jati diri masing-masing
dengan teman-
temannya
- Melakukan refleksi
tentang proses dan
hasil belajarnya
53
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
Topik
Deskripsi diri sendiri
sebagai bagian dari
keluarga dan
masyarakat yang
dapat menumbuhkan
perilaku yang termuat
di KI
3.2 Menerapkan fungsi
sosial, struktur teks,
dan unsur
kebahasaan teks
interaksi
interpersonal lisan
dan tulis yang
melibatkan tindakan
memberikan ucapan
selamat dan memuji
bersayap (extended),
serta menanggapinya,
sesuai dengan
konteks
penggunaannya
4.2 Menyusun teks
interaksi
interpersonal lisan
dan tulis sederhana
yang melibatkan
tindakan
memberikan ucapan
selamat dan memuji
bersayap (extended),
dan menanggapinya
dengan
memperhatikan
fungsi sosial, struktur
teks, dan unsur
kebahasaan yang
benar dan sesuai
konteks
Fungsi Sosial
Menjaga hubungan
interpersonal dengan
guru, teman dan
orang lain.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Ungkapan
memberikan ucapan
selamat dan memuji
bersayap
(extended), dan
menanggapinya
- Nomina singular
dan plural dengan
atau tanpa a, the,
this, those, my,
their, dsb.
- Ucapan, tekanan
kata, intonasi,
ejaan, tanda baca,
dan tulisan tangan
Topik
Interaksi antara guru
dan peserta didik di
dalam dan di luar
kelas yang
melibatkan ucapan
selamat dan pujian
- Menyimak dan
menirukan beberapa
contoh percakapan
mengucapkan selamat
dan memuji bersayap
(extended) yang
diperagakan
guru/rekaman, dengan
ucapan dan tekanan
kata yang benar
- Bertanya jawab untuk
mengidentifikasi dan
menyebutkan
ungkapan pemberian
selamat dan pujian
serta tambahannya, n
mengidentifikasi
persamaan dan
perbedaannya
- Menentukan ungkapan
yang tepat secara
lisan/tulis dari
berbagai situasi lain
yang serupa
- Membiasakan
menerapkan yang
sedang dipelajari.
dalam interaksi dengan
guru dan teman secara
alami di dalam dan di
luar kelas.
- Melakukan refleksi
tentang proses dan
hasil belajar
54
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
yang dapat
menumbuhkan
perilaku yang termuat
di KI
3.3 Menerapkan fungsi
sosial, struktur teks,
dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
melibatkan tindakan
memberi dan
meminta informasi
terkait niat
melakukan suatu
tindakan/kegiatan,
sesuai dengan
konteks
penggunaannya.
(Perhatikan unsur
kebahasaan be going
to, would like to)
4.3 Menyusun teks
interaksi
transaksional lisan
dan tulis pendek dan
sederhana yang
melibatkan tindakan
memberi dan
meminta informasi
terkait niat
melakukan suatu
tindakan/kegiatan,
dengan
memperhatikan
fungsi sosial, struktur
teks, dan unsur
kebahasaan yang
benar dan sesuai
konteks
Fungsi Sosial
Menyatakan rencana,
menyarankan, dsb.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan atau di
luar dugaan)
Unsur Kebahasaan
- Ungkapan
pernyataan niat
yang sesuai, dengan
modalbe going to,
would like to
- Nomina singular
dan plural dengan
atau tanpa a, the,
this, those, my,
their, dsb.
- Ucapan, tekanan
kata, intonasi,
ejaan, tanda baca,
dan tulisan tangan
Topik
Interaksi antara guru
dan peserta didik di
dalam dan di luar
kelas yang
melibatkan
pernyataan niatyang
dapat menumbuhkan
perilaku yang termuat
di KI
- Mencermati beberapa
contoh interaksi terkait
niat melakukan suatu
tindakan/kegiatan
dalam/dengan tampilan
visual(gambar, video)
- Mengidentifikasidenga
n menyebutkan
persamaan dan
perbedaan dan dari
contoh-contoh yang
ada dalam video
tersebut, dilihat dari isi
dan cara
pengungkapannya
- Bertanya jawab
tentang pernyataan
beberapa tokoh tentang
rencana melakukan
perbaikan
- Bermain game terkait
dengan niat mengatasi
masalah
- Membiasakan
menerapkan yang
sedang dipelajari.
dalam interaksi dengan
guru dan teman secara
alami di dalam dan di
luar kelas.
- Melakukan refleksi
tentang proses dan
hasil belajar.
55
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.4 Membedakan fungsi
sosial, struktur teks,
dan unsur
kebahasaan beberapa
teks deskriptif lisan
dan tulis dengan
memberi dan
meminta informasi
terkait tempat wisata
dan bangunan
bersejarah terkenal,
pendek dan
sederhana, sesuai
dengan konteks
penggunaannya
4.4 Teks deskriptif
4.4.1 Menangkap makna
secara kontekstual
terkait fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks deskriptif, lisan
dan tulis, pendek dan
sederhana terkait
tempat wisata dan
bangunan bersejarah
terkenal
4.4.2 Menyusun teks
deskriptif lisan dan
tulis, pendek dan
sederhana, terkait
tempat wisata dan
bangunan bersejarah
terkenal, dengan
memperhatikan
fungsi sosial, struktur
teks, dan unsur
kebahasaan, secara
benar dan sesuai
konteks
Fungsi Sosial
Membanggakan,
menjual,
mengenalkan,
mengidentifikasi,
mengkritik, dsb.
Struktur Teks
Dapat mencakup
- Identifikasi (nama
keseluruhan dan
bagian)
- Sifat (ukuran,
warna, jumlah,
bentuk, dsb.)
- Fungsi, manfaat,
tindakan, kebiasaan
Unsur kebahasaan
- Kosa kata dan
istilah terkait
dengan tempat
wisata dan
bangunan
bersejarah terkenal
- Adverbia terkait
sifat seperti quite,
very, extremely, dst.
- Kalimat dekalraif
dan interogatif
dalam tense yang
benar
- Nomina singular
dan plural secara
tepat, dengan atau
tanpa a, the, this,
those, my, their,
dsb.
