A COMPARATIVE STUDY ON STUDENTS’ RECOUNT WRITINGS USING
ROLE PLAY AND PICTURES AS MEDIA
The Case of the 8th Graders of “SMP Negeri” 2 Purworejo in the Academic Year
2008/2009
Oleh Testiana Deni. W
Abstrak: Dalam studi penelitian ini, penulis menggunakan dua kelompok. Kedua kelompok dianalisis tulisan mereka setelah diberi treatment. Perlakuan dari kelompok pertama adalah dengan bermain peran dan perlakuan dari kelompok kedua adalah dengan gambar. Metode penelitian yang dipakai adalah eksperimental khususnya intact group comparison design. Selain itu, kuesioner dan genre analisis juga digunakan untuk mendukung penelitian ini. Dalam penelitian ini dihasilkan skor tes menulis siswa yang diajarkan menggunakan role play lebih baik daripada yang diajarkan menggunakan gambar. Pengukuran t-test didapatkan hasil sebesar 4,343. Karena diperoleh t-value (4,343) lebih tinggi dari nilai t-table (2.000) pada tingkat alpha signifikansi 0,05, ditemukan bahwa pencapaian treatment dengan role play dalam menulis recount lebih baik daripada gambar. Penelitian ini juga didukung oleh hasil analisis genre yang berdasarkan hasil tulisan recount siswa. Hasilnya adalah bahwa kelompok yang menggunakan role play dapat dengan baik dan terstruktur dalam menceritakan teks recount daripada kelompok gambar. Jadi, teks yang dibuat oleh kelompok role play lebih efektif daripada kelompok gambar. Hasil tersebut sesuai dengan context of culture dan context of situation. Hasil yang signifikan dapat dilihat dari hasil rata-rata dari generic structure 92,71% untuk kelompok role play dan 85,41% untuk kelompok gambar. Selain itu, hasil yang paling signifikan dapat dilihat dari tiga unsur lexico gramatical features seperti kata kerja tindakan hasilnya adalah 229 kata kerja untuk kelompok role play dan gambar adalah 161 kata kerja. Kemudian, hasil dari elemen kata kerja bentuk kedua adalah 394 untuk kelompok pertama dan 279 kata kerja untuk kelompok gambar. Hasil analisis kata keterangan adalah 187 kata untuk kelompok pertama dan 145 kata keterangan untuk kelompok kedua. Jadi, dapat disimpulkan bahwa semua tulisan siswa dalam kelompok role play memperoleh hasil lebih baik daripada kelompok gambar. Berdasarkan hasil di atas, guru dapat menggunakan role play sebagai media untuk meningkatkan kemampuan siswa dalam menulis teks recount dan mempertimbangkan kelemahan dan keuntungannya. Selain itu, penelitian ini membawa pandangan baru untuk guru bahasa Inggris karena guru yang efektif tidak hanya menggunakan berbagai media tetapi juga memahami bagaimana teks-teks biasanya terstruktur, dipahami, dan digunakan dengan tepat untuk keberhasilan hasil tulisan siswa.
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I. INTRODUCTION
1.1. General Background
Indonesian government has chosen English as the first foreign language to
be taught in our schools, starting from the elementary schools, junior high schools up
to senior high schools.
It is easy to understand that a foreign language student will meet with
difficulties in his learning process. Referring to Ramelan (1999:5), the degree of
difficulty in learning can be determined by the degree of differences between the two
languages.
A group of people having the same language will have no problems to
communicate as they understand the language well. The communication problems
will occur when some different groups of people meet and speak different languages.
It does not mean, though learning a foreign language is a matter of learning its
structure in order to overcome those differences. In learning a foreign language,
students should not be just concerned with the systems of the language but also how
to use the language.
Since the goal of teaching English is to enable students to use language in
ways which are communicatively effective and appropriate, the students’ actual
performance is needed. Brown (1980:27) states that performance is the overtly
observable and concrete manifestation or realization of competence. It is the actual
doing of something: walking, singing, dancing, speaking. In reference to language,
performance is actual production (speaking, writing) or the comprehension (listening,
reading) of linguistic events.
From the definition above, we are able to know that learning a foreign
language involves listening, speaking, reading, and writing skill.
Students are unique. They have their own characteristics. It is not enough to
give consideration only on their intellect,but also in their feelings, interest, and
motivation to learn. It is the teachers’ job to reduce learning barriers by creating a
non-threatening environment, enhancing students’ feelings of security in order to get
students learning better. In this case, learning environment is one of factors that
determines the success or failure in learning a foreign language.
The age of the students is also a major factor in the teachers’decisions about
how and what to teach. Since this study uses the second grade students junior high
school as the object of the study, it is important to know their actual characteristics.
