THE EFFECT OF HAMBURGER STRATEGY ON

STUDENTS’ WRITING RECOUNT TEXT

(A Quasi-experimental Study at the Tenth Grade Students of SMA Tadika Pertiwi

Depok in the Academic Year 2019/2020)

A Skripsi

Presented to the Faculty of Tarbiya and Teacher‟s Training

in Partial Fulfillment of the Requirements

for the Degree of S.Pd (S-1) in the Department of English Education

By:

Hutami Devari

NIM: 1113014000014

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2020

ii

APPROVAL SHEET

iii

ENDORSEMENT SHEET

iv

STATEMENT OF ORIGINALITY

v

ABSTRACT

Hutami Devari (11130014000014). The Effect of Hamburger Strategy on

Students’ Writing Recount Text (A Quasi-experimental Study at the Tenth

Grade Students of SMA Tadika Pertiwi Depok in the Academic Year

2019/2020). Skripsi of English Education at Faculty of Tarbiya and Teacher‟s

Training of State Islamic University of Syarif Hidayatullah Jakarta, 2020.

The aim of this research was to obtain the empirical evidence about the effect of

hamburger strategy on students‟ writing recount text. The method used in this

research was a quantitative method and the research design was a quasi-

experimental. The sample of this research was the tenth grade students of SMA

Tadika Pertiwi Depok in the academic year of 2019/2020. They were X IPA 2

class as the experimental class and X IPA 1 as the control class. Each class

consisted of 20 students which was selected by purposive sampling technique.

The experimental class was taught with hamburger strategy while the control class

with teacher‟s presentation or without hamburger strategy. The instrument used in

this research was a written test and the scoring of writing rubric was used to score

the students‟ writing on the pre-test and post-test. The results obtained from this

research showed the post-test mean scores of the experimental class was 75.70

while the mean scores of pre-test was 63.40. It was higher than the control class

which obtained the mean scores of post-test 72.75 and the mean scores of pre-test

64.10. As for the control class, the increase was 8.65 points; from 64.10 to 72.75.

Meanwhile for the experimental class, the increase was 12.30 points; from 63.40

to 75.70. Moreover, the result of statistical hypothesis testing by using

independent sample t-test found that on degree of significance 5% (α = 0.05),

tobserve was 2.161 while ttable was 2.024 or tobserve > ttable. Therefore, the null

hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted.

Furthermore, the Cohen‟s formulation was used in order to know the effect size of

hamburger strategy and the result was 0.68. It proved that hamburger strategy

gave moderate effect and it can be concluded that there was a significant effect of

hamburger strategy on students‟ writing recount text at the tenth grade students of

SMA Tadika Pertiwi Depok in the academic year 2019/2020.

Keywords: Hamburger Strategy, Writing, Recount Text

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ABSTRAK

Hutami Devari (11130014000014). Pengaruh Strategi Hamburger terhadap

Kemampuan Menulis Teks Recount Siswa (Penelitian Kuasi-eksperimental

pada Kelas X SMA Tadika Pertiwi Depok Tahun Ajaran 2019/2020). Skripsi

Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan

Universitas Islam Negeri Syarif Hidayatullah Jakarta tahun 2020.

Penelitian ini bertujuan untuk meneliti efek dari strategi hamburger terhadap

penulisan teks recount siswa. Metode yang digunakan dalam penelitian ini adalah

kuantitatif dan desain penelitian yang digunakan adalah kuasi-eksperimen.

Sampel pada penelitian ini adalah siswa/siswi kelas sepuluh SMA Tadika Pertiwi

Depok tahun ajaran 2019/2020. Siswa dari kelas X IPA 2 sebagai kelas

eksperimen dan kelas X IPA 1 sebagai kelas kontrol. Masing-masing kelas terdiri

dari 20 siswa yang dipilih melalui teknik purposive. Kelas eksperimen diajarkan

dengan strategi hamburger sedangkan kelas control diajarkan dengan presentasi

guru atau tanpa strategi hamburger. Instrumen yang digunakan adalah bentuk tes

tulis dengan menggunakan rubric penilaian penulisan untuk menilai hasil tulisan

siswa pada pre-tes dan pos-tes. Hasil penghitungan dalam penelitian ini

menunjukkan bahwa rata-rata nilai pos-tes kelas eksperimen adalah 75.70

sementara rata-rata pre-tes adalah 63.40. Hasil kelas eksperimen lebih tinggi dari

kelas kontrol yang memperoleh rata-rata nilai pos-tes 72.75 dan rata-rata pre tes

64.10. Dapat dikatakan di kelas kontrol terjadi kenaikan sebesar 8.65 poin dari

64.10 menjadi 72.75 sedangkan kelas eksperimen terjadi kenaikan sebesar 12.30

poin; dari 63.40 menjadi 75.70. Selain itu, hasil hipotesis statistik tes dengan

menggunakan sampel independen t-test menunjukkan bahwa pada tingkat taraf

5% (α = 0.05), nilai untuk t observasi adalah 2.161 sedangkan nilai untuk t table

adalah 2.024 atau t count > t table. Maka dari itu, hipotesis nol atau H0 ditolak dan

hipotesis alternatif atau Ha diterima. Selanjutnya formulasi Cohen‟d digunakan

untuk mengetahui kisaran efek dari strategi hamburger dan memperoleh hasil

0.68. Hal ini membuktikan bahwa adanya efek yang cukup atau sedang dari

strategi hamburger dan dapat disimpulkan adanya dampak yang signifikan dari

penggunaan strategi hamburger terhadap penulisan teks recount pada kelas

sepuluh SMA Tadika Pertiwi Depok tahun ajaran 2019/2020

Kata Kunci: Strategi Hamburger, Menulis, Teks Recount

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ACKNOWLEDGEMENT

In the name of Allah, The Beneficent, The Merciful

All praises be to Allah, Lord of the Worlds who has given the writer His

bless and strength to accomplish the last assignment for achieving her bachelor

study. Peace and Salutation be upon the beloved Prophet Muhammad, the savior

of the humankind, his family, his companions and his followers who have

followed him in righteousness until the Day of Judgment.

The writer would like to express her highest gratitude to her beloved parents

Mr. Suharno, Mrs. Yunita, and her sister Ms. Hutari Adeningsih who always gives

her endless love, support, prayers, advice, patience and continuous encouragement

through her years of study. This phase would not have been possible without them

by her side.

The writer would also like to express her gratitude to the honorable advisors,

Mrs. Neneng Sunengsih, M.Pd and Mrs. Dr. Ratna Sari Dewi, M.Pd for all the

support, guidance, valuable advice, uncountable time and warm welcoming the

writer to be under their guidance. Without their guidance and persistent help this

assignment would not have been possible.

Furthermore, the writer would like to express her gratitude and appreciation

to the people who have helped this assignment and her appreciation goes to:

1. All lecturers in Department of English Education for the precious knowledge

and experience.

2. Didin Nuruddin Hidayat, Ph.D., as the Head of Department of English

Education.

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

Education.

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

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5. Santoso, SE, M.Pd. as the Headmaster of SMA Tadika Pertiwi Depok who

has given the chance and permission to conduct the research.

6. Anifa, SEi. as the English teacher for her guidance during the research.

7. The students of SMA Tadika Pertiwi Depok for their contribution and

participation in this research.

8. All of friends in Department of English Education Batch 2013 especially

class A for the generous support and all great moments.

9. Ridwan Hadi Pranoto who always remind the writer to arrange this „skripsi‟

and never stop giving his supportive words, motivation, and affection to the

writer until she finished her study.

10. Her best friends Wulan Sari, Arum Selisa, Dita Adha Ariani, Rafika Puspa

Wardana for the supports, motivation, and happiness.