- Ucapan, tekanan
kata, intonasi,
ejaan, tanda baca,
dan tulisan tangan
Topik
- Menyimak dan
menirukan guru
membacakan teks
deskriptif sederhana
tentang tempat wisata
dan/atau bangunan
bersejarah
terkenaldengan
intonasi, ucapan, dan
tekanan kata yang
benar.
- Mencermati
danbertanya jawab
tentang contoh
menganalisisdeskripsi
dengan alat seperti
tabel, mind map, dan
kemudian
menerapkannya untuk
menganalisis beberapa
deskripsi tempat
wisata dan bangunan
lain
- Mencermati cara
mempresentasikan
hasil analisis secara
lisan, mempraktekkan
di dalam kelompok
masing-masing, dan
kemudian
mempresentasikan di
kelompok lain
- Mengunjungi tempat
wisata atau bangunan
bersejarah untuk
menghasilkan teks
deskriptif tentang
tempat wisata atau
bangunan
bersejarahsetempat.
- Menempelkan teks di
dinding kelas dan
bertanya jawab dengan
pembaca (siswa lain,
56
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
Deskripsi tempat
wisata dan bangunan
bersejarah yang dapat
menumbuhkan
perilaku yang termuat
di KI
guru) yang datang
membacanya
- Melakukan refleksi
tentang proses dan
hasil belajar.
3.5 Membedakan fungsi
sosial, struktur teks,
dan unsur
kebahasaan beberapa
teks khusus dalam
bentuk
pemberitahuan
(announcement),
dengan memberi dan
meminta informasi
terkait kegiatan
sekolah, sesuai
dengan konteks
penggunaannya
4.5 Teks pemberitahuan
(announcement)
4.5 1 Menangkap makna
secara kontekstual
terkait fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks khusus dalam
bentuk
pemberitahuan
(announcement)
4.5.2 Menyusun teks
khusus dalam bentuk
pemberitahuan
(announcement),
lisan dan tulis,
pendek dan
sederhana, dengan
memperhatikan
fungsi sosial, struktur
teks, dan unsur
kebahasaan, secara
Fungsi Sosial
Menjalin hubungan
interpersonal dan
akademik antar
peserta didik, guru,
dan sekolah
Struktur Teks
- Istilah khusus
terkait dengan jenis
pemberitahuannya
- Informasi khas yang
relevan
- Gambar, hiasan,
komposisi warna
Unsur Kebahasaan
- Ungkapan dan kosa
kata yang lazim
digunakan dalam
announcement
(pemberitahuan)
- Nomina singular
dan plural secara
tepat, dengan atau
tanpa a, the, this,
those, my, their,
dsb.
- Ucapan, tekanan
kata, intonasi,
ejaan, tanda baca,
dan tulisan tangan
Topik
Pemberitahuan
kegiatan, kejadian
yang dapat
menumbuhkan
- Menyimak dan
menirukan guru
membacakan beberapa
teks pemberitahuan
(announcement)
dengan intonasi,
ucapan, dan tekanan
kata yang benar.
- Bertanya dan
mempertanyakan
tentang persamaan dan
perbedaan fungsi
sosial, struktur teks
dan unsur
kebahasaannya
- Mencermati
danbertanya jawab
tentang contoh
menganalisisdeskripsi
dengan alat seperti
tabel dan kemudian
menerapkannya untuk
menganalisis beberapa
teks pemberitahuan
lain
- Membuat teks
pemberitahuan
(announcement) untuk
kelas atau teman
- Melakukan refleksi
tentang proses dan
hasil belajar.
57
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
benar dan sesuai
konteks
perilaku yang termuat
di KI
Multimedia
Layout dan dekorasi
yang membuat
tampilan teks
pemberitahuan lebih
menarik.
3.6 Menerapkan fungsi
sosial, struktur teks,
dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
melibatkan tindakan
memberi dan
meminta informasi
terkait
keadaan/tindakan/
kegiatan/kejadian
yang
dilakukan/terjadi di
waktu lampau yang
merujuk waktu
terjadinya dan
kesudahannya, sesuai
dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan simple
past tense vs present
perfect tense)
4.6 Menyusun teks
interaksi
transaksional, lisan
dan tulis, pendek dan
sederhana, yang
melibatkan tindakan
memberi dan
meminta informasi
terkait
keadaan/tindakan/
Fungsi Sosial
Menjelaskan,
mendeskripsikan,
menyangkal,
menanyakan, dsb.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Kalimat deklaratif
dan interogative
dalam simple past
tense, present
perfect tense.
- Adverbial dengan
since, ago, now;
klause dan
adveribial penunjuk
waktu
- Nomina singular
dan plural secara
tepat, dengan atau
tanpa a, the, this,
those, my, their,
dsb.
- Ucapan, tekanan
kata, intonasi,
ejaan, tanda baca,
dan tulisan tangan
Topik
- Menyimak dan
menirukan beberapa
contoh percakapan
terkait dengan intonasi,
ucapan dan tekanan
kata yang tepat
- Guru mendiktekan
percakapan tersebut
dan peserta didik
menuliskannya dalam
buku catatannya untuk
kemudianbertanya
jawab terkait
perbedaan dan
persamaan makna
kalimat-kalimat yang
menggunakan kedua
tense tersebut
- Membaca beberapa
teks pendek yang
menggunakan kedua
tense tersebut, dan
menggunakan
beberapa kalimat-
kalimat di dalamnya
untuk melengkapi teks
rumpang pada
beberapa teks terkait.
