THE EFFECT OF USING CHAIN WRITING METHOD ON STUDENTS’ WRITING PERFORMANCE OF RECOUNT TEXT (A Quasi-Experimental Study at the Second Grade of MTs Negeri 2 Tangerang) A Skripsi Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S.Pd. (Strata One) in English Education By: PUTRI FITRIYANI 11150140000013 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2019
Transcript
THE EFFECT OF USING CHAIN WRITING METHOD ON
STUDENTS’ WRITING PERFORMANCE OF RECOUNT
TEXT
(A Quasi-Experimental Study at the Second Grade of MTs Negeri 2 Tangerang)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S.Pd. (Strata One) in English Education
By:
PUTRI FITRIYANI
11150140000013
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
iv
ABSTRACT
Putri Fitriyani (NIM: 11150140000013). The Effect of Using Chain Writing
Method on Students‟ Writing Performance of Recount Text; A Quasi-
Experimental Study at the Second Grade of MTs Negeri 2 Tangerang. Skripsi of
English Education at Faculty of Educational Sciences of State Islamic University
Syarif Hidayatullah Jakarta, 2019.
Advisors : 1. Didin Nuruddin Hidayat, Ph.D.
2. Dr. Atiq Susilo, M.A.
Keywords : Writing, Chain Writing Method, Recount Text
The objective of this research was to obtain the empirical evidence of the effect of
using chain writing method on students‟ writing performance of Recount Text. A
quasi-experimental study was used as the design of this research. The population
of this research was the second grade students of MTs Negeri 2 Tangerang. The
researcher used the purposive sampling as the sampling technique in this research
and chose 37 students of VIII-3 and VIII-4 class as the sample of this research.
VIII-3 class, the experimental class, was taught using the chain writing method,
while VIII-4 class, the control class, was taught without using chain writing
method. The instrument of this research was pre-test and post-test. T-test was used
in order to analyze the data collected in this research. It was used to know the
significance level of the result. The data from the pre-test showed that both classes
had a slight difference in the mean score, where experimental class got 53.38 and
the control class got 50.29. However, the post-test score showed that the
experimental class got a higher mean score (75.03) than the control class (60.32).
Moreover, after calculating the data using t-test, the result showed that t-test
(5.43) was higher than the t-table in significance level of 5% (2.00) and 1%
(2.66). Thus, it can be concluded that chain writing method had a significant
effect on students‟ writing performance of Recount Text at the second grade
students of MTs Negeri 2 Tangerang.
v
ABSTRAK
Putri Fitriyani (NIM: 11150140000013). Efek dari Penggunaan Metode Menulis
Berantai terhadap Kemampuan Menulis Siswa tentang Teks Recount (Penelitian
Kuasi-Eksperimen pada Siswa Kelas VIII MTs Negeri 2 Tangerang). Skripsi
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif
Hidayatullah Jakarta, 2019.
Pembimbing : 1. Didin Nuruddin Hidayat, Ph.D.
2. Dr. Atiq Susilo, M.A.
Kata Kunci : Menulis, Metode Menulis Berantai, Teks Recount
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris dari pengaruh
metode menulis berantai terhadap kemampuan menulis siswa tentang Teks
Recount. Penelitian quasi-eksperimental digunakan sebagai desain penelitian ini.
Populasi penelitian ini adalah siswa kelas dua MTs Negeri 2 Tangerang. Peneliti
menggunakan purposive sampling sebagai teknik pengambilan sampel dalam
penelitian ini dan memilih 37 siswa kelas VIII-3 dan VIII-4 sebagai sampel
penelitian ini. Kelas VIII-3, kelas eksperimen, diajarkan menggunakan metode
menulis berantai, sedangkan kelas VIII-4, kelas kontrol, diajarkan tanpa
menggunakan metode menulis berantai. Instrumen penelitian ini adalah pra-tes
dan pasca-tes. Uji-t digunakan untuk menganalisis data yang didapat dalam
penelitian ini. Uji-t tersebut digunakan untuk mengetahui tingkat signifikansi dari
hasil penelitian. Data dari pra-tes menunjukkan bahwa kedua kelas memiliki
sedikit perbedaan dalam skor rata-rata, di mana kelas eksperimen mendapat 53,38
dan kelas kontrol mendapat 50,29. Namun, skor pasca-tes menunjukkan bahwa
kelas eksperimen mendapat skor rata-rata yang lebih tinggi (75,03) daripada kelas
kontrol (60,32). Selain itu, setelah menghitung data menggunakan uji-t, hasilnya
menunjukkan bahwa uji-t (5,43) lebih tinggi dari t-tabel pada tingkat signifikansi
5% (2,00) dan 1% (2,66). Dengan demikian, dapat disimpulkan bahwa metode
menulis berantai memiliki pengaruh yang signifikan terhadap kemampuan
menulis siswa mengenai Teks Recount pada siswa kelas dua MTs Negeri 2
Tangerang.
vi
ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious, the Most Merciful
All praises be to Allah, the Lord of the Worlds, for His blessing given to
the writer to finish this Skripsi entitled “The Effect of Using Chain Writing
Method on Students‟ Writing Performance of Recount Text” (A Quasi-
Experimental Research at the Second Grade Students of MTs Negeri 2
Tangerang). Peace and salutation be upon to our Prophet Muhammad SAW, who
has guided us from the darkness to the lightness.
In this opportunity, the writer would like to express her deepest honour
and gratitude to her parents, Rochali and Eti Sutihat, who always pray and support
her to finish her research study. Then, the writer also would like to express her
gratitude to her sisters, Tiya Arsyilia and Fitri Febriyani, for their support and
motivation for the writer to finish this Skripsi.
The writer realizes that she would never successfully finish this research
study without the help of some people around her. Therefore, she would like to
express her gratitude to her advisors, Mr. Didin Nuruddin Hidayat, Ph.D. and Mr.
Dr. Atiq Susilo, M.A. for their times, advices, guidance, and patience in correcting
and helping the writer to finish this research study.
Furthermore, the writer would also send her gratitude to:
1. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences;
2. Didin Nuruddin Hidayat, Ph.D., as the Chairman of the Department of
English Education;
3. Zaharil Anasy, M.Hum., as the Secretary of the Department of English
Education;
4. Dr. Alek, M.Pd., as the academic advisor of Class A in academic year
2015/2016;
5. All lecturers and staffs at the Department of English Education for their
knowledge, motivation, and support during her study at UIN Jakarta;
vii
6. Madyamin, S.Ag., M.Pd.I., as the Head of MTs Negeri 2 Tangerang for
permitting the writer to conduct the research;
7. Aplihah, S.Pd.I., as one of the English teachers who has given the
opportunity for the writer to conduct this research in her class and for
supporting and helping the writer while conducting this study;
8. The students of class VIII-3 and VIII-4 of MTs Negeri 2 Tangerang for
their willingness to be the participants of this research study;
9. Her best friends, Resti Ade Fauziah, Dini Rahmadani, Feby Nabila Cahya
Pertiwi, and Niyata Fisolihati for all support and help while conducting
this research study;
10. All of students of English Education Department 2015, especially students
of A class for sharing their knowledge and supporting the writer during
this study;
11. Everyone who has helped the writer to finish this research study and
whose name cannot be mentioned one by one.
The writer realizes that this research study is full of imperfection.
Therefore, she hopes there will be some constructive suggestions and criticisms
for the writer to make this research study better.