11. Her dearest friends especially Nur Aniza Khalili, Yulia Ayu Ratnasari,

Fildzah Giardis, Meylia Azurah, Rizqi Ahmad Budiman, Fanji Muharam,

Intan Komariah, Rahmadini Fahruli, Novita Resti Utami, Deni Prasetya,

Intan Rinjani Putri, Qurrota Ayun, Firda Amelia, and Rofika Tiara Avisteva

for their endless support and help during arranging this skripsi.

12. All of the people whose name cannot be mentioned one by one for the

contributions in finishing this research.

Finally, the writer realizes that this skripsi is far from perfection. It still has

weaknesses and mistakes. Therefore, the writer would highly appreciated and

welcome any constructive critique and suggestion from the reader. Hopefully this

thesis will have some valuable and useful information for her and the reader. May

Allah, Lord of the Worlds, bless us!

Tangerang Selatan, June 10th

2020

Hutami Devari

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TABLE OF CONTENTS

APPROVAL SHEET ........................................................................................... ii

ENDORSEMENT SHEET ................................................................................. iii

STATEMENT OF ORIGINALITY .................................................................... iv

ABSTRACT ......................................................................................................... v

ABSTRAK .......................................................................................................... vi

ACKNOWLEDGEMENT ................................................................................. vii

TABLE OF CONTENTS .................................................................................... ix

LIST OF TABLES ............................................................................................. xii

LIST OF FIGURES .......................................................................................... xiii

LIST OF APPENDICES ................................................................................... xiv

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

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

B. The Identification of the Problems ............................................................... 5

C. The Limitation of the Problem ..................................................................... 5

D. Formulation of the Problem ......................................................................... 5

E. Purpose of Research ..................................................................................... 5

F. Significance of Research .............................................................................. 5

CHAPTER II: REVIEW OF LITERATURE ...................................................... 7

A. Writing ......................................................................................................... 7

1. Definition of Writing ....................................................................................... 7

2. Purpose of Writing ........................................................................................... 8

3. Process of Writing ........................................................................................... 9

B. Recount Text .................................................................................................. 10

1. Definition of Recount Text ............................................................................ 10

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2. The Generic Structure of Recount Text ......................................................... 11

3. Recount Text‟ Language Features ................................................................. 11

4. Types of Recount Text ................................................................................... 12

5. Writing of Recount Text ................................................................................ 12

C. Hamburger Strategy ................................................................................... 13

1. Definition of Hamburger Strategy ................................................................. 13

2. Writing through Hamburger Strategy ............................................................ 15

3. Advantages of Hamburger Strategy ............................................................... 17

4. Disadvantages of Hamburger Strategy .......................................................... 18

CHAPTER III: RESEARCH METHODOLOGY ............................................. 22

A. Place and Time of The Study ......................................................................... 22

B. Method and Design of The Study .................................................................. 22

C. Population and Sample .................................................................................. 23

D. Research Instrument ...................................................................................... 24

E. Data Collection Technique ............................................................................ 28

F. Data Analysis Technique ............................................................................... 28

1. Normality Test ............................................................................................... 28

2. Homogeneity Test .......................................................................................... 29

3. Test of Hypothesis ......................................................................................... 29

4. Effect Size Formulation ................................................................................. 29

G. Statistical Hypotheses .................................................................................... 30

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ....................... 31

A. Research Findings .......................................................................................... 31

1. Data Description ............................................................................................ 31

a) The data of Experimental Class ..................................................................... 31

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b) The data of Control Class .............................................................................. 32

2. Data Analysis ............................................................................................. 34

a) The Normality Test .................................................................................... 34

b) The Homogeneity Test ............................................................................... 35

c) The Hypothesis Test ................................................................................... 36

d) The Effect Size Test ................................................................................... 38

B. Discussion ...................................................................................................... 38

CHAPTER V: THE CONCLUSION AND SUGGESTION ............................. 40

A. Conclusion ..................................................................................................... 40

B. Suggestion ...................................................................................................... 40

References .......................................................................................................... 42

APPENDICES ................................................................................................... 46

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LIST OF TABLES

Table 3. 1 : Research Design ................................................................................ 23

Table 3. 2 : What Kinds of Test Do and How The Tests Do It ............................. 24

Table 3. 3 : Instrument of Test .............................................................................. 25

Table 3. 4 : Scoring Rubric of Writing ................................................................. 26

Table 3. 5 : The Criteria of Size Effect ................................................................. 30

Table 4. 1: Students' Pre Test and Post Test Score of Experimental Class ........... 31

Table 4. 2: Students' Pre-Test and Post-Test Score of Control Class ................... 33

Table 4. 3: Tests of Normality of Pre-Test ........................................................... 34

Table 4. 4: Tests of Normality of Post-Test .......................................................... 35

Table 4. 5: Homogeneity of Variances Test of Pre-Test ....................................... 36

Table 4. 6: Homogeneity of Variances Test of Post-Test ..................................... 36

Table 4. 7: The T-test Result of Post-Test Scores ................................................. 37

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LIST OF FIGURES

Figure 2. 1: A process model of writing instruction ............................................. 10

Figure 2. 2: Hamburger illustration in a written text ............................................ 17

Figure 4. 1: The Difference between Students' Score in Experimental Class and

Control Class ......................................................................................................... 34

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LIST OF APPENDICES

APPENDIX 1: Lesson Plan of Experimental Class .............................................. 47

APPENDIX 2: Lesson Plan of Control Class ....................................................... 62

APPENDIX 3: Research Instrument (Pre-Test) .................................................... 76

APPENDIX 4: Research Instrument (Post-Test) .................................................. 77

APPENDIX 5: Students‟ Worksheets ................................................................... 78

APPENDIX 6: The Complete Score of Experimental Class ................................ 86

APPENDIX 7: The Complete Score of Control Class .......................................... 87

APPENDIX 8: Scoring Rubric of Writing Recount Text ..................................... 88

APPENDIX 9: Surat Bimbingan Skripsi .............................................................. 90

APPENDIX 10: Surat Permohonan Izin Penelitian .............................................. 91

APPENDIX 11: Surat Keterangan Penelitian dari Sekolah .................................. 92

CHAPTER I

INTRODUCTION

A. Background of Study

In school, writing is lifestyle. A great ability of writing is proposed to pass

learning goals and expresses ourselves. Writing is used in cases where spoken

communication is not possible. It is a medium to represent a language into a

work. Writing can communicate a person‟s thoughts to a certain form of written

text. Students could express their feelings, thinking, opinions, desires, or ideas

by writing. Students must express their ideas into a good conception and

composition so other people could understand. By reinforcing writing skills, the

learners of the English language could develop their ideas in literary form. Thus

students must understand the crucial role of writing skill.

Harmer (2001) said that students should master four basic language skills:

listening, reading, speaking, and writing as part of learning English as a foreign

language. It has been taught across the age levels from Primary school through

university graduate courses. Either at home or school, people tends to write their

personal lives, school lives, and work lives either on paper, or digital form.

A written work involves a combination of the students‟ grammar, diction,

vocabulary, and imaginative ideas. A person has to know several aspects to make

good writing which would guide them to a better result. The writer itself believes

that writing is a difficult task. Not only write sentences into paragraphs but the

content must be coherent and cohesive form.

Based on the regulation number 37 of Peraturan Menteri Pendidikan Dan

Kebudayaan which issued in 2018 of The Ministry of Education and Culture in

Indonesia, one of the English skills that students learn at school is writing. On the

basic competency, it directly stated that the students must able write a particular

text. They also need to analyze the social function, generic structure, and language

2

features of text based on context. According to the substance of the rule number

37, English subject for senior high school level in Indonesia has the objective to

develop the students‟ capability have communication competencies in

interpersonal, transactional, and functional texts through the use of the oral and

written platform of the English text. One of the functional texts refers to this

research is recount text. It is the material that students should learn. (Kebudayaan,

2018)

However, the Department of National Education in Indonesia has adjusted the

curriculum, yet still, problems arises. Students are still unable to reach the

functional level, particularly recount text. The problems may arise out of various

aspects. The writer noticed some complicated problems that students face in

writing through the writer‟s pre-observation at school. The following problems

are: first, students‟ difficulties in vocabulary. Students do not have enough

vocabulary in developing ideas in writing. The research about teaching writing

recount text stated by Aryanti (2015) about teaching writing recount text, students

cannot reach the functional level. They cannot express or organize their idea into

written form and scared what would be in their writing works. For example,

students lack vocabulary because they don‟t know what to write in English.