- Mencermati beberapa
kalimat rumpang untuk
menentukan tense
yang tepat untuk kata
kerja yang diberikan
dalam kurung
58
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
kegiatan/kejadian
yang
dilakukan/terjadi di
waktu lampau yang
merujuk waktu
terjadinya dan
kesudahannya,
dengan
memperhatikan
fungsi sosial, struktur
teks, dan unsur
kebahasaan yang
benar dan sesuai
konteks
Kegiatan, tindakan,
kejadian, peristiwa
yang dapat
menumbuhkanperilak
u yang termuat di KI
- Diberikan suatu kasus,
peserta didik membuat
satu teks pendek
dengan menerapkan
kedua tense tersebut
- Melakukan refleksi
tentang proses dan
hasil belajar
3.7 Membedakan fungsi
sosial, struktur teks,
dan unsur
kebahasaan beberapa
teks recount lisan dan
tulis dengan memberi
dan meminta
informasi terkait
peristiwa bersejarah
sesuai dengan
konteks
penggunaannya
4.7 Teks recount –
peristiwa bersejarah
4.7.1 Menangkap makna
secara kontekstual
terkait fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks recount lisan dan
tulis terkait peristiwa
bersejarah
4.7.2 Menyusun teks
recount lisan dan
tulis, pendek dan
sederhana, terkait
peristiwa bersejarah,
dengan
memperhatikan
Fungsi Sosial
Melaporkan,
menceritakan, berbagi
pengalaman,
mengambil teladan,
membanggakan
Struktur Teks
Dapat mencakup:
- orientasi
- urutan
kejadian/kegiatan
- orientasi ulang
Unsur Kebahasaan
- Kalimat deklaratif
dan interogatif
dalam simple past,
past continuous,
present perfect, dan
lainnya yang
diperlukan
- Adverbia
penghubung waktu:
first, then, after
that, before, when,
at last, finally, dsb.
- Adverbia dan frasa
preposisional
penujuk waktu
- Menyimak guru
membacakan peristiwa
bersejarah, menirukan
bagian demi bagian
dengan ucapan dan
temakan kata yang
benar, dan bertanya
jawab tentang isi teks
- Menyalin teks tsb
dalam buku teks
masing-masing
mengikuti seorang
siswa yang menuliskan
di papan tulis, sambil
bertanya jawab terkait
fungsi sosial, struktur
teks, dan unsur
kebahasaan dalam teks
- Mencermati analisis
terhadap fungsi sosial,
rangkaian tindakan dan
kejadian dengan
menggunakan alat
seperti tabel, bagan,
dan kemudian
mengerjakan hal sama
dengan teks tentang
peristiwa bersejarah
lainnya
59
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
fungsi sosial, struktur
teks, dan unsur
kebahasaan, secara
benar dan sesuai
konteks
- Nomina singular
dan plural dengan
atau tanpa a, the,
this, those, my,
their, dsb.
- Ucapan, tekanan
kata, intonasi,
ejaan, tanda baca,
dan tulisan tangan
Topik
Peristiwa bersejarah
yang dapat
menumbuhkan
perilaku yang termuat
di KI
- Mengumpulkan
informasi untuk
menguraikan peristiwa
bersejarah di Indonesia
- Menempelkan
karyanya di dinding
kelas dan bertanya
jawab dengan pembaca
(siswa lain, guru) yang
datang membacanya
- Melakukan refleksi
tentang proses dan
hasil belajar.
3.8 Membedakan fungsi
sosial, struktur teks,
dan unsur
kebahasaan beberapa
teks naratif lisan dan
tulis dengan memberi
dan meminta
informasi terkait
legenda rakyat,
sederhana, sesuai
dengan konteks
penggunaannya
4.8 Menangkap makna
secara kontekstual
terkait fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks naratif, lisan dan
tulis sederhana
terkait legenda rakyat
Fungsi Sosial
Mendapat hiburan,
menghibur,
mengajarkan nilai-
nilai luhur,
mengambil teladan
Struktur Teks
Dapat mencakup:
- Orientasi
- Komplikasi
- Resolusi
- Orientasi ulang
Unsur Kebahasaan
- Kalimat-kalimat
dalamsimple past
tense, past
continuous, dan
lainnya yang
relevan
- Kosa kata: terkait
karakter, watak, dan
setting dalam
legenda
- Adverbia
penghubung dan
penujuk waktu
- Menyimak guru
membacakan legenda,
sambil dilibatkan
dalam tanya jawab
tentang isinya
- Didiktekan guru
menuliskan legenda
tersebut dalam buku
catatan masing-
masing, sambil
bertanya jawab terkait
fungsi sosial, struktur
teks, dan unsur
kebahasaan yang ada
- Dalam kelompok
masing-masing
berlatih membacakan
legenda tsb dengan
intonasi, ucapan dan
tekanan kata yang
benar, dengan saling
mengoreksi
- Membaca satu legenda
lain, bertanya jawab
tentang isinya, dan
kemudian
mengidentifikasi
kalimat-kalimat yang
60
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
- Ucapan, tekanan
kata, intonasi,
ejaan, tanda baca,
dan tulisan tangan
Topik
Cerita legenda yang
dapat menumbuhkan
perilaku yang termuat
di KI
memuat bagian-bagian
legenda yang
ditanyakan
- Melakukan refleksi
tentang proses dan
hasil belajar.
3.9 Menafsirkan fungsi
sosial dan unsur
kebahasaan lirik lagu
terkait kehidupan
remaja
SMA/MA/SMK/
MAK
4.9 Menangkap makna
terkait fungsi sosial
dan unsur
kebahasaan secara
kontekstual lirik lagu
terkait kehidupan
remaja
SMA/MA/SMK/MA
K
Fungsi sosial
Mengembangkan
nilai-nilai kehidupan
dan karakter yang
positif
Unsur kebahasaan
- Kosa kata dan tata
bahasa dalam lirik
lagu
- Ucapan, tekanan
kata, intonasi,
ejaan, tanda baca,
dan tulisan tangan
Topik
Hal-hal yang dapat
memberikan
keteladanan dan
menumbuhkan
perilaku yang termuat
di KI
- Membaca, menyimak,
dan menirukan lirik
lagu secara lisan
- Menanyakan hal-hal
yang tidak diketahui
atau berbeda
- Mengambil teladan
dari pesan-pesan
dalam lagu
- Menyebutkan pesan
yang terkait dengan
bagian-bagian tertentu
- Melakukan refleksi
tentang proses dan
hasil belajarnya
61
APPENDIX 2
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
(Experimental Class)
Sekolah : SMK Nusantara 02 (Kesehatan) Ciputat
Kelas/Semester : X2 (Perawatan)/1
Mata Pelajaran : Bahasa Inggris
Tema : Recount Text
Pertemuan ke- : 1-4
Alokasi Waktu : 4 pertemuan (8x45 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 indicator pencapaian kompetensi:
NO Kompetensi Dasar Indikator Pencapaian
Kompetensi
1 3.7 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks recount
lisan dan tulis dengan memberi
3.7.1 Menganalisa tujuan,
struktur, dan unsur
kebahasaan text recount
62
dan meminta informasi terkait
peristiwa bersejarah sesuai
dengan konteks penggunaannya
3.7.2 Menggunakan simple past
tense secara tepat sesuai
struktur kalimatnya
3.7.3 Menentukan adverb of
time dan adjectives yang
tepat dalam recount text
3.7.4 Menjelaskan informasi
penting yang terkandung
dalam teks recount sesuai
dengan tujuan dan
runtutan kegiatannya
3.7.5 Mengidentifikasi
kesalahan dalam penulisan
recount text
2 4.7 Teks recount – peristiwa
bersejarah
4.7.1 Membuat kerangka
penulisan recount text
dengan berbagai ide yang
sesuai dengan konteksnya
4.7.2 Menulis recount text
dengan memperhatikan
tujuan, struktur, dan unsur
kebahasaannya
4.7.3 Memperbaiki recount text
sesuai dengan tujuan,
struktur, dan unsur
kebahasaannya
C. Materi Pembelajaran:
Teks recount sederhana lisan dan tulis
Fungsi sosial
To tell/ to retell past events for the purpose of informing or entertaining.