Referring to Harmer (2001:39), the secondary school students if they are engaged in
the lessons, have a great capacity to learn, a great potential for creativity, and a
passionate commitment to things which interest them. From the explanation above, I
can conclude that good teachers need to provide activities which encourage their
students to involve and to stand in teaching and learning process. The use of role play
and pictures to compare them scientifcally is one of the examples.
1.2. Reasons for Choosing the Topic
I personally believe that writing recount using role play is one of the ways to
overcome the difficulties of students’ writing skill especially recount. The topic of
this thesis primarily deals with the comparative study of students’ recount using role
play and pictures. The chosen topic is based on some reasons below:
1. This topic is based on the change of curriculum that is nowadays known as
School Based Curriculum. In this curriculum, the junior high school students’
graduate should achieve the functional level of literacy and to guide students
in applying their abilities in a real communication. One way is through
writing. In communicating a message through writing activity, the students
may encounter problems. Besides that, writing activity requires a series of
stages used to have their writing product well. Moreover, one of the common
problems faced by students when they start doing writing is the question about
what to write. The 8th grade students of junior high school may have problems
if the teachers give completely free writing task. Referring to Doff (1991:153)
many students would probably find free writing quite difficult and make many
mistakes. If so, they would find the task frustrating and probably not learn
much from it. The use of role play in this case, is introduced to help students
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write recounts. It is because I see role play as an activity where students
stimulate a real life situation as if they were doing so in the real world.
Recount is about telling past experience. Retelling the students’ experiences
during role play and its chronological events can be a good practice to teach
recount, especially its structure.
Furthermore, in the junior high school, students are expected to be successful in
learning English through mastering both language skills and language
components to achieve the competencies stated in the school based competence.
Language skills themselves are listening, reading, speaking, and writing. Whereas
language components consist of vocabulary, structure and pronunciation. Students
should be able to use those skills and apply the knowledge of components in their
real communication like what the native does. One way is through writing.
Michael (1994:10) stated that writing can be used as a systematic visible and
permanent representation of the auditory and transient phenomena of speech.
Because of the statement above, in communicating a message through writing, the
students may encounter problems. Beside that, writing requires a series of stages
which leads to the achievement of a good product.
2. This topic is inspired by the various kinds of teaching media that can be used
for teaching introduced in the seminar I took part in. The media used that
interest me are role play and pictures. I compare both of the media to achieve
the research result scientifically. The first media is another way of presenting
a dialogue. In role play, the students are pretending to be someone else such
as a teacher, doctor, shop assistant, etc. Besides, picture is images which
represent from ancient times or portray the future. Those are the media I used
in this research as challenging writing recount activities.
3. Why I choose this topic is also based on my teaching experience in SMP 2
Purworejo in the academic year 2008 during which I found that the students’
writing skill was low. Because of that reason, students have to master some
basic skills of sentence writing. They need more chalenging writing activities
SITUATIONWho is involved?
(Tenor)Subject ChannelMatter (mode)(Field)
REGISTERrather than copying model text.
1.3. Statements of the Problems
In this study, I focus on answering these following problems:
1) Is there any significant difference of student’s achievement in writing recount
between those taught using role play and those taught using pictures as media?
2) In what way are they different?
II. REVIEW OF RELATED LITERATURE
2.1 Systemic Functional Linguistics
The ultimate goal of School Based Competence Curriculum is to prepare student
to be able to use the language together with the knowledge of its rules that govern the
structure of longer texts, conversations, etc. This curriculum is based on the Systemic
Functional Linguistics Theory.
In systemic functional linguistics, language is functional, that is, language is the
way it is because of the meaning it makes. The theory suggests that resources
available within the systemic of discourse, grammar, and vocabulary are utilized in
specific ways to make specific meanings. Systemic functional linguistics is a theory
of language in context, and suggests that language can only be understood in relation
to the context in which it is used. Thus different purposes for using language and
different contexts result in different anguage texts. The construction of language texts
in turn impacts on the context. There is thus a two-way relationship between text and
context. The following is the model of language:
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TEXT
(Hammond, 1992:1)
From diagram above, we can see that studying English must use text based. Text
based means that text is language in use for social purpose or in another word it is
called sociolinguistic. When the language use, we use context of culture and context
of situation.
The context of culture shows in the outer layer of the diagram above in which
any language interaction takes place. It incorporates the attitudes, values, and shared
experiences of any group of people living in the one culture, culturally evolved
expectations of ways of behaving, and culturally evolved ways of getting things done
or of achieving of common goals that typically involve language in one way or
another are referred to as genres. Each genre is characterized by stages which include
distinctive schematic structure, that is by a distinctive beginning, middle, and end
structure through which social function of the genre realized. The term genre is also
used to explain the impact of the context of culture on language. It is viewed as ways
of achieving the goal. Referring to Gerot (1994:17) genre has been associated with:
particular purposes, particular stages (beginnings, middles, and ends), and particular
linguistics features.