Second, students are unable to use the correct grammatical order in a text.

They tend to dislike what tenses are. They have already confused and don‟t want

to learn English tenses. So they don‟t know what to form tenses in a sentence.

Third, students have anxiety in writing. Students feel worried that their writing

could be bad. They felt anxiety on their mind. They have pessimistic feelings.

This feeling is sometimes felt by the writers but may not always occur in the

writer's life. As the writing center in university of Carolina, for instance, a person

can feel totally fine to write a chemistry laboratory report but feel anxious about

writing a fiction or a short story. It is like when the writers imagine, s/he got

writing assignment in the school, the writers may confidently write a story in their

mother language but feel a lot of burdens, pressure, high tension when it comes to

the foreign language (like English). (Libraries, 2020)

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Fourth, students do not enjoy being given writing task by the teacher. The

students who rarely get good written scores might find writing intimidating. This

can also arise as a result of the teacher interaction to students such as harsh

criticism, unhelpful reviews. This also can be the reason the student do not like

enjoying writing. In his journal Al-Gharabally (2015) wrote students‟ problem in

writing second language that “L2 learners are often overwhelmed when asked to

complete a writing task. Even at the beginning, some learners will have difficulty

getting started”.

Additionally, by having a good writing, students could have chances for

success. Students should improve their writing skill. The way to master it is to

practice the writing skill. Good writing skill is wished for all of the students in

order to reach their educational and employable requirements. Moreover, writing

is very important because writing is also medium to communicate, not only

speaking but writing is also needed.

Based on the problems stated earlier, the writer thinks one way or solution to

overcome the problems students faces in writing recount text. Many studies

provide several strategies, media or resources that can improve students‟ writing

skill. Therefore this research acquires one strategy that can guide students with

more writing abilities in recount text. It is a hamburger strategy. Choosing a right

strategy is really important as it can help students feel engaged and motivated in

the learning process.

Some researchers had conducted research related to hamburger strategy.

Suhendra, one of the researchers who conducted research purposed to know

paragraph hamburger strategy effect‟ to students writing ability on a narrative

paragraph. Suhendra used quasi-experimental research design and the findings

showed that after using paragraph hamburger strategy, he concluded that it was

effective strategy applying at the tenth grade of M.A. Darul Hikmah, Pekanbaru.

(Suhendra, 2014)

Second research is conducted by Sarwan. His research aimed to find out

4

whether or not the hamburger strategy can be used effectively on students‟

reading comprehension of a recount text. The eighth-grade Mts. Daarul Ma‟arif

Jakarta was chosen as a sample. Sarwan used a quantitative method with a quasi-

experimental research design. He found that hamburger strategy was effective in

teaching reading comprehension of recount text to junior high school students.

(Sarwan, 2017)

Understanding that such difficulties and problems occur in the writing of

students, it could be said that writing recount text is not an easy task. It is hard,

because there is a lot of things to figure out and step to revise the text becomes a

good recount text. Writing requires a relentless effort to do the long process of

writing the recount text for which of the stages are like planning, drafting,

revising, until the final work will produce a good recount text. It is therefore not

easy for students to generate a recount text. Hence, the writer feels interested in

examining the effect of hamburger strategy on students‟ writing recount text for

senior high school students. The writer believes that hamburger strategy could

help students developing a paragraph and help students remembering the detailed

information in writing recount text. Hamburger strategy is a simple way to

arrange recount text‟s generic structure. Students can classify them easier and in

more fun ways. For example, if the students want to make recount text, they can

first make a hamburger, either they color it or not, and last it is easier to see what

story of recount text they have made.

As stated earlier on the background problems, the hamburger strategy might

provide a solution to the problems faced by students and teacher on writing

teaching and learning process, the writer attempted to explore The Effect of

Hamburger Strategy on Students‟ Writing Recount Text at the tenth-grade

students in SMA Tadika Pertiwi Depok. In this research, the writer wants to find

out if the hamburger strategy affects the students‟ writing results of recount text.

5

B. The Identification of the Problems

The writer has identified the following problems:

1. The tenth-grade students of SMA Tadika Pertiwi Depok have limited

vocabulary thus the students feel it difficult in expressing their ideas.

2. The students have lack comprehension of grammar knowledge.

3. The students have a writing anxiety such as self-confidence.

4. The students have low interest in writing.

5. The teacher may not use various ways of teaching writing.

C. The Limitation of the Problem

The writer limited the research on The Effect of Hamburger Strategy on

Students‟ Writing Recount Text at tenth-grade students of SMA Tadika Pertiwi

Depok.

D. Formulation of the Problem

Based on the problems which have been identified, problem of the research

was formulated as follows: “Is there any significant effect of hamburger strategy

on students‟ writing recount text at the tenth grade students of SMA Tadika

Pertiwi Depok?”

E. Purpose of Research

Based on the formulation problem, this research was conducted to get the

empirical evidence on the effect of hamburger strategy on students‟ writing

recount text at the tenth-grade students in SMA Tadika Pertiwi Depok.

F. Significance of Research

The research is hoped can give good contributions to English learning and

beneficial for teachers, students, and further researchers. The hamburger strategy

can optionally be used as a strategy in teaching writing especially in making

recount text. Hopefully, the outcome of this research can help students to solve

the difficulty of writing afterward, and also it can develop students‟ writing skills.

6

And also it has an advantage for further researchers who will be conducting the

same research as it may help researchers developing sources, variable

consideration, or make the experiment with different language skills.

7

CHAPTER II

REVIEW OF LITERATURE

A. Writing

1. Definition of Writing

People have a variety of ways to communicate. One way to communicate is

writing. There are also other interpretations of writing referred by experts. Harmer

(2004) asserted that writing is one of four fundamental skills that always been

given as part of a syllabus on teaching English. It helps students to concentrate on

the accurate use of language. While students writing, they may thinking and it

may well trigger the development of language as enables students solving the

problem on their minds. (p. 16). Harmer also gave statement about writing that

“writing is a process that what writers write is often heavily influenced by the

constraints of genres, then these elements have to be present in learning

activities”. (Harmer, 2004, p. 86)

Nunan (2003) stated writing is both a physical and a mental act. The physical

act brings ideas into the medium. And the mental act that generates and expresses

ideas in a sentence or paragraph to make a clear understanding to the reader. (p.

88).

As József (2001) uttered statement that the complex human activities by far

the most is writing as it involves ideas development, the picture of the mental

representation of intelligence, and the experience of the subject. (p. 5). Heaton

(1995) supports József‟s statement that writing skills are complex and often

difficult to teach, it requires mastery of grammar and rhetoric, as well as of

analytical and judgmental elements. (p. 135)

In summary, writing is a compulsory activity that writers do to communicate

their ideas to readers into written form. Writing requires mastery of grammar,

vocabulary, experience, knowledge and others so the sentences can be arranged in

a good text. It is the reason why writing called a complex activity.

8

2. Purpose of Writing

In writing, there are many purposes the writers want to tell to the readers.

Penny Ur (2009) said that writing‟ purposes are “the expression of ideas, the

conveying of a message to the reader; so the ideas themselves should arguably be

seen as the most important aspect of writing”. (p. 163)

By having good writing, the writing itself should has a clear purpose.

Whitaker (2009, p. 2) stated there are several common purposes in writing.