Jakarta, July 17th
2019
Putri Fitriyani
viii
TABLE OF CONTENT
ABSTRACT .......................................................................................................... iv
ABSTRAK .............................................................................................................. v
ACKNOWLEDGEMENT ................................................................................... vi
TABLE OF CONTENT ..................................................................................... viii
LIST OF TABLES ................................................................................................. x
LIST OF FIGURES ............................................................................................. xi
LIST OF APPENDICES .................................................................................... xii
CHAPTER I INTRODUCTION .......................................................................... 1
A. Background of the Problem ............................................................................ 1
B. Identification of the Problem ........................................................................... 4
C. Limitation of the Study .................................................................................... 5
D. Formulation of the Study ................................................................................. 5
E. Objective of the Study ...................................................................................... 5
F. Significance of the Study .................................................................................. 5
CHAPTER II THEORETICAL FRAMEWORK .............................................. 7
A. Writing .............................................................................................................. 7
1. Definition of Writing .................................................................................. 7
2. Process of Writing ...................................................................................... 8
3. Types of Writing ....................................................................................... 11
B. Recount Text ................................................................................................... 14
1. Definition of Recount Text ...................................................................... 14
2. The Generic Structure of Recount Text ................................................. 14
3. The Characteristics of Recount Text ...................................................... 15
4. Types of Recount ...................................................................................... 16
C. Chain Writing Method .................................................................................. 17
1. Definition of Chain Writing Method ...................................................... 17
2. Benefits of Chain Writing Method ......................................................... 18
3. Weaknesses of Chain Writing Method ................................................... 19
4. Teaching Writing of Recount Text by Using Chain Writing
Method…..…………………………………………………...…………19
D. Review of Related Studies.............................................................................. 20
E. Thinking Framework ..................................................................................... 23
F. Research Hypothesis ....................................................................................... 23
ix
CHAPTER III RESEARCH METHODOLOGY ............................................. 24
A. Research Design and Method ........................................................................ 24
B. Place and Time of the Research .................................................................... 25
C. Population and Sample of the Research ....................................................... 25
D. Instrument and Technique of Collecting the Data ...................................... 26
1. Research Data Validation ........................................................................ 28
E. Technique of Data Analysis ........................................................................... 32
F. Statistical Hypothesis ..................................................................................... 34
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................ 36
A. Research Findings .......................................................................................... 36
1. Data Description ......................................................................................... 36
2. Data Analysis .............................................................................................. 42
B. Discussion ........................................................................................................ 48
CHAPTER V CONCLUSION AND SUGGESTION ....................................... 51
A. Conclusion ....................................................................................................... 51
B. Suggestion ........................................................................................................ 51
Appendix 6 Example of Students‟ Result of Pre-Test and Post-Test of
Experimental Class………………………………………..... 138
Appendix 7 Example of Students‟ Result of Pre-Test and Post-Test of
Control Class……………………………………………...… 144
Appendix 8 Surat Pengesahan Proposal Skripsi ……………………...... 150
Appendix 9 Surat Bimbingan Skripsi …….…………...……………….... 151
Appendix 10 Surat Keterangan Penelitian ………………..……...……….. 153
Appendix 11 Research Documentation …………………….……………… 154
1
CHAPTER I
INTRODUCTION
A. Background of the Problem
In the term of communication, there are two ways people can use when
they want to communicate with others: by speaking or writing. When speaking is
not enough for them to express their feelings or to share their thoughts, they can
write it down in a paper or any other media of writing. As Ghizan (2016) states
that writing is a medium for human to communicate in the form of signs and
symbols that is used to deliver a message or feelings.1 That is why in school,
people will learn not only speaking, but also writing. Moreover, students at any
level of education will be asked to write, and the writing is arranged by some
important rules. As a result, it is important for students to know the skills of
writing, especially for a higher level student. Walsh in Klimova (2013) says that
writing is used more in higher education, and students‟ lack of writing skill will
make them have difficulties to communicate with their professors, peers, or
anyone else.2
The importance of writing then are identified and supported by some
experts. First, writing is one of the best ways in expressing our ideas or feelings as
stated by Sadiku (2015) who said that a good writer is a better person in
expressing his/her ideas or feelings.3 By writing, we will also can be a better
reader and a stronger thinker. It is because in writing, we need to be aware of the
writers‟ ideas and evidences they give in their writing, whether the evidences
support or fail to support the ideas given by the writers. Moreover, in writing, the
writers need to think carefully to organize their ideas, to choose the best topic
sentence, give a well-reasoned and finally some convincing evidences to get the
readers‟ trust. Besides, writing can be an efficient way to give our opinion about
1 Sumar Yousef Ghizan, The Importance of Developing Reading for Improved Writing
Skills in the Literature on Adult Students’ Learning, (Bloomington: Xlibris Corporation, 2016). 2 Blanka Frydrychova Klimova, The Importance of Writing, Indian Journal of Research,
Vol. 2 No. 1, 2013, p. 9. 3 Lorena Manaj Sadiku, The Importance of Four Skills Reading, Speaking, Writing,
Listening in a Lesson Hour, European Journal of Language and Literature Studies, Vol. 1 No. 1,
2015, p. 31.
2
something because in writing, we need to be very clear by providing some
specific details, reasons, and evidences as mentioned above, which not only give
the readers full comprehension but also get their trust of what we are writing.
Zuhri and Sukarnianti (2015) in Ariyanti (2016) emphasize that writing can be an
effective way in order to present or show our feelings, thoughts, ideas, and
opinion to other people.4 In this research, the writing that is discussed here is
focused on writing in English.
Unfortunately, writing is considered as the most complex skill in learning
English. It is because in order to be able to write in English, we need to combine
the other skills such as listening, reading, speaking; and the aspects of the
language such as vocabulary, grammar, pronunciation, spelling, etc. Ningrum et
al. (2013) agrees by stating that writing is a complex skill to be learnt and to be
taught, as it needs the ability of many other skills.5 Moreover, Defazio et al.
(2010) explains that writing can be a difficult and even terrifying subject for
students as they need to deliver their ideas while struggling with the rules of
writing such as spelling and grammar.6 Since it is known as a complex skill,
students face many problems in writing. Haider (2012) and Hyland (2003) in
Fareed et al. (2016) state that the problems students face in writing can be
classified into linguistic, psychological, cognitive and pedagogical categories.7
Those problems in writing finally can make them find difficulties in
writing which sometimes make them bored, confused, stressed, and then gave up
in writing. Some of them may don‟t know how to organize their ideas into a good
writing, some are stuck with the grammatical structure that they need to choose,
or maybe they don‟t know the English words for the words they want to write.
4 Ariyanti, Shaping Students‟ Writing Skills: The Study of Fundamental Aspects in
Mastering Academic Writing, Indonesian Journal of EFL and Linguistics, Vol. 1 No. 1, 2016, p.
64. 5 Vita Ningrum, Ferry Rita, and Hastini. Improving Writing Skill in Writing Recount
Text Through Diary Writing, E-Journal of English Language Teaching Society (ELTS), Vol. 1 No.
1, 2013, p. 2. 6 Joseph Defazio, Josette Jones, Felisa Tennant and Sara Anne Hook, Academic Literacy:
The Importance and Impact of Writing Across the Curriculum – a Case Study, Journal of the
Scholarship of Teaching and Learning, Vol. 10, No. 2, 2010, p. 34. 7 M. Fareed, Almas Ashraf, and M. Bilal, ESL Learners' Writing Skills: Problems,
Factors and Suggestions, Journal of Education and Social Sciences, Vol. 4 (2): 1, 2016, p. 82.