Struktur Teks
Dapat mencakup:
Generic Structure Example 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.
63
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 Fantasy World and 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.
Unsur Kebahasaan
- Kalimat deklaratif dan interogatif dalam simple past tense.
- Adverbia penghubung waktu: first, then, after that, before, when, at last, finally,
dsb.
- Adverbia dan frasa preposisional penujuk waktu
- Kata sifat dalam bahasa Inggris: happy, sad, excited, speechless, horrible,
impossible, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik Peristiwa bersejarah yang dapat menumbuhkan perilaku yang termuat di
KI
D. Metode Pembelajaran:
1. Pendekatan: Genre-based Approach
2. Model: Discovery Learning
3. Metode: Diskusi kelas, analisis teks, kerja kelompok
E. Media, Alat, dan Sumber Pembelajaran:
1. Media : Suara Guru, PPT, white board
2. Alat : marker, projector, kertas
3. Sumber Belajar : - buku: Bahasa Inggris / Kementerian Pendidikan dan
Kebudayaan. Edisi Revisi Jakarta: Kementerian
Pendidikan dan Kebudayaan, 2017.
- https://English-assistant.blogspot.com/2016/06/semua-
tentang-recount-text.html
F. Kegiatan Pembelajaran:
Pertemuan ke-1, 1st treatment, subtema My Holiday
64
Tahapan Langkah
Penelitian
GBA
Rincian Activitas Waktu
Pendahuluan - Guru memberi salam kepada siswa
Guru menyiapkan siswa untuk
berdoa
Guru menunjukkan gambar
beberapa lokasi wisata untuk
mengaktifkan skemata siswa.
Guru menghubungkan gambar
tersebut dengan pengalaman siswa
dan mengaitkannya dengan materi
pelajaran.
Guru menjelaskan tujuan
pembelajaran recount text
10
Isi
(kegiatan
Inti)
Modeling Guru memberikan contoh recount
text dan meminta siswa untuk
membaca dan menganalisa tujuan,
struktur, & unsur kebahasaan pada
teks tersebut secara berpasang-
pasangan.
Guru bertanya mengenai tujuan,
struktur, & unsur kebahasaan dalam
recount text.
Guru mengklarifikasi dan
menjelaskan tujuan, struktur, &
unsur kebahasaan recount text.
Guru memberi contoh recount text
lain dan meminta siswa
menganalisa tujuan, struktur, unsur
kebahasaan dan informasi penting
yang terkandung dalam teksnya
secara seksama.
Siswa berlatih menggunakan simple
past tense, adverbs of time, dan
adjectives.
Guru memberi beberapa contoh teks
berupa teks recount dan teks genre
20
65
lain, kemudian meminta siswa
membedakan teks recount dengan
teks genre lain.
Joint
Construction
Guru memberikan suatu topik dan
meminta siswa merumuskan ide
untuk penulisan teks recount.
Siswa membuat brief outlines untuk
penyusunan teks recount mereka.
Guru dan siswa membuat teks
recount secara bersama-sama
dengan tema yang sama.
20
Independent
Construction
Siswa membuat teks recount secara
individu.
Siswa memeriksa hasil tulisan
temannya.
Guru dan siswa berdiskusi tentang
hasil kerja siswa, terutama tentang
kesalahan yang dalam penulisan
teks recount.
Siswa memperbaiki tulisan mereka
dan menyerahkan ke guru.
35
Penutup Guru memberi kesimpulan tentang
pembelajaran hari ini.
Guru memberitahukan materi yang
akan dibahas di pertemuan
berikutnya.
Guru memberi salam penutup
5
Pertemuan ke-2, 2nd treatment, subtema A Happy Day
Tahapan Langkah
Penelitian
GBA
Rincian Activitas Waktu
Pendahuluan - Guru memberi salam kepada siswa
Guru menyiapkan siswa untuk
berdoa
10
66
Guru bertanya tentang hari-hari
dimana siswa merasa bahagia.
Guru menghubungkan
pengalaman siswa dan
mengaitkannya dengan materi
pelajaran.
Guru menyampaikan tujuan
pembelajaran
Isi
(kegiatan
Inti)
Modeling Guru memberikan contoh recount
text dan meminta siswa untuk
membaca dan menganalisa tujuan,
struktur, & unsur kebahasaan pada
teks tersebut secare bersama-sama.
(exploring)
Guru bertanya mengenai tujuan,
struktur, serta unsur kebahasaan
yang mereka temukan dalam teks
tersebut.
Guru mengklarifikasi hasil temuan
siswa.
Guru memberi beberapa
paragraphs dan meminta siswa
menyusunnya serta menentukan
tujuan, struktur, unsur kebahasaan
dan informasi penting yang
terkandung dalam teks secara
berkelompok
20
Joint
Construction
Siswa melakukan brainstorming
untuk topik penulisan recount text
mereka.
Siswa membuat brief outlines
untuk penyusunan teks recount
mereka
Guru dan siswa membuat teks
recount tentang A happy Day
secara bersamasama.
20
67
Independent
Construction
Siswa membuat teks recount
secara individu.
