THE APPLICATION OF ROUNDTABLE TO IMPROVE WRITING SKILL...

THESIS

THE APPLICATION OF ROUNDTABLE TOIMPROVE WRITING SKILL OF THE EIGHTHGRADE STUDENTS OF SMPN 1 AMLAPURA

IN ACADEMIC YEAR 2013/2014

NI KADEK SRI AMBARAWATI

ENGLISH EDUCATION STUDY PROGRAMFACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITYDENPASAR

2014

THESIS






2014

THESIS






2014

ii

THESIS



NI KADEK SRI AMBARAWATINPM. 10.8.03.51.31.2.5.3986



2014

ii

THESIS






2014

ii

THESIS






2014

iii

PRE-REQUISITE TITLE



ThesisAs Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study ProgramFaculty of Teacher Training and Education

Mahasaraswati Denpasar University




2014

iii

PRE-REQUISITE TITLE









2014

iii

PRE-REQUISITE TITLE









2014

vii

ACKNOWLEDGEMENT

First of all, the researcher would like to express her great gratitude to

the God, Ida Sang Hyang Widhi, for the blessing and mercies to the researcher

until this thesis could be finished on the due time.

Therefore, she would like to extend her appreciation to her first and second

advisor, Drs. I Nengah Astawa, M.Hum and Anak Agung Putu Arsana, S.S, M.Pd

who had the responsibility for this thesis in providing careful guidance, helpful

corrections and good advice as well as suggestion during the consultation.

In the other hand, she also says her gratefulness to the Headmaster of

SMPN 1 Amlapura, Drs. I Nyoman Sutama, M.Si, who has given permission for

doing the research and to class VIII B of SMPN 1 Amlapura for their assistance

during the research process.

She also says the deepest gratitude for her lovely parents, I Ketut Sudana

and Ni Made Wardani, her beloved brother, I Gede Ambarayana, and her younger

sister, Ni Komang Diah Wahyuni, for their support to the researcher that she can

finished his study successfully.

Finally, she would like to say thank you to many people who have already

helped her during writing this thesis and it would be impossible to mention all of

them. She wish, however, to give her gratitude and appreciation to all person until

this thesis can be completely finished.

Amlapura, 20th August 2014The Researcher,

Ni Kadek Sri Ambarawati

viii

ABSTRACT

Sri Ambarawati, Ni Kadek. (2014). The Application of Roundtable toImprove Writing Skill of the Eighth Grade Students of SMPN 1Amlapura in Academic Year 2013/2014. The First Advisor: Drs. INengah Astawa, M.Hum. and the Second Advisor: Anak Agung PutuArsana, S.S., M.Pd.

Writing skill is one of important skills in learning English. This skillshould be taught in teaching learning process to make the students enjoy inEnglish writing. In addition, this skill, in the fact was very hard to do by thestudents because of many reason that caused by the teacher and the students inteaching learning process. Thus, the application of roundtable was held to figureout whether roundtable can improve the subjects’ writing skill where the subjectsof the research was the eighth grade students of SMPN 1 Amlapura in academicyear 2013/2014 that consist of 20 males and 15 females. Based on the result ofpre-test which held before the treatment are given (pre-cycle), the subjects’ abilityin writing was categorized as sufficient. The application of roundtable was carriedout in two cycle. The result of post test I in cycle I showed the improvement ofsubjects’ ability in writing which improved the subjects level from sufficient togood. In the other hand, the result of post test II in cycle II also showed the goodprogressing of subjects’ ability in writing. the level of subjects’ ability from goodto very good. This research also showed the changing learning behavior in writingas result of the positive responses of the technique that was applied in thisresearch. To sum up, the classroom action research (CAR) that the application ofroundtable could improve writing skill of the eighth grade students of SMPN 1Amlapura in academic year 2013/2014, however, the subjects also have positiveresponses of the application of roundtable.

Keywords : writing skill, roundtable.

ix

TABLE OF CONTENTS

COVER ......................................................................................................

INSIDE COVER ........................................................................................

PRE-REQUISITE TITLE ..........................................................................

APPROVAL SHEET 1 ..............................................................................

APPROVAL SHEET 2 ..............................................................................

STATEMENT OF AUTHENTICITY .......................................................

ACKNOWLEDMENT ..............................................................................

ABSTRACT ..............................................................................................

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

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

LIST OF GRAPH ......................................................................................

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

i

ii

iii

iv

v

vi

vii

viii

ix

xi

xii

xiii

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

1.1 Background of the Study ..........................................

1.2 Research Problem .....................................................

1.3 Objective of the Study ..............................................

1.4 Limitation of the Study .............................................

1.5 Significance of the Study ..........................................

1.6 Definition of Key Terms ...........................................

1

1

3

3

4

4

5

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW .............

2.1 Theoretical Review ...................................................

2.1.1 Roundtable ......................................................

2.1.2 Writing Skill ...................................................

2.1.2.1 Definition of Writing ..........................

2.1.2.2 Types of Writing .................................

2.1.3 Assessing Writing ...........................................

2.2 Empirical Review .....................................................

7

7

7

8

8

10

11

12

x

2.3 Hypothesis ................................................................ 13

CHAPTER III RESEARCH METHOD ..................................................

3.1 Subject of the Study ..................................................

3.2 Research Design .......................................................

3.3 Research Procedure ..................................................

3.3.1 Planning ...........................................................

3.3.2 Action ..............................................................

3.3.3 Observation ......................................................

3.3.4 Reflection .........................................................

3.4 Research Instrument .................................................

3.4.1 Test ..................................................................

3.4.2 Questionnaire ...................................................

3.5 Data Collection .........................................................

3.6 Data Analysis ............................................................

3.7 Success Indicator ......................................................

14

14

14

17

17

18

19

19

20

20

21

22

22

24

CHAPTER IV FINDING AND DISCUSSION .......................................

4.1 Finding ......................................................................

4.1.1 Pre Cycle ..........................................................

4.1.2 Cycle I ..............................................................

4.1.3 Cycle II ............................................................

4.1.4 Questionnaire ...................................................

4.2 Discussion .................................................................

25

25

26

26

27

31

34

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

5.1 Conclusion ................................................................

5.2 Suggestion ................................................................

REFERENCES ..........................................................................................

36

36

37

39

APPENDICES

xi

LIST OF TABLES

Table 3.1

Table 4.1

Table 4.2

Table 4.3

Rubric to measure the students skill in writing narrative

paragraph through roundtable ...............................................

Tabulation of data showing the subject’ progressing score in

narrative paragraph writing ...................................................

Frequency distribution of score pre-test, post test I and post

test II .....................................................................................

Tabulation of Data Showing the Subjects’ Responses In

Learning Writing by Roundtable ..........................................

21

29

30

32

xii

LIST OF GRAPHS

Graph 4.1

Graph 4.2

Graph 4.3

The Students’ Progressing Score in Narrative Paragraph

Writing of Pre-Cycle, Cycle I and Cycle II ..........................

Frequency score of the students’ pre-test, post test I and post

test II .....................................................................................

The Students’ Responses in Learning Writing by Roundtable

.................................................................................................

30

31

33

xiii

LIST OF APPENDICES

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Appendix 10

Appendix 11

Appendix 12

Appendix 13

Biography

List of Subjects .................................................................

Pre-Test ............................................................................

Lesson Plan Cycle I ..........................................................

Post Test Cycle I ..............................................................

Lesson Plan Cycle II ........................................................

Post Test Cycle II .............................................................

Questionnaire ...................................................................

Rubric Score of Pre-Test ..................................................

Rubric Score of Post Test I ..............................................

Rubric Score of Post Test II .............................................

Questionnaire Scores ........................................................

Surat Ijin Penelitian ..........................................................

Surat Keterangan Penelitian .............................................

42

43

44

54

55

65

66

68

69

70

71

72

73

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Language is a communication device that we use in our life to

communicate with other people. Language is a complex, specialized skill, which

develop in the child spontaneously, without conscious effort or formal instruction,

is deployed without awareness of its underlying logic, is qualitatively the same in

every individual, and is distinct from more general abilities to process information

or behave intelligently (Pinker in Brown, 2000:5). With language, we can express

idea, give information, and interact with the surrounding.

Brown (2000:1) states learning a second language is a long and complex

undertaking. In this case, the second language is English where in this era

mastering English is important. Knowing the important role of English today,

students need to be sufficiently equipped with English communication skills, both

oral and written. Listening, speaking, reading and writing are four major language

skills. Listening and reading is a receptive skill, however, speaking and writing is

productive skill. In the other hand, there are the other component of language

named language element that consist of vocabulary, pronunciation, spelling,

grammar. Language skill and language element are closely related. We have to

able to master both of them to have a good ability in using English.

Writing is one of major language skill which is taught by the English

teacher as a foreign language. Writing is important to learn because writing is one

of the important ways of expressing our thoughts and communicating ideas.

2

Writing is a skill that was the exclusive domain of scribes and scholars in

educational or religious institution (Brown, 2004:218). According to Sokolik in

Linse (2005:98) writing is a combination of process and product. The process

refers to the act when we gather the ideas and make it until the text can present to

the reader.

When the researcher did the preliminary observation by doing an initial

interview with English teacher in the school, there are a lot of writing problems in

teaching and learning process. Firstly, the factors can be caused by the method or

technique used. Secondly, can be caused by the lack of students’ motivation in

learning English and the last by the condition in learning English. Teaching

English in improving the students skill of writing needs interaction between

teacher and students to make teaching learning process is more successful. If only

the teacher active in the classroom, the student will get bored. So a teacher must

be creative and innovative to create a creative and innovative teaching learning

process, in order the students learn more fun and interesting.

