The effectiveness of using scaffolding technique towards students’ skill in writing descriptive text: a quasi-experimental study of eight grade of SMP Al-Zahra Indonesia

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(A Quasi-Experimental Study of Eight Grade of SMP Al-Zahra Indonesia)

Compiled By:

Yulis Yasinta 1110014000065

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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Yasinta, student's registration number 1110014000065 was examined by the committee on 15 December 2014. The "skripsi" has been accepted and declared to have fulfrlled one of the requinnents for the degree of "S.Pd." (Bachelor of Arts) in English Language Education of Department of English Education.

Jakarta, I 5 December 2014

CHAIRMAN : Drs; Syauki. M.Pd

NIP. 19641212 199103 1 002

SECRETARY: Zaharil Anasy.lVI.Hum

NIP. 19761A07 2D07fi

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EXAMINER

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Fariela Hamid. M.Pd

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EXAMINER

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Acknowledged by

Dean of Faculty of Tarbiya and Teachers' Training

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ABSTRACT

Yulis Yasinta (NIM: 1110014000065). The Effectiveness of Using Scaffolding Technique towards Students’ Skills in Writing Descriptive Text.(A Quasi-Experimental Study at the Eighth Grade Students of SMP Al-Zahra Indonesia).

Skripsi of Department of English Education at Faculty of Tarbiyahand Teachers‟ Training of State Islamic Syarif Hidayatullah Jakarta University, 2014.

Advisor I : Ismalianing Eviyuliwati, M.Hum Advisor II: Yenny Rahmawati, M.Ed

Key words: Scaffolding technique, writing, descriptive text.

The objective of the study was to find the empirical evidence of whetherscaffolding is effective towards students’ skill in writing descriptive text. The samples of this research were the eighth grade students of SMP Al-Zahra Indonesia. They were class 8A as the controlled class and class 8C as the experimental class. Each class consisted of 17 students.

The writer used purposeful sampling technique to choose the sample from the whole students or population. The method used in this research was a quantitative method. In addition, the design used was a quasi experimental study and the instrument of this research was a written test. To attain the reliability of the test instrument, the researcher used rubric of scoring namely an analytic scoring which was adopted from John Anderson to score the students’ writing on the pre-test and the post-test. The result of this research was that the students’ pre-test mean score (x) of the experimental class was 69.47 while the students’ post-test mean score (x)was 77.02. In the contrary, the students’ pre-test mean score (x) of the controlled class was 71.73 and the post-test mean score (x)was 73.79. The significant effect was shown by the students’ post-test mean score (x)of the experimental class which was treated by scaffolding technique was greater than the post-test mean score of the controlled class which was not treated by scaffolding technique.

The result of statistical hypothesis test found that on significance level 5%, tvaluewas 3.837 while ttable was .2.120 or tvalue>ttable. Thus, the H0 (Null Hypothesis)

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ABSTRAK

Yulis Yasinta (NIM: 1110014000065). The Effectiveness of Using Scaffolding Technique towards Students’ Skills in Writing Descriptive Text. (A Quasi-Experimental Study at the Eighth Grade Students of SMP Al-Zahra Indonesia).Skripsi pada Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Penguji I : Ismalianing Eviyuliwati, M.Hum Penguji II: Yenny Rahmawati, M.Ed

Kata kunci: Teknik scaffolding, writing, descriptive text.

Tujuan penelitian ini adalah untuk mengetahui apakah scaffolding dapat memberikan efek yang signifikan pada kemampuan siswa dalam menulis teks deskriptif. Dalam penelitian ini sampel yang digunakan adalah siswa kelas 8 SMP Al-Zahra Indonesia. Sampel tersebut berasal dari kelas 8A sebagai kelas kontrol dan kelas 8C sebagai kelas eksperimen. Masing-masing kelas terdiri dari 17 siswa. Penulis menggunakan teknik purposeful sampling dalam menentukan jumlah sampel dari populasi yang ada.

