IN ACADEMIC YEAR 2013/2014

Transcription

1 THE APPLICATION OF SCRAMBLED SENTENCES IN IMPROVING WRITING SKILL OF THE EIGHTH GRADE STUDENTS OF SMPN 3 AMLAPURA IN ACADEMIC YEAR 2013/2014 EVA NOFIA KRISNA KAMADENI ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2014

2 THE APPLICATION OF SCRAMBLED SENTENCES IN IMPROVING WRITING SKILL OF THE EIGHTH GRADE STUDENTS OF SMPN 3 AMLAPURA IN ACADEMIC YEAR 2013/2014 EVA NOFIA KRISNA KAMADENI NPM ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2014

3 ii PRE-REQUISITE TITLE THE APPLICATION OF SCRAMBLED SENTENCES IN IMPROVING WRITING SKILL OF THE EIGHTH GRADE STUDENTS OF SMPN 3 AMLAPURA IN ACADEMIC YEAR 2013/2014 Thesis As Partial Fulfillment of the Requirements for the Sarjana Pendidikan Degree in English Education Study Program Faculty of Teacher Training and Education Mahasaraswati Denpasar University EVA NOFIA KRISNA KAMADENI NPM ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2014 iii

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7 ACKNOWLEDGEMENT First of all, the researcher would like to express her gratitude to the Almighty God or Ida Sang Hyang Widhi Wasa for His blessing and guidance so that the researcher could finish this thesis as it is expected. Then, she also would like to express her sincere thanks to both of her first and second advisors, Ida Bagus Nyoman Mantra, SH., S.Pd., M.Pd and Ni Made Wersi Murtini, S.Pd., M.Pd. who have already guided her and shared their brilliant ideas for improvement of the thesis. In addition, she would like to thank their helpful guidance, correction and motivation during the writing of the thesis. Besides, her deep thanks and appreciation also go to Prof. Dr. Wayan Maba the Dean of the Faculty of Teacher Training and Education of Mahasaraswati Denpasar University, the head of the English Education Study Program, all of lecturers and staff of the English Education Study Program for their valuable knowledge and help. In addition, she also wishes to share out her gratefulness to the Headmaster of SMPN 3 Amlapura for her permission and the eighth grade students of SMPN 3 Amlapura for their kind assistance during the process of gathering the data needed for the present study. Her thanks are further shared out to all of her friends who lent some books for finishing this thesis. Finally, the researcher deeply indebted to her parents, beloved brothers and sister for their love and support so that she is able to complete his study successfully. She is so convinced that without their help and spirit. She might not be able to finish this thesis and she deeply feels indebted to all of them. Denpasar, February 2014 Researcher Eva Nofia Krisna Kamadeni vii

8 ABSTRACT Kamadeni, E. N. K. K. (2014). The Application of Scrambled Sentences in Improving Writing Skill of the Eighth Grade Students of SMPN 3 Amlapura in Academic Year 2013/2014. The First Advisor: Ida Bagus Nyoman Mantra, SH., S.Pd.,M.Pd. and the Second Advisor: Ni Made Wersi Murtini, S.Pd., M.Pd. Writing skill especially genre-based paragraph writing is considered as an important skill. The skill should be taken into account in the teaching learning process and given a special attention. So, the present classroom action study dealt with improving recount paragraph writing skill through scrambled sentences of the eighth grade students of SMPN 3 Amlapura in academic year 2103/2104, especially in class E. Thetotal of students in this class is30; consisted of 14 male and 16 female. The present classroom action investigation basically triggered by the fact that the subjects under study still faced problems and had weakness in writing recount paragraph. Scrambled sentences is expected to be an effective way in improving and developing the writing skill of the subjects under study. The result of the IR was It clearly showed that the recount paragraph writing skill of the students wasstill low. Directly, the scrambled sentences was applied in order to improve the students writing skill. The result of the data analysis of the reflection scores for the cycle I and cycle II figured out the increasing mean figures of and for cycle I and cycle II respectively. There was a differences mean figure of 5.53 between two cycles. These findings clearly discovered that the application of scrambled sentences was effective enough in helping the eighth grade students of SMPN 3 Amlapura to improve their writing skill, especially in writing recount paragraph. The result analysis of questionnaire scores showed the comparative percentage figure of 68.05% for item A, 28.99% for item B, 2.95% for item C, and 0% for item D. The result comparative percentages figure clearly showed the subjects attitude and motivation in learning and exercising recount paragraph writing through scrambled sentences changed positively. Keywords: scrambled sentences, writing skill. viii

9 TABLE OF CONTENT COVER INSIDE COVER.. ii PRE-REQUISITE TITLE... iii APPROVAL SHEET 1.. iv APPROVAL SHEET 2.. v STATEMENT OF AUTHENTICITY... vi ACKNOWLEDGEMENT... vii ABSTRACT viii TABLE OF CONTENT. ix LIST OF TABLES. xi LIST OF GRAPH. xii LIST OF APPENDICES.. xiii CHAPTER I INTRODUCTION Background of the Study Research Problem Objective of the Study Limitation of the Study Significance of the Study Definition of Key Term... 5 CHAPTER II THEORETICAL AND EMPIRICAL REVIEW Theoretical Review Writing Skill Characteristics of Good Writing Recount Paragraph Scrambled Sentences Writing Assessment ix

10 2.4 Empirical Review Hypothesis CHAPTER III RESEARCH METHOD Subject of the Study Research Design Research Procedure Planning Action Observation Reflection Research Instrument Data Collection Data Analysis Success Indicator CHAPTER IV FINDING AND DISCUSSION Finding Pre Cycle Cycle I Cycle II Discussion of the Finding CHAPTER V CONCLUSION AND SUGGESTION Conclusion Suggestion REFERENCES APPENDICES x

11 LIST OF TABLES Table 4.1 Tabulation of Data showing the subjects Progressing Score in Writing Skill after Being Taught through Scrambled Sentences. 29 Table 4.2 Tabulation of Data showing the subjects changing Behavior and Attitudes in Learning Writing through Scrambled Sentences 30 Table 4.3 Summary of the Total Score and Mean Score of Pre-Cycle, Cycle I and Cycle II. 34 xi

12 LIST OF GRAPHS Graph 4.1 Depicting the Subjects Progressing Achievement in Writing Skill after the Implementation of Scrambled Sentences in Pre-Cycle, Cycle I, and Cycle II 35 xii

13 LIST OF APPENDICES Appendix 1 List of Subjects.. 44 Appendix 2 Pre-Test. 45 Appendix 3 Lesson Plan 1 Session 1 46 Appendix 4 Lesson Plan 1 Session 2 53 Appendix 5 Post-Test 1 59 Appendix 6 Questionnaires.. 60 Appendix 7 Lesson Plan 2 Session 1 62 Appendix 9 Lesson Plan 2 Session 2 69 Appendix 10 Post-Test 2 75 Appendix 11 Surat Keterangan Appendix 12 Biography xiii