Siswa memeriksa hasil tulisan
temannya.
Guru dan siswa berdiskusi tentang
hasil kerja siswa, terutama tentang
kesalahan yang dalam penulisan
teks recount.
Siswa memperbaiki tulisan
mereka dan menyerahkan ke guru.
35
Penutup Guru memberi kesimpulan tentang
pembelajaran hari ini.
Guru memberitahukan materi
yang akan dibahas di pertemuan
berikutnya.
Guru memberi salam penutup
5
Pertemuan ke-3, 3rd treatment, subtema Such a bad experience
Tahapan Langkah
Penelitian
GBA
Rincian Activitas Waktu
Pendahuluan - Guru memberi salam kepada siswa
Guru menyiapkan siswa untuk
berdoa
Guru bertanya tentang pengalaman
yang menyesalkan/memalukan
yang pernah siswa alami.
Siswa membagi pengalamannya
secara singkat.
Guru menyampaikan tujuan
pembelajaran berkaitan dengan
topik terebut.
10
Isi
(kegiatan
Inti)
Modeling Guru dan siswa berdiskusi tentang
teks recount tentang Bad
experience yang ada dalam lembar
kerja yang telah dibagikan guru.
20
68
Siswa melakukan brainstorming
untuk topik such a bad
experience.
Siswa membuat brief outlines
untuk penyusunan teks recount
mereka.
Joint
Construction
Guru dan siswa menyusun
beberapa paragraf menjadi teks
recount yang tepat secara
bersama-sama.
20
Independent
Construction
Siswa membuat teks recount
secara individu.
Siswa memeriksa hasil tulisan
temannya.
Guru dan siswa berdiskusi tentang
hasil kerja siswa, terutama tentang
kesalahan yang dalam penulisan
teks recount.
Siswa memperbaiki tulisan mereka
dan menyerahkan ke guru.
35
Penutup Guru memberi kesimpulan tentang
pembelajaran hari ini.
Guru memberitahukan materi yang
akan dibahas di pertemuan
berikutnya.
Guru memberi salam penutup
5
Pertemuan ke-4, 4th treatment, subtema My Daily Activities
Tahapan Langkah
Penelitian
GBA
Rincian Activitas Waktu
Pendahuluan - Guru memberi salam kepada
siswa
Guru menyiapkan siswa untuk
berdoa
10
69
Guru bertanya tentang kegiatan
sehari-hari siswa.
Siswa membagi cerita secara
singkat.
Guru menyampaikan tujuan
pembelajaran berkaitan dengan
topik terebut.
Isi
(kegiatan
Inti)
Modeling Guru dan siswa berdiskusi tentang
teks recount tentang My daily
activities yang ada dalam lembar
kerja yang telah dibagikan guru.
Siswa melakukan brainstorming
untuk topik My daily activities.
Siswa membuat brief outlines
untuk penyusunan teks recount
mereka.
20
Joint
Construction
Guru dan siswa menyusun
beberapa paragraf menjadi teks
recount yang tepat secara
bersama-sama.
20
Independent
Construction
Siswa membuat teks recount
secara individu.
Siswa memeriksa hasil tulisan
temannya.
Guru dan siswa berdiskusi tentang
hasil kerja siswa, terutama tentang
kesalahan yang dalam penulisan
teks recount.
Siswa memperbaiki tulisan
mereka dan menyerahkan ke guru.
35
Penutup Guru memberi kesimpulan tentang
pembelajaran hari ini.
Guru memberitahukan materi
yang akan dibahas di pertemuan
berikutnya.
5
70
Guru memberi salam penutup
G. Evaluasi
Teknik Penilaian
Kriteria penilaian Kinerja dan Tugas
· 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 Penilaian Menulis Teks Recount
Content
30 – 27 Excellent to very good: knowledgeable substantive, development of
thesis/topic, relevant to assign topic
26 – 22 Good to average: some knowledge of subject, adequate range, limited
development thesis, mostly relevant to topic but lack detail
21 – 17 Fair to poor: limited knowledge of subject, little substances,
inadequate development, of topic.
16 – 13 Very poor: doesn’t show knowledge, not pertinent, or not enough to
evaluate.
Organization
20 – 18
Excellent to very good: fluent expression, ideas clearly
stated/supported, succinct, well organized, logical sequencing,
cohesive.
17 – 14 Good to average: somewhat choppy, loosely organized, but main idea
stand out, limited support, logical but incomplete sequencing.
13 - 10 Fair to poor: not fluent, ideas confused or disconnect, lacks logical
sequencing and development
9 – 7 Very poor: doesn’t communicate, no organization, or not enough to
evaluate.
Vocabulary
20 – 18 Excellent to very good: sophisticated range, effective word or idiom
choice and usage, word form mastery, appropriate register.
17 – 14 Good to average: adequate range, occasional errors of word or idiom,
choice, usage, meaning confused or obscured.
13 – 10 Fair to poor: limited range, frequent errors of word or idioms, choice,
usage, meaning confused or obscured.
71
9 – 7 Very poor: essentially translation, little knowledge of vocabulary,
idioms, word form, or not enough to evaluate.
Language used
25 – 22
Excellent to very good: effective complex construction, few errors of
agreement, tense number, word order /function, articles, pronoun,
preposition.
21 – 18
Good to average: effective but simple construction, minor problems in
simple construction, several errors of agreement , tense, word
order/function, articles, pronouns, prepositions, but meaning seldom
obscure.
17 – 11
Fair to poor: major problem in complex/simple construction, frequent
errors of negation, agreement, tense, number, word order/function,
articles, pronouns, prepositions, and/or fragments, run-ons, deletions,
meaning confused, or obscured.
10 – 5 Very poor: virtually no mastery of sentence construction rules,
dominated by errors, does not communicate, or not enough to evaluate.
Mechanics
5 Excellent to very good: demonstrated mastery of conventions, few
errors spelling, punctuation, capitalization, paragraphing.
4 Good to average: occasional errors of spelling, punctuation,
capitalization, paragraphing, but meaning not obscured.
3 Fair to poor: frequent errors of spelling, punctuation, capitalization,
paragraphing, poor hand writing, meaning confused or obscured.
2
Very poor: no mastery of conventions, dominated by errors of spelling,
punctuations, capitalization, paragraphing, handwriting illegible, or
not enough to evaluate.