Those purposes are explained below.

a. Persuasive Purpose

In persuasive purposes, it aims to get the readers to adopt the writer‟s

answer to the question. Moreover, the writer tries to convince and persuade

readers. The writers take one answer and engage the readers to change their

thought of the topic. Usually, the writer also added some reasons and

evidences to support the answer. The examples of persuasive writing are

argumentative and position papers.

b. Analytical Purpose

Analytical writing has purposes to explain and evaluate possible answers to

readers‟ question by selecting best answer (s) refers to writer‟s criteria.

Analytical assignments often investigate causes, examine effects, evaluate

efficacy, estimating ways to solve problems, discovering the relation on

different‟ ideas and arguments. The “synthesis” aspect of the purpose comes

when the writer puts together all the parts and writer‟s response to the

problem. Such assignments include research papers and critical analyses.

c. Informative Purpose

Providing readers with new knowledge on the topic by describing potential

answers to the question is the aim of informative purpose. The writer cannot

force his/her viewpoint to the reader, so the writer seeks to develop

viewpoint of the reader.

9

3. Process of Writing

Hyland (2009) stated writing is an activity requiring steps to get good and

accurate writing. Essentially the writing process includes producing texts that the

writer believes it may well be acknowledged and presumed by the reader in the

reading process. It involves illustrating on assumptions on what the writer is

attempting to do. (p. 31)

According to Harmer (2004, pp. 4-5), the four steps in writing process is

following the steps below.

a. Planning

Planning as the first step is along with three main concerns. First, the writer

must consider the purposes of writing product as this affects certain aspects,

such as the texts will be produced, the language, and the selected

information. Second, the writer must consider whoever audiences will read

and it also determines the language choices. Third, the writer will find the

stricter of the written text material that is the best way to sequence the facts,

thoughts, or arguments which the writer has already decided to include.

b. Drafting

The first version of writing is a draft. A piece of writing the writers will

write introductory concept related to the topic to be written without focusing

on errors.

c. Editing (Reflecting and Revising)

When the writer has already created the first draft, they reread it to see

where the wrong part is of what they have written. The other readers or

editors are often helped by commenting and making suggestions in

reviewing and revising the writers‟ draft.

d. Final Version

After the editing process, the writers might make the changes to their work

which they consider is needed. Next, they will produce the final version. In

general, the final version of the written document will be different from the

first draft after such steps have been taken.

10

Many types of process or stages of writing which proposed by other theorist

such as Harmer stated above. Other process described by Hyland (2003, p. 11)

tells how all the process activity can be linked to each other to get a well written

result.

Figure 2. 1: A process model of writing instruction

B. Recount Text

1. Definition of Recount Text

Recount text is a text describes a story, experience, actions, information,

facts, and others. Recount text was particularly telling the story in the past. The

aim is to entertain or inform the reader. Lee (2017)stated a good recount text starts

with an introduction to decide who was participating, where, and when the events

occurred. The series of past event must be in clear sequence, using the past tense,

and adverb of time in an appropriate way.

Hyland (2003) uttered a statement that recount text aims to reconstruct past

experiences by recalling occasions or events in the original sequences. (p. 20).

Derewianka added that recount text aims to provide details on whatever the

occasion may have taken place. (Derewianka, 2003, pp. 133-154). Hence, it can

be inferred that recount text is a text of events that describe past events,

encounters with the intention of retelling in written form in chronological order

of time.

11

2. The Generic Structure of Recount Text

Recount texts are the simplest type of text; recounts are sequential texts that

focus on sequence of events. They need orientation in every story, no matter how

easy it may be. It is difficult, in fact, to tell a story unless there are characters set

up in a particular time and place, even if many postmodern narratives play with

these conventions. (Knapp & Watkins, 2005)

Widiati et al (2014) explains the recount text‟ generic structure as follows:

1. The introductory paragraph or orientation, its purpose to introduce the

participants, place, and time (gives the reader information as to who was

involved, what, where, and when it happened)

2. A set of events, its purpose to retell the events in sequence of paragraphs

in chronologically time.

3. Re-orientation, its purpose to specifying the writers‟ personal comment or

viewpoint on the story (optional).

3. Recount Text’ Language Features

There are several language features which are presented in recount text as

follows:

a. Specific nouns are personal pronouns such as me, my cat.

b. Past tense forms, such as; had, visited, went, ran

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.

12

4. Types of Recount Text

Recount text retell event has happened in the past as mentioned above. But it

will be different depends on the audience, focus, and purpose. The types of

recount according to Barwick (1998) as listed below.

a) Personal recount

It is a retelling activity felt by a writer or speaker. It may be an oral story,

a letter, or a diary entry.

b) Factual recount

This records the details of what happened. This can be a historic record, a

science experiment, or a traffic report.

c) Imaginative recount

This plays imaginary function, creating imaginary information but putting

them in realistic context.

5. Writing of Recount Text

Writing has always formed in the teaching-learning process. Writing is a good

tool for students to study English. Students can put their thoughts or ideas on

paper with the aid of grammar and vocabulary that have been studied. In writing,

students need more time to think while studying. Students are asked to

concentrate on correct language usage and ideas on what they‟re going to write.

Writing a paragraph is uneasy. Students are also finds out difficulties,

especially if they want to write a good paragraph. In every single one of the

sentences in paragraph will apply to the organization unit, the content, language

use, and others. Eventually, students look confused to start making the ideas to

apply it on the recount text.

Recount text is one of texts that students should learn either at elementary

school, junior high school, senior high school, or other upper levels of school. In

the elementary school, students do not know what recount text is and other

specific features. But in junior and senior high school, students usually will know

13

what recount text is and other theories provided why they need to learn recount

text.

Recount text retells events at the past time. And recount text has its

organization, features, types that students must know in order to achieve learning

goals at school. Recount text is not an easy text. Students need to focus on what

they write so the reader will know what the writer meaning to. Additionally, the

learning process of recount text writing did not apply the specific technique. But,

recount text is really needed for students performing the test scores at school.

However, the students seems overwhelmed to start creating ideas and

organizing them. In fact, some students find it hard to produce a good recount

text. The problems of writing might occurred. As a result, the teacher should have

a strategy which can guide them to achieve better result of their writing. To

overcome this problem, using hamburger strategy can be used to guide the

students get the needs to make good performance in recount text writing.

C. Hamburger Strategy

1. Definition of Hamburger Strategy

The word „hamburger‟ is a food that comes from the city in German. The

definition of the German adjective „hamburger‟ is from Hamburg. As a recipe for

food, the hamburger depicts the baked ground beef mixed with onion and pepper.

Hamburger is not a food mentioned in the research. It is a teaching strategy that

helps students‟ learning.

In addition, Rog and Kropp suggest that paragraph hamburger strategy can be

a strong starting point for writing in the classroom as it encourages writing with

clarity, elegance, and brilliant flashes. It is recommended that the hamburger

concept can be used in very long paragraphs where the main idea may have been

lost in a mire of detail. It motivates students to make such a good writing as a

declicious burger. It helps encourage students‟ thoughts in the writing of

paragraphs. (Rog & Kropp, 2004)

14

State the hamburger writing helps the writer to organize ideas in an essay.

Top bun is an introduction that involves funnel information that leads to thesis

statement. The three filling are the example of body paragraphs with each part

represents a separate paragraph in the essay. The lettuce, tomato, and special

sauce, like every hamburger has, are transitions, such as secondly, finally, another

example, and additionally just to name a few. Finally, the bottom bun is

conclusion. (Hatch & Hatch, 2011)

Beare (2018) stated that hamburger is a writing strategy using picture of

hamburger to write an essay. He added “Writing an essay is like making a

hamburger.” It can be assumed that the top bun as introduction, the middle part as

events, and the bottom bun as conclusion.