It needs to remember that any linguistics event has purpose or goal to be
achieved bt the interactants. In order to accomplish the goal the interactants usually
take steps or stages, this in th end distinguishes the linguistic features used in the
interaction.
The other context which is shown in the diagram above is context of situation
which includes in three variables such as field, tenor, and mode. The three variables
belong to register. As stated by Eggins (1994:11) that no text can be free of context
(register or genre), so no text is free of ideology.
The concept of register in the diagram above is used to describe some aspects of
context of situation which seem to have an effect on language use. Halliday as quoted
by Eggins (1994:52) suggests that the type of language use in a text will depend on:
field, tenor, and mode.
1) Field: the social activity taking place
2) Mode: the channel of linguistic communication
3) Tenor: the relationship between participants
From above, we learn that texts vary according to their register (tenor, field, and
mode) and their genre.
2.2 General Concept of a Text
What is a text? We live in a world of words. When these words are put together
to communicate a meaning, a piece of text is created. When you speak or write to
communicate a message, you are constructing a text. When you read, listen to, or
view a piece of text you are interpreting its meaning (Mark and Cathy Anderson,
1997: 1).
Derewianka (1990:17) states that when we talk or write to communicate a
message we are constructing a text.
As stated by Susan Foez and Helen Joyce (1998:4), a text is any stretch of
language which is held together cohesively through meaning. Furthermore, Halliday
and R. Hasan (1985:6) states that text is language that is functional, means language
that is doing job in some context. So, many instance of living language that is playing
some part in context of situation we shall call a text.
2.3 Recount Genre
In a recount, we reconstruct past experiences. It means we want to tell other
people about something that has happened in our lives. We might want to tell about
what we did at the weekend. It might be about exciting things that happened when we
were on holidays last year. It can be said that a recount is a piece of text that retells
past events, usually in the order in which they happened.
Moreover, Hyland (2004:135) gives clear descriptions about the general features
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of a recount genre; social purpose, structure, and grammar.
According to Hammond the social function of recount is to record events for
purposes of informing (1992:88).Recount simply tells what happened. The purpose of
a factual recount is to document a series of events and evaluate their significance. The
purpose of a literary recount is to relate a sequence of events so that it entertains, and
this generally includes It’s expressions of attitude about events.
Structure
a) An orientation providing information about who, where, and when.
b) A record of events usually recounted in chronological order.
c) A reorientation, which rounds off the sequence of events.
Grammar
a) Use of nouns and pronouns to identify people, animals of things
involved.
b) Use action verbs to refer to events.
c) Use of past tense to locate events in relation to I’s time.
d) Use of conjunctions and time connectives to sequence the events.
e) Use of adverbs and adverbial phrases to indicate place and time.
f) Use of adjectives to describe nouns.
2.4 Writing
One of the basic problems in foreign language teaching is to prepare to be able
to use the language. Writing (as one of the four learning skills of listening, speaking,
reading, and writing) has always been part of the syllabus in the teaching of English.
It is kind of skill that needs practices much. It means that the students should have a
good control. The students are expected to be able to write well organized piece of
writing. I think that people do not know the feeling of someone if he just keeps quiet
because he does not tell other people what his feelings or thought are. By writing
people can express what happen in their mind, so that the readers will know about it.
Harmer (2004:8) regards writing is different from speaking, the final product of is not
nearly instant. We can say that writing cannot only be taught; it takes continual
practice.
Since writing does not only mean putting down graphic forms on a piece of
paper. There are five components of writing according to Harris (1969:69-68):
1. Content : the substance of writing, the idea expressed
2. Form : the organization of the content
3. Grammar : the employment of grammatical form and
significance pattern
4. Style : the choice of structures and lexical items to give a
particular one or flavor to writing
5. Mechanism : the use of the graphic convention of language
From the above, we can see that the writing process is a highly sophisticated
skill combining a number of different elements.
2.5 Role Play
The concept of role play is not new ; however, there is no agreement on the
definition of the term. In the Language Teachers at work book Anthony Peck
(1988:160) states that role playing can sometimes be no more than the recitation of
set phrases in sequence between two speakers, or the prompting by native language
cues of sentences with are required to produce sentences which they make up
themselves on the spur of the moment in response to what their partner says.
Meanwhile, Wendy A. Scoot (1990:40) views role play as another way of
presenting dialogues, in role play the pupils are pretending to be someone else, like
the teacher, or a shop assistant, or one of their parents, etc.
From the explanation above, we can acknowledge that role play deals with
particular roles which students have to act it out and to interact with the other role
characters in the given situation. Besides, students can improve the words to say as
they perform their role.
2.6 Pictures
Gerlach and Ely (1980:273) states that a picture may not only be worth a
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thousand words, it may also be worth a thousand years or a thousand miles. Through
pictures, learners can be shown people, places, and things from areas far outside their
own experiences. Pictures can also represent images from ancient times or portray the
future.