14 CHAPTER I INTRODUCTION 1.1 Background of the Study Writing is a complex activity and it is very important for our life. By writing skill, students can present their ideas and also express their feelings. Islam and Zemach (2000:5) state that writing is an important form of communication in day to day life, students can find challenges to find ideas to include in their writing. Also, writing helps the students communicate with each other in their daily life indirectly. According to Chastain (2000:363) the ability to write is recognized in society and in the school as an important objective of language study. Writing as one of four major skills that we need to give a special attention and taught to the students in learning English. Writing is one of the communication tools, so mastering the writing skill is very important to enable the learners communicate their ideas with the reader in written form. So, it is needed in school environment not only as tool for transferring the knowledge from teacher to the students and students toone another but also as one of English skills that should be learned by students, besides other skills like reading, speaking and listening.everyone admits that writing is a difficult subject, but it is very important for the students to learn. So, the teacher should give serious and special attention to every student.good writing in English requires both good mastery of structures and organization. Students should master the basic components of writing. Students should master the grammar, vocabulary, using punctuation, and good organization. 1

15 2 Porter (2007:1) states that the use of vocabulary helps you understand the words, remember them more easily, and use them correctly. Good grammar means that students should be able to use their grammar and improve their style. And good organization means students can organize their ideas into a good paragraph. In other hand, Duigu (2002:6) states that in order to be able to write good essays, first we make sure that we understand the purpose of the task. If we have understood about what we would write, so it is easier to start our writing and generate our ideas into a good paragraph, also the reader will easier to understand about what the information that we would inform to them. Actually, in teaching learning process especially for students of SMPN 3 Amlapura still have problem in writing, such as the students do not know how to start the writing, they could not generate their ideas, probably they understood what they should do but they could not generate it into written form, they could not make a good sentence, they are still confused when they are asked to organize words into a good sentence or organize sentences into a good paragraph. The problem occurred because of some factors, they were less students motivation in learning English writing and school environment was noisy so students concentration was disturbed when they were learning writing, teacher professionalism was not too high in handling lazy students and they were lack in mastering grammar. When teacher asked the students to write a sentence, some students could not make a sentence correctly. Students were lack in mastering vocabulary. The lack of vocabularies could be seen when the teacher asked them to make a sentence or paragraph and they don t understand the meaning of their sentence or paragraph. The last, in teaching learning process teacher still used

16 3 teacher center method so it made students lazy to concentrate and write their ideas based on the material so the teacher would be more active than the students. Based on the difficulties that were faced by the eighth grade students of SMPN 3 Amlapura. The researcher would solve it and find the best technique to improve the students writing skill. One of the ways to make the teaching writing more effective is making the students active and creative in classroom. The researcher used scrambled sentences to improve the students writing skill. Based on Larsen Freeman (2000:133) scrambled sentences are part of communicative language teaching activity and it is usually used by the teacher in classroom. Teacher asks the students to unscramble the lines of mixed-up dialogue or asks the students to put the pictures of a picture strip story in right order and write lines to accompany the pictures. Also, scrambled sentences were one of other activities that were used to improve students writing skill where students were given some sentences with scrambled order and they organize the sentences into a good order and they make a good paragraph based on the sentences. Therefore, in accordance with the fact above, the writer is highly motivated to use scrambled sentences in teaching writing in order to help the students of SMPN 3 Amlapura in academic year 2013/2014 improve their writing skill. 1.2 Research Problem Considering the importance of the statement and fact above, students still have problem in writing skill. So, the research question can be formulated as follows: to what extent can the writing skills of the eighth grade students E of

17 4 SMPN 3 Amlapura in academic year 2013/2014 be improved using scrambled sentences? 1.3 Objective of the Study To be able to answer the statement of research question above, the objective of study is to find out the improvement of writing skill of the students of SMPN 3 Amlapura by using scrambled sentences. The study was also conducted to know the students motivation during the technique is applied. 1.4 Limitation of the study The discussion of writing paragraph is too broad and complicated in single coverage of the study. So, the variable of the study must be restricted. To avoid understanding among the readers so the discussion of study only limited on the improving recount paragraph writing skill by using scrambled sentences to the eighth grade students of SMPN 3 Amlapura in academic year 2013/ Significance of the study The findings of the present study are expected to use both theoretical and practical significance, as follows: 2.6 Theoretically, the findings of this research will be able to be reference for the similar research about improving recount paragraph writing skill by using scrambled sentences. 2.7 Practically, the findings of this research meant to provide educational feedback to English teacher, the eighth grade students, and the school. For the teachers, this research will be benefit as a feedback. The findings of the presents study are meant to provide educational

18 5 b. Feedback to English teacher. This research also as an input data for the English teachers about using scrambled sentences in the classroom and the importance of writing recount paragraph in teaching English. c. For students, this research will be benefit to motivate students to improve their recount paragraph writing skill. It is expected that this study will contribute or would be any value to other students in conducting further research of the similar topic. d. This research will be benefit for the school in renewal of credibility to school in developing of accreditation. 1.6 Definition of Key Term In order to avoid misunderstanding or confusing on the part of the reader, some operation definitions of the term use in this study will be clarified as follows: 1. Writing is an activity that is need a thought to express an idea into written form. According to Richards and Schmidt (2002:54-55) writing is expressing idea, concept, feeling, opinion and experience in certain place, time and situation in written form. 2. Scrambled sentences are an activity where the teacher gives some sentences with scramble order to the students and they rearrange or unscramble the sentences into a good order. Then, they make a paragraph based on sentences. 3. SMPN 3 Amlapura is a government junior high school which is located at Banjar Tenggang, Seraya Karangasem Regency.

19 CHAPTER II THEORETICAL AND EMPIRICAL REVIEW 2.1 Theoretical Review In this chapter, there are some theoretical and empirical bases relevant to the scope of the present study from many related review to support this research. The description of the point of is successfully arranged as follows: Writing Skill According to Richards and Schmidt (2002:54-55), writing is expressing idea, concept, feeling, opinion and experience in certain place, time and situation in written form. Writing can be defined as an activity of forwarding of message (communication) by using written language as media. Therefore, Brown (2004:218) adds writing skill needs to be taught to the students or human being. Flower and Hayes in Armana (2011:28) describe that writing as a cognitive process consists of four interactive components: task, environment, the writer's long-term memory, and the composing processes themselves. The task environment consists of writing topic, the audience, the degree of the urgency of the task. The writer's long-term memory retains definitions of the topic, the identity of the audience, and possible writing plan. The writing processes include planning, translating and reviewing.planning involves generating ideas, goals, and procedures. Translating involves expressing ideas and goals in verbal forms, and reviewing includes evaluating and revising. Process of writing is very important in order to make our writing product better when we write a sentence or 6

20 7 paragraph.students will not find the obstacle in generating their ideas if they aremasterprocess of writing. So, the process of writing is very important. Fulwiler (2002:16) states that writing is a complex activity, variable, and process that refuses full of formulations to write it.also, Kane (2000:7) describes writing is a complex activity too, when we think about a topic we are already beginningto select words and construct sentences or in other wordstodraft. We should be through some processes in writing and we must be thought what we want to write.it is impossible to a person can express their ideas into a good paragraph without through some process of writing.furthermore, Morley (2007:28) states that writing is not painting, neither is it asystem atised knowledge. It is no empirical science and learning writing is not like teaching and learning medicine. Rogers (2005:2)defineswriting is not language, language is a comlpex system residing in our brain which allows us to produce and interpret utterances but writing involves making an utterances visible. It means that writing is activity that needs thought, process, and the result is product. According to Duigu (2002:3) writing is to analyse the essay task which tells you what thetopic is, and also gives an indication of what kind of things you are expected tosay about the topic.essay topics have 3 components: the instruction words and telling you what to do, the key words indicating the topic, and the words restricting the topic, indicating what aspect of the topic you are asked to focus on.whereas, Hickman and Jacobson (2003:20) writing is a process involving both physical and mental activity. It means that a writer moves sequentially from pre-viewing, to organizing, writing, evaluating and revising in