Michelle points out that paragraph hamburger strategy is a basic program that

guides students through the process of putting together a good paragraph. Students

use a graphic organizer, write a rough draft, practice their editing skills, compare

and contrast a very simple paragraph (hamburger) with a far more fascinating

paragraph. (Michelle, 2013)

Puspitawati (2017) added statement she cited from Kathryn, that hamburger

paragraph visually shows the outlines of a strong paragraph as a strategy for

writing. The component consists of a hamburger piece that includes topic

sentence, detailed sentence, and closing sentence. Kathryn suggests that students

who study English as a second language and have special need can be helped by

providing them an illustration of paragraphs and making it easier for students to

recognize the pieces can help students write well.

In brief, hamburger strategy by the viewpoint of the writer of this research, it

is a writing strategy that could help the teachers to deliver a lesson. It is an

attractive strategy through the presentation of hamburger‟s part as a parable to

write a paragraph. Hamburger strategy is purposed for teaching recount text. The

use of hamburger image as the writing organizer is hoped by the teachers as

students understand writing a recount text.

15

2. Writing through Hamburger Strategy

The hamburger strategy or based on article in website of Tacoma Community

College Library (2020) teachers or instructors call this the sandwich paragraph

method or even the Oreo method. It also tells the parts of effective hamburger

paragraph as follows:

1. Top bun includes the topic sentence, or argument.

2. Condiments include the writer‟s evidence (quotes and paraphrased

information from the writer‟s sources).

3. Cheese, pickles, onions, lettuce, tomato, burger as writer‟s analysis. This

is the majority of the paragraph. When the writer explain the importance

of evidence in the writer‟s words. This is a crucial element.

4. Bottom bun as sentence relating to the previous paragraphs and thesis

statement.

From the explanation above in the article of the website, the hamburger

strategy or method as they said in it, it is more likely making an essay. Its

purpose is to guide the writer to make paragraph in a hamburger picture with the

writer‟s own words, no plagiarism and change it to paraphrase.

Even though hamburger strategy in this research is not an essay, but one of

text which students learn at school. But it is also useful as the reader can know

many other types of hamburger paragraph strategy can be used at various levels

or texts.

In addition, to know what the steps are included while writing hamburger

strategy, Reading Rockets as national multimedia project website based form,

made statement about hamburger paragraph strategy as writing organizer.

Hamburger strategy describes main elements of a paragraph in a visual way.

Essential elements of a good paragraph, such as topic sentences, detailed

sentences, and closing sentences, each representing a different component of the

hamburger strategy. (Washington, 2010)

16

Similarly, the following steps are taken to implement the hamburger strategy,

as follows:

1. The teacher disscuss the three main sections of a paragraph or plot.

a. Introduction as top bun

b. Internal or supporting details as filling

c. Conclusion as bottom bun

2. The teacher asks students whether her/his burger tastes better when

students add pickles, lettusce, ketchup, and other condiments.

3. The teacher distributes a scopy of hamburger graphic organizer.

4. The teacher asks students to write an idea for opening sentence, and the

following two parts for the filling and the bottom bun. It clearly shows

what the entire paragraph is going to be about.

5. The teacher has students write a number of supporting sentences that

provide more detailed information on the topic.

6. Once the hamburger graphic organizer is filled in, it is time to color the hamburger paragraph organizer.

17

Figure 2. 2: Hamburger illustration in a written text

3. Advantages of Hamburger Strategy

The hamburger strategy offers some advantages to be used along with the

text. Several researchers have proven this. Handayani (2013) notes that the

hamburger would make students feel interested in teaching recount text, and the

teacher will easily get their attention when he or she describes the things in front

of the class.

18

One of the researches is conducted by Sarwan (2017). His study concluded

that the use of hamburger strategy in teaching reading comprehension of recount

text was effective. It helps students comprehending the recount text and facilitates

the student to recall the important information easily from their memory.

Second, Suhendra‟s research (2014) examined the impact of using the

hamburger strategy paragraph on student writing skills in the narrative paragraph.

The findings of his work are student‟ writing skills taught using paragraph

hamburger strategy is better than student‟ writing skills taught without using

paragraph hamburger strategy. The writer can say that the advantages of

hamburger strategy are can help students comprehending the recount text,

facilitates the students to recall the important information easily from their

memory, and moreover the result is better than teaching students without

hamburger strategy.

Furthermore, in reading rockets.org by Washington (2010) stated the use of a

paragraph hamburger organizer is used to help students arrange their ideas in a

coherent paragraph, highlight the organization or structure of concepts or ideas,

and explain how information related in a specific way. Additionally, in writer‟s

opinion, with the layers of form of hamburger, the students can organize their

work in writing easier. Therefore, the writer would like to perform this research

by experimenting with the implementation of a hamburger strategy to teach

writing recount text to tenth-grade high school students.

4. Disadvantages of Hamburger Strategy

There are advantages from other researchers have found by conducting

similar research of implementing hamburger strategy, hence hamburger strategy

also have some disadvantages. As the writer found by reading other research,

hamburger strategy also give some disadvantages for students. For instance, the

teaching hamburger strategy cannot be applied if without teacher‟s directed

instruction and students‟ cooperative act.

19

Teaching a hamburger strategy cannot also be efficient if the instruction itself

is not intelligible and does not offer practice or feedback. In order to make the

teaching-learning process work, the teacher must be an active demonstrator in the

classroom. As a result, a teacher‟s position is required to allow the hamburger

strategy to work as much as possible in the classroom.

Besides as the writer has done the research, the writer concluded that the

drawbacks to writing a hamburger strategy are external factors such as the

students‟ problem in learning so that the teacher can inspire and motivates

students more to participate in class. The second one, if the teacher lack of

materials, surely they cannot practice the hamburger strategy in the classroom.

D. The Previous Studies

Some previous studies have been linked to this research. The first study with

the title “The Effect of Using Paragraph Hamburger Strategy on Students‟ Writing

Ability in Narrative Paragraph of the First Year at M.A. Darul Hikmah,

Pekanbaru” has been written by Suhendra (2014). The design used in the study

was quasi-experimental design. The researcher used pre-test and post-test, taking

two sample classes; one class as an experimental group and the other as a control

group. Each class consisted of 22 students. The score of pre-test and post-test

from the control group increased 3.59 points meanwhile in the experimental

group, it increased 12.45 points. Suhendra concluded that there was a significant

difference after he got the result of both classes. He added that using paragraph

hamburger strategy can affect students‟ writing ability than those taught without

hamburger strategy at the tenth-grade students in M.A. Daarul Hikmah,

Pekanbaru.

Second, the study conducted by Sarwan (2017), with the title “The Effect of

the Hamburger Strategy on Students‟ Reading Comprehension of Recount Texts”.

The study aims to find out if the hamburger strategy is effective in teaching

reading comprehension of recount texts. The researcher did his research at MTs.

Daarul Ma’arif Jakarta. The researcher took samples from 43 students, divided

20

into two groups. The first experimental class consisted of 22 students and the

controlled class consisted of 21 students. The research method used is a

quantitative method that uses a quasi-experimental design. The data analysis was

carried out by pre-tests and post-tests. The validity of the tests and the reliability

were assessed using ANATES. The findings revealed that the mean experimental

class score is 77.27 and the control class is 70.00. Besides, the evaluation of the

hypothesis has shown that at the sig. 2-tailed, the probability value (ρ) was 0.006,

while the alpha value (α) was 0.05. In other terms, ρ

21

E. Thinking Framework

Writing has lots of aspect that must be taken care for understanding English

language. It cannot be denied that writing is very necessary on the basis of the

research and literature context. Writing is a way to communicate and a skill that

should be mastered by students.

Many details like grammar, vocabularies, prepositions, and even punctuation

are the aspects that students must pay attention to. It needs to focus on some

essential components, for example, gathering and sorting out thoughts,

recognizing the social setting of the content, language, spelling, and so forth. On

the other hand, writing itself may provoke issues which are lack comprehension

of the genre and linguistic features of the text, causing grammar errors, and

limited vocabulary, and others. For example, students feel uneasy starting

writing and developing their ideas.