In facts, the researcher found the technique used by the teacher is not

appropriate with students’ ability. Generally, teacher just asked for the students to

write paragraph by giving topic and allow them to make it alone. This method

made the students confused to write the paragraph because they did not know how

should they write. This is caused the minimum score in this school got

unsatisfactory result. The school applies a Minimum Achievement Criteria

(KKM=Kriteria Ketuntasan Minimal), especially for English is 77 but there are

15% of 35 students can get it well and the other is lack. In the other hand, the

3

students’ motivation to write was also less because they did not have any

vocabularies in writing.

Thus, in teaching learning process, different variations techniques and

strategy are expected to make it more interesting. One of the ways to improve

writing skill through roundtable. By using roundtable, the teacher can make

students express their ideas about the topic and they can help their friend until the

student did not think hard and can enjoy the process of teaching and learning and

feel writing is not difficult. The importance of teaching writing through

roundtable are: the student can share what information they know with the other

friend, they can help the other friends to make good paragraph and students

understand the materiel better.

This fact, make researcher highly motivated to find out the application of

roundtable in improving writing skill of eighth grade students of SMPN 1

Amlapura in academic year 2013/2014.

1.2 Research Problem

Based on the background of study above, the research problem can be

formulated as follows: can writing skill of the eighth grade students of SMPN 1

Amlapura in academic year 2013/2014 be improved through the application of

roundtable?

1.3 Objective of the Study

Based on the research problem above, the purpose of the research is to

know if the application of roundtable can improve writing skill of eighth grade

students of SMPN 1 Amlapura in academic year 2013/2014.

4

1.4 Limitation of the Study

The researcher limits the present study on improving the students’ skill in

writing through roundtable which is applied in the eighth grade students of SMPN

1 Amlapura in academic year 2013/2014. The researcher will improve the writing

skill of eighth grade students of SMPN 1 Amlapura in academic year 2013/2014

especially in narrative paragraph. In this study, the researcher focuses on

identifying the generic structure of narrative paragraph namely orientation,

complication, and resolution when telling the story. Thus arranging it into a good

narrative paragraph.

1.5 Significance of the Study

This research is focused on improving writing skill by using roundtable. It

can improve the students’ ability in writing and students can share their

information with the other. Therefore, the findings of the present research are

expected to indicate significant theoretical and practical information on the

importance of roundtable application to improve writing.

Theoretically, roundtable can be used to improve students’ writing skill.

The findings are expected to be used as evidence that roundtable is effective in

improving writing skill.

Practically, the outcome of this research study is expected to give feedback

to English language teachers if roundtable can be implemented in teaching writing

to improve students writing skill, especially in writing narrative paragraph.

5

1.6 Definition of Key Terms

To avoid misunderstanding about the study and to provide a clear

information about what this study concerned, there are some key terms used in

this study such as:

a. Writing Skill

Writing skill is defined in the writing ability or achievement of the eighth

grade students of SMPN 1 Amlapura, which in this study refers to the

student’s ability in express their ideas about the topic or question.

b. Roundtable

Students take turns generating written responses, solving problems, or

making a contribution to a project. In roundtable, students take turns in their

teams. The teacher provides a task to which there are multiple possible

responses, and provides think time. Students take turns passing a paper and

pencil or a team project, each writing one answer or making a contribution

(Kagan, 2009:6.34). They must follow certain rules in writing:

1. Group members must take turns writing their paragraph on the piece of

paper, passing the paper around the circle clockwise.

2. Members must not skip a turn. (You may decide if helping is allowed. If

participants become stuck too often or too quickly, the problem may have

been too hard.)

3. Groups must stop when time is called (about 1 minute, depending on the

task). The key to roundtable is the question or problem. It must be one

with multiple answers and one which offers a high probability of success

to all participants. We should relate the question to the purpose of the

6

class, but keep it very simple so that all participants can contribute and

experience working productively as a group. When time is called, results

will be handled according to your objective. If the objective was

teambuilding, each team should score its own answer sheet and count the

number of correct answers. The leader should reward the groups with the

most answers and ask them to describe their methods.

c. SMPN 1 Amlapura is a state junior high school which is located at Ngurah

Rai street, Karangasem District in Karangasem Regency, Bali Province where

the research will be conducted.

7

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

The theoretical review is used in a scientific study and it should be based

on some theoretical background and empirical evidences. On the other hand, it is

needed as foundation that can guide this scientific study. In this part, the theory

which is related to this research are going to be discussed to provide some

theoretical review which can support this research. Those are as the following:

2.1.1 Roundtable

Cooperative or collaborative learning essentially involves students

learning from each other in groups. In order, it is not the group configuration that

makes cooperative learning distinctive; it is the way that students and teachers

work together. As we have just seen, with learning strategy training, the teacher

helps students learn how to learn more effectively. In cooperative learning,

teachers teach students collaborative or social skills so that they can work together

more effectively. Indeed, cooperation is not only a way of learning, but also a

theme to be communicated about and studied (Jacobs in Freeman, 2000:92).

Based on Gillies et al. (2003:54) say co-operative learning was designed

and implemented to develop social strategies and acceptable social attitudes in

students, and to improve social relations within and between groups. In addition,

there is a large cluster of co-operative learning models aimed at cognitive

development. Sometimes co-operative learning is directed at both the social and

8

the cognitive side of human development. There is yet a third, more

comprehensive perspective, one that is not necessarily in contrast to the social and

the cognitive aims of co-operative learning.

Roundtable is one technique of cooperative learning. Roundtable focus on

group work. Kagan in his book entitled Cooperative Learning (2009:6.24) highly

recommends to using roundtable to improve interpersonal skill like teambuilding

and social skill, however, also academic skill like knowledge building and

thinking skills. In the other hand, roundtable also recommended to improve

communication skills, procedure learning and processing info. In roundtable the

students take turns generating written responses, solving problem or making

contribution to a project.

The rules of roundtable is the teacher will provide a task to which there are

multiple possible responses and provides think time. Students take turns passing a

paper and pencil or a team project, each writing one answer or making a

contribution on this project. After the time is finish, the students and the teacher

will discuss it together.

2.1.2 Writing Skill

There are some the theoretical supports to explain to the writing skill.

Writing is one of the language skill should be learnt and mastered by the learner in

language learning especially English.

2.1.2.1 Definition of Writing

Writing is one of four skills in English that must be studied by the students

in junior high school. Brown (2004:218) states writing is the exclusive domain of

scribes and scholars in educational or religious institution. Furthermore, Heaton

9

(1988:135) says writing skills are complex and difficult to teach. It’s not only in

grammar and rhetorical devices but also conceptual and judgmental element. The

good writing must be consist by five general components. That are language use,

mechanical skill, treatment of content, stylistic skills and judgment skills. In the

other hand, Harmer (1991:257) suggests if writing must pay attention to the

handwriting, spelling, layout and punctuation to make a good product of writing.

In the book entitled “How to Teach English”, Harmer (2001:48) states if

writing has its own set of trick such as dashes, exclamations marks, new

paragraphs, commas, capital letters, etc. All of these can be used to create rhythm

and effect. Writing tens to be more precise and uses special devices to keep it

going. Watkins (2005:68) states writing can depend on their skill, need to written

or will be spoken.

Writing can be defined as a skill that use to express the opinion with

support evidence and deepening the students’ knowledge (Graham and Perin,

2007:9). Kane (2000:11) also states that writing is a rational activity and valuable

activity. Writing is important form of communication in day and the most difficult

skill to master as a first language or a second language (Zemach and Islam,

2005:iv).

According to Taylor (2009:2) writing is the seed, the fruit and the pickle of

our understanding. In writing we bring knowledge into being, we record and

preserve it. Patel and Praveen (2008:125) states writing is a kind of linguistic

behaviour but not a picture. It presents the sounds of language through visual

symbols. It is essential features of learning a language because it provides a very

good means of foxing the vocabulary, spelling, and sentence pattern. It becomes

10

an important aspect of students' expression at higher stage. Wallace et al

(2004:15) states writing is the final product of several separate acts that are hugely

challenging to learn simultaneously.

2.1.2.2 Types of Writing

In his book, Brown (2004:220) divides the writing performance types into

four types. There are imitative, intensive (controlled), responsive and extensive. In

imitative writing, the learner must attain skill in the fundamental, basic task of

writing letters, words, punctuation, and very brief sentence. Intensive (controlled)

writing are skills in producing appropriate vocabulary within a context,

collocation, and idioms, and correct grammatical features up to the length of the

sentence. Responsive writing focused on assessment tasks require learners to

perform at a limited discover lever, connecting sentences into a paragraph and

creating a logically connected sequence of two or three paragraph. The last is

extensive writing. Extensive writing implies successful management of all the

processes and strategies of writing for all purposes, up to the length of an essay, a

term paper, a major research project report, or even a thesis.

Harmer (2001:80-84) states types of writing we get to do students on their

age, interest and level. For example, we can give students in elementary to write

postcard and intermediate level to alter dictation or write their own newspaper

articles. To advance level, we can give their to write report. Their report can be

choose from their area like their daily activity or leisure activity.

11

2.1.3 Assessing Writing

In assessing writing, we will know the mastery of the students in construct

their paragraph. Heaton (1988:136) states the test can be construct based on their

level. We can design the test ability with the following types of writing:

a. Basic level. In basic level we can give the students to write letter, postcard,

and diary. We can assess and give them the score based on no confusing

error of grammar and vocabulary, a piece of writing legible and readily

intelligible and able to produce simple unsophisticated sentences.

b. Intermediate level. In this level, the test is same with basic level but have

the instruction what to write. Their paragraph can be assessing used

accurate grammar, vocabulary and spelling though possibly with some

mistakes which do not destroy communication. The theme and points

coherently. The expression clear and appropriate, using fair range of

language.

c. Advance level. As intermediate level, however, plus newspaper report.

The students will meet the minimum criteria and the criteria extremely

high.

According to Brown (2004:221-237), in assessing writing, we can assesses

the student based on their types of writing performance such as imitative,

intensive (controlled), responsive and extensive writing. For example in imitative

writing we can assess the student using spelling task and detecting phoneme

correspondences. In intensive (controlled) writing we can use dictation, picture-

cued task and vocabulary assessment tasks. In order, responsive and extensive

12

writing we can use guided question and answer, paragraph constructing tasks or

startegic options.