72
APPENDIX 3
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
(Controlled Class)
Sekolah : SMK Nusantara 02 (Kesehatan) Ciputat
Kelas/Semester : X1 (Perawatan)/1
Mata Pelajaran : Bahasa Inggris
Tema : Recount Text
Pertemuan ke- : 1-4
Alokasi Waktu : 4 pertemuan (8x45 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 indicator pencapaian kompetensi:
NO Kompetensi Dasar Indikator Pencapaian Kompetensi
1 3.7 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
recount lisan dan tulis
dengan memberi dan
meminta informasi terkait
3.7.1 Mengidentifikasi gambaran
umum informasi tertentu dan
rinci dari teks recount
sederhana tentang
kegiatan/kejadian/peristiwa
dengan penuh percaya diri
73
peristiwa bersejarah sesuai
dengan konteks
penggunaannya
3.7.2 Menganalisis fungsi
sosial,struktur teks dan unsur
kebahasaan dari teks recount
sederhana.
2 4.7 Menyusun teks recount
lisan dan tulis, pendek dan
sederhana, terkait
peristiwa/pengalaman,
dengan memperhatikan
fungsi sosial, struktur teks,
dan unsur kebahasaan,
secara benar dan sesuai
konteks
4.7.1 Menyunting teks recount
sederhana lisan dan tulis tentang
kegiatan/kejadian/peristiwa
dengan memperhatikan fungsi
sosial,struktur teks dan unsur
kebahasaan yang benar sesuai
konteks.
4.7.2 Menulis teks recount sederhana
tentang peristiwa/pengalaman
dengan memperhatikan fungsi
sosial,sturuktur teks dan unsur
kebahasaan yang benar sesuai
konteks
C. Materi Pembelajaran:
Teks recount sederhana lisan dan tulis
Fungsi social
To tell/ to retell past events for the purpose of informing or entertaining.
Struktur Teks
Dapat mencakup:
Generic Structure Example 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 Fantasy World
and 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.
74
Unsur Kebahasaan
- Kalimat deklaratif dan interogatif dalam simple past tense.
- Adverbia penghubung waktu: first, then, after that, before, when, at last, finally,
dsb.
- Adverbia dan frasa preposisional penujuk waktu
- Kata sifat dalam bahasa Inggris: happy, sad, excited, speechless, horrible,
impossible, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik Peristiwa bersejarah yang dapat menumbuhkan perilaku yang termuat di
KI
D. Metode Pembelajaran:
1. Pendekatan: Saintifik
2. Model: Problem Based Learning
3. Metode: Penugasan, mendiskusikan, presentasi.
E. Media, Alat, dan Sumber Pembelajaran:
1. Media : Suara Guru, PPT, white board
2. Alat : marker, projector, kertas
3. Sumber Belajar : - buku: Bahasa Inggris / Kementerian Pendidikan dan
Kebudayaan. Edisi Revisi Jakarta: Kementerian
Pendidikan dan Kebudayaan, 2017.
- https://English-assistant.blogspot.com/2016/06/semua-
tentang-recount-text.html
F. Kegiatan Pembelajaran:
Pertemuan ke-1, subtema My Holiday
Tahapan Rincian Activitas Waktu
Pendahuluan Guru memberi salam kepada siswa
Guru menyiapkan siswa untuk berdoa
Guru menunjukkan gambar beberapa lokasi wisata
untuk mengaktifkan skemata siswa.
Guru menghubungkan gambar tersebut dengan
pengalaman siswa dan mengaitkannya dengan
materi pelajaran.
Guru menjelaskan tujuan pembelajaran recount text
10
Kegiatan
Inti
Mengidentifikasi masalah (Mengamati)
1. Siswa mendengarkan tentang teks recount yang
85
75
dibacakan guru
2. Siswa memahami isi teks dan menirukan
contoh pengucapan kalimat-kalimat dalam
iklan kegiatan/kejadian/peristiwa tersebut
dengan bimbingan guru.
3. Siswa berupaya menemukan informasi terkait
contoh tersebut.
Menanya
1. Siswa membuat pertanyaan terkait teks yang
dibacakan oleh guru
2. 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.
3. Siswa bertanya apa saja informasi yang
terkandung dalam teks.
Mengumpulkan Informasi
1. Guru membacakan recount teks
2. Siswa berlatih mencari informasi yang
terkandung dalam teks recount
3. Siswa secara kelompok mndengarkan teks
recount sederhana berupa sebuah brosur
kegiatan/kejadian/peristiwa yang sudah dibawa
dengan pengucapan, tekanan kata dan intonasi
yang tepat
4. Siswa mendiskusikan untuk menemukan
informasi yang terkandung dalam teks recount
Menalar
1. Guru membantudan memberikan penjelasan
secara singkat tentang teks recount
2. Guru memandu siswa memahami teks recount
berdasarkan fungsi sosial,struktur teks dan
unsur kebahasaan
Mengomunikasikan
1. Siswa menyampaikan hasil analisis mengenai isi
teks.
2. Siswa memperbaiki hasil tugas dan membuat
76
simpulan.
Penutup Guru memberi kesimpulan tentang pembelajaran
hari ini.
Guru memberitahukan materi yang akan dibahas di
pertemuan berikutnya.
Guru memberi salam penutup
5
Pertemuan ke-2, subtema A Happy Day
Tahapan Rincian Activitas Waktu
Pendahuluan Guru memberi salam kepada siswa
Guru menyiapkan siswa untuk berdoa
Guru menunjukkan gambar beberapa lokasi wisata
untuk mengaktifkan skemata siswa.
Guru menghubungkan gambar tersebut dengan
pengalaman siswa dan mengaitkannya dengan
materi pelajaran.