21 8 Miles Myers in Chicaiza (2009:3) states that one purpose of writing is making of texts and one way to learn how to make anything is to have a model, either for duplication or for triggering one s own ideas. Futhermore, Taylor (2009:96) states the usual function of an introduction in academic writing is to tellthe reader what issue is being raised and what justifies the writer in raising it. In other word, writing is part of media to give information that is happened to the reader and the information must have interesting news. Different writing communities followed by different punctuation and design rule in communications such as letter, reports, and publicity. These are frequently non-transferable from one community or language to another. Such differences are easily seen in the different punctuation convention for the quotation of direct speech which different languages use, or the way in which commas are used instead of much full stops in certain languages, while comma overuse is frowned on by many writers and editors of English. Some punctuation conventions, such as the capitalizations of names, months, and pronoun I, are specific to only one or few languages. Though punctuation is frequently a matter of personal style, violation of well-established customs makes a piece of writing look awkward to many readers (Harmer, 2001:256). When we are writing, we should think about a paragraph. Paragraph is unit of writing that consists of one or more sentences. Evans (2000:7) adds that our ideas should be organized into paragraph. According to Bailey (2003:23) paragraphs are the basic building blocks of texts. Well organize paragraphs not only help readers understand the argument but also they help the writers to structure their ideas effectively. Duigu (2002:45) adds paragraph is like a mini-

22 9 essay, it means that, when we are writing a paragraph, we must consider of a good paragraph and how to organize the sentences in order to the reader more easier understand what information that we want to inform to them. Also, Killgallon and Killgallon (2012:4) state that the purpose of paragraph is to teach students that good writing often results from the addition of sentence parts to sentences, and sentences to paragraphs and gives challenge to the students for include similar additions in their own sentences andparagraphs. When we are writing a paragraph, we must think about the process of writing.bailey (2003:8) states that the writing process guides students from the initial stage ofunderstanding an essay title, through reading and note-making, to the organization of an essay and the final stage of proof-reading. Moore and Murray (2006:25) state the process of writing is not just an outcome of thinking; it also helps to feedthe thinking process, and to give rise to new insights and angles on the material you are talking. So, the material should be prepared perfectly. Langan (2008:16) describes the process of writing involves some steps. The first step is prewriting, the second step is writing a first draft, the third step is revising, and the last step is editing. Prewriting means jotting down in rough sentences or phrases everything that comes to mind about a possible topic. Also,Richards and Schmidt (2002:4) states that prewriting is like a way that learners use to develop their ideas when they write an essay, letter and anything else that can improve their writing. Many Medias can improve students writing skill and it s depending on students motivation too because it s very important. If students have a good motivation in learning writing, so they easier to improve their skill.

23 10 It can be summarized that writing is important tool for our life. By writing, the learners can communicate to each other through written form and also good writing can help the learners to express their ideas and their knowledge. When we write, we concern withgrammar and vocabulary because the learners have to know the meaning of words used and they have to know the good structure of sentence because the learners have to know the good structure of sentence. Besides that, we should concern with characteristics of good writing (unity and coherence). So that, the students can make good sentences and make good paragraphs.also, when we write, we have to through some processing in order to the writing product could be understood by the reader Characteristics of Good Writing A good paragraph is characterized by the existence of unity and coherence. 1. Unity According to Zemach and Rumisek (2005:83) state that unity means that all the sentences discuss only one main idea, the combination of all elements to form single whole. A unified paragraph is internally consistent and has a single focus. Maharani (2007:39) states that unity means all supporting sentences in a paragraph should refers the main idea, so all sentences in the paragraph must be related with the topic. Also, Smalley and Ruetten in Yudiarsa (2010:18) state that if each sentence in paragraph relates to the topic and develops the controlling idea that paragraph has unity, but if the sentences in a paragraph does not relate or discuss the controlling idea that paragraph lacks unity. In addition, Bossane in Sudarmawan (2008:9) explain that a good paragraph usually has unity when all sentences in the

24 11 paragraph develop a single, strong idea in order to make the meaning of paragraph clearly and the reader easier to understand about the meaning of the paragraph. So, every sentence must support and explain the main idea. 2. Coherence According to Bryant (2000:75) coherence paragraph has sentence that all flow together; they are not isolated from each other. Coherence can be achieved in several ways. First, transitions help connect ideas from the one sentence to the text. Second, ordering through in numerical sequence helps to direct the reader from one point to the text. The last, structuring each paragraph according to one of the following patterns helps to organize sentences. Maharani (2007:39) adds that there four ways to make a coherence paragraph, that are: repetition of subjects, using pronoun which refer to the subject, using transition signals to show how one idea is related to the next and arrange the sentences in lot gical order. Also, Oshima and Hogue in Yudiarsa (2010: 19) state that coherence there two main ways to achieve coherence. The first way is the used of transitional signals to show one idea is related to the next. Transition signals are words such as first, second, finally, therefore and however. By using transition words, the reader more easier to follow our ideas Recount Paragraph There are many kinds of paragraphs in English, but in this research the researcher chose a recount paragraph. According to Gregory and Boyle (2012:112) recount paragraph is a kind of paragraph which is the purpose to retell what happen in the past. There is no complication among the participants and that

25 12 differentiates from narrative. Buster (2007:16) adds recount paragraph as a paragraph that tells us about what had happened in the past. He also says that recount paragraph consists of orientations, series of events and reorientation. Thus, recount paragraph is a paragraph that retell past events, activities or experiences chronologically for the purpose of informing and entertaining the reader. It consists of orientation, series of events, and reorientation Scrambled Sentences Scrambled sentences are part of communicative language teaching activity and it usually used by the teacher in classroom. Teacher can ask the students to unscramble the lines of mixed-up dialogue or asked the students to put the pictures of a picture strip story in order and write lines to accompany the pictures. Thus, teachergives some sentences with scrambled order to the students and they unscramble the sentences into a good order and then they make a good paragraph based on sentences (Larsen Freeman, 2000:133). In other research, Chicaiza (2009:97) describes that scrambled sentences are exercise where belonging to each sentence are mixed in a random order in its own file and the students are required to order such pieces and write a correct sentence out of them. But in this research, the researcher asked the students to rearrange or unscramble the sentences into a paragraph and then they make a good paragraph based on the sentences. This activity helps students more creative and active because they can share their ideas to one another. By discussing to another in the classroom, student who usually calm down in class will braver to express his/her ideas. So, the teacher should have an interesting technique to teach the students in order to they more interested in the classroom.