3
Moreover, they often take a long time to think of what and how they are going to
write. Since there are many difficulties that the students face in writing, it is the
teacher‟s job to help them so that they will feel that writing is not too difficult to
be mastered. Here, the teacher needs to do some activities or strategies to help his
or her students produce a well written text.
In junior high school, students will learn five kinds of texts in learning
English. They are Recount Text, Narrative Text, Procedure Text, Descriptive
Text, and Report Text. It is also stated in Curriculum 2013 for junior high school
that the students have to be able to reveal the meaning in the written language of
interpersonal and transactional discourse in simple form, formality or informality
in the form of recount, narrative, procedure, descriptive and report in their daily
lives. As one of the texts that will be learned by junior high school students, the
way to teach recount text is considered as important to be acknowledged by the
teachers.
Recount text is a text to retell events or experiences in the past. Hyland
(2009) explains that recount text is a text that is aimed to tell about past events or
experiences which can be the author‟s personal experience (it can be based on the
truth or not) or about historical events.8 In relation to the difficulties of writing,
students also find difficulties in writing recount text which lessen their interest to
learn writing. For example, in recount text, they need to use past tense. However,
they still got difficulties to differentiate the tenses. They got confused to apply the
correct grammar based on the text they write. Moreover, in Indonesia, many
teachers still use the conventional method in teaching, such as talking in front of
the class and then asking the students to write and sometimes without evaluating
their results. In fact, Saragih and Rabbani (2017) state that this kind of teaching
method can be a problem for students to understand the lesson. As a result, it is
hard for students to write down their ideas properly.9 In order to support the
8 Maureen Hyland, Writing Text Types; A Practical Journal, (Australia: R.I.C.
Publications, 2009), p. 3. 9 Enni Erawati Saragih and Anggi Nur Fitri Rabbani, Teachers‟ Perceptions on
Implementing Estafet Writing Technique in Teaching Writing, English Journal, Vol. 20, No. 2,
2017, p. 14.
4
students in learning English, especially writing, teachers can modify their
strategies, techniques, or methods in teaching English. By doing so, the students
can easily understand and enjoy their learning of Recount Text.
In the teaching and learning process, there are many methods that can be
used by the teacher to be implemented in the class. One of them is by using chain
writing method. This can be applied through activities and games. Erben and
Sarieva (2013) define chain writing as a method in which stories are written by
more than one writer; each writer makes a sentence then forwards the paper to a
partner.10
By conducting chain writing method in class, students can contribute
equally in producing a story in Recount Text. They will no longer have difficulties
in conducting the stories or organizing their ideas to make a good story, and they
will even remember to use the past tense to make a Recount Text which will avoid
them from the grammatical errors. Chain writing method is also known as an
active learning method where the students can associate learning as a fun activity.
This method requires students to learn together, because of the story will be made
together. Harmer (2007) explains that this is a kind of joyful group writing and a
useful one to help students improve their writing ability.11
As a result, students
will successful in writing especially writing a Recount Text.
In order to know if the chain writing method is effective in improving
students‟ writing of Recount Text or not, the writer decides to conduct a research
under the title of “The Effect of Using Chain Writing Method on Students‟
Writing Performance of Recount Text at the Second Grade of MTs Negeri 2
Tangerang.”
B. Identification of the Problem
Based on the description above, the problems that are identified in this
research study are:
1. Students have less interest in writing because they find that writing is
difficult to be learnt.
10
Tony Erben and Iona Sarieva, Calling All Foreign Language Teachers: Computer-
Assisted Language Learning in the Classroom, (New York: Routledge, 2013). 11
Jeremy Harmer, The Practice of English Language Teaching, (Harlow: Longman,
2007), p. 337.
5
2. Students have a lack of knowledge about how to write because there are
some rules in writing that they need to consider carefully.
3. Students have difficulties in differentiating the tenses that they need to use
in writing Recount Text.
4. Students have limited vocabularies which make them difficult to deliver
their thoughts in writing.
C. Limitation of the Study
Based on the identification of the problem, the study focuses on the effect
of using chain writing method on students‟ writing performance of Recount Text
at the second grade of MTs Negeri 2 Tangerang.
D. Formulation of the Study
As the identification and the limitation stated, the problem of this study
can be formulated as: “Is there any significant effect of using chain writing
method on students‟ writing performance of Recount Text?”
E. Objective of the Study
This study aims to find out the empirical evidence of whether there is
significant effect of using chain writing method on students‟ writing performance
of Recount Text or not.
F. Significance of the Study
The findings of the study are expected to be useful for:
1. The students:
The result of the study will help them learn in a creative and fun way
which can bring them to easily writing a Recount Text.
2. The teachers:
The result of the study will inform them that chain writing method can be
useful to help students in writing. As a result, teachers can use it and make
their students improve their writing of Recount Text.
3. The researcher:
6
The result of the study can be useful for giving other researchers who have
interests in conducting a research with a similar topic with this some
information about the use of chain writing in teaching English.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Writing
1. Definition of Writing
Some people consider writing as a “natural gift” not a learned skill
which makes them think that they are the only ones who experience that
writing is difficult. As a result, they do not do their best when they are
asked to write, and simply say that they have no talent in writing. This
kind of attitude is misleading which only bring people to have no will to
learn how to write and fail directly in writing. In fact, writing is a skill that
can be learned by everyone, such as driving, acting, or cooking. We only
need to try to learn, practice, and give our best in writing. Besides, writing
is a process which includes some steps that should be followed by the
writers. As Langan (2006) states that writing is a process of discovery for
people to produce a written text which consist of various steps.1 It is a
seldom phenomenon for writers to finish their writing in the first draft.
They may just realize that they put a concluding sentence as a topic
sentence when their writing is finished, or they give an inappropriate
evidence for the statement they made. It means that they need to do some
corrections after their writing is done. Therefore, writing is not a one-step
action, but it is a process with several steps.
Another definition of writing is that writing is written signs and
symbols which represent human language and feelings to communicate
with others. As Sapkota (2012) says that “Writing is the act of putting
down the graphic symbols that present a language in order to convey some
meaning so that the reader can grasp the information which the writer has
tried to impart”.2 In line with this, Cahyono as stated in Custidiana (2015)
1 John Langan, English Skills 8
th Edition, (New York: McGraw-Hill, 2006), pp. 13-15.
2 Ashok Sapkota, Developing Students‟ Writing Skill through Peer and Teacher
Correction: An Action Research, Journal of Nelta, Vol. 17 No. 1-2, 2012, p. 70.
8
explains that writing is one of the most significant ways in delivering a
message through the language mastered by the writer and the reader.1
2. Process of Writing
In writing, we do not only put words into sentences, paragraphs,
and finally become a piece of writing. A good writer will past the several
steps of writing to produce a good writing.
a. Pre-writing
Step one: choose a topic. Usually, your teacher or instructor
will ask you to write for a particular topic, but if they don‟t, you
can choose your topic by your own. Unfortunately, the freedom of
choosing a topic is not always makes your assignment to write
becomes easier. On the other hand, it makes you get more confused
about what to write. There are two steps that you can use to help
you choose an appropriate topic. First, use freewriting. It is a
technique in which you will write continuously, without stopping,
and without making correction in a particular period of time, for
example 5 or 10 minutes. The goal of this kind of technique is to
write down anything that comes out from your mind on your paper.
After the freewriting session is finished, you can pick a single
sentence which reflects the main point of what you have written.
You can then use the sentence as your idea of your topic.