Metode yang digunakan adalah kuantitatif, dan disain yang digunakan adalah quasi-experimental study. Instrumen dalam penelitian ini adalah test tertulis. Untuk memastikan reliabilitas instrumen, penulis menggunakan rubrik dalam penilaian yang dinamakan analytic scoring yang diadopsi dari John Anderson untuk menilai tulisan siswa dalam pre-tes dan pos-tes. Temuan dari penelitian ini berupa nilai rata-rata pre-tes siswa kelas eksperimen adalah 69.47 serta nilai rata-rata pos-tes siswa kelas tersebut adalah 77.02. berbeda dengan kelas kontrol, nilai rata-rata pre-tes siswa di kelas kontrol adalah 71.73, dan nilai rata-rata untuk pos-tes adalah 73.79. Pengaruh yang signifikan terlihat dari nilai rata pos-tes siswa kelas eksperimen yang diberi perlakuan daripada nilai rata-rata siswa di kelas kontrol yang tidak diberi perlakuan berupa scaffolding.

Hasil dari hipotesis statistik menemukan tingkat signifikansi sebesar 5%, tvaluesebesar 3.837 sedangkan ttable sebesar 2.120 atau tvalue>ttable. Dengan demikian,

H0(Hipotesis Null) ditolak dan H1 (Hipotesis Alternatif) diterima. Hal ini

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ACKNOWLEDGEMENT

In the name of Allah, The Beneficent and The Merciful

All praise be to Allah the Lord of the universefor the health, the strength,

and the guidance to the researcher in completion of this study. Peace and blessing

from Allah SWT be upon to the Prophet Muhammad SAW, his families, his

companions and his followers.

It is a moment which is waited for the writer, a precious thing that she

finally accomplishes her „skripsi‟ entitled “The Effectiveness of Using

Scaffolding Technique towards Students‟ Skill in Writing Descriptive Text” (A Quasi-Experimental Study at the Eight Grade of SMP Al-Zahra Indonesia. It is presented as a partial fulfillment of the requirements for the Degree of Strata I

(Bachelor of Art) in English Language Education.

In this good opportunity, the writer would like to give the deepest

gratitude and thegreatest honor to:

1. All lectures in Department of English Education for teaching many

things, and giving motivation to the writer during her study at State

Islamic Syarif Hidayatullah Jakarta University.

2. Drs. Syauki, M.Pd., the Head of Department of English Education.

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

Education, and also our beloved Academic Guide.

4. Mrs. Nurlena Rifa‟I, M.A, Ph.D., the Dean of Faculty of Tarbiyah and

Teachers‟ Training.

5. Mrs. Ismalianing Eviyuliwati, M.Hum and Mrs. Yenny Rahmawati,

M.Ed, the advisors who have given guidance, advice, motivation and

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6. The Headmaster of SMP Al-Zahra Indonesia who has given allowance

of study at the school and Mr. Djundan S.Pd., the English teacher of

the school who has given permission to the writer in conducting a

study in his classes and the students of 8A and 8C as the sample of the

study.

7. Mas Farhan Dwitama, S. Sos who always supports the writer;

spiritually and also materially. The person who are ready to be ignored

for a moment during the writer accomplishes the sweet script named

„skripsi‟. Thanks and forgive for everything honey.

8. Mama Hj. Sulasminahwho never ever stop praying for her beloved

daughter. Sometimes they do arguing, another moment they laugh

when watching television, and they also cry together when she said

that she miss her through a phone. Bapak H. Sukasno (beloved dad)

who never ever tired to fulfill his beloved daughter‟s need. He does

everything to make her happy. Thanks for everything you give Mama

and Bapak. Allah always be with you all.

9. All of her families, especially for Andri Asmoro Wati and Sunu Sujaka

Atma who always ask and remind her to finish the „skripsi‟.

10.All of beloved friends in Department of English Education. Thank you

for so many contribution; sharing e-books, sharing ideas, picking her

up and stiil many things they did for her.

Finally the researcher really realizes that the „skripsi‟ cannot be considered

as aperfect masterpiece. Therefore, it is a very precious thing for her to get

suggestion and criticism which can make this better.

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TABLE OF CONTENT

Letter of Writing Authenticity Approval Letter

Endorsement Sheet

Abstract ... i

Acknowledgement ... iii

Table of Content ... v

List of Table ... vii

List of Figure ... viii

List of Appendix ... ix

CHAPTER I. INTRODUCTION A. Background of the Study ... 1

B. Identification of the Problem ... 4

C. Limitation of the Problem ... 4

D. Formulation of the Problem ... 5

E. Objective of the Study ... 5

F. Significance of the Study ... 5

CHAPTER II. THEORETICAL FRAMEWORK A. Writing 1. The Understanding of Writing ... 6