2.2 Empirical Review

In this part, the researcher would like to state some researches that have

done which is similar and relevance with this research as a comparison.

First, the research which is done by Sri Handayani entitled “The Influence

of Roundtable Technique and Students’ Intelligence on Students’ Writing Skill

(an Experimental Research on Descriptive Writing to the Tenth Grade Students’

of SMAN 1 Ngaglik Sleman in Academic Year 2011/2012)”. This research was

done to see whether the implementation of roundtable helps the students’ ability

in writing descriptive at SMA Negeri 1 Ngaglik Sleman. The result of the research

is roundtable can improve the students’ writing skill than using direct instruction.

The improvements can be seen from the students achievement in writing. By

using roundtable, the students score better than using direct instruction. In fact in

the data, we can see the average score of the students was taught by using

roundtable 75,97. While the average score of the students was taught by using

direct instruction 66,29.

The second one is the research that have been conducted by Hadi Imam

Muklis with a title “The Writing Ability of the Tenth Grade Students of MA NU

TBS Kudus in Academic Year 2012/2013 Taught by Using Roundtable

Technique”. The results showed that the students achievement in writing was

increase by using roundtable. It can be seen from the pre-test and post-test result.

Writing ability of the tenth grade students of MA NU TBS Kudus in academic

year 2012/2013 before being taught by using roundtable with the average score

13

(mean) is 63,325, the highest score is 77 and the lowest score is 55. Furthermore,

after being taught by using roundtable with the average score (mean) is 72,4, the

highest score is 82 and the lowest score is 60.

The last one is research that have been conducted by Ety Dwi Astuti

entitled “Roundtable Brainstorming: A Technique to Improve the Writing Ability

of Students in Writing Descriptive Texts”. The results of the study show that

roundtable brainstorming can improve the writing ability of grade ten students of

SMAN 12 Surabaya in writing descriptive texts. It can improve all the

components of the students’ composition except “mechanics”.

2.3 Hypothesis

In considering the two variables investigated, the researcher trying to give

a tentative solution to the problem, the statement of the hypothesis can be stated as

follows: the writing skill of the eighth grade students of SMPN 1 Amlapura in

academic year 2013/2014 can be improved by the application of roundtable.

14

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

Total of the students in SMPN 1 Amlapura are 941 students. This study

is conducted to the eighth grade students of SMPN 1 Amlapura. There are 10

classes of the eighth grade students of SMPN 1 Amlapura with the total of the

students are 317 students. The students of class VIII B are selected as the subjects

of the study which consists of 35 students, 20 males and 15 females. The students

of class VIII B are selected as the subjects of the study because based on the

interview with the English teachers in this school, the students have problem in

writing. Therefore, immediate improvement is really needed.

3.2 Research Design

Classroom action research (CAR) design was used in this research. Hence,

the study aims at improving the students’ narrative writing ability which is

classroom action research was then conducted. In this case the researcher would

be able to reflect on the effectiveness of the technique that she applied. According

to Ferrance (2000:1) action research is a process in which participants examine

their own educational practice systematically and carefully, using the techniques

of research. In the other hand, action research specifically refers to a disciplined

inquiry done by a teacher with the intent that the research will inform and change

his or her practices in the future.

15

Similar definition was stated by Cohen et al. (2007:297) action research is

a powerful tool for change and improvement at the local level. Hendricks in Ary

et al. (2010:512) state action research is about taking action based on research and

researching the action taken. It can be used to enhance everyday work practices, to

resolve specific problems, and to develop special projects and programs. McNiff

and Whitehead (2006:7) also state action research is a form of enquiry that

enables practitioners everywhere to investigate and evaluate their work. Kemmis

in Hopkins (2008:47) state action research is a form of self-reflective enquiry

undertaken by participants in social (including educational) situations in order to

improve the rationality and justice of (a) their own social or educational practices,

(b) their understanding of these practices, and (c) the situations in which the

practices are carried out. Action research is designed to bridge the gap between

research and practice (Somekh in Cohen et al., 2007:298).

Action research starts with small cycles of planning, acting, observing and

reflecting (Kemmis and McTaggart in Cohen et al., 2007:300). Related

explanation about planning, acting, observing and reflecting were described by

Ary et al. (2010:519). Planning was developed for taking action and or for

gathering information and data in order to observe or capture the experience or

monitor the practice. It was in this phase that the research questions and methods

were explicated. In action, the researcher implements the plan or changes a

practice and collects data which might be collected from a variety of sources. In

observation, the researcher synthesizes and analyzes the data where the issues

related to the problem were identified. The last is reflection. In reflection, the

researcher reflected and interpreted the information and communicates or reports

16

it to others. A new understanding of the nature of the problem was developed.

Actions were taken and a new area of focus was identified. The planning was

continued in the next cycle with some design.

This research designed was viewed suitable with the aim of the research

which could increase writing skill of the eighth grade students of SMPN 1

Amlapura in academic year 2013/2014 by using roundtable. In teaching writing

under the study, the teaching process under the study, the teaching processes were

divided into two cycles in which each cycle consists of two sessions; thus , there

were four sessions altogether in this study. Cycle I was designed from planning

(P), action (A), observation (O), and reflection (R). Where cycle II was designed

from revised planning (RP), action (A2), observation (O2), and reflection (R2).

The present study was using the following design:

Cycle I P1 A1 O1 R1

Cycle II RP A2 O2 R2

The present classroom action research mainly intends to find out the

application of roundtable in improving writing skill to the subject under the study.

From those explanations, it could be concluded that the meaning of classroom

action research was a kind of educational research that aimed to increase teaching

and learning through problem solving. It tempted to answer questions related to

some aspects of educational practice. Here the teacher could reflect on what they

have discovered and then apply it to their professional practice.

17

3.3 Research Procedure

Because this research using Classroom Action Research design, so the

research procedure was started from Planning and then continued by Action,

Observation, and Reflection. The planning, action, observation and reflection

could be elaborated as the following:

3.3.1 Planning

In this part, there are some steps that should be planned in conducting this

research which aimed to make this research more systematically arranged. The

researcher’s planning about the activities in this research as follows:

a. Preparing the material to teach writing. In the other hand, preparing the

pre-test which is appropriate with the material to know the student ability

in writing. Pre-test is writing about narrative paragraph.

b. Designing the lesson plans, that was used to teach students in eighth grade

based on syllabus of SMPN 1 Amlapura. The lesson plan will be used in

this research.

c. Constructing the post-test or reflection (R) which are going to be

administered at the end of the lesson and will be used to measure the

improvement of the students skill in writing narrative paragraph.

d. Designing the questionnaires related with the research. The questionnaires

as supporting information when collecting the data. Thus, the

questionnaires is constructed to know students respond about application

of roundtable to improve writing skill.

18

3.3.2 Action

In this part, the research conducts the planning which was planned for

teaching writing so that the objective of teaching writing can be done effectively

and efficiently. This means that the research must do suitable action and the

teacher action is teaching writing using roundtable. There are some main activities

that the researcher do in the classroom. Those are as follows:

The first activity in teaching writing was started with pre-activities. In this

activity, the research who acted as a classroom teacher gave brainstorming about

what are going to learn and explained the objectives of today’s lesson. This part

was about 10 minutes.

The second one was whilst-activities. In this part, the researcher proposing

some questions on what they have known about narrative paragraph. After the

students give their some opinion, the researcher presented a narrative paragraph

and ask the students to identify the generic structure. Explained about narrative

paragraph systematically from the definition, the generic structure and the steps of

writing paragraph with guided question. Presented a narrative paragraph and

asked students to find the generic structure. Asked students to work in group and

after that asked two groups to write their answer on the board, share with other

students in the classroom and then discussed the answer together.

The last activities were post-activities. In this part, the researcher asked the

student if there was difficulty and gave students chance to ask questions. After

that, the researcher administered the post test and asked students to do the post-

test. In the last cycle, the researcher administered the questionnaire to support the

19

research findings. Then, the researcher concluded the material had been taught.

These activities were about 10 minutes.

3.3.3 Observation

The observation is necessary in order to get more valid data and could give

information to the action in the cycle as evaluation to the next cycle. Observation

refers to the activity to observe the classroom situation to know the students

behavior during the process of teaching and learning was successful or not. In this

classroom action research, the observation is intended to establish whether the

teaching learning process are successful or not, in this case teaching writing using

roundtable in SMPN 1 Amlapura in academic year 2013/2014 can improve their

achievement or not. At the end of cycle II the students were given questionnaire in

form of multiple-choice. The purpose this questionnaire is to get information

about their responses toward the treatment given to them. The result of

questionnaire was used qualitative data in this study.

3.3.4 Reflection

The researcher reflected the implementation of each cycle was intended to

find out the improvement of writing skill after the treatment was done. The

researcher concluded whether there was improvement or not. Each reflection

showed the evaluation and gave the information about what should be repaired

and improved in the next session. From the reflection, the researcher decided the

next plan which should be conducted in the next cycles in order to make the next

cycles more successful than the previous cycles.

20

3.4 Research Instrument

The research instruments are devices which are used by the researcher to

collect the required data. The research instruments used by the researcher are

encourage the students to give their opinion, responses and answer to obtain valid

ane reliable required data for the investigation. In collecting the data, there are

several instruments used such as pre-test, post-test and questionnaire. Those were

as the following:

3.4.1 Test

There were two kinds of tests in this research; those were pre-test and

post-tests. The first test administered was pre-test to test the student’s write a

narrative paragraph before the treatment was done. This kind of test was intended

for measuring pre-existing writing narrative in which the result used as the

consideration in conducting the research.