Second, use brainstorming. It is a technique in which you
will say out loud as many ideas as you can think of in a particular
period of time for generating ideas in your writing. The goal of this
kind of technique is to gain many ideas from saying whatever
comes from your mind.2
1 Angelica Custidiana K., The Implementation of Chain Story in Teaching Writing
Descriptive Texts to the Eight Graders of SMPK Angelus Custos II Surabaya, RETAIN, Vol. 3,
No. 2, 2015, p. 1. 2 Robert S. Feldman, P.O.W.E.R. Learning: Strategies for Success in College and Life,
(New York: McGraw-Hill, 2009), pp. 182-183.
9
Step two: gather the ideas. In this stage, you need to think
of what you are going to write about your chosen topic. There are
some guidelines that can help you when you start to collect the
information to gather ideas in your writing. They are: first, decide
what you already know about your topic. Second, list some
questions you would like to discuss in your writing. Third, find and
investigate all of the possible sources that you can use in your
writing. Finally, start to gather the ideas in your writing by
following a logical plan.1
Step three: organize. Determine which ideas you want to
use in your paper and where to use them, such as in the beginning
of your paper, in the middle, or in the end as a conclusion of your
paper.
b. Drafting
In the process of drafting, you begin to write down the
ideas you have thought and which you have discovered in the pre-
writing process. As you begin to write, there are some important
things you need to consider. First, you need to focus on your
subject. In order to do this, make sure that you use your notes of
your writing plan to guide you write as what you have planned.
Then, you also need to write freely without thinking too much
about the correctness of your sentences. You also need to develop
your main ideas effectively and provide as much detail as possible,
followed by strong evidences. Second, you need to think again
about the goal of your writing and the reader to help you write
properly. Third, you need to review the form and the context,
which means that you need to make sure that you really know what
type of writing that you should write.
1 Randall VanderMey, et al., The College Writer: A Guide to Thinking, Writing, and
Researching, Fourth Edition, (Boston: Wadsworth, 2012), p. 38.
10
Besides, in this process, you also need to understand the
structure of your writing. The basic essay structure will include
three main parts, such as the introduction, the middle, and the end
of the essay. In the introduction part, you need to attract your
readers‟ attention, identify your topic, and state your thesis
statement. In the middle, you need to develop your thesis and states
the main points by giving some details, reasons, and evidences.
While in the end of the essay, you need to restate the main points
and rephrase your thesis as the conclusion of your essay.
c. Reviewing and revising
In the process of reviewing and revising, you need to check
what you have written. You need to read your writing from the
beginning to the end silently or loudly to yourself or to your friend.
You may also exchange text with your friend. Your friend read and
check your writing, and you check her or his. Getting others‟
opinion about your writing is one of a good ways to know whether
your writing is clear or not and whether it is a good one or an
unclear one. Giving others opinion about their writing is also a best
way to help you improve your own writing. The process of revising
includes checking the organization (whether you have written your
idea in a well organize way or not), the content (whether your ideas
are in line with the topic and give a detailed information or not),
and the effectiveness of the language used in your writing (whether
you have chosen appropriate words or not).1
d. Rewriting
Step one: revise structure and content. Make an
improvement over the structure and the content of your writing
from the ideas you got in the revising process. You might also need
to give more information, or delete unnecessary information from
1 Lee Brandon and Kelly Brandon, Paragraphs and Essays: With Integrated Readings
11th
Edition, (Boston: Wadsworth, 2011), p. 54.
11
you have written. You may want to change the organization of
your writing in order to make it a more logical one.
Step two: proofread. In this step, you need to reread your
text. This time, you need to check for the words you have chosen
in your writing, is it a proper one or not. You also need to check
for the spelling and the grammar, whether you write the words
correctly and choose the structure correctly or not.
Step three: make final correction. In this step, you need to
recheck your writing. Make sure that you have corrected all the
errors you found in the previous steps and process as well as the
changes you make in your writing.1
3. Types of Writing2
In writing, there are many kinds of texts which have different
purposes, standards of composition, and structures. For example:
a. Narrative
Narrative is the type of the text that tells a story. It can be
an imaginative or a true story. There are many forms of narrative,
such as myth, legend, short stories, and fairytales. The generic
structures of narrative text are orientation (where the characters are
introduced, and the time as well as the place of the story is stated),
complication (where the problems are occurred), and resolution
(where the problem are solved). The language features of narrative
are the use of nouns to identify the characters and setting of a
place, the use of adjective to show the characters‟ feelings and
describe the characters, the use of adverbs to show time and place,
the use of conjunction to join the words and sentences to the next,
and mostly use past tense.
1 Dorothy E. Zemach and Lisa A. Rumisek, Academic Writing: From Paragraph to
Essay, (Oxford: Macmillan, 2005), p. 3. 2 Hyland, op. cit., pp. 3-4.
12
b. Recount
Recount is the type of the text that retells an event or an
experience in the past. The generic structures of recount text are
the events chronologically), and re-orientation (a concluding
statement or the author‟s personal comment on the events). The
language features of recount are the use of past tense, the use of
adverbs of time and place, the use of conjunction to sequence the
events, and the use of nouns to mention the characters.
c. Procedure
Procedure is the type of the text that explains how to make
or to do something. There are many forms of procedure such as
instructions, recipes, and using an appliance. The generic structures
of procedure are the goal (where the author state the aim, for
example to show how to make a fried rice), the materials needed
(where the author list all the materials needed in making or doing
something), and the steps (where the author mention the actions to
complete the task such as the task to complete making a fried rice).
The language features of procedure are the use of present tense, the
use of nouns like the names of the materials, command and action
verbs, words used to link the steps such as next, then, after that,
etc.
d. Report
Report is the type of the text that informs a factual record of
events or a description about something that happens in the present
or in the past. There are many forms of report text such as
scientific report, article, newspaper, and book review. The generic
structures of report are the general statement (it is the introduction
that identifies the subject and the topic of the report), description (it
is the specific information about the subject), and conclusion
(concluding statement of the report or the summarizing statement).
13
The language features of report are the use of present tense, action
verbs, vocabulary about particular topic, and descriptive language.
e. Descriptive
Descriptive is the type of the text that describes someone or
something. It can be a person, an animal, or a thing. The generic
structures of descriptive are the identification (it is the introduction
of the subject that will be described), the description (the details
about the subject), and sometimes a conclusion (the final comment
about the subject). The language features of descriptive are the use
of nouns and pronouns, the use of adjectives, the use of present
tense, and the use of descriptive language.1
f. Exposition
Exposition is the type of the text that describes author‟s
ideas in the form of a logical argument, convincing the readers to
agree with the author about the issue being discussed. The generic
structures of exposition are the statement (where the author states
his/her opinion about the issue), arguments (statements to support
the claims), and conclusion (restate the author‟s opinion). The
language features of exposition are the use of connective words
such as first, second, therefore, as a result, etc., and the use of
words to express opinion.
g. News item
News item is the type of the text that informs readers about
the factual important event that happens in the human daily life.
The generic structures of news item are newsworthy event (where
the news are described), elaboration or background of the event
(where the background of the event such as the subject and the
location are stated), and source (describes the sources of the events
such as the witness, opinion of the experts, and comments about
1 Margaret Warner, More Easy Text Types: Text Types for Students Who Have Little or
No Experience of English, (Australia: Ready-Ed Publications, 2009), p. 7.