2. Stages in Writing ... 7

3. The Purpose of Writing ... 8

B. Descriptive Text 1. The Understanding of Descriptive Text ... 9

2. The Generic Structure and Features of Descriptive Text ... 10

C. Scaffolding Technique 1. The Understanding of Scaffolding Technique ... 11

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3. The Advantage of Using Scaffolding ... 15

4. The Application of Scaffolding in Writing ... 17

D. Previous Related Studies ... 20

E. Theoretical Framework ... 22

F. Research Hyphotheses ... 23

CHAPTER III. STUDY METHODOLOGY A. Place and Time of the Study ... 24

B. The Method of the Study... 24

C. The Population and Sample of the Study ... 25

D. The Instrument of the Study ... 25

E. Data Collection... 25

F. Data Analysis 1. Test Normality ... 29

2. Test Homogeneity ... 29

3. T-test ... 29

CHAPTER IV. FINDINGS AND DISCUSSION A. Data Description 1. The Score of Pre-Test and Post-Test of the Experimental Class ... 31

2. The Score of Pre-Test and Post-Test of the Controlled Class ... 32

3. The Frequency Distribution of Students‟ Pre-Test Scores ... 34

4. The Frequency Distribution of Students‟ Post-Test Scores ... 36

5. Normality Test ... 38

6. Homogeneity Test ... 39

B. Statistical Hyphotheses ... 42

CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ... 43

B. Suggestion ... 43

Bibliography ... 44

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LIST OF TABLE

TABLE 3.1 The Rubric of Writing Assessment ... 26

TABLE 4.1 The Score of Pre-Test & Post-Test Experimental Class... 31

TABLE 4.2 The Score of Pre-Test & Post-Test Controlled Class ... 33

TABLE 4.3 The Frequency distribution of Students‟ Pre-test Scores of Experimental Class ... 34

TABLE 4.4 The Frequency distribution of Students‟ Pre-test Scores of Controlled Class ... 35

TABLE 4.5 The Frequency distribution of Students‟ Post-test Scores of Experimental Class ... 36

TABLE 4.6 The Frequency distribution of Students‟ Post-test Scores of Controlled Class ... 37

TABLE 4.7 The Result of Normality Test of the Pre-Test ... 38

TABLE 4.8 The Result of Normality Test of the Post-Test ... 39

TABLE 4.9 The Result of Homogeneity Test of the Pre-Test ... 40

TABLE 4.10 The Result of Homogeneity Test of the Post-Test ... 41

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[image:11.595.103.524.147.558.2]

LIST OF FIGURE

FIGURE 2.1 The Steps in Writing ... 8 FIGURE 4.1 Diagram of the Frequency distribution of Students‟ Pre-test

Score of Experimental Class ... 32

FIGURE 4.2 Diagram of the Frequency distribution of Students‟ Pre-test Score of Controlled Class ... 33

FIGURE 4.3 Diagram of the Frequency distribution of Students‟ Post-test Score of Experimental Class ... 34

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LIST OF APPENDICES

Appendix 1. Instrument of Pre-test and Post-test ... 47

Appendix 2. Scaffolding Writing Phase ... 48

Appendix 3. Lesson Planning of the Experimental Class ... 49

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CHAPTER I

INTRODUCTION

This chapter describes the background of the study, the identification of

problem, the formulation of the problem, the scope and the limitation of the study,

the objective of the study, and the significance of the study.

A.

Background of the Study

Assessment is a common thing in teaching and learning process. “The term assessment refers to all information gathered about pupils in the classroom by their teachers, either through formal testing, essays and homework or informally through observation or interactions.”1 Assessment can be done during the teaching and learning process (formative) or at the end of program

(summative).

In curriculum 2013, students of junior high school are assessed for writing

a descriptive text, where is written in Kompetensi Inti, “Mengolah, menyaji, dan

menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan

sumber lain yang sama dalam sudut pandang/teori” and Kompetensi Dasar, ”

Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, tentang

orang/binatang/benda, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.” Based on Kompetensi Inti

and Dasar in Curriculum 2013, we can see that writing play a big role in learning English at Junior High School. Writing for a fourteen year old child is not an easy

thing, moreover English in Indonesia is as a Foreign Language. Vygotsky in his

concept named Zone of Proximal Development define that development as the

space between the child‟s level of independent performance and the child‟s level

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of maximally assissted performance.2 From the concept we know that the students

need teachers‟ to help them in developing their knowledge or skill.