Guru menjelaskan tujuan pembelajaran recount text
10
Kegiatan
Inti
Mengidentifikasi masalah (Mengamati)
Siswa mengamati penjelasan guru tentang materi
yang telah disampaikan
Guru mengecek pemahaman siswa terkait dengan
materi yang telah disampaikan
Menanya
Siswa bertanya langkah menyusun teks recount
Siswa bertanya bagaimana cara membuat kalimat-
kalimat dalam teks recount
Mengeksplorasi (mengumpulkan informasi)
Siswa berlatih untuk mencari informasi terkait cara
menyusun serta cara membuat kalimat dalam teks
recount dari berbagai sumber
Guru memberikan arahan kepada siswa tentang cara
menyusun dan membuat kalimat dalam teks recount
Mengasosiasi (menalar)
Siswa berlatih mendengarkan beberapa teks recount
Siswa berlatih mendengarkan teks recount secara
berkelompok
85
77
Guru memberikan penguatan tentang cara menulis
teks recount sesuai dengan struktur teks dan unsur
kebahasaan
Mengkomunikasikan
Siswa menyampaikan hasil teks kepada siswa lain
Siswa lain memerhatikan dan menanggapi terkait
teks tersebut
Guru memberikan motivasi dan apresiasi kepada siswa
Penutup Guru memberi kesimpulan tentang pembelajaran
hari ini.
Guru memberitahukan materi yang akan dibahas di
pertemuan berikutnya.
Guru memberi salam penutup
5
Pertemuan ke-3, subtema Such a bad experience
Tahapan Rincian Activitas Waktu
Pendahuluan Guru memberi salam kepada siswa
Guru menyiapkan siswa untuk berdoa
Guru menunjukkan gambar beberapa lokasi wisata
untuk mengaktifkan skemata siswa.
Guru menghubungkan gambar tersebut dengan
pengalaman siswa dan mengaitkannya dengan
materi pelajaran.
Guru menjelaskan tujuan pembelajaran recount text
10
Kegiatan
Inti
Mengidentifikasi masalah (Mengamati)
Siswa mengamati penjelasan guru tentang materi
yang telah disampaikan
Guru mengecek pemahaman siswa terkait dengan
materi yang telah disampaikan
Menanya
Siswa bertanya langkah menyusun teks recount
Siswa bertanya bagaimana cara membuat kalimat-
kalimat dalam teks recount
Mengeksplorasi (mengumpulkan informasi)
85
78
Siswa berlatih untuk mencari informasi terkait cara
menyusun serta cara membuat kalimat dalam teks
recount dari berbagai sumber
Guru memberikan arahan kepada siswa tentang cara
menyusun dan membuat kalimat dalam teks recount
Mengasosiasi (menalar)
Siswa berlatih mendengarkan beberapa teks recount
Siswa berlatih mendengarkan teks recount secara
berkelompok
Guru memberikan penguatan tentang cara menulis
teks recount sesuai dengan struktur teks dan unsur
kebahasaan
Mengkomunikasikan
Siswa menyampaikan hasil teks kepada siswa lain
Siswa lain memerhatikan dan menanggapi terkait
teks tersebut
Guru memberikan motivasi dan apresiasi kepada siswa
Penutup Guru memberi kesimpulan tentang pembelajaran
hari ini.
Guru memberitahukan materi yang akan dibahas di
pertemuan berikutnya.
Guru memberi salam penutup
5
Pertemuan ke-4, subtema My Daily Activities
Tahapan Rincian Activitas Waktu
Pendahuluan Guru memberi salam kepada siswa
Guru menyiapkan siswa untuk berdoa
Guru menunjukkan gambar beberapa lokasi wisata
untuk mengaktifkan skemata siswa.
Guru menghubungkan gambar tersebut dengan
pengalaman siswa dan mengaitkannya dengan
materi pelajaran.
Guru menjelaskan tujuan pembelajaran recount text
10
Kegiatan
Inti
Mengidentifikasi masalah (Mengamati)
Guru membagikan contoh teks recount dalam bentuk
pengalaman pribadi seseorang
85
79
Siswa secara individu membaca teks recount yang
diberikan oleh guru dan mengidentifikasi bagian
struktur teks yang mencirikan text recount.
Menanya
Peserta didik menanyakan beberapa hal mengenai
fungsi sosail,struktur teks dan unsur
Kebahasaan yang belum dipahami atau yang ingin
diketahui dari contoh teks yang diamati.
Mengeksplorasi (mengumpulkan informasi)
Guru membagikan siswa secara random untuk
duduk secara berpasangan.
Siswa menganalisa 2 teks recount yang berbeda
dengan memperhatikan struktur teks dan unsur
kebahasaan yang terdapat di dalam teks secara
benar.
Siswa mengidentifikasi struktur
teks yang terdapat dalam 2 teks
Recount yang diberikan.
Mengasosiasi (menalar)
Siswa secara berpasangan membuat catatan penting
mengenai fungsi sosial yang diperoleh dari teks yang
telah dianalisa.
Mengkomunikasikan
Siswa mempresentasikan teks yang telah mereka
analisis secara berpasangan di depan kelas.
Penutup Guru memberi kesimpulan tentang pembelajaran
hari ini.
Guru memberitahukan materi yang akan dibahas di
pertemuan berikutnya.
Guru memberi salam penutup
5
G. Evaluasi
Teknik Penilaian
Kriteria penilaian Kinerja dan Tugas
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks recount sederhana
80
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata,
intonasi, ejaan, dan tulisan tangan
Kesesuaian format penulisan/ penyampaian
Rubrik Penilaian Menulis Teks Recount
Content
30 – 27 Excellent to very good: knowledgeable substantive, development of
thesis/topic, relevant to assign topic
26 – 22 Good to average: some knowledge of subject, adequate range, limited
development thesis, mostly relevant to topic but lack detail
21 – 17 Fair to poor: limited knowledge of subject, little substances,
inadequate development, of topic.
16 – 13 Very poor: doesn’t show knowledge, not pertinent, or not enough to
evaluate.
Organization
20 – 18
Excellent to very good: fluent expression, ideas clearly
stated/supported, succinct, well organized, logical sequencing,
cohesive.
17 – 14 Good to average: somewhat choppy, loosely organized, but main idea
stand out, limited support, logical but incomplete sequencing.
13 - 10 Fair to poor: not fluent, ideas confused or disconnect, lacks logical
sequencing and development
9 – 7 Very poor: doesn’t communicate, no organization, or not enough to
evaluate.
Vocabulary
20 – 18 Excellent to very good: sophisticated range, effective word or idiom
choice and usage, word form mastery, appropriate register.
17 – 14 Good to average: adequate range, occasional errors of word or idiom,
choice, usage, meaning confused or obscured.