14
the event). The characteristics of news item are the use of action
verbs, material process, and focus on circumstances.
h. Spoof
Spoof is the type of the text that tells a funny story that has
happened in the past. The generic structures of spoof are
orientation (the introduction of the characters and the settings),
events (where the events are described chronologically), and twist
(the funny part of the story, unpredictable part). The characteristics
of spoof are the use of past tense and the use of direct speech.1
B. Recount Text
1. Definition of Recount Text
A recount text is a text that tells about an event that has happened
in the past or a specific person such as a biography about a famous
person.2 The event that is described in recount can be the author‟s personal
experience, someone else‟s experience, or a historical event. The purpose
of recount text is to retell the events and the experiences from the past in a
logical order. Some recounts will have the purpose to purely inform the
readers, and some with the purpose to both inform and entertain the
readers. There are some examples of recount such as a diary and a life
story.
2. The Generic Structure of Recount Text
A recount will have three structures: first, orientation. It is the first
part of recount text which provides the background information of the
story which introduces the characters and the settings of the story. Authors
can use the 5 W questions (who, what, when, where, and why) to make
sure that they have a clear and complete orientation. „Who‟ stands for who
are the characters involved in the story, „what‟ stands for what happened
in the story, „when‟ stands for the time the story occurred, „where‟ stands
1 Diyah Nur Hidayati, Supersmart Books Bahasa Inggris SMA Kelas X, XI, XII,
(Yogyakarta: B first, 2016), pp. 130-132. 2 Darla Miner and Jill Zitnay, Exploring Nonfiction with Young Learners, (United
Kingdom: Rowman & Littlefield Education, 2012), p. 2.
15
for where the story takes place, and „why‟ stands for the reason for the
story to happen.
Then, the second part of recount called events. It is the part which
tells the readers about the series of events that happened sequentially and
in a logical order in the story. The authors should differentiate the
important and related events to those which are unimportant and not
relevant events and includes only the important and relevant events to the
story.
Finally the third part of recount is called re-orientation. It is the
closing part of the story which is optional, the author may write this part or
not, and has the function to tell the readers about the author‟s personal
comment regarding to the event.
3. The Characteristics of Recount Text
A recount has some specific characteristics which differ from
another text that includes: The use of adverbs of time and place, for
example yesterday, last week, a month ago, at the park, in the class, etc.
Then, the most important one, a recount text uses mostly simple past tense,
but present tense may also be used and future tense such as to predict
something that might happen in the future, for example “This great tennis
player will surely win the next competitions”. A recount also focuses on
specific participants (use nouns and pronouns), for example Mt. Everest, I,
we, Lisa, etc. 1
Moreover, it uses time connectives to link one event to another in
order to make a cohesive writing, such as first, then, next, after that, etc.
Then, since in recount we need to tell events in order, the use of
conjunctions to link the sentence to the next sentences, such as because,
while, although, etc. is necessary. Besides, we will also need to use
descriptive language to help the readers imagine the events, for example
“The sun was very bright, and it was very hot that day”. The last, in
1 Kistono, Esti Tri Andayani, Ismukoco, and Albert Tupan, The Bridge 2 English
Competence for SMP Grade VIII, (Ponorogo: Yudhistira Ghalia Indonesia, 2007), p. 28.
16
recount we will use action verbs and personal comments which usually
used as a conclusion.
4. Types of Recount
All recounts retell the past event, but the aim, character, and focus
are different based on the form used in the story. The types of recount are
described as follow:
a. Factual recount
A factual recount is the type of recount that retells events
precisely. It can be a daily task such as a report about school
accident. A factual recount uses language which is detailed,
truthful, and accurate in order to make the readers get a full
comprehension about the event or the experience.
b. Personal recount
A personal recount is the type of recount that retells the
author‟s personal experiences. It is usually written using the first
person (such as „I‟ and „we‟) which has the goal to inform and
entertain the readers. The examples of personal recount are letters,
diaries, journals, etc. As a recount in general, personal recount
should also present the events in chronologically and deliver facts
and information as well as author‟s comment which occurs in the
conclusion or the re-orientation part.
c. Imaginative or literary recount
An imaginative or literary recount is the type of recount that
aims to entertain the readers by retelling them the imaginative
events as they are real, for instance a recount entitle „A day in my
life as a family pet‟. This type of recount also uses the first person
narration and emotive language to attract the readers.
d. Procedural recount
A procedural recount is the type of recount that presents the
steps in completing a task, such as the steps to solve a question of
math, the steps to make a bread, or how to make an interesting
17
advertisement. This type of recount uses a time sequence, first
person in narration, and action verbs.
e. Biographical recount
A biographical recount is the type of recount that presents a
person‟s life story like a biography. The third person narrators like
„he‟, „she‟, and „they‟ is used, but the first person narrator can also
be used in the case of an autobiography. This type of recount is
based on fact, precise, and uses specific name of a person, specific
time, place and events.1
C. Chain Writing Method
1. Definition of Chain Writing Method
The word „chain‟ in the Oxford Advanced Learner’s Dictionary
means that it is a series of connected metal rings, used to pulling or
fastening things; a length of chain used for a particular purpose. In this
research study, chain writing means a method in which stories are written
by a group of students trying to connect sentence by sentence to make a
good story. Syathariah (2009) in Saragih and Rabbani (2017) explains that
chain writing method is a method which requires students to be active in
the learning process and which has the goal to make the students enjoy the
learning process in the class and which gives them a chance to write a
certain topic together with their classmates.2 It is used to help students in
language learning process especially in writing.3 This method requires
students to make a writing product together because they will take turn to
write sentence by sentence until become a passage in the writing process.
In the end of the learning process, there will be many kinds of passages
1 Katrina Wood and Sue Stubbs, Targeting Text, (Sydney: Blake Education, 2000), pp. 8-
10. 2 Saragih and Rabbani, op. cit., p. 17.
3 Retno Fitriyanti and Eunice Widyanti Setyaningtias, The Effect of Chain Writing
Method on Writing for Grade 3 Students, Scholaria: Journal Pendidikan dan Kebudayaan, Vol 7
No. 3, 2017, p. 277.
18
based on the number of the students which are written in a chain. That is
why this method can be called as one of the types in collaborative writing.
Learning collaboratively is a social activity where a group of
writers collaborate to produce a passage. Storch (2013) in Rbuiaee et al
(2016) states that “Collaboration refers to the act of labour-sharing and
thus collaborative writing (CW) is a collective cognitive process where
multiple writers negotiate and share co-authority and responsibility for the
production of a text.”1 By doing a collaborative writing, students can
produce a better quality of writing. This kind of writing will also help
them learn from each other and enable them to do critical reflection to
their writing.2
2. Benefits of Chain Writing Method
There are some benefits for teachers in using chain writing method
in the class, such as first, it attracts students in the learning process of
writing. It is because this method is believed to motivate students in
writing which will affect the result of their writing and help them to
become a better writer. Then, this method also will make the students have
an enjoyable learning environment. This because they write the story in a
group, not individually, where usually the students who feel difficult in
writing will be more confused and can‟t enjoy the learning process.
Moreover, it encourages students to give more attention to the
learning process, because when the students enjoy their learning process,
they will be more focus on the process of learning. Learning in a group
also helps the students to decrease the difficulties of writing. For example,
the other members‟ writing can help them construct the idea of writing
when they get confused what to write. Besides, this method can make
1 Abdu Alkhalek Mohamed Rbuiaee, Saadiyah Darus, and Nadzrah Abu Bakar,
Collaborative Writing: A Review of Definitions from Past Studies, Proceedings, (Universiti
Kebangsaan Malaysia, 2016), p. 139. 2 Elke Van Steendam, Editorial: Forms of Collaboration in Writing, Journal of Writing
Research, 8 (2), 2016, p. 184.
19
them develop their imagination because they will write a different story
from each member.