Because the need of teacher, so the teacher should help the students.

Mostly, teacher just focus in giving instruction without giving any hints, any

ideas, any suggestion, etc which help the students to understand what they are

asked to do. From this practice, the students do not learn a real-learning because

learning is a never-ending process, then they can not be an independent learner.

The students should pass some phases to become an independently learner. To be

an independent learner is an ultimate goal of the learning process.

Talking about process, writing is also a process. Many experts try to difine

and divide the stages in writing, some of them are Bob Brannan, Ann Raimes,

Dirk Siepmann et all., which is the explanation could be seen at chapter II. From

all those experts, they point that to compile a proper writing, students should pass

some stages. The some stages are prewriting, organizing ideas, drafting, revising,

editing and proofreading. Students can also include some artifact or picture to ease

in finishing their writing.

Teaching and assessment are integrated, the student is an active participant

in the process of developing assessment criteria and standards. As an active

participant, students face so many responsibility. The responsibility are challanged

for how to learn, apply what is learned and connect their learning to the complex

problem in order to be successful.

Relevant to the students‟ responsibility in learning, on curriculum in 2013, the students are assessed authentically. Authentic assessment means

students should be assessed based on what they have already learnt, what they

have seen, faced and anything are relevant to them. For getting an authentic

assessment, firstly we should find the authentic technique. The writer suggests

that scaffolding can be an authentic technique because by using scaffolding, the

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students try to find out as many as information and pass some phases in learning

in order to prove an authentic assessment. Scaffolding is a technique which is

used to gain score in formative assessment. Using scaffolding will help students

master each step in the process proceeding further.3

Scaffolding is one kind of technique in learning. It is a process by which a

teacher provides students with a temporary framework for learning.4 It could be

defined as the role of teachers and others in supporting the learner‟s development

and providing support strutures to get to that next stage or level.5 By understanding the definition and the use of scaffolding technique, we can use the

technique in teaching writing. Scaffolded writing is intended to be a temporary

technique in order to make the learner be an independent writer. In teaching

writing, the teacher do modelling what should the students do to compile a proper

writing. The modelling will be usefull for students‟ learning.

Actually, the nature of writing is a process, it means pupils need more time

to create a good writing. Lack of time in the class makes pupils‟ works does not

run well. Actually, they need more time in creating good writing. Hence, a proper

writing need more time to reach every single step. Students should know what

exactly they have to write. Then, they do prewriting to brainstorm their ideas. Not

stop at the step, they should construct a good framework before starting their

draft. Then, proving their writing, finally their writings are ready to read. It can be

said that using scaffolding is an effective way to see students‟ processes in

writing, moreover the products will be better because they passed some steps.

In applying scaffolding as an alternative techniques of writing may help

teacher to know the weakness of the pupils so he can build up the pupils‟

knowledge. Furthermore, it supports the notion that writing is process that involve

3

Allyson Skene and Sarah Fedko, Assignment Scaffolding, Centre for Teaching and Learning, 2012, p.1.

4

Veeramuthu, Wei Hui Suan and Tajularipin Sulaiman, The Effect of Scaffolding Technique in Journal Writing among the Second Language Learners, Journal of Language and Research, 2, 4, 2011, p. 934.

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growth, development, and learning as well as a product. It also helps students to

become actively involved in assessing their needs, progress, achievement and

effort.6

Based on the background of the study above, the writer would like to do a

study on teaching the students‟ descriptive writing skill through scaffolding in the

eight grade of SMP Al-Zahra Indonesia to look for the empirical evidence.

B. Identification of the Problem

The writer did a preliminary study in February 2014, she found some

problems in teaching and learning writing especially in descriptive text in the

eight grade. Some factors came from teachers, and students:

1. From Teacher

The writer could see there were some teachers who are not aware with

students‟ writing process. They just focus on the product without pay attention in

how the students finish it. Hence, they just ask the students to make a good

writing before doing some steps in writing process.

2. From Students

Most the students could not write a descriptive text as teacher‟s instruction

because they lack of time, they spend a lot of time just for getting an idea. As the

result, they got bad scores in their writing tasks.

From all those reasons, the writer thinks of another technique in teaching

students‟ writing especially in writing descriptive text.