Moreover, Finocchiaro (1974:100) states that every classroom should contain a
file of pictures which can be used not only to illustrate the aspects of the socio
cultural topics, but also give interesting, meaningful practice in the sounds, structures,
and vocabulary of English.
Based on the explanation above, I conclude that pictures is one of important
media in teaching learning process especially photographs to increase students’
ability in writing recount .
III. METHOD OF INVESTIGATION
3.1 Subject
The subjects of this study were the 8th grade students of “SMP Negeri” 2
Purworejo in the academic year 2008/2009.
There were six classes of the 8th grades in that school. Two classes were taken
as the subjects of the research.
3.2 Variable
A great deal of research, according to Nunan (1992:24-25), is carried out in
order to explore the strength of relationships between variables. A variable, as the
term itself suggests, is anything which does not remain constant. It may differ among
individuals and change overtime.
a. Dependent Variable
Dependent variable of the study was the students’ achievement which was
indicated by the students’ scores of writing recount test.
b. Independent Variable
Independent variable of the study was the use of teaching media in recount
writing. They were role play media for role play group and pictures media for
pictures group.
3.3 Research Design
Experimental research was used in conducting the research and intact group
comparison was chosen as the design of this study.
The scheme is as follows:
X O1
O2
in which,
O1 : the post test from the group of students using role play
O2 : the post test from the group of students using pictures
_ _ _ _ _ : the dashed line indicates they are intact group
(Tuckman, 1978:129)
3.4 Procedure of Collecting the Data
Gathering the data is the most important thing in doing a research. The data
were obtained from the 64 students of “SMP N” 2 Purworejo. They were divided into
two groups, the role play group and picture group. In this study, I used tests to
measure students’ ability in writing recount and analyzed the students’ work. Beside
that, I also used questionnaires and genre based analysis to describe in what way both
of the group were different.
3.5 Instrument
The instrument that would be used in the research was intended to measure
the students’ writing achievement especially writing recount. In this research, I chose
two instruments:
1. Test
In assessing students’ ability in producing recount, I used essay test in form
of composition.
2. Questionnaires
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In this research, questionnaires are used to support the students’
achievement result if whether there is a significant difference between role play
group and picture group. The obtained data will be used to support the primary
data.
3.6 Try out
Try out was done in this research on 30th March 2009. The instrument to be tried
out is the composition test. A good instrument fulfills two important qualifications i.
e. reliability and validity. So, before the test is used as an instrument to collect the
data, it had been tried out first to the students in other classes.
3.7 Quality of the Test
Test reliability and validity are two technical properties of a test that indicate the
quality and usefulness of the test. These are the two most important feature of a test.
It is important to understand the differences between reliability and validity. Validity
will tell how good a test is for a particular situation, while reliability will tell how
trustworthy a score on the test will be. In this research, I used rater reliability. It was
done for giving students’ recount writings score. According to Harris (1969:16) said
that if test scoring is done by two or more raters, the reliability of their evaluations
can easily be checked by comparing the scores they give for the same student
responses. It means that in this research, the students’ recount writings were checked
by two raters which included me and the senior teacher. We used five elements of
scoring from Heaton’s categories which included fluency, grammar, vocabulary,
content, and spelling. It was done for achieving objective scoring and the scoring
result was calculated by using this formula below:
22
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es
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sksss
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3.8 Procedure of Experiment
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yxyx
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NNNNSSSS
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Conducting an experiment always requires some steps, which have to be done
in a chronological order. I took the following steps as I worked on my experiment.
The procedure of experiment was conducted as follows:
1. Choosing the two classes of the research.
2. Taking two groups consisting of sixty four students, in making 32
each group.
3. Conducting the real experiment
The activities of the experiment:
1) Activities in doing experiment
The experiment was begun on 22nd March 2009 and ended on 10th June 2009. In
introducing the experiment, the students were taught using role play and pictures
as a media of recount writing ability.
2) Post test
Post test was given after conducting all the activities above. It was conducted
twice on 9th April and 16th April 2009.
a. Scored the result of the test
b. Determined the meaning of the result of the two media
c. Compared the two media by using the result of the test, questionnaire, and
genre based analysis.
3.9 Data Analysis
In this research, I used two kinds of method of data analysis. The first was
statistical analysis using t- test formula and the second was genre based analysis.
3.9.1 Statistical Analysis
To see whether the difference of the students’ achievement in recount writing
between those who are taught using role play and those who are taught using pictures
is significant or not, the t-test formula was used.
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In giving the score to students’ writings, I used the scoring guidance rubric taken
from Heaton Grid and categories (1975:109-111) in five areas, they were fluency,
grammar, vocabulary, content, and spelling. The scoring was rated from 1 till 5.