26 Writing Assessment Knowledge of writing is often tested because it is important for communication. The test maker should be aware of what he/she doing when testing writing. The test maker has to use the same syllabus or course of study. Liaison et. al (2009:5) writes that assessment will be multi-dimensional, occurring at all levels throughout the plan. They also state that measures will be formativeand summative, using quantitative and qualitative data gathered from internal and external sources. Chastain (2000:481) describes that evaluation is inseparably related to both objectives and classrooms procedures and must be given equal consideration as the class proceeds through the course. He also states that the primary purpose of evaluation in the classrooms is to judge achievement, both student and teacher. Evaluation of achievement is the feedback that makes improvement possible. However, Norton (2009:187) states that evaluation has become a major issue in higher education with the influence of the Higher Education Academy (HEA) on foregrounding the student experience. Based on Weir (2005:1) in developing assessment tools a decision must be taken on what the criteria in the particular domain under review, and this decision and the test measures used for operationalizing it must be ethically defensible and test developers must be made accountable for their products. He also states that the purpose of assessment is not in itself communicative, except of course for language testers. Assessment of writing is important in order to know the students understanding about the materials have been taught. According to Brown (2004:6) there are two functions of an assessment that is Formative and

27 14 Summative Test. Formative test is evaluating students in the process of forming their competencies and skills with the goal of helping them to continue that growth process. Summative test aims to measure or summarize what a student has grasped, and typically occurs at the end of a course or unit instruction. Also, Brown (2004: ) mentions there are several ways to measure the students writing skill, as follows: grammatical transformation tasks, picture cued tasks, and ordering task. Grammatical transformation task is very popular and the teacher uses this technique as an assessment task to measure grammatical competence. Picture cued task has been used in English classrooms around the world because the advantages of this technique is in detaching the almost writing connection and offering instead a nonverbal means to stimulate written responses. And ordering task is same with word games and puzzles. The teacher asked students to ordering a scrambled set of words into a correct sentence. In this research, the researcher gave exercises when the teaching learning process in classroom. The researcher asked the students to work inpairwork and agroup of two or four persons in rearranging the sentences into good order. So, they can share their ideas to each other. Also, this activity made the learners more creative and active in classroom. Then, the researcher asked them to write a short recount paragraph based on the topic that is given by the teacher and they collected it to the teacher; in this case, the assessment was given based on the rubric which consists of the criteria of writing.in this research, the researcher used type of scoring rubric that consisted of format, punctuation and mechanic, content, organization, andgrammar (Oshima and Hogue, 2007:196).Furthermore, the result of the students work is scored in analytic scoring.

28 Empirical Review Here are two of the researchers have done research about writing skill. The first research is about teaching guided paragraph writing through scrambled sentences technique, but the other is about the use cartoon to improve the skill of narrative paragraph. The use cartoon has similarity that brought the students to learn about writing and write a paragraph. The researchers are as follows: Based on Yudiarsa (2010) on her research entitledteaching Guided Paragraph Writing through ScrambledSentences Technique to the Eighth Grade Students of SMPN 1 Petang in Academic Year 2009/2010 the result of his study shows that students in his research class who were taught using scrambled sentences technique improved their student s writing skill.the result shows that the students achievement in writing could be improved from poor (mean score 5.6) to grand mean 6.7 (cycle I) and grand mean 7.7 (cycle II).From the result of the observation, it means teaching paragraph writing through scrambled sentences was effective in increasing their paragraph writing ability of class VIII F the students of SMPN 1 Petang. In another research, Sudarmawan (2008) on his research entitledthe Use Cartoon to Improve the Skill of Writing Narrative Paragraph to the Grade X Students SMKN 1 Denpasar in Academic Year 2007/2008 his experimentalstudy shows that students in class who were taught by using cartoon technique was expected to be an effective way in improving students writing narrative paragraph. The result was students had better achievement than students who were taught without using cartoon technique. The result of students score inassessment before applying cartoon was low with the mean score The result of student s

29 16 score in reflection for cycle 1 figured out the increasing mean figures of 4.51, 5.31, and 6.00 for S1, S2, and S3 respectively. And the result of students score in reflection for cycle II figured out the increasing mean figures of 6.79, 6.86, and 7.4 respectively. From that, we know there was a different mean score of 1.75 between both cycles. From the result, showed that teaching writing narrative paragraph by using cartoon technique was effective enough to increase student s writing narrative paragraph in English. The researcher chooses to review this thesis because it brought students to write a paragraph. Also, the purpose was same with this research that was to improve students paragraph writing skill. During teaching learning process, the students made a paragraph based on sentences. It has a similarity with this thesis where the students made a paragraph during teaching learning process in classroom. Both of them made students enjoy and active in classroom. 2.3 Hypothesis To accomplish the purpose of the study, the hypothesis of the study can be stated as follows: the application of scrambled sentences can improve the students writing skill of the eighth grade students of SMPN 3 Amlapura in academic year 2013/2014.

30 CHAPTER III RESEARCH METHOD 3.1 Subject of the Study The present study focused on investigating students skill in mastering writing. The researcher selected the eighth grade students of SMPN 3 Amlapura in academic year 2013/2014. The researcher took the eighth grade students as the subject of this study. The total of the students in this class was 30; consisted of 16 female and 14 male. The reasons why this subject was chosen, because most of them still have problem in writing especially in writing recount paragraph. This subject have difficulties when they wrote recount paragraph. This could be identified from the result of the interview with the English teacher of eighth grade students of class E. She said that the students were still confused when the teacher asked them to write a story. As a result most of them obtained bad score or in other words, they were still low in mastering writing skill. This also supported by the result of the pre-test which was done by the students. This indicated that the students ability was still poor. 3.2 Research Design Classroom action research was used in this study. This classroom action study concerned with teaching writing by using two kinds of tests, those were, initial reflection or pre-test and reflection or post-test. Ferrence (2000:1) states that action

31 research was a process in which participants examine their own educational practice 17

32 18 systematically and carefully, using the techniques of research. McNiff and Whitehead (2006:7) also state that action research is a form of enquiry that enables practitioners everywhere to investigate and evaluate theirwork. Action research could be a powerful and liberating form of professional enquiry because practitioners investigate their own practices they find ways of living more fully in the direction of their educational value. It makes use of a collection of pre-test and post-test research design. Furthermore, Wallen and Fraenkel (2009:589) state that action research is conducted by one or more individuals or groups for the purpose of solving a problem or obtaining information in order to inform local practice. Norton (2009:4) describes that the purpose of action research is to systematically investigate our teaching/learning facilitation practice with the dual aim of modifying practice and contributing to theoretical knowledge. Richards and Lockhart (2008:12) add that action research typically involves small scale investigation projects in the teacher s own classroom and consists of a number of phases which often recur in cycles: planning, action, observation, reflection. This classroom action study concerned with teaching writing through scrambled sentences. Classroom action research was divided into two cycles; they were cycle I and cycle II and each cycle consisted of four interconnected activities, namely : Planning, Action, Observation, and Reflection. It was essential to note that initial reflection was normally used in a classroom action study. The IR was administered to the eighth grade students of SMPN 3 Amlapura, in order to know the real pre-existing writing skill of the subjects.