13 – 10 Fair to poor: limited range, frequent errors of word or idioms, choice,
usage, meaning confused or obscured.
9 – 7 Very poor: essentially translation, little knowledge of vocabulary,
idioms, word form, or not enough to evaluate.
Language used
25 – 22
Excellent to very good: effective complex construction, few errors of
agreement, tense number, word order /function, articles, pronoun,
preposition.
81
21 – 18
Good to average: effective but simple construction, minor problems
in simple construction, several errors of agreement , tense, word
order/function, articles, pronouns, prepositions, but meaning seldom
obscure.
17 – 11
Fair to poor: major problem in complex/simple construction, frequent
errors of negation, agreement, tense, number, word order/function,
articles, pronouns, prepositions, and/or fragments, run-ons,
deletions, meaning confused, or obscured.
10 – 5
Very poor: virtually no mastery of sentence construction rules,
dominated by errors, does not communicate, or not enough to
evaluate.
Mechanics
5 Excellent to very good: demonstrated mastery of conventions, few
errors spelling, punctuation, capitalization, paragraphing.
4 Good to average: occasional errors of spelling, punctuation,
capitalization, paragraphing, but meaning not obscured.
3 Fair to poor: frequent errors of spelling, punctuation, capitalization,
paragraphing, poor hand writing, meaning confused or obscured.
2
Very poor: no mastery of conventions, dominated by errors of
spelling, punctuations, capitalization, paragraphing, handwriting
illegible, or not enough to evaluate.
82
APPENDIX 4
PRE-TEST
Name: …………………………………………
Class: ………………………………………….
Directions:
Following the topic to write an essay of recount text
Pay attention to the purpose, structure, and language features of the text
Write at least three paragraphs
Topic: A wonderful day at school
83
APPENDIX 5
POST-TEST
Name: …………………………………………
Class: ………………………………………….
Directions:
Following the topic to write an essay of recount text
Pay attention to the purpose, structure, and language features of the text
Write at least three paragraphs
Topic: The most special day in my life
84
APPENDIX 6
Sample of Students’ Pre-test Work
85
Sample of Students’ Pre-test Work
86
APPENDIX 7
Sample of Students’ Post-test Work
87
Sample of Students’ Post-test Work
88
APPENDIX 8
Students’ Pre-test Scores
The control class
Student Score
Student 1 60
Student 2 45
Student 3 41
Student 4 59
Student 5 44
Student 6 64
Student 7 54
Student 8 42
Student 9 57
Student 10 35
Student 11 37
Student 12 52
Student 13 38
Student 14 39
Student 15 60
Student 16 66
Student 17 36
Student 18 42
Student 19 84
Student 20 58
Mean 50.65
The experiment class
Student Score
Student 1 60
Student 2 79
Student 3 63
Student 4 52
Student 5 60
Student 6 40
Student 7 69
Student 8 46
Student 9 61
Student 10 52
Student 11 68
Student 12 70
Student 13 83
Student 14 37
Student 15 58
Student 16 39
Student 17 52
Student 18 82
Student 19 45
Student 20 60
Mean 58.80
89
APPENDIX 9
Students’ Post-test Scores
The control class
Student Score
Student 1 52
Student 2 80
Student 3 56
Student 4 78
Student 5 50
Student 6 64
Student 7 53
Student 8 59
Student 9 57
Student 10 45
Student 11 41
Student 12 65
Student 13 45
Student 14 45
Student 15 64
Student 16 70
Student 17 46
Student 18 48
Student 19 88
Student 20 59
Mean 58.25
The experiment class
Student Score
Student 1 68
Student 2 74
Student 3 82
Student 4 59
Student 5 73
Student 6 67
Student 7 76
Student 8 69
Student 9 76
Student 10 62
Student 11 78
Student 12 62
Student 13 83
Student 14 72
Student 15 77
Student 16 76
Student 17 56
Student 18 82
Student 19 62
Student 20 70
Mean 71.20
90
APPENDIX 10
Students’ Gained Scores
The control class
Student Score
Student 1 -8
Student 2 35
Student 3 15
Student 4 19
Student 5 6
Student 6 0
Student 7 -1
Student 8 17
Student 9 0
Student 10 10
Student 11 4
Student 12 13
Student 13 7
Student 14 6
Student 15 4
Student 16 4
Student 17 10
Student 18 6
Student 19 4
Student 20 1
Mean 7.30
The experiment class
Student Score
Student 1 8
Student 2 -5
Student 3 19
Student 4 7
Student 5 13
Student 6 27
Student 7 7
Student 8 23
Student 9 15
Student 10 10
Student 11 10
Student 12 -8
Student 13 0
Student 14 35
Student 15 19
Student 16 37
Student 17 4
Student 18 0
Student 19 17
Student 20 10
Mean 12.40
91
APPENDIX 11
Steps on Normality, Homogeneity, and Independent T-test
1. Preliminary Analysis
a. Normality Test
1) Formulating normality hypothesis of the data;
H0: sample data was normally distributed,
H1: sample data was not normally distributed.
2) Testing the normality of the data using Kolmogorov-Smirnov Test;
a. Select Analyze => Descriptive Statistics => Explore.
b. When a window pops up, fill the variable in the Dependent List box and fill
the other variable in the Factor List.
c. Click Plots on the right side. When a new window pops out, click “none” for
boxplot, click “normality plots with test”, then unclick everything for
descriptive.
d. The result pops out in the “output” window.
e. We can now interpret the result.
3) With 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.
b. Homogeneity Test
1) Creating homogeneity hypothesis of the data;
H0: sample data came from population which had homogenous variance
H1: sample data came from population which did not have homogenous
variance.
2) Calculating the homogeneity test using Levene test:
a. Click Analyze => Compare Means => One-Way ANOVA on menu until One-
Way ANOVA dialogue box appears
b. Fill variable on Dependent List and fill another variable on Factor box
92
c. Click Option and choose Descriptive and Homogeneity of variance test
d. Click Continue until it comes back to One-Way ANOVA dialogue box
e. Click OK
3) Forming 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. Independent T-test
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 and the result will come.
93
APPENDIX 12
94
APPENDIX 13
95
APPENDIX 14
96
APPENDIX 15
97
APPENDIX 16