The data in pre-test supported the researcher in designing lesson plan in

the first cycle. The post-tests were administered at the end of each cycle to the

student in order to test the improvement of writing narrative paragraph after the

treatment was done, that was after the application roundtable. The post-test which

asked the students to make short a narrative paragraph based on following

question consist of seven until fifteen sentences with title and complete paragraph

with orientation, complication, and resolution. The function of administering post-

test is to evaluate the effectiveness of application roundtable. It is in the form of

writing narrative paragraph. The score for each right answer is ranging depend on

scoring rubric of writing in pre-test, post test 1 and also post test 2.

21

Table 3.1Rubric to measure the students skill in writing

narrative paragraph through roundtableNo. Criteria Score Weight Total1. Organization

OrientationComplicationResolution

6 (30)

2. ContentSupporting sentence support the topicsentenceSupporting sentences are logicalCreativity in expressing the ideaIt’s readable and understandable

8 (40)

3. MechanicalCorrect punctuationCorrect spelling

4 (20)

4. Grammar / Structure 2 (10)Total 20 (100)

3.4.2 Questionnaire

Another one was questionnaire. It was administered at the end of the last

cycle in order to check and to measure the responses of the student about the

implementation of the technique to support the data collection. The questionnaire

was administered to find out the student responses when learning narrative

paragraph through roundtable. Multiple choices were form questionnaire which

was constructed. The purpose of application of questionnaire was to measure

quantitatively the student’s qualitative behavior including interest, motivation, or

creativity. The questionnaire consisted ten questions which were written in Bahasa

Indonesia to avoid misunderstanding and confusion the questionnaire. The score

of questionnaire used rating scale of 1-4. The choice in each statement were in the

same types in which option A was strongly agree, option B was agree, option C

22

was disagree, and option D was strongly disagree. The measurements of this

questionnaire would be analyzed by using rating scale 1-4 in which scale 4 for

option A, scale 3 for option B, scale 2 for option C and scale 1 for option D. The

result of the questionnaire which was considered as the additional data required

for this study was descriptively analyzed in the form of comparative percentage.

3.5 Data Collection

Data collection was all the data that was gathered when the researcher

conducted the research which can support the research findings. Data collection

on this research was taken from the students of SMPN 1 Amlapura in which the

researcher collected the data from the pre-test, post-tests, questionnaire and also

from the observation during teaching learning process. There would be three kinds

of raw scores obtained, those were as the following:

1. Scores indicating the pre-existing narrative paragraph writing ability of the

subjects under study.

2. Scores showing the progress of narrative paragraph writing ability after the

treatment was done.

3. Scores showing the changing learning behavior of the subject under study.

3.6 Data Analysis

In this part, the researcher attempts to analyze the data collected in

conducting the research. In this research, the researcher will use Descriptive

Analysis because this research using Classroom Action Research design which the

data are gathered from the pre-test and post-tests. Another data will be supported

23

by questionnaires that administered to the students in grade eighth in SMPN 1

Amlapura. The data then are analysed as follows:

1. The mean score of the data would be counted by using this formula:

Notes: M = Mean score obtained the subjects

∑ X = The sum of total the score

N = The number of students study

The level of student’s mastery

SCORE QUALIFICATION90 – 100 Excellent80 – 89 Very good70 – 79 Good60 – 69 Sufficient0 – 59 Insufficient

2. The questionnaire is analysed descriptively as the following of an item:

Besides, analyzing the data from pre-test and post-tests, the researcher also

analyzed the data obtained from administering questionnaire. The data

from administering questionnaire would be presented in percentage and

counted by using the following formula:

Percentage=Total responses on an item

Total responses on all itemx 100%

The mean score are going to used to evaluate the achievement of teaching

learning process by using roundtable, whether it’s effective to improve the

students’ writing skill or not.

M = ∑XN

24

3.7 Success Indicator

The success indicator indicates that the research is well done and the

results of this research can reach the expectation of the researcher. In this case,

this research is categorized to be success if 80% of the students observed can

fulfill the minimum achievement criteria (KKM = Kriteria Ketuntasan Minimal).

The standard score of English lesson in SMPN 1 Amlapura grade eighth is 77

(from interview with the English teacher in SMPN 1 Amlapura). Thus, if 80% of

the students can fulfill the minimum achievement criteria (KKM = Kriteria

Ketuntasan Minimal), the research can be finished. In addition, if less than 80% of

the students who obtain the target score, the next cycle was conducted until 80%

the subject under study can reach the criterion or showing an improvement. Thus

if 80% of the subject under study could reach the minimum achievement criteria,

the researcher could be finished. Total of the subjects under study were 35 and

80% of them was 28.

25

CHAPTER IV

FINDING AND DISCUSSION

In this chapter particularly presents the research finding and discussion

based on the researching that had been held by the researcher. The findings

present the description of the data collected through the test. The further

explanations and interpretation are given in the discussion section.

4.1 Finding

The data was obtained from the subject under the research will be

presented and analyzed in this chapter. The data were collected by administering

the pre-test, post test and questionnaire to the eighth grade students of SMPN 1

Amlapura in the academic year 2013/2014 which the subject is class VIII B with

total of the students are 35 students.

In order to obtain reliable data for this research, there are two research

instrument such as tests and questionnaire which quantitative and qualitative data

were obtained. The tests are pre-test and post test. Pre test was administering one

time to the students under the research to know their ability in writing before the

treatment which are going to applied in the teaching learning process. Post test in

this research was administered for two times, that was the first in the end of cycle

I and the second in the end of cycle II. The quantitative data were shown by the

students’ score in the post test of each cycle. The qualitative data was found in the

result of the questionnaire that administered after last cycle was done. The data

was found would be present as follows:

26

4.1.1 Pre-Cycle

There were three scores obtained in this research, that were pre test score,

post test score in cycle I and post test score in cycle II. First was pre test. This test

is conducted before the treatment are given to the students under the research.

This session called pre-cycle. In pre cycle, the researcher find out the students’

ability in writing skill especially in narrative paragraph writing. Total of students

in this test are 34 students, 1 student can not come in this test because he was sick.

The mean scores collected is 61,97 with analyzed as follows:

M =∑XN

M =2107

34

M = 61,97

The sum of total the score is 2107. The sum of total the scores is divided

with number of students study, it is 34 students. Thus, the mean score are 61,97,

however, result above was sufficient categorized because 6% students can get

minimum achievement well, it was 2 students can get it and 94% students lack, it

was 32 students.

4.1.2 Cycle I

In cycle I, the researcher applied the treatment that is teaching writing by

using roundtable in teaching learning process to make the improvement their skill

in writing. In the last session of the teaching learning process, the researcher give

the students a post test. Post test I is writing narrative paragraph entitled “Snow

White” which consist of 7-15 sentences and complete with orientation,

complication and resolution. The test are given to know the progressing score in

27

their writing skill after taught writing by using roundtable in the class. In post test

I, total of students are 34 students, 1 student can not come in this test because she

was sick. The mean scores collected is 73,41 with data analysis as follows:

M =∑XN

M =2496

34

M = 73,41


with number of students study. In this cycle, number of students are 34 students.

Thus, the mean score of post test I is 73,41, therefore, the percentage of the

students can get the minimum achievement criteria was less than 80%, that was

23% of the students can get it. There are 9 students can get minimum achievement

well and 77% students lack, it was 25 students. Thus, the next cycle should be

conducted until 80% of the students can get the minimum achievement criteria.

4.1.3 Cycle II

Cycle II was conducted because the result of post test I in cycle I was 23%

students can get minimum achievement criteria well and the other is lack. In this

cycle, the researcher applied the treatment again to make the improvent until 80%.

In post test II, total of students are 31 students, 4 student can not come in this test.

The test is writing narrative paragraph entitled “Cinderella” which consist of 7-15

sentences and complete with orientation, complication and resolution. The mean

score of post test II is 83,93 with data analysis of mean score as follows:

28

M =∑XN

M =2602

31

M = 83,93


with number of students study. In this case, the number of students study are 31

students. Thus, the mean score is 83,93. The mean score above means most of

students was got minimum criteria achievement in writing narrative paragraph.

Based on the result, the improvement more than 80%. Total of students can get

minimum achievement criteria are 28 students, it was 90% of the students and

only 3 students lack, it was 10% of the students. That is means the research can be

finished.

As a result, there were three scores obtained in this research, that were pre

test score, post test score in cycle I and post test score in cycle II. The students

progressing scores collected are tabulated as the following on the next page:

29

Table 4.1Tabulation of data showing the students’ progressing score

in narrative paragraph writing

Students Pre-Test Post-Test I Post-Test IIStudent 1 56 68 86Student 2 65 70 82Student 3 50 74 76Student 4 30 74 76Student 5 48 68 82Student 6 62 60 82Student 7 68 74 80Student 8 54 70 76Student 9 44 66 84Student 10 76 - 84Student 11 68 68 84Student 12 64 64 84Student 13 56 84 -Student 14 50 82 80Student 15 66 68 86Student 16 56 88 -Student 17 - 88 86Student 18 54 76 84Student 19 68 64 84Student 20 48 68 84Student 21 76 70 84Student 22 70 64 84Student 23 72 80 86Student 24 78 70 86Student 25 76 70 84Student 26 52 74 84Student 27 44 66 90Student 28 64 80 88Student 29 70 74 90Student 30 68 80 88Student 31 68 70 84Student 32 70 74 -Student 33 74 74 84Student 34 60 88 90Student 35 82 88 -

Total 2107 2496 2602Mean 61,97 73,41 83,93

30

To make easier to understand, the researcher applied mean score into

charts as follows:

Graph 4.1 The Students’ Progressing Score in Narrative Paragraph Writing of Pre-Cycle, Cycle I and Cycle II

The result of the score above inputted into the frequency distribution of

qualification as follow:

Table 4.2Frequency distribution of score

pre-test, post test I and post test IINo. Qualification Frequency

Pre-TestFrequencyPost Test I

FrequencyPost Test II

1. Insufficient (0-59) 13 0 02. Sufficient (60-69) 11 11 03. Good (70-79) 9 14 34. Very good (80-89) 1 9 255. Excellent (90-100) 0 0 3