33 19 In this classroom action research made a collection of pre-test and post-test were useful. This classroom action study concerned with teaching writing by using scrambled sentences. Initial reflection (IR) or pre-test was intended to evaluate the pre-existing writing skill whereas reflection or post-test was administered at the end of each cycle and it was to know the expected increase in the students writing skill after teaching writing by using scrambled sentences in classroom action study. 3.3 Research Procedure In this classroom action research the session was divided into two cycles (Cycle I and Cycle II) and each cycle consisted of four interconnected activities, namely: Planning (P), Action (A), Observation (O), and Reflection (R). This classroom action study concerned with teaching writing by using two kinds of tests,they were initial reflection or pre-test and reflection or post-test. Cycle I was designed starting from giving initial reflection (IR), Planning (P), Action (A), Observation (O), and Reflection (R), whereas in cycle II was designed starting from revised Planning, Action, Observation, and Reflection. Kemmis McTaggart in Hinkel (2005:244) state that plan is prospective to action, action is deliberate and controlled, observation is responsive, reflection is evaluate To make it apparent, the design of present classroom action study would be described as follows: Cycle I : IR P1 A1 O1 R1 Cycle II : RP A2 O2 R2 In initial reflection or pre-test was intended to evaluate the pre-existing writing recount paragraph whereas reflection or post-test was administered at the end

34 20 of each cycle (cycle I and cycle II), was meant to reveal the expected increase in students recount paragraph writing skill achievement after they have been taught recount paragraph through scrambled sentences. To get data of students prior knowledge, we could get from initial reflection or pre-test before teaching learning process and to measure how well the students improved their writing skill,we could get from reflection or post-test Planning Before teaching learning process was began, first, the writer did the observation to the school (SMPN 3 Amlapura) and then the writer identified the existing problem in the classroom. After knowing the problems occured, the writer determined the topic that would be taught. First, the researcher was designing the lesson plan or setting up the teaching scenario for the present class study.prepared the topic that would be taught especially material about recount paragraph so that students would more understand the topic or material.preparing the instrument that would be used in teaching learning process.second, the researcher was designing the post-test that would be administrated at the end of each cycle.then, she was designing the questionnaire to the subjects under study. This questionnaire was given to the students at the end of cycle I Action After the planning was completed, then the researcher carried out an action. This teaching learning process focused on teaching writing through scrambled

35 21 sentences. The researcherbegan toteach in class based on thetopic that has been made. During the teaching learning process, there would be three activities included in the teaching scenario, namely: pre-activity, whilst-activity, and post-activity.teaching learning process was started with pre-activity. The researcher who acted as a teacher greeted the students and checked students attendance. Then,the researcher tried to warm up the students prior knowledge by giving some questions related to the topic that would be discussed. The aim was to invite the students attention in order to make them more interested and motivated during the teaching learning process. In whilst-activity, the researcher carried out the main process of teaching writing by using scrambled sentences. The researcher explained the topic and gave an example of recount paragraph. The researcher gave an example of recount paragraphto the students. In order to the process of teaching learning process was more intensive, the researcher gave an exercise about recount paragraph with scramble order and the students rearranged the sentences into a good paragraph by discussing to each other. Observing the students was very important in teaching learning process. The researcher should observe and help the students when they did the exercise in order to know about the subject attitude toward the learning process. After finishing answer the question, the researcher and students discussed the correct answer. She asked one of students to come in front of the class to write his/her answer on whiteboard. Next session, researcher asked the students to make a short recount paragraph based on the topic. The objective of this activity was to measure the students writing skill before and after teaching learning process.

36 22 In post activity, researcher asked the students about their difficulties during the teaching and learning process after applying scrambled sentences. The post activities in each session were intended for about 20 minutes. The students were collected their work and the mistakes would be discussed in the next sessions so the students would learn from their mistakes. Also, the teacher made conclusion or summarized the materials have been studied before. The last, she ended the class and went out from the class Observation In this classroom action investigation, the researcher acted as an observer. In this study, the researcher observed the situation of classroom during the present action study. The researcher observed the activities of students in teaching learning process in order to know the effectiveness of learning process and whether or not the strategy could improve the students achievement. In this study,we could see the positive changing behaviour of the students attitude and motivation in learning and practice of writing recount paragraph in their classroom activities Reflection After finishing observation and evaluation, the researcher did the reflection. Its aim was to find out the teaching learning process based on lesson plan that had been made successfully done or not. Also in this study, the researcher would analyse the application of the strategy or technique including both the strengths and weaknesses. The finding in each meeting and the result of each test would be

37 23 considered as the input to improve the result of the next cycle. If the first cycle was not successfully done to improve the students writing skill, the research should be continued to the next cycle that was cycle II. The researcher used the result in first cycle as the consideration whether the study would be ended or continued to the next cycle. 3.4 Research Instrument Research instrument was for gathering the data. Research instruments used by the researcher was as a vehicle to stimulate, elicit, and encourage the students to give their opinions, responses and answers to obtain valid and reliable required data for the investigation. In this study, the researcher used two instruments in collecting data. The instruments were: a. Test Test given to the students focused on writing recount paragraph. The purpose of this test wasto find student s skill in writing recount paragraph correctly. The test used in this study were initial reflection or pre-test and reflection or post-test. Pre-test was conducted before the teaching learning process was carried out. Its purpose was to find out the existing the students writing skill, especially in writing recount paragraph. The post-test was conducted at the end of each teaching cycle to find out the students improvement in each cycle after they were taught writing recount paragraph by using scrambled sentences. The researcher then analyzed the students work based on the rubric. According to Oshima and Hogue (2007:196), to give a score of students writing paragraph used the rubric that will be scored in term of

38 24 format, punctuation and mechanic, content, organization and grammar. It can be shown descriptively with the following table: Table 3.1 Scoring Rubric in Writing a Recount Paragraph Max. Actual Score Score FORMAT 5 POINTS There is a title. 1 The title is centered. 1 The first line is indented. 1 There are margins on both sides. 1 The work is tidy. 1 Total 5 PUNCTUATION AND MECHANICS 10 POINTS There is a period after every sentence. 2 Commas are used correctly. 2 Capitalization & other punctuation are used correctly. 2 The spellings are correct. 4 Total 10 CONTENT 20 POINTS The text fits the assignment. 4 The text is unified. 8 The text is coherent. 8 Total 20 ORGANIZATION 35 POINTS The text began with the orientation 5 The text contain the events based on the orientation. 5 The text ends with a re-orientation 25 Total 35 GRAMMAR & SENTENCE STRUCTURE 30 POINTS Estimate a grammar and sentence 30

39 25 structure score. Grand Total Questionnaire The questionnaire was given to the eighth grade students of SMPN 3 Amlapura after the completion of cycle I. It was conducted to find out the students changing behavior when they are learning recount paragraph writing by using scrambled sentences. The type of construction in the questionnaire was writing the answers of ten multiple choices based on their feeling about learning writing skill through scrambled sentences. 3.5 Data Collection There were three kinds of instruments used to gather the data of this classroom action study: they were pre-test, post-test and questionnaire. Thus, the data required to answer the research question were gathered through administering pretest, post-test and questionnaire to the eighth grade students of SMPN 3 Amlapura. The pre-test or initial reflection was conducted to the students under study to find out their pre-existing recount paragraph writing skill. In pre-test or initial reflection, the students were asked to make a short recount paragraph based on the topic. Post-test was conducted at the end of each cycle (cycle I and cycle II) to find out the result of actions toward the strategy used. And questionnaire was conducted to show the students changing learning behaviors in learning recount paragraph writing by using scrambled sentences.