3.9.2 Genre Based Analysis
The second analysis for this research, I used genre analysis. The steps of
analysis based on genre were:
a. Step 1 consisted of generic structures analysis of recount text. The generic
structures were:
a) An orientation provided information about who, what, where, and
when.
b) A record of events usually recounted in chronological order.
c) A re-orientation, which rounded off the sequence of events.
b. Step 2 consisted of lexico grammatical analysis. They were:
a) Focusing on specific participants.
b) Recount used action verbs.
c) Recount also used past tense verbs.
d) Recount used temporal connective and conjunction to
indicate sequences of events.
e) Recount used adverb of time and place.
f) The last element was adjective words.
c. Step 3 consisted of social function analysis.
The social function of recount text would be achieved if generic structures
analysis and lexico-grammatical analysis had written by the students.
IV. RESULT AND DISCUSSION
4.1 Validity Analysis
After doing the try out, I analyzed the validity of the writing test based on the
students’ achievement result by using guidance score from Heaton Grid and
categories which using five areas such as, fluency, grammar, vocabulary, content,
spelling and the three types of validity. The validity measurement consisted content
validity, empirical validity, and face validity. It was called valid because it could test
the students what should be tested. It could also measure what was intended to
measure. The content validity could be seen from the writing test which was based on
the recount materials and it was also designed to measure students’ mastery of writing
recount.
The empirical validity could be seen from the two general things such as
predictive and concurrent. The writing test was predictive and concurrent because it
depended on the test scores which were correlated with concurrent criterion measures
from Harris’ rubric score categories which was explained in page 46.
The face validity of the writing test could be seen from the following
considerations:
a. The directions of the writing test was clear to understand.
b. The structure of the writing test was organized logically.
c. The time allocation was limit and appropriate.
d. The test item was clear and did not have complicated
understanding.
e. The test item was interesting to read.
Based on the validity analysis above, it could be concluded that the recount
writing test was valid for the second grade of junior high school students..
4.2 Reliability Analysis
For achieving reliability, I did try out to other class which was not used in the
experiment and the students’recount writings were checked by two raters using
Heaton’s scoring guidance. The scoring result was calculated by using SPSS release
12 which could be seen in the appendix 8. The average estimation of raters realibility
was 0.878.It means that the realibility of the test was achieved and the result
calculation was 0.878.
Based on the reliability analysis above, it could be concluded that the recount
writing test was reliable for second grade of junior high school students.
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4.3 Statistical Research Result
4.3.1 Students’ Achievement Result
The results of students’ work for the writing recount using role play and
pictures could be seen in table 1 below:
Table 1. The Ability of Writing Recount Test for Role Play and Pictures Groups
Elements Role playPicture
Average Percentage Criteria Average PercentageCriteria
Fluency 4.59 91.88 Excellent 3.97 79.38Good
Grammar 4.31 86.25 Very good 4.16 83.13Very good
Vocabulary 4.72 94.38 Excellent 4.25 85.00Very good
Content 4.88 97.50 Excellent 4.34 86.88Very good
Spelling 4.28 85.63 Very good 4.25 85.00Very good
Totality 22.78 91.13 Excellent 20.97 83.88Very good
From table 1, the writing recount ability in role play group is 91,13 which is
higher than picture group is 84,25. It could be seen that the average of the writing
recount ability from role play group was excellent, especially in its fluency,
vocabulary, and content elements, while grammar and spelling elements were in very
good category. On the other hand, the result of the picture group was very good.
There was only one element was in good category. It was fluency.
Table 2. The Students’ Writing Recount Ability Frequency DistributionCriterion of
assessmentGrade
Role playPicture
Frequency Percentage FrequencyPercentage
91-100 Excellent 20 63 722
81-90 Very good 11 34 1031
71-80 Good 1 3 1444
61-70 Fair 0 0 13
51-60 Poor 0 0 00
Less than 50 Very poor 0 0 00
Total 32 100 32100
From the table above, it can be seen that there were 63% students in role play group
had excellent writing recount ability, 34% students were in very good category, and
only 3% students were in good category. While 44% students in the picture group had
good writing recount ability, 31% students were in very good category, and 22%
students were in excellent category.
The students’ achievement differences from both of the groups could be seen
from the result of t independent sample test. In computation, I used SPSS release 12.
It can be concluded that there is a significant differences if t value > t table or the
significant value t value < 0.05. The result of t-test can be seen on table 3.
Table 3. T-test Result of Students’ Writing Recount Ability Achievement
Independent Samples Test
1.049 .310 4.343 62 .000
4.343 61.3 .000
Equal variancesassumedEqual variancesnot assumed
WritingRecountAbility
F Sig.
Levene's Test forEquality of Variances
t dfSig.