3. Weaknesses of Chain Writing Method
In implementing chain writing method, there are also some
shortcomings that will be found in the learning process, for example, this
method has a limited time to be implemented in the class, while it needs a
sufficient time which is not short to be applied effectively. Besides, the
students will feel that they need to be hurry in writing with this method
because they need to pass the paper again to the other members which will
make them careless about what they are writing. Moreover, the class tends
to become noisy because the students become more active.1
4. Teaching Writing of Recount Text by Using Chain Writing Method
Adapted from Syathariah (2009) in Sri Lahir (2017), the steps of
implementing chain writing method in teaching Recount Text are as
follows: First, the teacher needs to decide a topic for the students to write
the story and tell his/her students that they are going to write a story.
Second, the teacher needs to divide the students into some groups. A group
will consist of 5 or 6 students. Then, the students are asked to sit in a circle
with their group. Third, the teacher asks the students to prepare for a blank
paper and tell them the topic for the story that they are going to write. The
teacher also asks students to write their name on the top right side of the
paper. Forth, the teacher asks the students some WH questions. The first
question is “When and where did you spend your holiday/your experience
takes place?” the students need to answer the question to start the first
sentence of the story.
After that, the teacher asks the students to pass their papers to a
friend in their right side. Then, the teacher asks the students second
question “Why did you spend your holiday there/why did it happen?”
1 Gilang Kusumah Setiawan, Peningkatan Kemampuan Menulis Pantun dengan
Menggunakan Metode Menulis Berantai Studi Eksperimen pada Siswa Kelas VII SMPN 1
Kadungora Kabupaten Garut Tahun Pelajaran 2016/2017, Jurnal Pendidikan Bahasa dan Sastra
Indonesia serta Bahasa Daerah, Vol. 7, No. 1, 2018, p. 43.
20
Next, the teacher asks the students again to pass the paper to a friend in
their right side and asks the next WH questions. This activity continues
until the time is up. After the time is up, the teacher asks the students to
give the paper back to its owner. Then, they are asked to read their own
papers and check for incorrect sentences for example the sentences that are
not relevant with the previous sentences or with the topic which are called
incoherent sentences. Finally, the teacher asks one of the students to write
down the result of the story on the board which then the teacher together
with the students correct the mistake in the story.1
D. Review of Related Studies
As the benefits of chain writing has mentioned before, which is believed to
support students in learning writing, some studies which are also focused on the
use of chain writing as a method to teaching writing have been done by some
researchers as presented below.
The first related study was conducted by Tika Dwi Sari entitled “The
Implementation of Chain Writing Method to Increase Students Ability Writing
Narrative Text at MTs. Al-Muttaqin Padang Tualang Langkat”. As it title states
that the aim of this research was to describe the implementation of chain writing
method to increase students‟ ability in writing narrative text. The researcher used
a classroom action research as the design in this research with four steps which
included planning, acting, observing, and reflecting. The participants of this
research were the 30 students in the second grade of MTs. Al-Muttaqin Padang
Tualang Langkat. Qualitative and quantitative approaches were used as the
technique for collecting the data in this research. The qualitative approach was
done by taking observation and interview, while the quantitative approach was
done by taking written test. The result showed that there was improvement in the
ability of students‟ narrative writing from every cycle, which presented from the
mean of the pre-test was 60.16, while the mean for post-test I was 72.96, and post-
1 Sri Lahir, Peningkatan Kemampuan Menulis Teks Recount melalui Metode Estafet
Writing pada Siswa Kelas IX SMP Negeri 6 Sukoharjo Semester 1 Tahun Pelajaran 2016/2017,
Edunomika, Vol. 1 No. 02, 2017, p. 114.
21
test II was 80.53. Therefore, it can be concluded that chain writing method proved
to help the students to improve their abilities in writing narrative text.1
The second related study was conducted by Annisa Hafizah Gamal,
Rumiri Aruan, and Novitri entitled “The Effect of Chain Story in Writing
Narrative Text on the Second Year Students of SMAN 5 Pekanbaru”. The aim of
this research was to know if there was an important effect to the students‟ ability
in writing narrative text for the second grade students of SMAN 5 Pekanbaru
using chain story. The researchers used a pre-experimental research as the design
in this research. The participants of this research were the students of XI IPA 5
which were chosen by using cluster random sampling. In collecting the data, the
researchers used the pre-test and post-test design. A t-test was conducted in order
to make a comparison of the students‟ writing scores between before and after
treatment. The result showed that there was an important effect for the second
grade students of SMAN 5 Pekanbaru on their ability in writing narrative text
using chain story.2
The third related study was conducted by Kasniati Harahap entitled
“Improving Students‟ Achievement in Writing Narrative Text through Chain
Story Technique at Second Grade of MTs Al-Washliyah Tembung”. This study
was aimed to know whether the chain story technique can enhance the students‟
capability in writing narrative text. The study used a classroom action research
with 29 students from the second grade of MTs Al-Washliyah Tembung in the
academic year of 2016/2017 as the participants. For collecting the data, the
researcher used qualitative and quantitative data. Interview, observation, diary
notes, and documentation were used for the qualitative data, while test was used
for the quantitative data of the research. The result of the research showed that the
1 Tika Dwi Sari, “The Implementation of Chain Writing Method to Increase Students
Ability Writing Narrative Text at MTs. Al-Muttaqin Padang Tualang Langkat”, Thesis, State
Islamic University of North Sumatera, Medan, 2018, pp. 1-72, unpublicized. 2 Annisa Hafizah Gamal, Rumiri Aruan, and Novitri, The Effect of Chain Story in
Writing Narrative Text on the Second Year Students of SMAN 5 Pekanbaru, Jurnal Online
Mahasiswa, Vol 5, No. 1, 2018, p. 1.
22
students could improve their writing skills of narrative text using chain story
technique.1
All those three studies have proven that chain writing can improve
students‟ writing skill, particularly in writing narrative text. Different research
designs, instruments, and participants have been used, but it showed the same
result. Therefore, the three studies suggested for teachers to use this method in
teaching writing. The three studies highlighted the advantages of this method
which is proven to motivate students and make them enjoy their learning of
writing because they work together or collaboratively making a writing product.
As Harmer (2007) states that writing in groups can greatly motivate students,
whether it is a long process of writing, or a short one. Moreover, students can
construct more lively story or ideas in a group work than on their own work.2 As a
result, the students‟ writing becomes better than before.
However, those studies are only focused on the use of chain writing in
teaching Narrative Text, where there are many kinds of texts in learning English.
One of the texts which uses simple past as the main tenses in the text beside
narrative is called Recount Text. In recount, there is no complication and
resolution in the story, but we need to chronologically deliver the events in the
story we make and then add some personal comments about it. As mentioned in
the background of this study, students also find problem in writing Recount Text,
one of them is because of the tenses which can lessen their spirit in writing.
Moreover, those three previous researches are only in the form of pre-
experimental and classroom action research, where there are many kinds of design
in a research. Furthermore, researchers in the previous studies suggested for the
next researcher to deeper the studies, whether by adding or using other variables,
such as using different text, or different language skill like speaking, or even
using other methodology, design, and techniques. Therefore, this present research
1 Kasniati Harahap, “Improving Students‟ Achievement in Writing Narrative Text
through Chain Story Technique at Second Grade of MTs Al-Washliyah Tembung”, Thesis, State
Islamic University of North Sumatera, Medan, 2017, p. 2, unpublicized. 2 Harmer, op. cit., p. 329.
23
study is intended to study about the effect of using chain writing method on
students‟ writing of Recount Text which is based on the previous researches.