40 Data Analysis The most important data required to answer the research question under study was collected through administering pre-test and post-tests, some supporting additional data are gathered through administering questionnaire to the studentsunder study, that was grade student ofsmpn 3 Amlapura. According to Norton (2009:133), the mean score was calculated by adding up the total number of the score each student had been obtained, divided by the total number of students, which it gave us an average. This would seem fairly reasonable; given this was only one module that these sports students study. The mean was very useful for summarising large numbers of scores in a single score. Thus, there were considerably three kinds of raw scores obtained for the present class action study they were as the following: 5.2 Scores indicating the students pre existing recount paragraph writing skill, 5.3 Scores showing the students progress achievement in recount paragraph writing skill, and 5.4 Scores showing the students changing learning behaviour. The data were analysed by using the following formula: M = X N Where : M : mean score 5.3 : the sum of total score N : the total number of students

41 2 7 While the data resulted from the questionnaire would also be analysed descriptively as the following percentage of an item: Number of students choosing the item X = x 100% Number of whole students 3.7 Success Indicator Based on Curriculum of SMPN 3 Amlapura, the standard completeness that has been stated in this school is 73. The eight grade students should reach the standard completeness indicated. It means the present study was successfull if 80% or more of students reach the standard completeness and the research was failed if less than 80% students reach standard completeness.

42 CHAPTER IV FINDING AND DISCUSSION The discussion of data that has been collected through the present classroom action research study which dealt with teaching writing skill through scrambled sentences to the eighth grade students of SMPN 3 Amlapura in academic year 2013/2014 could be finally discussed in this chapter. 4.1 Finding The findings of this research were in the form of data. The data collected from the eighth grade students of SMPN 3 Amlapura in academic year 2013/2014. In order to obtain the reliable data for this study, as stated in chapter 3. There were 3 research instruments administered to the subjects under study. Consequently, there were three raw data gathered for the present study which consisted of initial reflection or pre-test, post-tests, and questionnaire. The pre-test or initial reflection recount text writing was administered to the subjects under study to obtain their pre-existing writing skill. The result of pre-test was used as the basic consideration of giving treatment to the students. The post-test in this present study were administered for two times; they were once in cycle I and once in cycle II. This was due to the fact that each cycle was ended with the administration of the posttest. The purpose of giving post-test in the end of each cycle was to know the ability of the subjects under study after being taught writing by using scrambled sentences. As a result there were three sets of rows scores obtained for the present classroom action study, which are IR or pre-test scores and reflection scores. Therefore, there were three sets of raw scores showing the improvement of the writing of subjects. They were pre-test scores, 28

43 29 and post-test score for each cycle (C1 and C2). The three sets of scores which were collected in this present study could be tabulated as follows: Table 4.1 Tabulation of Data Showing the Subjects Progressing Score In Writing Skill after being Taught through Scrambled sentences Subjects Pre-Cycle Post-Test 1 Post-Test Total Mean

44 30 To make this finding more significant, further data required for the present class action study which were collected through administering the questionnaire to the subjects under the study at the end of cycle I. The purpose of administering questionnaire to the subjects under study is to measure the students changing attitude and motivation in learning writing through scrambled sentences. The answers of questionnaire were quantitatively scored using the rating scale 0-3 (score of option A=3, B=2, C=1, and D=0) on scoring the ten items. The score gathered from administering questionnaire showed the subjects changing attitude and motivation in writing recount paragraph through scrambled sentences. The obtained data showing the subjects total scores for the items of the questionnaire were tabulated as the following. Table 4.2 Tabulation of Data Showing the Subjects Changing Behavior and Attitudes in Learning Writing Skill through Scrambled sentences Subjects A B C D

45 Total Grand Total A + B + C + D ( ) = Pre-Cycle Pre-cycle or pre-test was conducted before the researcher taught writing skill, especially teaching recount paragraph writing skill through scrambled sentences to the subject under study. It was administered in order to measure the result of their pre-existing writing skill. In this pre-cycle, the subjects under study did the pre-test given individually without teaching them before. The scores of pre-test which collected in this present study could be formulated as follows: X0 The mean of IR scores= = = N Cycle I In this cycle the researcher carried out the main process of teaching writing recount paragraph through scrambled sentences. The students wrote a

46 32 recount paragraph by following each step in scrambled sentences. In which, in every session of this cycle, the students wrote a recount paragraph in pair work. So, the students could share their ideas to each other when they were discussing. In this cycle, the researcher administered one post-test in which it was used as a feedback and basis plan to carry out the action in cycle II in improving ways. The scores of post-test in cycle I which collected in this present study could be formulated as follows: The mean of R1 scores = X1 N = = The data collected through the administering of questionnaire are considered as additional supporting data. These were collected by the end of cycle I. The data obtained from the questionnaire have to be computed and discussed in the light of the present class action study. The computation of the comparative percentages for the scores of the items of the questionnaire showing the subjects total answer or responses for item of A, B, C and D was shown as follows: 1. Total percentage of item A = x 100 % = % 2. Total percentage of item B = x 100 % = % 3. Total percentage of item C = x 100 % = 2.95 % 4. Total percentage of item D = x 100 % = 0 % The computation of the results of the analysis of the questionnaire score above showed the comparative percentages of 68.05, 28.99, 2.95 and 0 for total responses of the questionnaire items of option A, B, C, and D. These findings clearly supported the main findings of present s class action study.

47 Cycle II In cycle II the researcher carried out the main process of teaching writing recount paragraph through scrambled sentences but in different ways with the cycle I. The researcher taught with an interesting activity when the teaching learning process in the classroom. In which, in every session of the lessons in this cycle, the students wrote a recount paragraph in group work consisted of three until four persons and were given brainstorming by the researcher. The researcher gave some sentences with scrambled order and then students rearranged the sentences into a good paragraph. In this cycle, the researcher administered one post-test in which to measure the progressing writing skill of the subject under study. The scores of post-test II which were collected in this present study could be formulated as follows: X2 The mean of R2 scores = = = N The data obtained for the present classroom action study should be analyzed so as to reveal the extent of the subject s progressing or increasing ability in writing skill. These data should be analyzed and then the results of the investigation were discussed.based on the data presented in table 1 above, the mean of the pre-test score and the mean of post-test score (1 and 2) were obtained by the eighth grade students of SMPN 3 Amlapura for cycle I and II which was considered as the findings of the present classroom action study could be summarized as follows:

48 34 Table 4.3 Summary of the Research Findings Showing the Total Score and Mean Score of Pre-Cycle, Cycle I and Cycle II Reflection Total score Mean score IR Cycle I Cycle II In table 1 clearly shown that the findingsof this classroom actionstudy are: first, the meanof the pre-test or IR scores obtainedby the subjectunder study was This showed obviously the low ability of the subjects under study in writing recount paragraph. Second, the mean of reflection or post-test scores in the end of cycle I obtained by the subjects under study showed the mean figure of Third, the reflection or post-test in the end of cycle II obtained by the subjects under study pointed out the mean figure of The mean obtained by the subjects under study for both cycle I and cycle II which showed mean figure 71.00and were much higher than corresponding pre-test mean scores in improving writing skill through scrambled sentences. To make it clear, the main findings of the present classroom action study showing the increasing comparative mean figures of pre-test and the post-test scores obtained by the eighth grade students of SMPN 3 Amlapura in academic year 2013/2014 for cycle I and cycle II could be graphically presented as follows:

49 Mean Xo Cycle I Cycle II 4.1 Graph, Depicting the Subjects Progressing Achievement in Writing Skill through Scrambled sentences in Pre-Cycle, Cycle I and II It is clear that the graph above showed the students mean score in writing skill when they were taught by using scrambled sentences increase significantly. This indicated that the technique used by the teacher in improving the students writing skill was very effective. 4.2 Discussion of the Finding The data analysis guided to the establishment of the findings of the present classroom action study investigated the effectiveness of scrambled sentences in improving writing skill of the eighth grade students of SMPN 3 Amlapura. The mean of IR or pre-test scores obtained by the subjects under study in writing recount paragraph through scrambled sentences pointed out the mean figure This mean figure clearly showed that pre-existing writing skill of the students was relatively low. The result of the data analysis of the reflection or post-test scores in cycle I showed the increasing mean figures of The mean

50 36 figure obtained by the subject under study in cycle I was clearly much higher than the mean figure of IR or pre-test score. This mean figure revealed that the teaching writing to the eighth grade students of SMPN 3 Amlapura through scrambled sentences could be improved. The writing skill of subjects under study could be improved because in the classroom the researcher used an interesting activity or when the teaching learning process. In cycle I, the researcher used pair work activity so the students could discussed to another. Whereas in cycle II, the researcher used group work activity consisted of three until four persons. In this activity, the students became more active when they discussed in the classroom. The result of the data analysis of the reflection or post-test scores obtained by the subjects under study in cycle II turned out to show the progressing mean figures of Comparing with the mean figure of IR or pre-test scores, the mean figure obtained by the subjects for each cycle was convincingly much higher. The grand mean figure of the reflection or post-test scores obtained by the subjects under study in cycle I was and in cycle II was There was the different mean figure between cycle I and cycle II. This significant difference mean figure suggested that the teaching writing in cycle II (S3 and S4) by using scrambled sentences could be remarked to be more effective than cycle I. This was due to the fact that cycle II was revised the version of cycle I, in that the teaching scenario in cycle II were accordingly revised by taking into account weaknesses found out in cycle I. It was logical if the mean of the reflection score in cycle II was higher than cycle I. The proportional percentage figures of the total response of the questionnaire for item A, B, C, and D were 68.05, 28.99, 2.95 and 0 for

51 37 items A, B, C, and D respectively. The questionnaire which was actually intended to measure the changing learning behavior of the subjects under study in learning writing through scrambled sentences was administered by the end of the cycle I. The result of the comparative percentage figures obtained for the present class proved that the subjects learning behavior changed positively, that was, their attitude and motivation heightened significantly. It showed that the subject learning behavior especially their attitude and motivation changed positively. The findings of the present classroom action study were believed to have rather limited validity as well as reliability. This was due to the fact that during the undertaking of this study, there were some compounding variables which were applicable only to the subjects under study, and the English teacher of other classes should carefully adopt and use of these findings. Although the finding of the present classroom action study could not be generalized to all of the eighth grade students of difference class, belonging the same school. Revealing the improvement of writing skill by the eighth grade students of SMPN 3 Amlapura through Scrambled Sentences, they had rather limited and reliability. The researcher fully realized that the established findings had some weak versions. There were many aspects that could be weaken the validity and reliability of the established findings of the classroom action study should be only used as one of the optional techniques. So, the writing skill of the eighth grade students of SMPN 3 Amlapura in academic year 2013/2014 can be improved significantly through scrambled sentences.

52 CHAPTER V CONCLUSION AND SUGGESTION The discussion of the present study in all above chapters that dealt with application of scrambled sentences in teaching writing to the eighth grade students of SMPN 3 Amlapura could finally be concluded in this chapter. Also, some practical suggestions in reference to the significance of the established findings are also recommended in this chapter. It clarifies the result of the classroom based action research as answer of the research questions whether the students writing skill could be improved or not. 5.1 Conclusion Based on the finding of this study, the researcher can conclude that the application of scrambled sentences could improve the eighth grade students writing skill of SMPN 3 Amlapura in academic year 2013/2014. This could be seen from the students score achievement. The mean score of their pre-test was it improved to (Mean score of cycle I), and into (Mean score of cycle II). The result in every cycle showed the research questions in this study had been answered. The result of this study explained that in teaching writing by applying scrambled sentences gave significant improvement to the students writing skill. The students felt happy and fun in learning writing. In addition, they became more creative and active in teaching learning process. It was show from the students answer in the questionnaires. Based on the result the option (A = 68.05%, B = 28.99%, C = 2.95%, D = 0%) indicated that the students were motivated in learning writing through scrambled sentences. Therefore, it can be 38

53 concluded that the application of scrambled sentences gave significant improvement to the students writing skill Suggestion In reference to the discussion of the finding in chapter IV, the researcher would like to suggest the following things: 2.9 For the English teachers of the eighth grade students of SMPN 3 Amlapura in general are suggested to teach any types of topic in teaching writing by having fun. Through scrambled sentences is one of many ways to make the teaching learning process interesting and fun. The English of eighth grade students of SMPN 3 Amlapura is also suggested to keep and improve their students motivation in order the eighth grade students writing skill more intensively. For instance, teacher can ask students to practice their writing skill out of class or in their house with their friends by discussing or playing game. This way, the students can express their ideas to each other and they would get used to write so they would be able to develop and improve their writing skill more quickly For the students, it is suggested that they should motivate themselves to learn English more thoughtfully not only in the classroom but outside classroom too. They should have more practice in writing, especially writing through scrambled sentences because more practice will increase their achievement in writing. The students could be creative and active in learning English and students also could be

54 40 motivated by giving an appropriate technique and strategy in teaching learning process. 5.5 For the further research, it is hoped that other researchers will do better research related through scrambled sentences that can be applied not only for teaching writing but also for teaching other skills.

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58 Appendix 1 LIST OF SUBJECTS No Subjects F/M 1 I Made Adi Ananda Putra M 2 I Wayan Agus Sujana M 3 Ni Komang Ani Setia Dewi F 4 Ni Putu Anis Puji Wahyuni F 5 I Nengah Armaja M 6 I Made Arisatya Yasa M 7 Ni Kadek Ayu F 8 Ni Komang Devi F 9 Ni Wayan Desi Ardianai F 10 Ni Kadek Dina Asmara F 11 I Putu Edi M 12 I Wayan Epa Nugiantara M 13 I Komang Junianto M 14 Ni Luh Lusiyantari F 15 Ni Kadek Meli Susanti F 16 Ni Nengah Martini F 17 Ni Nyoman Nanda Sanjiwani F 18 Ni Ketut Novi Antariani F 19 Pande Kadek Arya Astawa M 20 I Kadek Riski Aryanto M 21 Ni Komang Periantika Dewi F 22 I Made Purnawan M 23 I Gede Saras Yanto M 24 I Wayan Suartika M 25 I Wayan Supariada M 26 I Komang Suarto M 27 Ni Komang Sri Handayani F 28 Ni Made Sudarmini F 29 Ni Luh Susianti F 30 Ni Ketut Vivin Adiani F

59 45 Appendix 2 PRE-TEST 2.11 Choose one of the following topics and then write a short recount paragraph! My Fun Experience. My Bad Experience. My Holiday. Visiting My Grandparents.