Moreover, the students have to retell past event by using their own words in

recount text. And it leads students feel anxious and not confident enough with

their ability. Writing should be taught in an interesting way to make the teaching

and learning process succeeded and students feel motivated. To reduce some

problems that have stated before in background of this research, the teacher has

to implement strategy to overcome students‟ problem in writing recount text.

Hamburger strategy is considered as one of strategy that leads students to

understand more about the general structure of the recount text by classifying it

as a hamburger image. Based on the above-mentioned theories and related

research, the hamburger strategy can be useful and helpful for students in

creating a recount text.

F. Research Hypotheses

Regarding to the theories, problems, and previous studies mentioned above,

the writer believes that there is a significant effect of hamburger strategy on

students‟ writing of recount text at the tenth-grade students in SMA Tadika

Pertiwi Depok.

22

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of The Study

This research was carried out at SMA Tadika Pertiwi Depok, located Jl. H.

Jaeran I Cinere Depok, South Java. The data collection started from February up

to March 2020.

B. Method and Design of The Study

The writer used a quantitative method in this research. And the research

design was a quasi-experimental study. Quantitative research as said by Creswell

(2012) the researcher depends on statistical analysis (mathematical analysis) of

data, typically in numbered form. (p. 19). As Goddard and Melville (2001) viewed

the main focus of experimental research is on cause and effect. Researchers

identified interest variables and tried to determine whether changes to one variable

(known as an independent variable or cause) would result in changes to another

variable (known as the dependent variable or effect). (p. 8)

The writer performed an experimental study using two sample groups; the

control group and the experimental group to investigate the effect of a hamburger

strategy in writing a recount text. Participants in the experimental group are

participants who have been taught using a hamburger strategy, while the control

group is students who have been taught with a teacher‟s presentation, or without a

hamburger strategy. The writer has used the pre-test and post-test treatment for

two classes of samples.

23

Table 3. 1 : Research Design

C. Population and Sample

As claimed by Creswell (2012), “a population is a group of individuals who

have the same characteristic”. (p. 142). There are four classes in this grade from

X-IPA 1, X-IPA 2, X-IPS 1, X-IPS 2. The writer took only two groups as a

sample by purposive sampling. Purposive sampling, based on Neuman (2014),

focuses on the researcher‟s judgment of choosing a sample for a particular

purpose in the conduct of the study. The selected classes are two classes of IPA

consisting of 40 students who have the same level of English skill; each class

consisted of 20 students. Both classes also chosen after the writer asked teacher

for a recommendation.

In deciding the experimental and control classes, the writer chose to select X-

IPA 2, which had low pre-test scores, became the experimental class, which

required more development than the control class, and X-IPA 1, which had better

scores, became the control class. For this research, there were 20 students in each

class as a sample. The experimental class was taught by a hamburger strategy in

writing a recount text, and the control class was taught with a teacher‟s

presentation or without a hamburger strategy

24

D. Research Instrument

Tests are one of social and behavioral measurement that is enormously

popular because its specific purpose. They received a score reflecting

accomplishment on a range of factors (such as intelligence, affection, emotional

involvement, activity level) and can satisfy a variety of the researcher‟s desires

(Salkind, 2012). The table below classifying tests based on what they do as

Salkind had stated (2012, p. 135) as follows:

Table 3. 2 : What Kinds of Test Do and How The Tests Do It

No. What Kinds of

Test Do

How The Tests Do it Illustrations

1 Enable researchers

to assess the

outcome of a test

Test is used as dependent

variables

A researcher wants to

know which of the two

programs of training is

more successful

2 Provides

information on

diagnosis and

screening

Test is typically performed

at the beginning of the

program to get ideas of the

participant

A teacher wants to know

what kind of reading

program a child should be

put in

3 Help with the

recruitment

process

Test is used to position

people in various

environments on the basis

of defined characteristics

A mental health worker

has to place a patient in a

drug recovery program

4 Help in filtering

Test is used to differentiate

between individuals who

are accepted to such

programs

A graduate school cabinet

uses test results to make

judgments on the

admission of

undergraduates

5 Help assess Test is used to determine if A school system uses a

25

findings

the goals of the plan have

been achieved

survey to determine

whether the in-service

programs had an impact

on the attitudes of teachers

According to the table, the writer used the first kind of test in this research.

Moreover, a written evaluation of the research instrument was carried out in the

pre-test and post-test. The pre-test and post-test had a separate theme for recount

text that the writer had intended. In the pre-test, the writer asked students to create

a recount text of memorable moments, while in the post-test, students were free to

choose the topic. The instrument for this research was assigned in the table below.

Table 3. 3 : Instrument of Test

WORKSHEET

Name/Class:___________________________

Post – Test Recount Text Writing

INSTRUCTION:

- Write a Recount Text about your own story (free topic)

- Write at least 3 sentences in each part of the Hamburger.

- The text should be based on Recount Text‟s generic structure.

- You will have 90 minutes to write the essay.

- Write your topic in the flag. Please use your own hand writing. You can draw

the parts of Hamburger by yourself on your paper. You can simply coloring the

hamburger.

- Write your introductory paragraph at the top bun. Add events to the middle

layers. Add a concluding paragraph at the bottom.

- The score will be based on organizational structure, the content, vocabulary,

language use and mechanic.

26

Based on Cohen et al. (2007) to make a research effective, validity is needed

as the key, because if a research is invalid, it will be useless. (p. 133). As Hughes

(1989), “a test is said to be valid if it measures accurately what is intended to be

measures”. Validity is also one of the standards for quantitative research. (p. 22).

The content validity is used for this research. The writer used an instrument

that was meant to suit the English syllabus of the school. The validity of the study

was also taken from the teacher‟s triangulation of the school curriculum and the

textbook. The writer aligned the instrument with the objective found in senior

high school English syllabus.

The writer used writing rubric written rating scale in determining the

assessment or score which Weigle (2002) proposed to assess students‟

performances in writing recount text. Five criteria were used to assess the writing

performance of the students such as organizational structure, idea development,

vocabulary, grammar, and mechanics. The detailed rubric will be shown in the

table below. (p. 116)

Table 3. 4 : Scoring Rubric of Writing

CRITERIA SCORE

CO

NT

EN

T

Substantive, related to the subject assigned,

etc.

30-27 (excellent to very

good)

Mostly related to the subject, but lacking in

detail, etc. 26-22 (good to average)

Little substance, inadequate creation of the

subject 21-17 (fair to good)

Non-substantive, not enough to assess, etc. 16-13 (very poor)

27

OR

GA

NIZ

AT

ION

CRITERIA SCORE

Well-organized, logical sequencing, etc. 20-18 (excellent to very

good)

Loosely organized, but the main ideas stand

out, logical but incomplete sequences, etc. 17-14 (good to average)

There is lack of logical sequence and

development 13-10 (fair to good)

No organized structure, not enough to assess,

etc. 9-7 (very poor)

VO

CA

BU

LA

RY

Efficient words, words from mastery, etc. 20-18 (excellent to very

good)

Occasional errors of word, etc. 17-14 (good to average)

Frequent errors of word, meaning confused,

etc. 13-10 (fair to good)

No or inadequate knowledge of English

vocabulary, word form, etc. 9-7 (very poor)

LA

NG

UA

G E

US

E

Few errors of agreement, tenses, number, etc. 25-22 (excellent to very

good)

Several errors of agreement, tenses, number,

but context rarely obscured, etc. 21-18 (good to average)

Frequent error of negation, tenses, number,

meaning baffled or obscured, etc. 17-11 (fair to good)

Controlled errors, do not communicate

enough to assess, etc. 10-5 (very poor)

28

CRITERIA SCORE

ME

CH

AN

ICS

Few punctuation spelling errors,

capitalization, etc.