(2-tailed)
t-test for Equality of Means
Based on the levene’s test result was obtained that F value = 1.049 and p value =
0.310 > 0. 05 which was meant that both of the groups had the same variance, so the
next test used t test with equal variance assumed which the result tvalue = 4.343 and p
value = 0.000. I used the 5% alpha level of significance with df = 62 was obtained
ttable = 2.00. It could be seen that tvalue > ttable and p value < 0.05.
In other words, the number of subject in this treatment for both role play and pictures
was 62 for the degree of freedom; there was no critical value in the table. The t-table
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was 2.000.The obtained t-value was 4.343 so the t-value was higher than the critical
value. As stated by Brown (1988:169) if the obtained t-value was higher than the
critical value it could reject the null hypothesis or in other words the difference was
statistically significant. Since the obtained t-value was higher than the critical value
on the table (4,343 > 2,00) the difference was statistically significant.
Therefore, based on the computation, there was a significant difference
between students’ recount writing using role play and pictures as the media. Based on
the average achievement of role play group was 91.13 while the average achievement
of pictures group was 83.88. Teaching writing recount using role play was more
effective than teaching writing recount with pictures. It could be seen in the result
where the students taught by using role play got higher grades than students taught
with pictures.
4.3.2 Questionnaire Result
The achievement results above were supported with the questionnaire result
by using five indicators such; as students’ effort to ask to the teacher, students’
finding words participation, students’ activity based on the teacher, using keywords,
students’ writing recount based on the teacher explanation, and finishing time. The
average of five indicators can be seen in the table below:
Table 4. The Students’ Questionnaire Result for Role Play and Picture Groups
Indicator Role playPicture
Average Percentage Criteria Average PercentageCriteria
Students’ effort
to ask to the
teacher 2.16 71.88
Always have
effort 2.00 66.67Have effort
Students’ finding
words
participation 2.03 67.71
Involve
2.22 73.96
Always
involve
Students’
activity based on
the teacher 2.25 75.00
Always
appropriate 2.06 68.75
Always
appropriate
Using keywords 2.34 78.13 Always 2.00 66.67 using
Students’ writing recount based on the teacher explanation
Using keywords
Students’ activity based on the teacher
Students’ finding words participation
Students’ effort to ask to the teacher
usingStudents’ writing
recount based on
the teacher
explanation 2.31 77.08
Always
appropriate 2.00 66.67appropriate
Finishing time 2.34 78.13
Always on
time 1.94 64.58On time
From table 4, I can conclude that the students’ effort to ask to the teacher in role play
group was higher average (71.88%) than pictures group was in having effort category
(66.67%). However, the students’ finding words participation was better in pictures
group than role play one (73. 96%). Beside that, the students’ activity based on the
teacher in role play group was more always appropriate than pictures one. It was also
happened in using keywords, students’ writing recount based on the teacher
explanation, and finishing time.
To support the students’ writing achievement differences between role play
group and picture group, I used questionnaire result which can be seen from the result
of t value using SPSS which is in table 5.
Table 5. Questionnaire Result T-Test
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Independent Samples Test
34.587 .000 2.396 62 .020
2.396 31.000 .023
30.393 .000 -2.328 62 .023
-2.328 41.649 .025
22.461 .000 2.104 62 .039
2.104 48.651 .041
12.360 .001 2.978 62 .004
2.978 61.477 .004
9.960 .002 2.743 62 .008
2.743 61.715 .008
20.949 .000 3.842 62 .000
3.842 56.837 .000
Equal variancesassumedEqual variancesnot assumedEqual variancesassumedEqual variancesnot assumedEqual variancesassumedEqual variancesnot assumedEqual variancesassumedEqual variancesnot assumedEqual variancesassumedEqual variancesnot assumedEqual variancesassumedEqual variancesnot assumed
Student'sparticipation
The advantage
Students'achievement
The relevancy
Sustain ability
Finishing time
F Sig.
Levene's Test forEquality of Variances
t df Sig. (2-tailed)t-test for Equality of Means
It can be seen from the t value which has significant value from each
indicator < 0,05, which is meant there is a significant difference between role
play and pictures.
4.4 Genre Based Analysis
The steps for genre based analysis were analyzing the generic structures, lexico-
grammatical features, and social purposes of the text. It meant that if a text had good
generic structures and lexico-grammatical features, the text also had social function.
For detail information, I classified the result into three steps below.