E. Thinking Framework
Writing is one of the language skills in learning English that need to be
mastered by students. It is one of the media that can be used effectively to
communicate with other people. But, writing is also known as the most complex
skill in learning English. Students need to combine their skills of listening,
reading, speaking and other aspects of language such as grammar and vocabulary
to successfully produce a written text. In fact, students find that it is hard for them
to write with such many things that they also need to master. As a result, they
show less interest when it comes for them to learn writing.
Moreover, there are many kinds of texts in writing with different
structures, organizations, and features which they need to know and master. In
Junior High School level, one of the kinds of a text that is difficult for them is
Recount Text. It is because this text requires them to use mostly past tense in the
text. However, they still have a poor knowledge about the tenses and also the
vocabulary.
For those problems students find in writing Recount Text, chain writing
may be one of the best solutions that can be used by the teacher in teaching
writing. It may help students to encounter their problems in using the right tenses
as well as improve their vocabularies. Besides, this method can attract them in the
learning process by providing a fun way in learning writing. Therefore, the
researcher of this present research study decided to conduct a research about chain
writing as a method in teaching writing, eapecially Recount Text.
F. Research Hypothesis
According to the theory and the related studies, it can be assumed that
there is significant effect of using chain writing method on students‟ writing
performance of Recount Text.
24
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design and Method
When people want to conduct a research, they need to know what they are
going to study about which is called as the research problem. The next step that
they need to do then is giving their readers information about the topic that will be
discussed in the research and the reasons for conducting that research. After that,
they need to add some more details about the problems that will be discussed in
their research theoretically. Then, when they have given enough information
needed for the readers to know what they are going to study, they need to inform
them how they are going to conduct that kind of research, such as what
procedures they will take to answer the research questions. In the term of research,
this is what a research design stands for.
A research design is the strategy that you choose to be implemented in
your research in order to find the valid, reliable, and objective answers from your
research questions. It leads you to know how to collect the data in your research,
how to choose the participants, how you analyze the data, etc. Thyer (1993) in
Kumar (2014) states that a research design is your complete plan about how your
research will be done, such as how to make your variables can be assessed, how to
choose the subjects for the research, and how to collect as well as analyze the data
of your research.1
A quantitative research was used in this present research study with the
quasi-experimental research as the design of the research. In a quasi-experimental
research, there will be experimental and non-experimental properties used in the
study.2 This present research study used two classes which consist of control class
and experimental class. The control class is the class that was taught without using
chain writing method, while the experimental class is the class that was taught
using chain writing method.
1 Ranjit Kumar, Research Methodology: A Step-by-step Guide for Beginners 4
th Edition,
(London: SAGE Publications Ltd, 2014), pp. 122-123. 2 Ibid, p. 142.
25
Table 3.1
Quasi-Experimental Design
Select control class Pre-test No treatment Post-test
Select experimental class Pre-test Experimental treatment Post-test
Based on the data above, both two (control and experimental) classes were
given a pre-test before the researcher gave any treatment. Then, the experimental
class was implemented by the treatment by using chain writing method and the
control class was not given the treatment. After four meetings, the post-test was
given in order to know the effect of using chain writing method on students‟
writing of Recount Text.
B. Place and Time of the Research
This research study was conducted at MTs Negeri 2 Tangerang which is
located at Jalan Aria Jaya Santika No. 19, Tigaraksa, Tangerang, Banten 15720,
Indonesia. This study was conducted for five meetings from March to April 2019.
C. Population and Sample of the Research
As stated by Hadi (2006) population is the whole subjects that will be used
in a research.1 The population of this present research study was the second grade
students of MTs Negeri 2 Tangerang which consists of 6 classes. The study took
two classes as sample of the research study. They were class of VIII-3 (37
students) as the experimental class and VIII-4 (37 students) as the control class.
The writer chose these two classes because they have equal competencies and the
English teacher of this school suggested them to be the sample of this research
study. In this research study, VIII-4 class was chosen as the control class and
VIII-3 class was chosen as the experimental class. Therefore, VIII-3 class was
taught by using chain writing method and VIII-4 class was taught by using
conventional method. However, purposive sampling technique was chosen as the
sampling technique in this research study. Maxwell (1996) in Taherdoost (2016)
explains that purposive sampling or judgemental sampling is a technique for
1 Syamsul Hadi, Metodologi Penelitian Kuantitatif untuk Akuntansi dan Keuangan,
(Yogyakarta: Ekonisia, 2006), p.45.
26
choosing particular persons purposely to deliver necessary information that cannot
be achieved using other choices.1
D. Instrument and Technique of Collecting the Data
The instrument used in this research study was test that consists of: pre-
test and post-test. First, students from both experimental and control classes were
given the test before using the chain writing method. The pre-test was given to
know the students‟ performance in writing Recount Text for both students‟ in
control and experimental classes before the learning process begin. In the learning
process, only experiment class which was taught by using chain writing method.
At last, students were given the post-test in order to know the significant effect
between students who were taught by using chain writing method and without
using chain writing method. The test was given in the form of essay writing for
the pre and post-test. To measure the students‟ writing, the writer used a rubric
that was adapted from Jacobs et al. in Weigle. The rubric is described in the table
below:
Table 3.2
Scoring Rubric
Adapted from Jacobs et al. in Weigle2
Aspect Score Criteria
Content (C)
- Topic
- Detail
30-27 Relevant to the topic, give the detail information, and
match the purpose of recount text.
26-22 Mostly relevant to the topic, lacks of detail.
21-17 Inadequate development of the topic, almost match to
the purpose of recount text.
16-13 Does not relate to the topic, does not match the
purpose.
1 Hamed Taherdoost, Sampling Methods in Research Methodology; How to Choose a
Sampling Technique for Research, International Journal of Academic Research in Management
(IJARM), Vol. 5, No. 2, 2016, p. 23. 2 Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press,
2002), p. 116.
27
Aspect Score Criteria
Organization
(O)
- Orient
ation
- Events
- Re-
orienta
tion
20-18 Fluent expression, ideas clearly stated, well organized,
logical sequencing, cohesive.
17-14 Loosely organized, limited support, logical but
incomplete sequencing.
13-10 Non-fluent, ideas confused or unconnected, lacks of
logical development and sequencing.
9-7 Does not communicate, no organization, not enough to
evaluate.
Grammar (G) 25-22 Few grammatical or agreement inaccuracies.
21-18 Several grammatical or agreement inaccuracies but
meaning seldom obscured.
17-11 Frequent grammatical or agreement inaccuracies and
meaning confused or obscured.
10-5 Dominated by grammatical or agreement inaccuracies.
Vocabulary
(V)
20-18 Use effective word/ word choice/word usage, word
form mastery.
17-14 Occasional errors of word form, choice, but meaning
not obscured.
13-10 Frequent errors of word form, choice, usage and
meaning obscured/confused.
9-7 Very poor knowledge of words, word forms, and not
understandable.
Mechanics
(M)
5 It uses correct spelling, punctuation, and capitalization.
4 It has occasional errors of spelling, punctuation, and
capitalization.
3 It has frequent errors of spelling, punctuation, and
capitalization or poor handwriting.
2 It is dominated by errors of spelling, punctuation, and
capitalization or handwriting illegible.