5 (excellent to very

good)

Occasional punctuation spelling errors,

capitalization, etc. 4 (good to average)

Frequent punctuation spelling errors,

capitalization, etc. 3 (fair to good)

Occupied by punctuation spelling errors,

capitalization, etc. 2 (very poor)

Adapted from: Jacob et al in Sara Cushing Weigle

E. Data Collection Technique

Tests are used to collect and measure students‟ recount text results. Two

tests, both pre-test and post-test, were given to students. The pre-test was offered

to both the experimental group and the control group leading to the research. The

aim of this pre-test is to assess the ability of students to write recount text. The

experimental group had treatment for writing recount text using a hamburger

strategy, while the control group had treatment for writing recount text through a

teacher‟s presentation or without a hamburger strategy. Upon the treatment, both

groups were given a post-test to know the performance of both groups.

F. Data Analysis Technique

1. Normality Test

The writer carried out a test of normality by SPSS (Special Package for

Social Sciences) v.20. The normality test must be conducted to determine whether

or not the outcomes of both groups derive from the normal distribution

population. Kolmogorov Smirnov and Shapiro-Wilk were used for this test of

normality. If the outcome of the normality test was greater than 0.05, it could be

assumed that the distribution of the data was normal. At the other hand, if the

29

result shows less than 0.05, it could be assumed that the distribution of the data

was not normal.

2. Homogeneity Test

Once the normality test has been determined, the next step is to find out the

outcome of the homogeneity test. The homogeneity test has to be performed in

order to determine the resemblance between two groups or classes. For this

homogeneity test, Levene‟s table was used using SPSS v.20.

3. Test of Hypothesis

When the writer has carried out the test of normality and the test of

homogeneity, the next step is to evaluate or analyze the effects of the

experimental and the control class‟ pre-test and post-test using SPSS v.20. The t-

test is used to assess the difference between the experimental class taught using a

hamburger strategy and the control class taught with a teacher‟s presentation or

without a hamburger strategy.

4. Effect Size Formulation

The formulation of the effect size is needed to know how much one variable

affects another variable in the research. The writer used the principle of Cohen‟s

d, as Muijs (Muijs, 2004) said that the effect size is used to consider that the effect

is defined as weak or strong in the research. (p. 136). The following formula:

Explanation

D : the effect size

Mean for group A : the experimental classes‟ mean score

Mean for group B : the control classes‟ mean score

30

After knowing the result, the data can be interpreted based on some

guidelines by Cohen (2004, p. 139). The guidelines showed in the table below.

Table 3. 5 : The Criteria of Size Effect

G. Statistical Hypotheses

In order to prove the result of this research, the hypothesis will be calculated

using the t-test formula with assumption as follows:

H0 = Null Hypothesis

Ha = Alternative Hypothesis

(H0): There is no significant effect of hamburger strategy on students‟ writing

recount text at the tenth grade students of SMA Tadika Pertiwi Depok.

(Ha): There is significant effect of hamburger strategy on students‟ writing recount

text at the tenth grade students of SMA Tadika Pertiwi Depok.

Then, the criteria of the hypothesis used as follows:

a. If t-test (t0) > t-table (tt) in the significant degree of 0.05, H0 (null

hypothesis) was rejected. This meant that the means score of the

experimental class is higher than the control class. The hamburger

strategy gave the effect on students‟ writing recount text.

b. If t-test (t0) < t-table (tt) in the significant degree of 0.05, H0 (null

hypothesis) was accepted. This meant that the means score of the

experimental class were the same as or lower than the control class. The

hamburger strategy did not give the effect on students‟ writing recount

text.

0 – 0.20 Weak effect

0.21 – 0.50 Modest effect

0.51 – 1.00 Moderate effect

> 1.00 Strong effect

31

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

1. Data Description

The writer presents the result of the pre-test and post-test data in the

experimental and control class at SMA Tadika Pertiwi Depok through the writing

test of recount text.

a) The data of Experimental Class

In this research, the X-IPA 2 students of SMA Tadika Pertiwi Depok, which

consisted of 20 students taught by hamburger strategy. The writer conducted the

pre-test before the students were treated with hamburger strategy. The writer used

a pre-test to measure students‟ writing ability in recount text before the treatment

After all the students got treatment, the post-test was performed to know the data

in the experimental class. The results can be seen as follows:

Table 4. 1: Students' Pre Test and Post Test Score of Experimental Class

Students Score of Experimental Class

Scores of Pre-test Scores of Post-test Gained Score

1 52 77 25

2 57 82 25

3 58 77 19

4 60 72 12

5 63 79 16

6 72 76 4

7 60 80 20

8 80 76 -4

9 60 70 10

32

Score of Pre-Test Score of Post-Test Gained Score

10 70 75 5

11 70 80 10

12 60 77 17

13 66 72 6

14 62 70 8

15 52 75 23

16 66 70 4

17 58 72 14

18 72 79 7

19 60 80 20

20 70 75 5

SUM 1268 1514 246

MEAN 63.4 75.7 12.3

The difference between the pre-test and post-test scores of the experimental

class can be seen according to table 4.1 above. The sum score of the pre-test that

achieved by X-IPA 2 or experimental class is 1268 and the mean score of pre-test

is 63.4. The lowest score of the pre-test is 52 and the highest score is 80. It means

that there are still a lot of students who have a poor understanding of how to write

recount text. While the sum score for the post-test was 1514 and the mean score

was 75.7. The lowest post-test score is 70 and the highest score is 82. Based on

the gained score data, the minimum score obtained is -4 and the maximum score

obtained is 25. The result of the post-test mean score was improved compared to

the pre-test mean score. In conclusion, after providing hamburger strategy to the

students, they were made some improvements in writing recount text.

b) The data of Control Class

The control class is X-IPA 1 which also consisted of 20 students. The students

were taught by the teacher‟s presentation or without hamburger strategy. Similar

33

to the experimental class, the pre-test and post-test were conducted by the writer

to retrieve the data. The result can be seen as follows:

Table 4. 2: Students' Pre-Test and Post-Test Score of Control Class

The data of table 4.2 showed the score of 20 students in X-IPA 1, the sum score of

pre-test is 1282 and the mean score of pre-test is 64.10. The lowest score of pre-

test is 50 and the highest is 80. Meanwhile, the sum score of post-test is 1455 and

Students Score of Control class

Scores of Pre-test Scores of Post-test Gained Score

1 70 73 3

2 66 79 13

3 63 67 4

4 66 72 6

5 70 74 4

6 62 69 7

7 60 73 13

8 80 83 3

9 70 79 9

10 52 72 20

11 50 66 16

12 50 70 20

13 70 72 2

14 75 80 5

15 72 66 -6

16 72 75 3

17 62 70 8

18 50 68 18

19 52 77 25

20 70 70 0

SUM 1282 1455 173

MEAN 64.10 72.75 8.65

34

the mean score of post-test is 72.75. The lowest score is 66 and the highest is 83.

The progress of the experimental and the control class can be seen in figure 4.1.

Figure 4. 1: The Difference between Students' Score in Experimental Class and

Control Class

2. Data Analysis

a) The Normality Test

The writer conducted the normality test before calculating the t-test. Its

purpose to know either the data from the two classes have been normally

distributed or not. The result of normality test on both experimental and control

class in pre-test and post-test score were gained from Kolmogorov-Smirnov and

Shapiro-Wilk table using IBM Statistics SPSS v.20. The result can be seen as

follows:

1. Pre-test

Table 4. 3: Tests of Normality of Pre-Test

Class Kolmogorov-Smirnov

a Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

score Experimental .181 20 .083 .947 20 .328

Control .190 20 .056 .910 20 .064

a. Lilliefors Significance Correction

35

Based on the data of the normality above showed that the significant level of

experimental test was 0.083 and 0.328 and the control was 0.056 and 0.064. It

means that the probability value (ρ) of both classes was higher than (>) the degree

of significance 5% (α = 0.05). Hence, the data of both the experimental and the

control class‟ pre-test was normally distributed.