4.4.1 Step 1 for Generic Structures Analysis
Table 6 Generic Structures and Social Function Analysis
No
Role
Play
Group
Pictures
Group
Generic Structures
Orientation Events Re-Orientation Social function
RL P RL P RL P RL P
1 Idham Popi √ √ 4 4 √ √ √ √
2 Pandu Mukti √ - 3 2 √ √ √ -
3 Murha Patrisia √ √ 3 2 √ √ √ √
4 Arina Kristina √ √ 5 5 √ √ √ √
5 Devi Agatha √ √ 3 1 √ √ √ -
6 Ika Andita √ √ 3 5 √ - √ √
7 Devita Arinta √ √ 5 5 √ √ √ √
8 Farida Annisa √ √ 4 5 √ √ √ √
9 Meria Panji √ √ 3 3 √ √ √ √
10 Eki Putri √ √ 3 1 √ √ √ -
11 Dwi Yunita √ √ 6 3 - √ √ √
12 Dony Hikmah √ √ 4 4 - √ √ √
13 Asaela Widta √ √ 4 1 - - √ -
14 Chelsi Sokhib √ √ 3 2 √ √ √ √
15 Arsita Hilarius √ √ 5 2 - √ √ √
16 Made Monica √ √ 3 2 √ √ √ √
17 Nur Intan √ √ 3 3 √ √ √ √
18 Fathia Nuri √ √ 3 2 √ √ √ √
19 Hanik Febrie √ √ 3 3 √ √ √ √
20 Jafar Yus √ √ 5 3 √ √ √ √
21 Imam Andreas √ - 3 2 √ √ √ -
22 Galuh Diar √ √ 4 3 √ √ √ √
23 Isna Berna √ √ 3 3 √ √ √ √
24 Muria Naufal √ √ 4 3 √ - √ √
25 Inggi Sekar √ √ 4 3 √ √ √ √
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26 Dita Frans √ √ 3 1 √ √ √ -
27 Gayus Eri √ √ 3 4 √ - √ √
28 Rahyu Fransis √ √ 5 2 - - √ √
29 Sinta Anisa P √ √ 8 4 √ - √ √
30 Erik Eko √ - 3 3 √ - √ -
31 Adit Fernand √ - 4 - √ - √ -
32 Andre Audiba √ √ 3 - √ √ √ -
Students Totality 32 28 32 30 25 24 32 23
Percentage (%) 100 87.5 100 93.75 78.125 75 100 71.9
Note:
RL = Role Play Group
P = Picture Group
Based on the table above, the generic structure analysis result for role play group
was significant higher than picture group. It can be seen from the average percentage
of each elements from role play group got 92.71% which included 100% for
orientation, 100% for records of events, and 78.125% for re-orientation. While, the
average percentage of elements in picture group was 85.41 % which included 87.5%
for orientation, 93.75% for records of events, and 75% for re-orientation.
4.4.2 Step 2 for Lexico-grammatical Features Analysis
Table 7 Lexico-grammatical Features Analysis
NoRole Play Group
PictureGroup
Lexico-grammatical Features
Specific Participant
Action Verbs
Past Tense Connectives &Conjunctions
Adverbs of time & place
Adjectives
RL P RL P RL P RL P RL P RL P
1 Idham Popi 12 10 8 9 13 12 5 6 5 5 4 4
2 Pandu Mukti 12 16 8 6 11 17 6 5 6 6 4 4
3 Murha Patrisia 10 6 6 2 14 4 5 4 5 5 4 4
4 Arina Kristina 16 10 11 3 17 5 9 3 6 6 6 6
5 Devi Agatha 6 11 6 4 10 8 8 7 6 6 6 6
6 Ika Andita 8 5 6 5 9 10 5 7 7 4 5 5
7 Devita Arinta 11 7 9 5 14 8 5 6 8 5 4 4
8 Farida Annisa 8 10 8 8 21 13 10 8 7 8 7 7
9 Meriam Panji 5 12 6 6 12 8 6 5 6 2 3 3
10 Eki Putri 5 9 9 3 18 7 5 1 6 2 5 5
11 Dwi Yunita 7 9 6 4 11 8 7 7 8 5 3 3
12 Dony Hikmah 7 11 7 4 8 8 5 8 6 5 3 3
13 Asaela Widta 6 6 5 4 7 7 6 4 6 3 3 3
14 Chelsi Sokhib 6 6 9 6 13 8 5 2 5 4 3 3
15 Arsita Hilarius 10 9 11 5 13 9 7 5 7 2 7 7
16 Made Monica 9 6 5 3 9 6 5 1 5 5 4 4
17 Nur Intan 9 7 6 4 12 6 5 5 7 3 4 4
18 Fathia Nuri 9 9 5 7 12 11 5 7 5 4 5 5
19 Hanik Febrie 8 9 9 9 15 13 6 8 6 6 4 4
20 Jafar Yus 7 9 9 9 13 13 8 6 6 6 4 4
21 Imam Andreas 8 8 6 7 11 13 5 4 7 2 4 4
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22 Galuh Diar 10 10 8 8 12 11 5 7 5 6 4 4
23 Isna Berna 12 6 8 6 12 8 5 7 5 5 7 7
24 Muria Naufal 8 5 8 5 17 8 5 5 5 6 12 12
25 Inggi Sekar 10 2 11 3 16 7 5 7 5 4 3 3
26 Dita Frans 12 6 4 4 10 7 5 7 6 5 4 4
27 Gayus Eri 7 10 4 3 7 4 5 7 5 4 3 3
28 Raha Fransis 9 6 8 3 19 6 6 4 5 4 5 5
29 Sinta Anisa P 9 6 9 4 16 8 5 8 6 4 3 -
30 Erik Eko 9 9 4 7 6 11 5 6 5 5 4 -
31 Adit Fernand 10 6 4 2 8 8 5 2 5 4 5 5
32 Andre Audiba 8 6 6 3 8 7 5 4 5 4 3 3
Totality 283 257 229 161
394 279 184 173 187
145
145 138
Note:
RL = Role Play Group
P = Picture Group
Based on the table above, the lexico-grammatical analysis result for role play
group was significant higher than picture group. It can be seen from the quantity of
the elements, of each group. The most significant difference could be seen from three
elements of lexico-grammatical features; action verbs, past tense, and adverbs of time
and place. Besides, the three other elements also had difference but not too
significant. The first element was action verbs. The quantity result for role play group
229 verbs while the other group was 161 verbs. The second element was past tense.