Total 34 34 31

0102030405060708090

100

Pre Test

61,97

30


charts as follows:









Total 34 34 31

Post Test I Post Test II

73,4183,93

30


charts as follows:









Total 34 34 31

31

To make easier to understand, the researcher applied frequency

distribution of score into charts as follows:

Graph 4.2 Frequency score of the students’ pre-test, post test I and post test III

4.1.4 Questionnaire

To make this finding more significant, therefore further data required for

the present classroom action research was collected through administering

questionnaire to the subject under the research at the end of cycle II. The answer

of the questionnaire were scored using the rating scale 1-4 which scale 4 for


data was analysed as follow:

Percentage=Total responses on an itemTotal responses on all item

x 100%

Option A = 352979 x 100%

Option A = 35,96%

0

5

10

15

20

25

30

35

0-59

13

0 0

31




4.1.4 Questionnaire








x 100%

Option A = 352979 x 100%

Option A = 35,96%

60-69 70-79 80-89 90-100

119

1 0

1114

9

0 03

25

Pre-Test Post Test I Post Test II

31




4.1.4 Questionnaire








x 100%

Option A = 352979 x 100%

Option A = 35,96%

90-100

0 03

32

Option B =570979 x 100%

Option B = 58,22%

Option C =50979 x 100%

Option C = 5,11%

Option D =7

979 x 100%

Option D = 0,71%

The scores showed the subjects’ responses in learning writing by using

roundtable. The obtained data showing the subject’s scores for item of the

questionnaire were tabulated as follows:

Table 4.3Tabulation of Data Showing the Subjects’ Responses

In Learning Writing by Roundtable

StudentsOption

A B C DStudent 1 - 18 8 -Student 2 28 9 - -Student 3 20 9 - 2Student 4 20 15 - -Student 5 4 27 - -Student 6 - 30 - -Student 7 - 15 10 -Student 8 20 9 - 2Student 9 - 30 - -Student 10 8 24 - -Student 11 12 12 6 -Student 12 - 21 6 -Student 13 - - - -Student 14 4 27 - -Student 15 12 21 - -Student 16 - - - -Student 17 20 15 - -Student 18 20 9 - 2Student 19 - 18 8 -

33

Student 20 8 24 - -Student 21 16 18 - -Student 22 20 15 - -Student 23 8 24 - -Student 24 20 15 - -Student 25 8 18 4 -Student 26 - 27 2 -Student 27 - 27 - 1Student 28 24 9 2 -Student 29 20 15 - -Student 30 - 30 - -Student 31 28 6 2Student 32 - - - -Student 33 8 21 2 -Student 34 24 12 - -Student 35 - - - -

TOTAL 352 570 50 7Percentage 35,96% 58,22% 5,11% 0,71%

To make easier to understand, the researcher applied percentage of each

option into charts as follows:

Graph 4.3 The Students’ Responses in Learning Writing by Roundtable

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

A

35,96%

33






A B C

35,96%

58,22%

5,11%0,71%

33






D

0,71%

34

4.2 Discussion

The result of the data analysis in classroom action research (CAR) show

the improvement of writing skill in teaching narrative paragraph by using

roundtable in eighth grade students of SMPN 1 Amlapura. The mean score of

initial reflection (IR) or pre test was 61,97. This is showed the ability of the

students under the research was sufficient because 6% of 34 students can get

minimum achievement criteria well. That means only 2 students can get minimum

achievement well. Thus, the treatment must apply in this class.

After the treatment was done in teaching learning process, the result of

post test I in cycle I showed the increasing mean score where the mean score was

73,41. The mean scores in cycle I showed the progress students skill in writing

narrative paragraph. In the other hand, the students got the minimum achievement

criteria (KKM = Kriteria Ketuntasan Minimal) still less than 80%, that are 23% of

34 students can get minimum achievement well or 9 students can get minimum

achievement well and the other is lack. Thus the next cycle should be conducted

in this class.

After next cycle was conducted, the result of post test cycle II also showed

the increasing mean score of the students under the research. The mean score of

post test cycle II was 83.93 and more than 80% of students can get the minimum

achievement criteria (KKM = Kriteria Ketuntasan Minimal). 28 students can get

minimum achievement well and 3 students less. This is means the research can be

finished.

Before the research was finished, the researcher also give questionnaire.

The questionnaire was given to know the students responses about teaching

35

writing skill using roundtable. The responses of the students for option A, B, C

and D were 35,96%, 58,22%, 5,11% and 0,71%. The percentage of each options

indicated the subjects’ positive responses in writing by using roundtable

especially in narrative paragraph writing.

Based on the result of data above, the researcher can be said the

application of roundtable is an effective technique to improve writing skill of the

eighth grade students of SMPN 1 Amlapura.

36

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

The conclusion of this research could be concluded that the applying

roundtable in teaching writing skill especially in teaching narrative paragraph

writing can be improved students’ writing skill. By using roundtable in teaching

writing, the students can be more interesting, understanding and exploring their

idea. In the other hand, they can share their idea with the other students in their

group and help their friend in express the idea.

Teaching writing is important to the students because with writing their

can express their idea. In the other hand, more practice in writing will make the

students more mature as a writer and they can explain what they write. With using

roundtable, they can share the information and idea with the other. They can help

their friends to understand about the materiel and did feel enjoy in writing.

In this research, there were three tests and one questionnaire in which each

test has mean score. The mean score of the test that shows the improvement of

writing skill from the subjects’ under the research. The mean score for the pre-test

was 61,97. While the mean score for post test I was 73,41 and the mean score for

post test II was 83,93. It means that there was an improvement of the students’

achievement in writing narrative paragraph. Each cycle had different achievement.

The achievement of the post test II was higher than the post test I and the

achievement of the post test I was higher than pre-test. It means that writing a

narrative paragraph by using roundtable was better than without using roundtable.

37

Thus, it can be concluded that there is improvement in the students’

writing skill of the eighth grade students of SMPN 1 Amlapura in academic year

2013/2014 after taught writing a narrative paragraph by using roundtable

5.2 Suggestions

One of the problems that the teacher may face in the class was how to

make students interested and enjoy in teaching learning process. If the students

have feel interest and enjoy in the class, it would be not difficult to teach the

students and make them understand about the study. Based on the result of the

research, the researcher had some suggestions as follows:

1. For English Teacher

The English teacher should apply this technique as a way to improve

students writing skill in writing narrative paragraph. Using roundtable to teach

writing is a good innovation. It can be stimulate the students’ interest in writing.

This is because the concepts of this technique makes students involve to help their

friends in writing so that it can made them more active and think more. Thus, the

students will not find difficult in getting idea in writing. The teacher should match

the roundtable with the suitable material for Junior High School students, so that

the goal of the study can be fulfilled. Before teaching and learning process, the

teacher should have prepared the technique well. It means that before using the

roundtable as a technique in teaching writing, the teacher should be known it is

appropriate to teach the materiel or not.

2. For Students

The students should pay attention to the teacher when he or she gives the

English lesson. The students encourage themselves to learn English especially

38

writing a narrative paragraph. The students should learn more about the elements

of good writing and practice their ability of writing.

3. For Next Researcher

They can make this research as their reference to conduct other researcher

on the same case. They can conduct a research with the same technique but in

different genres. The writer hopes that the next researchers can prepare everything

better.

39

REFERENCES

Ary, Donald., Jacobs, Lucy C., Sorensen, Chris. (2010). Introduction to Researchin Education. Canada: Wadswoth, Cengage Learning.

Astuti, Ety Dwi. (2013). Roundtable Brainstorming: A Technique to Improve theWriting Ability of Students in Writing Descriptive Texts. Surabaya:Universitas Negeri Surabaya.

Brown, H. Douglas. (2000). Principles of Language Learning and TeachingFourth Edition. New York: Longman.

Brown, H. Douglas. (2004). Language Assessment: Principles and ClassroomPractice. New York: Pearson Education.

Cohen, Louis., Manion, Lawrence., Morrison, Keith. (2007). Research Method inEducation. New York: Routledge.

Ferrance, Eileen. (2000). Action Research. U.S: Brown University.

Freeman, Diane Larsen. (2000). Techniques and Principles in LanguageTeaching. New York: Oxford University Press.

Gillies, Robyn M., Ashman, Adrian F. (2003). Co-operative Learning: The socialand intellectual outcomes of learning in groups. New York:RoutledgeFalmer.

Graham, Steve., Perin, Dolores. (2007). Writing Next: Effective Strategies toImprove Writing of Adolescents in Middle and High Schools. New York:Alliance for Excellent Education.

Handayani, Sri. (2012). The Influence of Roundtable Technique and Students’Intelligence on Students’ Writing Skill (an Experimental Research onDescriptive Writing to the Tenth Grade Students’ of SMAN 1 NgaglikSleman in Academic Year 2011/2012. Surakarta: Sebelas Maret University.

Heaton, J. B. (1988). Writing English Language Test. United States of America:Longman.

Harmer, Jeremy. (1991). The Practice of English Language Teaching. London:Longman.

Harmer, Jeremy. (2001). How to Teach English. England: Longman.

40

Hopkins, David. (2008). A Teacher’s Guide to Classroom Research. England:McGraw Hill Open University Pres.

Kagan, Dr. Spencer., Kagan, Miguel. (2009). Kagan Cooperative Learning.Kagan Publishing.

Kane, Thomas S. (2000). Essential Guide to Writing. New York: Berkley Books.

Linse, Caroline T. (2005). Practical English Language Teaching: YoungLearners. New York: McGraw-Hill Companies.

Mcniff, Jean., Whitehead, Jack. (2006). All You Need to Know About ActionResearch: an Introduction. London: SAGE Publications.