C. Limitation of the Problem

The writer limited the problem in the effectiveness of scaffolding

technique toward students‟ ability in writing descriptive text. Hence, the teacher

asked students to find out as many as sources which can be helpful in finishing

their writing. Then, the students will be asked to write descriptive text through

some steps which will be designed by the writer.

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D. Formulation of the Problem

According to the limitation of the study, the writer makes some study

questions, they are:

“Is scaffolding technique effective in teaching writing of descriptive text in the eight grade of SMP Al-Zahra Indonesia?”

E. Objective of the Study

The objective of the study is to find out whether the scaffolding technique

is effective in teaching descriptive text for junior high school level.

F. Significance of the Study

The significance of this study is conveyed to:

1. Teacher

The writer hopes it will give the alternative technique in teaching writing,

especially in writing descriptive text.

2. Students

She hopes it can be useful because by using scaffolding technique they

also know some steps in writing is really meaningful. She also hopes by using

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter discusses some theories to support the topic of the study. The

first, theory about writing includes the understanding of writing from some

experts. Then, theory about descriptive as the y variable in this study, it describes what descriptive text is and some features in descriptive text. The last is theory

about scaffolding technique as x variable, it describes the definition, and advantages of the scaffolding.

A. Writing

1. The Understanding of Writing

Talking about writing, most people did a writing. When they are asked

what is writing, they may answer that writing is one way to communicate each

other through a paper and a pen. Actually, The role of writing in foreign language

was explored. Some of them gave their understanding of writing in internet, book,

and also magazine of language discussion. There are so many understandings of

writing that can be found. For example, Heaton said that writing skills are

complex process and sometimes difficult to teach, requiring mastery not only

grammatical and rhetorical devices but also of conceptual and judgmental

elements.1 But we know and believe that writing is a skill that anyone can learn to manage. In addition, Raimes gave her complex opinion about writing, she states

that:

Writing reinforces the grammatical structures, idioms and vocabulary that we have been teaching our students. They also have a chance to be adventurous with the language, to go beyond what they have just learned to say, to take risks. So, when they write, they necessarily become very involved with the new language, the effort to express ideas and the constant use of eye, hand, and brain isan unique way to reinforce learning.2

1

J.B Heaton, Writing English Language Test, (New York: Longman, 1990), p. 135

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From Raimes we know that the more complex opinion stated that writing

is a process of getting new language where should be transformed into a writing.

So that, writing requires meaningful communication to someone, whether this

audience consists solely of the writer or is a group of someone beyond the writer.

Based on all those definitions above, we can conclude that writing is

cognitive process to express thoughts to others in written form. Some people

considers that writing is a difficult thing to do. Person who wants to construct a

writing should work hard, and a good writing just can be reached by work harder.

Hence, writing needs a routine rehearsal in order to have a good writing skill.

2. Stages in Writing Process

Writing is a product from some proceses. Here are some steps in writing

based on Bob Brannan3: a. Prewriting

This steps can do by several technique such: Freewriting, clustering,

brainstorming (or listing), asking a journalist‟s questions, using patterns of

development, writing journal/blog entries and considering audience.

b. Organizing Ideas

In this step, the writer is asked to organize his/her idea in order to move to

next step. In organizing ideas, the writer can make an outline. There are two kinds

of outline: rough and formal outline.

c. Drafting

The writer starts to write the writing without focussing on the

grammatical, just focuss on how to transfrom the idea into a writing.

d. Revising

After finishing the draft, the writer can do some revising especially in

grammatical.

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e. Editing

If there are some mistakes, the writer can edit it in editing step before

moving to the next step.

f. Proofreading

This is the last step where the writer should submit his/ her writing without

doubt because he/ she has already edited before.

In the different point, there is Dirk Siepmann who shares his idea about

steps in writing. At least there are three steps in writing, based on Dirk‟s view:

[image:20.595.102.527.146.522.2]

planning, writing proper and editing. Here the figure4:

Figure 2.1 The Steps in Writing

3. The Purpose of Writing

There must be any purposes in writing. It is impossible if people write

with no purpose, although people just write a simple writing. In Strategies for

Successful Writing book, James and Andrew state that there are some purposes of

writing. They are5: a. To Inform

The most common writing purpose is to inform what people write in their

writing. People often present information in their writing.

4

Dirk Siepmann, et. all, Writing in English:A Guide for Advanced Learners, (Germany: Narr Francke Attempto Verlag GmbH & Co. KG, 2008), p.22.