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Total Score= C+O+G+V+M
1. Research Data Validation
In order to get appropriate data, test validity is needed to be done. Validity
is the characteristic of being valid, true, and officially acceptable. Validity is
congruence between what is used to measure with what is intended to
measure.1 For example, when we want to test students‟ writing, then we need
to make them write, or when we want to test students‟ speaking skill, then we
need to give them a test that make them speak. In this research study, the
writer used writing test to get the validity of the data. The content of the test is
an order to ask them write a recount text based on the given topic and
description in 20 minutes. The writer used a pilot study to know the validity of
the test which is described as follows:
a. Pilot Study
1) Introduction
A pilot study is a kind of feasibility study to test the research
procedures, data collection instruments, and other research techniques
in order to identify potential problems in the research instruments or
procedures for the real study. In other words, it is a preparation needed
for the researchers to know whether the procedure, sample, and the
instrument they planned are feasible and fit with their purposes of the
research.2
2) Methods
- The feasibility of the study procedure
A pilot study was conducted in MTs N 2 Tangerang on March, 28th
2019. In this pilot study, the researcher tested the procedures in
conducting the pre-test as in the real study. The researcher followed all
the steps in the lesson plan that had been made from the beginning of
1 Paul E. Newton & Stuart D. Shaw, Validity in Educational and Psychological
Assessment, (Cambridge: SAGE, 2014), p. 156. 2 Zailinawati Abu Hassan, Peter Schattner, and Danielle Mazza, Doing a Pilot Study:
Why is it Essential?, Malaysian Family Physician, Vol. 1 No. 2 & 3, 2006, p. 70.
29
the lesson until the end of the activity. The researcher took 30 students
of VIII-2 class as the participants of the study.
- Testing the instrument
The instrument (a pre-test) required the students to write a recount
text about „A Holiday with My Friends‟ in 3 paragraphs. The pilot
tested whether the test was comprehensible, appropriate, accurately
addressed the research questions, and the instructions were well
structured and clearly understood, and the time was sufficient for the
students to make the story. The test was completed by some guidance
of questions in the form of WH-question for students to make the
story.
- Data analysis
The results from the 30 students‟ test were then scored using the
rubric that had been made by the researcher. It valued about the
content, whether the story was relevant to the topic and they gave
detailed information in the story or not. Then, the organization of the
story, whether it was well organized or not, the grammar (how many
errors they made), the vocabulary (whether they chose the correct
words), and the mechanics (how many mistakes they made).
3) Results
- The feasibility of the study procedure
The time taken by the researcher to do the introduction of the
lesson and explain the material before conducting pre-test was about
60 minutes, which is planned to be only 40 minutes. The problems
occurred because of the students were too shy when they are asked to
tell their stories about their holiday which is referred to construct their
knowledge about recount text. Therefore, the researcher took a longer
time to encourage the students to share their stories.
Besides, the students also took a longer time when they were asked
to read and identify the example of Recount Text which consists of 5
paragraphs. As a result, the researcher must reconsider the strategy to
30
explain the material of Recount Text to the students and change the
example of Recount Text to be shorter and simpler for the real study.
- Testing the instrument
The result of testing the instrument showed some problems. First,
the instructions of the test were unclear for the students when the
researcher asked them to write a recount text about „A Holiday with
My Friends‟. It is because the researcher didn‟t mention whether it was
a topic or a title, and the researcher didn‟t ask for the students to make
a title as well. Therefore, from 30 students, only 10 students who made
a title for the story, and the other 16 students did not give a title, and 4
students assumed the given topic as the title of the story. Besides, the
students thought the given guidance of WH-questions for making the
story were needed to be answered first by the students. Moreover, 20
minutes which was decided by the researcher for students to do the
pre-test was far from being enough. There were only 12 students who
succeeded to finish their stories and the other 18 students were not,
some of them only succeeded to write a sentence, a paragraph or two,
which implied that they couldn‟t finish the story in the given time.
In contrast, the instrument is proven to be valid for the research
study because it measures students‟ writing by asking them to write a
story. Despite of their misunderstanding about the question and the
insufficient time, they still can write a story on the paper. Besides, it is
already good for the students to write the story below the instructions
because they can check it all the time to make their story stick with the
given instructions.
- Data analysis
In presenting the data for the analysis, the researcher used
pseudonym to keep the students‟ privacy in this research study.
Students‟ initial letters of their names were then used as the code of
their real names.
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Table 3.3
Students' Result of Test Validity
No. Students Score
1. KA 67
2. SNR 61
3. ASA 51
4. SA 49
5. RA 68
6. FOY 49
7. CNNP 45
8. ZR 47
9. FCM 46
10. ADM 54
11. JPI 41
12. HP 50
13. MFAS 50
14. MSF 48
15. OS 40
16. IR 40
17. VIN 47
18. LMP 47
19. DAP 47
20. AF 46
21. IR 49
22. O 34
23. RS 34
24. DPAW 40
25. NF 34
26. S 56
27. FN 47
32
No. Students Score
28. MDAH 40
29. MAP 40
30. AS 51
TOTAL 1418
MEAN 47.3
MIN 34
MAX 68
From the table above, it can be seen that the mean score of the
results from 30 students is 47.3 with the lowest score 34 and the
highest score 68 which means there is no one that succeeded in writing
a Recount Text. The reasons were varied between the content of their
story, which many of them wrote the story incompletely even there are
some of them who just wrote a sentence or two. Then they also made
many mistakes in the grammar, for example they used present tense
rather than past tense. Besides, some of them also chose the
vocabulary incorrectly, or wrote the words incorrectly, and had a poor
writing. However, the main reason was because they had insufficient
time to finish their story.
E. Technique of Data Analysis
Test was used to collect the data. The data of the test were used to find out
the result of the students‟ writing performance of Recount Text using chain
writing method in the experimental class, and without using chain writing method
in the control class. Moreover, technique of data analysis in this research study
was using t-test. T-test was used to find out the differences between students‟ pre-
test and post-test score in the experimental and control class. The formula of the t-
test is as follows:3
3 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT RajaGrafindo Persada,
2011), pp. 314-316.
33
Notes:
= mean score of experimental class
= mean score of control class
= standard error of experimental class
= standard error of control class
The steps to calculate t-test score are described below:
1. Determine the mean score of variable I (variable x), with the formula:
2. Determine the mean score of variable II (variable y), with the formula:
3. Determine the standard deviation score of variable X, with the formula:
√
4. Determine the standard deviation score of variable Y, with the formula:
√
5. Determine the standard error of the mean score of variable X, with the
formula:
√
6. Determine the standard error of the mean score of variable Y, with the
formula:
√
7. Determine the standard error of the difference between the mean score of
variable X and the mean score of variable Y, with the formula:
√
8. Determine the with the formula:
34
9. Determine the degrees of freedom to know the t table in the significant
level of 5%, with the formula:
After the calculation of t-test is done, the writer calculated the effect size
to know whether the effect that is given by using chain writing method is strong,
medium, or weak. The formula of the effect size is as follows:
Cohen‟s d interpretation of effect size:
0.0 – 0.1 = trivial effect
0.2 – 0.4 = small effect
0.5 – 0.7 = medium effect
0.8 – 1.8 = large effect
≥ 2.0 = very large effect4
F. Statistical Hypothesis
Below is the statistical hypothesis that is used in this research study:
H₀ = =
Hₐ = ≠
Notes:
H₀: There is no significant effect of using chain writing method on
students‟ writing performance of Recount Text (Null Hypothesis).
Hₐ: There is a significant effect of using chain writing method on students‟
writing performance of Recount Text (Alternative Hypothesis).
: The students‟ scores who are taught using chain writing method.
: The students‟ scores who are taught without using chain writing
method.
Then, the criteria of the hypothesis are described as follows:
4 Chad Cook, Clinimetrics Corner: Use of Effect Sizes in Describing Data, The Journal of