Muklis, Hadi Imam. (2012). The Writing Ability of the Tenth Grade Students ofMA NU TBS Kudus in the Academic Year 2012/2013 Taught by UsingRoundtable technique. Kudus: Universitas Muria Kudus.

Patel, Dr. M.F., Jain, Praveen M. (2008). English Language Teaching (Methods,Tools & Techniques). Sunrise Publishers & Distributors.

Taylor, Gordon. (2009). A Student’s Writing Guide: How to Plan and WriteSuccessful Essays. New York: Cambridge University Press

Wallace, Trudy., Stariha, Winifred E., and Walberg, Herbert J. (2004). TeachingSpeaking, Listening and Writing. The International Academy ofEducation-IAE.

Watkins, Peter. (2005). Learning to Teach English: A Practical Introduction forNew Teachers. England: Delta Publishing.

Zemach, Dorothy E., Islam, Carlos. (2005). Paragraph Writing: Writing FromSentence to Paragraph. Macmillan Publisher.

42

APPENDIX 1 List of Subjects

LIST OF SUBJECTS CLASS VIII B

No. Name M/F1 Ade Tri Sukadana Yasa Male2 Ni Luh Ade Wijayanti Female3 I Gede Ade Putra Wardana Male4 I Gede Agus Pratama Male5 I Gusti Agus Satya Juniantara Male6 I Wayan Agus Setiawan Male7 I Komang Agus Tri Merta Darmawan Male8 I Gede Ardika Satya Pratama Male9 I Putu Ari Aditya Male10 Kadek Ayu Siwantari Female11 Ni Komang Cindy Mahartika P. Female12 I Komang Dana Wahyu Fernanda Male13 I Gde Eka Wiranatha Male14 I Gede Nanditha Arta Deva Male15 Ni Kadek Opi Widiantari Female16 Ida Bagus Paramadi Male17 Ida Bagus Raditya Manuaba Male18 I Gede Raditya Yogi Swara Male19 Ni Kadek Risma Juniari Female20 Ida Bagus Gede Singarsa Male21 Ni Made Sri Komalawati Female22 Ni Kadek Sri Widiantari Kari Female23 I Wayan Suarnata Male24 Ni Putu Tesya Eka Savitri Female25 Ida Ayu Widiani Female26 I Komang Yogi Hendrawan Male27 I Kadek Yuda Sugiantara Male28 Ni Made Ayu Dwi Nita Juniari Female29 Putu Adi Myarsithawan Male30 Ni Kadek Aprilia Dwiantari Female31 Ni Luh Putu Arianti Female32 I Gede Arya Dharma Putra Male33 Ni Kadek Diah Puspita Anagus Female34 Ni Putu Dian Primantari Female35 Ni Putu Winda Apriyanti Female

43

APPENDIX 2 Pre-Test

PRE-TEST

Name : _____________________________ (_______) Date: _______________

Please make a short narrative paragraph which consists of 7-15 sentences.

__________________________________

____________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

44

APPENDIX 3 Lesson Plan Cycle I

LESSON PLAN

Cycle I Session 1 and Session 2

School : SMPN 1 Amlapura

Subject : English

Class / Semester : VIII B (Eighth) / 2

Skill : Writing

A. Standard Competence

12. Expressing meaning in functional written texts and simple short essays

in the form of recount and narrative to interact within the surroundings.

B. Basic Competence

12.2 Expressing meaning and rhetorical steps in simple short essays by

using various written form accurately, smoothly and acceptable to

interact within the surroundings in the form of recount and narrative.

C. Indicator

Identifying generic structure of narrative paragraph (Orientation,

Complication, and Resolution).

Writing a narrative paragraph based on the generic structure.

D. Learning Objectives

1. When the students are given a chance to read a narrative paragraph they

are able to identify the generic structure of the paragraph based on the

theory which has already been studied.

2. When the students are given a topic they are able to write a good narrative

paragraph in accordance with the generic structure which has already

studied (77).

E. Time allotment : 4 x 40 minutes.

45

F. Learning Material

1. Definition of Narrative Paragraph

Narrative paragraph is a story paragraph which entertain the reader or

paragraph which contains about story (fiction/non

fiction/tales/folktales/fables/myths/epic) and its plot consists of climax of

the story (complication) then followed by the resolution. A narrative

paragraph is a paragraph amuse, entertain and deal with actual or vicarious

experience in different ways. Narrative deal with problematic events which

lead to a crisis or turning point of some kind, which in turn finds a

resolution. Its purpose is to entertain the audience.

2. Generic Structure Narrative Paragraph

Writing narrative paragraph generally you have to consider the following

generic structure :

a. Orientation

Orientation is the beginning of story that tell who the characters are,

when and where the story take place using first person point of view.

b. Complication

The middle of the story tells what happened to the characters, it

includes the complication or crisis arises in the story.

c. Resolution

The end of the story tells how the characters solve the problems. The

ending can be happy or sad ending.

3. Language Feature

Using temporal conjunction (Penggunaan kata penghubung yang

menunjukkan waktu)

Using processes verbs

Using past tense

4. Example of Narrative Paragraph

Title The Goose that The Laid Golden Eggs

Orientation Once upon a time, there lived a happy family in a

village. A man and his wife lived happily on a little farm,

tending their flock of geese and selling their eggs at the

46

market. They were not rich, but they were happy with

their life together.

Complication Then one day a new goose flew in among their

flock. The couple was surprised to find a shiny golden egg

in her nest. Each and every day after that, the goose laid

another egg of solid gold.

The couple was soon richer then they had ever

dreamed before, but they were not happy. They grew

impatient with only one golden egg a day. The farmer said

to his wife,” Our goose must be full of gold. Why should

we wait to have more eggs?”

Resolution “If we cut her open,” his wife agreed,” we can get

all the eggs at once.” So they killed the goose! They were

very surprised to find that it just like any other goose

inside. Even worse, there would never be any more

golden eggs!

G. Technique

PPP (present, practice, produce) collaborate with using roundtable technique.

H. Learning Activities

The First Meeting

Pre-Activities (± 10 minutes ) √ X

1. Greeting the students

2. Cheking the students’ attendance

3. Motivating the students and describing the material

which are going to be discussed generally

4. Stating the learning objectives to be achieved and the

importance of studying narrative paragraph

Whilst- Activities (± 60 minutes )

Exploration

47

5. Proposing some questions on what they have known

about narrative paragraph

Elaboration

6. Presenting some example about narrative paragraph

7. Inviting the students to read the narrative paragraph

entitled “The Goose that The Laid Golden Eggs “ and

identify the generic structure of the narrative paragraph

(before explaining the theory )

8. Explaining about narrative paragraph systematically

from the definition the generic structure and the steps of

writing a good paragraph

9. Presenting a paragraph entitled “The to be King Poor

Monkey Wants” ( SW 1) and asking the students to

find the generic structure (presenting)

10. Asking the students to work in group consist by four

students (practicing) (roundtable)

11. Asking two groups to write their answer on the board

and share with other students in the classroom

(producing)

Confirmation

12. Opening question and answer session or asking the

students difficulty

13. Giving positive feedback and reinforcement orally or by

using gestures for the students’s success

Post- Activities (± 10 minutes)

14. Summarizing the material which has already been

discussed

15. Assigning homework that is writing a narrative

paragraph with question “What do you know about

Aurora life?”

48

The Second Meeting

Pre- Activities (± 10 minutes ) √ X


2. Checking the students attendance

3. Motivating the students and restating the learning

objectives which are going to be achieved and of course

the importance of studying narrative paragraph


Exploration

4. Proposing some questions about the material which has

already been studied in the first meeting.

Elaboration

5. Giving the students a chance to read again the

paragraph which has already been write at home

(presenting)

6. Asking the students to work in group to edit their

narrative paragraph. They can review their friend

paragraph based on the theory which has already

studied (practicing) (roundtable)

7. Inviting two students to write the paragraph on the

board and then they are discussed together as

model/example (producing)

Confirmation


students difficulty


using gestures for the students success

Post- Activities (± 30 minutes )

10. Summarizing the learning material

11. Administering post test 1

49

I. References

1. Target Pengantar Genreasi Teladan Bahasa Inggris Untuk SMP/MTs

Semester 2

J. Assesment

a.

b.

c.

Technique

Form

Instrument

:

:

:

Written Test

Identifying Generic Structure and Writing a Narrative

Paragraph

Post test 1

Amlapura, 8th April 2014

Researcher


NPM. 10.8.03.51.31.2.5.3986

50

STUDENT WORKSHEETS

Name : _____________________________ (_______) Date: _______________

SW 1 : Identifying the generic structure

1. Read the paragraph entitled “The to be King Poor Monkey Wants“ and

please find the generic structure.

The to be King Poor Monkey Wants

Once happy monkey dance at gatherings of animals, and they are all very

pleased with his performance that they elected him their king. A Fox, envying him

the honor, discovered a piece of meat lying in a trap, and leading the Monkey to

the spot, said that he had found a shop in the woods, but do not use it, he had been

saving for him as treasure trove of his kingdom, and counseled him to seize it.

Monkey approached carelessly and was caught in a trap, and on his accusing the

Fox deliberately took him into a trap, he replied, "Oh Monkey, and you, with your

mind like you, will be the King of animals?

Orientation

__________________________________________________________________

Complication

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Resolution

__________________________________________________________________

__________________________________________________________________

51

2. Please write a short narrative paragraph with question “What do you know

about Aurora life?”. After writing the paragraph please check with the

checklist.

a. Write an Orientation

b. Write some complication about the story

c. End the paragraph with a resolution

3. After writing the draft please compose them in a single narrative paragraph

______________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

52

Name : _____________________________ (_______) Date: _______________

Answer Key of SW 1 : Identifying the generic structure

1. Read the paragraph entitled “The to be King Poor Monkey Wants“ and

please find the generic structure.

Orientation

Once happy monkey dance at gatherings of animals, and they are all very

pleased with his performance that they elected him their king.