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b. To Persuade

People sometimes write to make someone do or believe something by

giving some reason. It is to persuade someone through their writing.

c. To Express

People writes almost everything includes their self-expression. Writing

also provides opportunity to show their personality.

d. To Entertain.

Writing is also able to entertain. By reading the funny story writing,

people may laugh and it can really entertain someone with this purpose.

B. Descriptive Text

1. The Understanding of Descriptive Text

Descriptive writing which is sometimes called as “showing writing” is

writing that describes a particular person, place, or event. Descriptive writing uses

a lot of flowery adjectives and adverbs to describe what is going on or how

something appears. Descriptive writing is an art form. It is painting a word picture

so that the reader “sees” exactly what the writer is decribing.

Hegarty in his book entitle “Writing (English in Context)” said that before

we start to write a descriptive text, firstly, we should remember the old saying

“actions speak louder than words”.6

It supposes you are describing real people or

literary characters and you can strengthen your descriptive words with examples

of things the character has done or said. For example when you describe someone

as “funny”, so tell about funny act.

Descriptive text is created by students based on the description of an

object. So, a descriptive text is defined as a verbal picture. Dietsch defines that

description is a recording of concrete details that the writers see, hear, smell, taste

and touch. In the other word, it can be mentioned that human five senses have a

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crucial role in writing in making a description. Description is the chief writing

strategy; it conveys a prevailing impression, a mood that remains throughout the

piece for a purpose. She also states that description has been defined by

philosopher as “A mode ofperception”, a means of knowing7

It means that the readers get description about objects which are described

by the writers. In the other word, the writers present information about the objects.

The information which is delivered can be the name of new objects and the

characters features (the shape, the identity, the physic condition, the object use,

etc) of the objects. Obviously, the information can be such a new knowledge or a

precious inspiration for readers.

From those explanation, we can conclude that the aim of descriptive text is

to share the experience of the writers. In view of sharing experience, the writers

may give description of their stories in life, or they want to give pictures of

amazing things they ever see in their lives to the readers, therefore; the experience

is not only as the writers‟ own, however, it also can be shared or can even be

enjoyed by the readers. Additionally, another aim of the text is to express the

writers‟ feeling. The feelings which can be expressed by the writers are the expression of happiness, amazement, surprise, dissatisfaction, delight, curiosity,

etc. Also, writers make a descriptive text to entertain the readers to feel happy, to

relief the stress, and to get relaxation. In writing descriptive text, the description is

based on a writers‟ own experience. In addition, a good descriptive text is arranged in spatial order. Spatial order locates details according to layout, design,

direction, or place.8

2. The Generic Structure and Features of Descriptive Text

As a specific genre, descriptive text has generic structure which should be

understood well by students. Tony Rogers divides the generic structure into

introduction and description. They point out that introduction is the part of

7

Betty Mattix Dietsch, Reasoning & Writing Well Third Edition; A Rhetoric, Research Guider, and Handbook, (New York: McGraw Hill, 2003), p. 138.

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paragraph that introduces the characters of the objects, while the description is

another part of paragraph that describes the characters of the objects.9 Some features in descriptive writing are simple present tense and adjective phrase. The

simple present tense is used because it tells about a fact. Describing a person can

be called as a fact. then, because descriptive writing function is to describe

something, so the writer should know about the adjective phrase well in order to

describe something clearly. Here were the sample of descriptive text.

Everyone must have an idol. So do I, Raisa is my favourite singer. I love her because she has a good voice. She becomes famous because of Youtube Channel.

She is beautiful. She is tall and thin. She has long and straight hair. She also has round eyes, and the color is brown. She has fair skin. Moreover, she is kind to her fans. She asks her fans to sing together with her. She is really nice singer. I really like her to be my idol.

C. Scaffolding Technique

1. The Understanding of Scaffolding

The base form of scaffolding is scaffold. Based on Macquarie Dictionary

The definitions of scaffold are (i) a temporary structure for holding workmen and

materials during the erection, repair, cleaning or decoration of a building; (ii) an

elevated platform on which a criminal is executed. 10 Even, the definitions of scaffolding are (i) a scaffold or system of scaffolds; (ii) the materials used for

building scaffolds. As the Macquarie Dictionary definition indicates, in the building trade scaffolds are enabling structures.