60 46 Appendix 3 e. Standard competence LESSON PLAN Session 1 Cycle I School : SMPN 3 Amlapura Subject : English Class/Semester : VIII/I Skill : Writing Time Allocation : 2 x 40 minutes Expressing meaning in functional written text and simple short essays in the form of descriptive and recount in daily life context. 4. Basic competence Expressing meaning and rhetorical stepsan accurately, smoothly and acceptable by using various written in daily life context in the form of descriptive and recount. III. Indicator 1. Identifying the generic structure of recount paragraph. 2. Arranging the sentences grammatically. IV. Learning Objective The students are able to: 1. Identify the generic structure of recount paragraph. 2. Arrange the sentences grammatically. V. Learning Materials 1. Definition of recount paragraph A recount paragraph is a paragraph which is focus on a sequence of events which happened in the past. 2. Generic structure of recount paragraph. Writing recount paragraph, generally, you have to consider the following generic structure: a. An Orientation An orientation provides the backgrounds informations needed to understand the text such as who was involved, where it happened and when it happened. b. A Series of Events A series of events has ordered in a chronological sequence. c. Re-orientation Re-orientation may be some personal comment on the incident.

61 47 3. Language Feature of Recount Introducing personal participant: I, my group, etc. Using chronological connection: then, first, etc. Using linking verb: was, were, saw, heard, etc. Using action verb: look, go, change, etc. Using simple past tense. The example: My Horrible Experience Orientation Let me remind you my experience during an earthquake last week. When the earthquake happened, I was on my car. I was driving home from my vacation to Bali. Event Suddenly my car lunched to one side, to the left. I thought I got flat tire. I did not know that it was an earthquake. I knew it was an earthquake when I saw some telephone and electricity poles Re-orientation Then I saw a lot of rocks tumbling across the road. I was trapped by the rock. Even I could not move my car at all. There were rocks everywhere. There was nothing I could do but left VI. Teaching Method and Technique: Scrambled sentences VII. Teaching Media 1. Dictionary 2. Students worksheet VIII. Teaching and Learning Scenario Teacher s activities Student s activities

62 Pre-activity Pre-activity 1. Greeting the students. 1. Responding greeting. 2. Checking the students attendance 2. Paying attention by raising their by calling out their names. hand when their names are called. 3. Asking the students to mention the 3. Paying attention. kinds of paragraph that they know. Whilst activities Whilst activities Exploration Exploration 1. Asking some questions about 1. Answering the teachers question recount paragraph to the students 2. Paying attention to the teacher. 2. Introducing the topic about recount paragraph. Elaboration Elaboration 3. Explaining about recount 3. Paying attention to the teacher. paragraph systematically from the definition, the generic structure and the steps of writing a good recount paragraph. 4. Identifying the generic structure. 4. Givingan example of recount paragraph and asking the students to identify the generic structure. 5. Paying attention to the teacher 5. Explaining the rule of scrambled and receiving an exercise. sentences and distributing an exercise. 6. Doing the exercise. 6. Asking students to rearrange the sentences into a good paragraph. 7. Working in pairs. 7. Asking the students to work in pairs. 8. Discussing an answer of the 8. Asking the pair to share their exercise answer with other students in classroom. 9. Paying attention and 9. Giving correction. correct if any mistake. making Confirmation Confirmation 10. Listening to teacher. 10. Giving feedback to the students work. 11. Making a conclusion based the 11. Leading the students to make a activities conclusion about recount paragraph. Post-activity Post-activity 1. Opening question and answer 1. Asking questions if they still find 48

63 49 sessions. mistakes on the lesson being taught. 2. Ending the class by saying good bye. 2. Replaying IX. Assessment Indicator, Technique, Form, and Instrument No. Indicator Assessment Technique Form Instrument 1. Identify the generic Identifying Please structure of recount the generic identify the paragraph. structure of generic recount structure of the following Written Test paragraph paragraph! 2. Arrange the Arranging Rearrange the sentences the sentences sentences grammatically. into a good below into a paragraph good paragraph! X. Criteria of assessments SCORING RUBRIC Max. Score FORMAT 5 POINTS There is a title. 1 The title is centered. 1 The first line is indented. 1 There are margins on both sides. 1 The work is tidy. 1 Total 5 Actual Score PUNCTUATION AND MECHANICS 10 POINTS There is a period after every sentence. 2 Commas are used correctly. 2 Capitalization & other punctuation are used 2

64 50 correctly. The spellings are correct. 4 Total 10 CONTENT 20 POINTS The text fits the assignment. 4 The text is unified. 8 The text is coherent. 8 Total 20 ORGANIZATION 35 POINTS The text began with the orientation 5 The text contain the events based on the 5 orientation. The text ends with a re-orientation 25 Total 35 GRAMMAR & SENTENCE STRUCTURE 30 POINTS Estimate a grammar and sentence structure 30 score. Grand Total 100 Amlapura, 2013 Researcher Eva Nofia Krisna Kamadeni NPM:

65 51 STUDENT WORKSHEET 1. Please identify the generic structure of the following paragraph! My Horrible Experience Let me remind you my experience during an earthquake last week. When the earthquake happened, I was on my car. I was driving home from my vacation to Bali. Suddenly my car lunched to one side, to the left. I thought I got flat tire. I did not know that it was an earthquake. I knew it was an earthquake when I saw some telephone and electricity poles. Then I saw a lot of rocks tumbling across the road. I was trapped by the rock. Even I could not move my car at all. There were rocks everywhere. There was nothing I could do but left. 2. Rearrange the sentences below into a good paragraph! 1. While we were driving, we could see some beautiful views of mountains, forests, and waterfalls. 2. I went to Borobudur Temple. 3. Last week, I spent my holiday in Jogjakarta. 4. We went to Borobudur Temple by private car. 5. My family and I went there early morning. 6. I had prepared everything before we went to Jogja. 7. It was a very interesting recreation. 8. My Trip in Borobudur Temple 9. Borobudur Temple was crowded in that holiday vacation. 10. We went back at 04:30 in the evening. 11. He was very friendly. 12. It was my first time to speak English with foreign tourist. 13. I could learn and practice speaking English with one of foreign tourists. 14. My family and I arrived at Borobudur Temple at 11:30 in the afternoon. 15. His name was Jack. 16. There, I saw many tourists.

66 52 ANSWER KEY 1. Please identify the generic structure of the following paragraph! My Horrible Experience Orientation Let me remind you my experience during an earthquake last week. When the earthquake happened, I was on my car. I was driving home from my vacation to Bali. Event Suddenly my car lunched to one side, to the left. I thought I got flat tire. I did not know that it was an earthquake. I knew it was an earthquake when I saw some telephone and electricity poles Re-orientation Then I saw a lot of rocks tumbling across the road. I was trapped by the rock. Even I could not move my car at all. There were rocks everywhere. There was nothing I could do but left 2. Rearrange the sentences below into a good paragraph! My Trip in Borobudur Temple Last week, I spent my holiday in Jogjakarta. I went to Borobudur Temple. My family and I went there early morning. We went to Borobudur Temple by private car. I had prepared everything before we went to Jogja. While we were driving, we could see some beautiful views of mountains, forests, and waterfalls. My family and I arrived at Borobudur Temple at 11:30 in the afternoon. There, I saw many tourists. Borobudur Temple was crowded in that holiday vacation. I could learn and practice speaking English with one of foreign tourists. His name was Jack. He was very friendly. It was my first time to speak English with foreign tourist. We went back at 04:30 in the evening. It was a very interesting recreation.