2. Post-test

Table 4. 4: Tests of Normality of Post-Test

Class

Kolmogorov-

Smirnova

Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

score Experimental .140 20 .200

* .936 20 .202

Control .129 20 .200* .951 20 .384

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

a. Lilliefors Significance Correction

Based on the normality data above for the post-test, the significant level of

the experimental test was 0.200 and 0.202 and the control was 0.200 and 0.384.

This means that the probability value (ρ) of both groups was higher than (>) the

degree of significance 5% (α=0.05). As a result, data from both the experimental

and control class post-tests were normally distributed.

b) The Homogeneity Test

The homogeneity test was also conducted to test the similarity of the sample

in the experimental and control groups. The writer used Levene statistic test of

IBM SPSS v.20 to measure the homogeneity test. The result obtained from the

test is in the following table.

36

Table 4. 5: Homogeneity of Variances Test of Pre-Test

Levene

Statistic

df1 df2 Sig.

1.508 1 38 .227

Based on table 4.5, the result of Levene Statistic Test showed that the

significance of pre-test between the experimental class and control class was

0.227. Therefore, the data of pre-test was homogenous because it was higher than

0.05.

Table 4. 6: Homogeneity of Variances Test of Post-Test

Levene

Statistic

df1 df2 Sig.

1.036 1 38 .315

Based on table 4.6, the result of the Levene Statistic Test showed that the

significance level or probability value (ρ) of the post-test data between the

experimental class and control class was 0.315. This means that the result was

higher than the degree of significance (α= 0.05). Therefore, the findings of the

homogeneity test indicated the population sample data had a homogenous

variance.

c) The Hypothesis Test

After doing the normality test and the homogeneity test, the writer conducted

the hypothesis test. As the purpose of this research, is to discover the effect of a

hamburger strategy on students‟ writing recount text. The hypothesis test,

therefore, is necessary to the test outcome. Thus, the writer used the independent

t-test from IBM Statistics SPSS v.20 to compare means or averages of the

experimental and control class to confirm if there was a significant difference in

the outcomes of the experimental and control classes after the treatment.

37

Table 4. 7: The T-test Result of Post-Test Scores

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Post-

test

Experimental 20 75.70 3.715 .831

Control 20 72.75 4.844 1.083

Independent Samples Test

Levene's

Test for

Equality of

Variances

t-test for Equality of Means

F Sig. t df Sig.

(2-

tailed)

Mean

Difference

Std. Error

Difference

95%

Confidence

Interval of the

Difference

Lower Upper

score

Equal

variances

assumed

1.036 .315 2.161 38 .037 2.950 1.365 .187 5.713

Equal

variances

not

assumed

2.161 35.607 .037 2.950 1.365 .181 5.719

The mean post-test score for the experimental class was 75.70 while the

control class was 72.75. The analysis of T-test in table 4.7 reveals that the tvalue

which is 2.161 with the Sig. (2-tailed) 0.037. Then tvalue is compared to the ttable to

know whether the hamburger strategy has significant effect on students‟ writing

recount text. The ttable is taken from the standard for the analysis of the data. The

ttable shows 2.024 with 38 as the degree of freedom (df) in the data significance

level 0.05. The comparison reveals that tvalue 2.161 > ttable 2.024 and the Sig. (2-

tailed) post-test score was lower than α, 0.037 < 0.05. Therefore, it can be seen

38

that ρ < α, it means that H0 has been rejected and Ha has been accepted. It proves

that the mean score of the experimental class is higher than the control class.

In conclusion, there was a significant effect of hamburger strategy on

students‟ writing recount text.

d) The Effect Size Test

The following formulation was adopted in order to see the effect size level of

this research.

The Criteria

0 – 0.20 Weak effect

0.21 – 0.50 Modest effect

0.51– 1.00 Moderate effect

> 1.00 Strong effect

As a results of the effect size test, it can be concluded that the Effect size

level of this research is moderate as it shows that the outcomes is 0.68, so there is

significant effect of hamburger strategy on students‟ writing recount text.

B. Discussion

According to data described above, shows that there is a moderate difference

in students‟ writing recount text between the experimental class which is given

treatment using hamburger strategy and the control class which is not. The mean

39

score pre-test of the experimental class and control class has a value of 63.40 and

64.10. After conducting the treatment, the mean score of the experimental class

and control class has the value 75.70 and 72.75. The data showed in Table 4.1 and

4.2 as the description of the data from both classes. It can be seen from the mean

score of pre-test in both classes that students earned minimum scores for writing

recount text and the experimental class earned lower scores than the control class.

During the treatments, hamburger strategy was applied in the experimental

class to enhance students‟ writing of recount text. On the other hand, students in

the control class were taught with the teacher‟s presentation or without a

hamburger strategy. Based on the statistical analysis, the increasing point of the

experimental class was 12.30; from 63.40 to 75.70. As for the control class, it

increased 8.65 points; from 64.10 to 72.75. It means that the experimental class

had more significantly increasing points rather than the control class.

Based on t-test from the SPSS calculation, it can be proved that p (sig. (2-

tailed)). < α: 0.037 < 0.05. It means that H0 – which is null hypothesis that

hamburger strategy did not give significant effect on students‟ writing recount text

at the tenth grade students of SMA Tadika Pertiwi Depok was accepted. From the

data analysis of this research; it can be assumed that hamburger strategy can give

significant effect on students‟ writing of recount text because the score of

students‟ writing after being taught by hamburger strategy is higher than before

the writer gave the treatment.

The hamburger strategy will help students practice their writing of recount

text. In addition, this hamburger strategy allows students to organize ideas, and

produces a good recount text. It can be summed up that the use of hamburger

strategy gives significant effect on students‟ writing recount text especially for the

tenth grade students of SMA Tadika Pertiwi Depok.

40

CHAPTER V

THE CONCLUSION AND SUGGESTION

A. Conclusion

According to the findings, it can be concluded that hamburger strategy has a

significant effect on students‟ writing of recount text at SMA Tadika Pertiwi

Depok. It can be seen from the data with statistical hypothesis of significance

level 5% that showed that the mean score of post-test in the experimental class

after implementing the treatment by using hamburger strategy was 75.70. It was

higher than the mean score of pre-test which is 63.40. Moreover, the data analysis

showed that in sig 2-tailed ρ < α, or 0.037 < 0.05. It means that the null hypothesis

(H0) was rejected and alternative hypothesis (Ha) was accepted. Then, the result of

statistical hypothesis testing by using independent sample t-test found that on

degree of significance 5% (α = 0.05), tobserve was 2.161 while ttable was 2.024 or

tobserve > ttable. Therefore, H0 was rejected and Ha was accepted. It showed that

hamburger strategy shows the significant effect on students‟ writing recount text.

In summary, it is clear that hamburger strategy can positively affect students‟

writing recount text at the tenth grade students of SMA Tadika Pertiwi Depok.

B. Suggestion

Based on the conclusion described above, some suggestions can be made and,

hopefully, it can be helpful for the readers. The suggestions are:

1. For English teachers

The English teachers can use hamburger strategy to supports students‟

understanding of writing of recount text. Since hamburger strategy has many

advantages to grab students‟ attention, it is recommended to the English

teachers to use it as students can get more to know how to organize ideas in

writing of recount text.

2. For students

41

The students are expected to learn recount text actively using hamburger

strategy, putting their stories into a hamburger paragraph. The students are

expected to engage in all activities offered by teacher hence they can

understand and learn the recount text easily or even use other media or

strategy as they gain confidence how writing can be easier to learn and to

comprehend. The students are expected to be not hesitated to ask the teacher,

they can think that writing is a fun way to express their ideas so they can

elaborate more ideas, and vocabularies. And also they can feel free, not feel

like burden or afraid to ask teachers about their difficulties in writing recount

text.

3. For future researchers

The result of this research can be used as basic information or reference about

implementing this strategy in classroom. This strategy should be developed

by conducting more written practice not just being used for recount text,

narrative text as Suhendra (2014) did, but it also can be used in other kinds of

text.

42

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