Complication

A Fox, envying him the honor, discovered a piece of meat lying in a trap,

and leading the Monkey to the spot, said that he had found a shop in the

woods, but do not use it, he had been saving for him as treasure trove of

his kingdom, and counseled him to seize it. Monkey approached

carelessly and was caught in a trap

Resolution

on his accusing the Fox deliberately took him into a trap, he replied, "Oh

Monkey, and you, with your mind like you, will be the King of animals?

53

After writing the draft please compose them in a single narrative paragraph.

SCORING RUBRIC SW 2

Name: ___________________________( ________ ) Date: _________________

Score Scale LOW 1 2 3 4 5 HIGH

Score between 1 (poor) and 5 (excellent)

No. Criteria Score Weight Total

1. Organization

Orientation

Complication

Resolution

6 (30)

2. Content

Supporting sentence support the topic

sentence

Supporting sentences are logical

Creativity in expressing the idea

It’s readable and understandable

8 (40)

3. Mechanical

Correct punctuation

Correct spelling

4 (20)

4. Grammar / Structure 2 (10)

Total 20 (100)

54

APPENDIX 4 Post Test Cycle I

POST- TEST CYCLE I

Name : _____________________________ (_______) Date: _______________

Please write a short narrative paragraph based on following question which

consists of 7-15 sentences entitled “Snow White” and complete your paragraph

with orientation, complication and resolution.

Question :

1. Who was Snow White?

2. What was the Snow White’s problem?

3. How was the ending of the story?

_____________________________________

____________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

55

APPENDIX 5 Lesson Plan Cycle II

LESSON PLAN

Cycle II Session 1 and Session 2

School : SMPN 1 Amlapura

Subject : English

Class / Semester : VIII B (Eighth) / 2

Skill : Writing

A. Standard Competence

12. Expressing meaning in functional written texts and simple short essays

in the form of recount and narrative to interact within the surroundings.

B. Basic Competence

12.2 Expressing meaning and rhetorical steps in simple short essays by

using various written form accurately, smoothly and acceptable to

interact within the surroundings in the form of recount and narrative.

C. Indicator

Identifying generic structure of narrative paragraph (Orientation,

Complication, and Resolution).

Writing a narrative paragraph based on the generic structure.

D. Learning Objectives

1. When the students are given a chance to read a narrative paragraph they

are able to identify the generic structure of the paragraph based on the

theory which has already been studied.

2. When the students are given a topic they are able to write a good narrative

paragraph in accordance with the generic structure which has already

studied (77).

E. Time allotment : 4 x 40 minutes.

56

F. Learning Material

1. Definition of Narrative Paragraph

Narrative paragraph is a story paragraph which entertain the reader or

paragraph which contains about story (fiction/non

fiction/tales/folktales/fables/myths/epic) and its plot consists of climax of

the story (complication) then followed by the resolution. A narrative

paragraph is a paragraph amuse, entertain and deal with actual or vicarious

experience in different ways. Narrative deal with problematic events which

lead to a crisis or turning point of some kind, which in turn finds a

resolution. Its purpose is to entertain the audience.

2. Generic Structure Narrative Paragraph

Writing narrative paragraph generally you have to consider the following

generic structure :

a. Orientation

Orientation is the beginning of story that tell who the characters are,

when and where the story take place using first person point of view.

b. Complication

The middle of the story tells what happened to the characters, it

includes the complication or crisis arises in the story.

c. Resolution

The end of the story tells how the characters solve the problems. The

ending can be happy or sad ending.

3. Language Feature

Using temporal conjunction (Penggunaan kata penghubung yang

menunjukkan waktu)

Using processes verbs

Using past tense

4. Example of Narrative Paragraph

Title The Origin of the City Surabaya

Orientation Once upon a time, there were two animals, Sura

and Baya. Sura was the name of the shark and Baya was a

crocodile. They live in the deep sea.

57

Complication

I

Sura and Baya were looking for some food and suddenly

Baya see a nice goat but Sura also need it. Later they

fought for goats.

Resolution I After several hours of fighting, they were very tired. Feels

tired of fighting, they lived in different places. Sura lived

in the water and Baya stay in the country with beach as a

border, so they did not fight again.

Complication

II

Someday, Sura went to the ground and looked for some

food in the river. He was very hungry and there was not

much food in the sea. Baya was very angry when he knew

that Sura broke his promise and they fight again. Sura

punching and kicking tail. Baya did the same thing to

Sura.

Resolution II He bit Sura’s tail very hard until Sura finally gave up and

returned to the sea. Baya felt happy and named his city of

Surabaya.

G. Technique

PPP (present, practice, produce) collaborate with using roundtable technique.

H. Learning Activities

The First Meeting

Pre-Activities (± 10 minutes ) √ X


2. Cheking the students’ attendance

3. Motivating the students and describing the material

which are going to be discussed generally

4. Stating the learning objectives to be achieved and the

importance of studying narrative paragraph


Exploration

5. Giving one title and asking the students to make a

58

paragraph. One students one sentence until all of

students have the chance

Elaboration

6. Presenting some example about narrative paragraph

7. Inviting the students to read the narrative paragraph

entitled “The Origin of the City Surabaya” and

identify the generic structure of the narrative paragraph

(before explaining the theory)

8. Explaining about narrative paragraph systematically

from the definition the generic structure and the steps of

writing a good paragraph

9. Presenting a paragraph entitled “The Snake and The

Little Rabbit” (SW 1) and asking the students to find

the generic structure (presenting)

10. Asking the students to work in group consist by four

students (practicing)(roundtable)

11. Asking two groups to write their answer on the board

and share with other students in the classroom

(producing)

Confirmation


students difficulty


using gestures for the students’s success

Post- Activities (± 10 minutes)

14. Summarizing the material which has already been

discussed

15. Assigning homework that is writing a narrative

paragraph with question “What do you know about

Romeo and Juliet story?”

59

The Second Meeting

Pre- Activities (± 10 minutes ) √ X


2. Checking the students attendance

3. Motivating the students and restating the learning

objectives which are going to be achieved and of course

the importance of studying narrative paragraph


Exploration

4. Proposing some questions about the material which has

already been studied in the first meeting

Elaboration

5. Giving the students a chance to read again the

paragraph which has already been write at home

(presenting)

6. Asking the students to work in group to edit their

narrative paragraph. They can review their friend

paragraph based on the theory which has already

studied (practicing)(roundtable)

7. Inviting two students to write the paragraph on the

board and then they are discussed together as

model/example (producing)

Confirmation


students difficulty


using gestures for the students success

Post- Activities (± 30 minutes )

10. Summarizing the learning material

11. Administering post test 2

60

I. References

1. Target Pengantar Generasi Teladan Bahasa Inggris Untuk SMP/MTs

Semester 2

J. Assesment

a.

b.

c.

Technique

Form

Instrument

:

:

:

Written Test

Identifying Generic Structure and Writing a Narrative

Paragraph

Post test 2

Amlapura, 16th April 2014

Researcher


NPM. 10.8.03.51.31.2.5.3986

61

STUDENT WORKSHEETS

Name : _____________________________ (_______) Date: _______________

SW 1 : Identifying the generic structure

1. Read the paragraph entitled “The Snake and The Little Rabbit” and please

find the generic structure.

The Snake and The Little Rabbit

Once upon a time in the jungle, there lived a fox. His name was Rox. No

one didn’t know him. Everybody in the jungle was afraid of him because of his

face and style looked very vicious. One day, in a beautiful summer morning, when

Rox was drinking at the side of the river, he saw a little rabbit in danger. The

snake was going to eat it. Rox jumped over the snake as soon as possible and

scared it away. The little rabbit then felt relieved that Rox just saved his life from

the threat of the dangerous snake. After that, it told the whole jungle that Rox was

a kind fox. He just saved its life. There was no needed to be afraid of him

anymore.

Orientation____________________________________________________________________________________________________________________________________

Complication______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Resolution____________________________________________________________________________________________________________________________________

62

2. Please write a short narrative paragraph with question “What do you know

about Romeo and Juliet story?”. After writing the paragraph please check

with the checklist.

d. Write an Orientation

e. Write some complication about the story

f. End the paragraph with a resolution

3. After writing the draft please compose them in a single narrative paragraph

____________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

63

Name : _____________________________ (_______) Date: _______________

Answer Key of SW 1 : Identifying the generic structure

1. Read the paragraph entitled “The Snake and The Little Rabbit” and please

find the generic structure.

Orientation

Once upon a time in the jungle, there lived a fox. His name was Rox. No

one didn’t know him. Everybody in the jungle was afraid of him because

of his face and style looked very vicious.

Complication

One day, in a beautiful summer morning, when Rox was drinking at the

side of the river, he saw a little rabbit in danger. The snake was going to

eat it. Rox jumped over the snake as soon as possible and scared it away.

Resolution

The little rabbit then felt relieved that Rox just saved his life from the

threat of the dangerous snake. After that, it told the whole jungle that Rox

was a kind fox. He just saved its life. There was no needed to be afraid of

him anymore.

64

After writing the draft please compose them in a single narrative paragraph .

SCORING RUBRIC SW 2

Name: ___________________________( ________ ) Date: _________________

Score Scale LOW 1 2 3 4 5 HIGH

Score between 1 (poor) and 5 (excellent)

No. Criteria Score Weight Total

1. Organization

Orientation

Complication

Resolution

6 (30)

2. Content

Supporting sentence support the topic

sentence

Supporting sentences are logical

Creativity in expressing the idea

It’s readable and understandable

8 (40)

3. Mechanical

Correct punctuation

Correct spelling

4 (20)

4. Grammar / Structure 2 (10)

Total 20 (100)

65

APPENDIX 6 Post Test Cycle II

POST-TEST CYCLE II

Name : _____________________________ (_______) Date: _______________

Please write a short narrative paragraph based on following question which

consists of 7-15 sentences entitled “Cinderella” and complete your paragraph

with orientation, complication and resolution.