The quantity for role play group was 394 which while the other group was 279. The
third element was adverbs of time and place. The quantity for role play group was
187 adverbs while the other group was 145 adverbs. The other results which were not
too significant was specific participant, conjunction and time connective, and
adjective. It was found that 283 specific participants from role play group while 257
specific participants from pictures group. Secondly, the element was conjunction and
time connective. The quantity result for role play group 184 words and clauses while
the other group was 173 words and clauses. The last element was adjective. The
quantity for role play group was 145 words while the other group was 138 words.
4.4.3 Step 3 for Social Function Analysis
From those analysis above, the social function of all the writing that the students
in role play group create are respectively. It can be seen from the result analysis
which 100% had clear generic structures and lexico-grammatical features. While not
all the writing that students in picture group create are respectively. It can be seen
from the result analysis which had 71.9% for achieving social function in picture
group.
V. CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the interpretation and discussion above, it was concluded that there
was a significant difference of students’ achievement in writing recount between
making use of role play and pictures for the eighth grade of “SMP Negeri” 2
Purworejo in the academic year of 2008/2009. The use of role play in teaching and
improving students’ ability in writing recount is more effective and helpful than that
of using picture. The result is based on the statistical analysis. It can be seen that the
mean of the role play treatment score was higher than the mean score of the picture
treatment. The t-test measurement obtained 4.343. Since the obtained t-value (4.343)
was higher than the critical value on the table (2.000) at 0.05 alpha level of
significance, it was found that the role play treatment’s achievement in writing
recount was better than that of using picture.
The study was also supported by the genre based analysis result of the
students’ works. The result is that the role play group has well structured of recount
texts than the picture group. So, the texts created by role play group are more
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effective than picture group. It can convey the ideas of meaning and can achieve the
English cultural context and situational context. The significant result can be seen
from the generic structures average result that 92.71% for role play group and
85.41% for picture group. Besides, the most significant result could be seen from the
three lexico-grammatical features elements such as the action verbs result element
was 229 verbs for role play group and the picture one was 161 verbs. Then, the past
tense result element was 394 verbs for the first group and 279 verbs for the picture
group. Lastly, adverbs of time and place element were 187 adverbs for the first group
and 145 adverbs for the second group. So, it can be concluded that all the writings
which the students in role play group create are more respectively than the picture
group.
5.2 Suggestion
Role play is only an alternative media of teaching recount. Yet there are still a
lot of other media are used. The use of role play as media helps the teacher and gives
much time to the students to be active in the English teaching and learning process.
There are some suggestions for the readers and the English teachers. They are
as follows:
1) Role play as a tool of the English teaching is a good way for the students in
improving their ability in recount writing
2) In School Based Competence Curriculum, an English teacher should take
some strategies to improve the students’ motivation and effort in learning
English and find most appropriate technique of teaching writing.
3) The choice of the role play’s situation in teaching and learning process is very
important for the teacher to consider. The teacher should know the
characteristics of their students. The use of role play would be successful if
the choice of role play situation is based on the students’interest
4) The students also considered that this kind of action was necessary for them
and they expected that role play would be given continuously. However, it
needs to know that there are some problems in using role play to improve
students’ability in producing recounts, for example: many students still feel
ashame if they have to speak in English and not confident in saying dialogue.
Here, I suggest the English teachers have to be sure that they have trained or
drilled the role play dialogue so that the students are confident enough to
pronounce any words they use this conversation.
5) Finally, I expect that this thesis brings new views for all the readers,
especially for English teacher because an effective teacher not only
understands how to teach using many media but also understands how texts
are typically structured, understood, and used is in a better position to
intervene successfully in the writing of his/ her students based on genre based
analysis.
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