Question :

4. Who was Cinderella?

5. What was the Cinderella’s problem?

6. How was the ending of the story?

_____________________________________

____________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

66

APPENDIX 7 Questionnaire

KUESIONER

Petunjuk dalam menjawab soal.

Bacalah pertanyaan dibawah ini secara seksama

Jawablah pertanyaan ini dengan sejujur-jujurnya

Silanglah (X) huruf A,B,C atau D yang menjadi pilihan jawaban anda pada

lembar soal yang disediakan

Kerjakan soal-soal dibawah ini secara individu

Kumpulkan lembar soal yang telah dijawab apabila anda telah selesai

mengerjakan soal-soal ini

1. Roundtable sangat cocok diterapkan untuk melatih keterampilan menulis.A. Sangat setujuB. SetujuC. Kurang setujuD. Tidak setuju

2. Dengan menggunakan roundtable, kegiatan pembelajaran menulis lebihmenyenangkan.A. Sangat setujuB. SetujuC. Kurang setujuD. Tidak setuju

3. Penerapan roundtable bisa membantu mengembangkan kreativitas siswadalam menulis paragraf.A. Sangat setujuB. SetujuC. Kurang setujuD. Tidak setuju

4. Latihan-latihan menulis lebih banyak diperoleh dengan penerapanroundtable.A. Sangat setujuB. SetujuC. Kurang setujuD. Tidak setuju

67

5. Latihan-latihan menulis menjadi lebih mudah dengan penerapanroundtable.A. Sangat setujuB. SetujuC. Kurang setujuD. Tidak setuju

6. Penerapan roundtable dapat meningkatkan interaksi antara siswa sekelasdalam pembelajaran menulis di kelas.A. Sangat setujuB. SetujuC. Kurang setujuD. Tidak setuju

7. Dalam pembelajaran menulis, roundtable dapat memberikan pengetahuantambahan terkait dengan topik yang dibahas.A. Sangat setujuB. SetujuC. Kurang setujuD. Tidak setuju

8. Dalam kegiatan pembelajaran menggunakan roundtable motivasi untukbelajar menulis lebih meningkat.A. Sangat setujuB. SetujuC. Kurang setujuD. Tidak setuju

9. Dengan penerapan roundtable, rasa percaya diri di kelas lebih meningkatdalam pembelajaran menulis.A. Sangat setujuB. SetujuC. Kurang setujuD. Tidak setuju

10. Keterampilan menulis sebuah paragraf naratif menjadi lebih mudahdengan penerapan roundtable.A. Sangat setujuB. SetujuC. Kurang setujuD. Tidak setuju

68

APPENDIX 8 Rubric Scores of Pre-Test

Tabulation of Pre-test Scoring Rubric the Students’In Writing Skill by Roundtable

StudentsOrganization

30 PointsContent40 Points

Mechanical20 Points

Grammar/Structure10 Points

Total

Student 1 12 24 16 4 56Student 2 19 24 16 6 65Student 3 12 16 16 6 50Student 4 6 8 12 4 30Student 5 12 16 12 8 48Student 6 12 24 20 6 62Student 7 18 24 20 6 68Student 8 12 16 20 6 54Student 9 12 16 12 4 44Student 10 24 24 20 8 76Student 11 18 24 20 6 68Student 12 12 24 20 8 64Student 13 12 16 20 8 56Student 14 18 16 12 4 50Student 15 18 24 16 8 66Student 16 12 24 16 4 56Student 17 - - - - -Student 18 12 16 20 6 54Student 19 18 24 20 6 68Student 20 12 16 12 8 48Student 21 24 24 20 8 76Student 22 24 24 16 6 70Student 23 18 32 16 6 72Student 24 18 32 20 8 78Student 25 24 24 20 8 76Student 26 12 24 12 4 52Student 27 12 16 12 4 44Student 28 18 24 16 6 64Student 29 18 24 20 8 70Student 30 18 24 20 6 68Student 31 18 24 20 6 68Student 32 18 24 20 8 70Student 33 24 24 20 6 74Student 34 18 16 20 6 60Student 35 24 32 20 6 82

TOTAL 559 744 592 212 2107

69

APPENDIX 9 Rubric Scores of Post Test I

Tabulation of Post Test I Scoring Rubric the Students’In Writing Skill by Roundtable



Mechanical20 Points


Total

Student 1 18 24 20 6 68Student 2 24 24 16 6 70Student 3 24 24 20 6 74Student 4 24 24 20 6 74Student 5 24 24 16 4 68Student 6 18 24 12 6 60Student 7 24 24 20 6 74Student 8 24 24 16 6 70Student 9 24 24 12 6 66Student 10 - - - - -Student 11 18 24 20 6 68Student 12 18 24 16 6 64Student 13 24 32 20 8 84Student 14 24 32 20 6 82Student 15 18 24 20 6 68Student 16 30 32 20 6 88Student 17 30 32 20 6 88Student 18 24 24 20 8 76Student 19 18 24 16 6 64Student 20 18 24 20 6 68Student 21 24 24 16 6 70Student 22 18 24 16 6 64Student 23 30 24 20 6 80Student 24 24 24 16 6 70Student 25 24 24 16 6 70Student 26 24 24 20 6 74Student 27 24 24 12 6 66Student 28 30 24 20 6 80Student 29 24 24 20 6 74Student 30 30 24 20 6 80Student 31 24 24 16 6 70Student 32 24 24 20 6 74Student 33 24 24 20 6 74Student 34 30 32 20 6 88Student 35 30 32 20 6 88

TOTAL 810 864 616 206 2496

70

APPENDIX 10 Rubric Scores of Post Test II

Tabulation of Post Test II Scoring Rubric the Students’In Writing Skill by Roundtable



Mechanical20 Points


Total

Student 1 30 32 16 8 86Student 2 30 32 12 8 82Student 3 30 24 16 6 76Student 4 30 24 16 6 76Student 5 30 32 12 8 82Student 6 30 32 12 8 82Student 7 30 32 12 6 80Student 8 30 24 16 6 76Student 9 30 32 16 6 84Student 10 30 32 16 6 84Student 11 30 32 16 6 84Student 12 30 32 16 6 84Student 13 - - - - -Student 14 30 32 12 6 80Student 15 30 32 16 8 86Student 16 - - - - -Student 17 30 32 16 8 86Student 18 30 32 16 6 84Student 19 30 32 16 6 84Student 20 30 32 16 6 84Student 21 30 32 16 6 84Student 22 30 32 16 6 84Student 23 30 32 16 8 86Student 24 30 32 16 8 86Student 25 30 32 16 6 84Student 26 30 32 16 6 84Student 27 30 32 20 8 90Student 28 30 32 20 6 88Student 29 30 32 20 8 90Student 30 30 32 20 6 88Student 31 30 32 16 6 84Student 32 - - - - -Student 33 30 32 16 6 84Student 34 30 32 20 8 90Student 35 - - - - -

TOTAL 930 968 496 208 2602

71

APPENDIX 11 Questionnaire Scores

Tabulation of Data Showing the Students’ ResponsesIn Learning Writing by Roundtable

StudentsOption

A B C DStudent 1 - 18 8 -Student 2 28 9 - -Student 3 20 9 - 2Student 4 20 15 - -Student 5 4 27 - -Student 6 - 30 - -Student 7 - 15 10 -Student 8 20 9 - 2Student 9 - 30 - -Student 10 8 24 - -Student 11 12 12 6 -Student 12 - 21 6 -Student 13 - - - -Student 14 4 27 - -Student 15 12 21 - -Student 16 - - - -Student 17 20 15 - -Student 18 20 9 - 2Student 19 - 18 8 -Student 20 8 24 - -Student 21 16 18 - -Student 22 20 15 - -Student 23 8 24 - -Student 24 20 15 - -Student 25 8 18 4 -Student 26 - 27 2 -Student 27 - 27 - 1Student 28 24 9 2 -Student 29 20 15 - -Student 30 - 30 - -Student 31 28 6 2Student 32 - - - -Student 33 8 21 2 -Student 34 24 12 - -Student 35 - - - -


BIOGRAPHY

Ni Kadek Sri Ambarawati, she was born in Denpasar on

December 13th, 1992. She comes from Ulakan villages,

Manggis sub district. She lives with her family at Nenas

Street, BTN Anggi Elok No. 9 in Bungaya villages,

Bebandem sub disctrict, and Karangasem regency. Her father

is Balinese. Her father, I Ketut Sudana, is police which works

in Polsek Karangasem. Her mother is from Flores. Her mother, Ni Made Wardani,

is housewife. She has one older brother and one younger sister. Her older brother,

I Gede Ambarayana, is a teacher at SDN 2 Pidpid, Abang and her younger sister,

Ni Komang Diah Wahyuni, studies at SMKN 1 Amlapura. She started her study

in Sudacara Kindergarten that spent one year. She continued her study in

elementary school at SDN 2 Bungaya Kangin until 2004. When she studied there,

she was active in academic activity such as first winner in study competition inter

school in Bungaya and third winner of study competition in Bebandem sub

district. After she graduated from elementary school she continued her study to

junior high school at SMPN 2 Amlapura until 2007. She started her senior high

school at SMAN 2 Amlapura in 2007 until 2010. In SMAN 2 Amlapura she had

many experiences with her friends. She continued her study at Mahasaraswati

Denpasar University in 2010. She wants to be a successful girl and make her

parents proud of her. She wants to be presenter for food program on TV. She has a

dream to visit all of countries in Asia especially Japan next time. She really wants

to achieve her dream and she likes wise word by Hans Christian Anderson, that is

“Nothing is too high for a man to reach but he must climb with care and

confidence”.

Date post:	10-Mar-2018
Category:	Documents
Upload:	nguyenque
View:	215 times
Download:	1 times

THE APPLICATION OF ROUNDTABLE TO IMPROVE WRITING SKILL...

Documents