The term “scaffolding” was first coined and defined by David Wood,

Jerome S. Bruner, and Gail Ross in a 1976 article analyzing the effectiveness of

9

Artono Wardiman, Masduki B Jahur and M Sukirman Djusma, English in Focus, (Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008), p. 16.

10

Beverley Axford, Pam Harders and Fay Wise, Scaffolding Literacy, (Australia: ACER Press, 2009), p. 1.

Identification

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certain collaborative behaviors mothers use in teaching their children.11 Wood, Bruner, and Ross used the term scaffolding to refer to the instructionally supportive activities and social interactions that occur between the child and other

individuals as they guide effective learning and development in the ZPD. They

defined scaffolding as a support system that helps children achieve success on

tasks that would be too difficult for them to achieve by themselves. It means that

the teacher, another adult, or classmate provides temporary support for the

learners. Scaffolding can be compared with learning to ride a bike.

Various authors such as Cooper and Dorn have viewed scaffolding as

analogous to learning new motor skills, such as bike riding.12 The new bike rider is held and pushed by a helper through the motor activity of getting on and

pedaling and being steadied while making multiple attempts until balance and

control is achieved. Feedback from self and others is ongoing.

As an expert, Bruner was defined as follows; “an adult controlling those

elements of the task that are essentially beyond the learner‟s capacity, thus

permitting him to concentrate upon act a complete only those elements that are

within his range of competence. Based on this definition it is clear that the

concept of scaffolding was first intended to focus on the actions of an adult

teacher in helping younger leaners.

This support, or scaffolding, is needed as the child is learning to ride the

bike, but as the child is able to maintain his balance, the scaffolding is taken away.

Cooper states that the learner knows what riding a bike looks like; but as he

makes his first attempts or approximations, they are not perfect or exact. Just as

with the assisted bike ride, the child receives feedback from himself and others

each time he attempts to ride the bike. Each approximation allows him to test his

ideas and hypotheses about bike riding. As children test these ideas, based on

11

Mackiewicz, Jo and Isabella Thompson, Motivational Scaffolding, Politeness and Writing Center Tutoring, The Writing Center Journal, 33, 1, 2013, p. 45.

12

Rollins, Judith B, “A Study Examining the Impact of Scaffolding Young Children’s

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Cambourne, their mistakes are very important and essential to learning.

Gradually, the child‟s attempts become closer and closer to skillful bike riding. In more formal settings, learning follows a similar pattern, learners go through

various approximations as they strive to develop their knowledge of new

concepts. In each case, the device or person helps learners do what they cannot yet

do independently. Often, scaffolding takes the form of collaborative effort and

accomplishment. Success through working together starts learners on their way to

being able to do the activity independently. When adults “scaffold” student‟s

learning by helping them do what they cannot yet do alone, we are modeling the

processes involved and enabling the learners to become a little more competent

each time to eventually carry out the processes themselves.

Bruner created a concept of scaffolding based on his readings of

Vygotsky‟s zone of proximal development. His use of the term scaffolding

seemingly describes what mothers often do to enable and make more manageable

children‟s learning of language: The mother‟s support includes helping the child

focus his or her attention to pertinent aspects of the task and modeling her

expectations of the child. The teacher brings the student to new levels of skill and

understanding by breaking up a task into smaller and more comprehensible steps.

Some steps are more complex than others and require more support (intellectually

and emotionally). The teacher‟s task is to determine students‟ current levels of

knowledge and skill, and then develop activities that guide these students to

higher levels of practice. Just as mothers extend the range of contexts and serve as

“communicative ratchets” for their children helping them to avoid sliding backwards once they have made forward steps teachers must use this skill in the

classroom. Teachers must assume this role in the classroom and become the

communicative ratchets helping children build and maintain literacy

competencies. The desired outcome is for students to need less and less support to

complete a task successfully; therefore, the teacher gradually provides less

support until it has been removed totally. The student should ultimately perform

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alone. To extend the student‟s learning, the teacher may then create a new level of

difficulty, or move the student into a new area of challenge.

Other experts; Holton and Clerk said that scaffolding is an act of teaching

that i) supports the immediate construction of knowledge by the learners and ii)

provides the basis for the future independent learning of individual. Then,

Rodgers defined at least there are two definition about its based from his‟ view; 1)

in learning, the gradual withdrawal of adult (e.g., teacher) support, as through

instruction, modeling, questioning, feedback, etc., for a child‟s performance

across successive engagements, thus transferring more and more autonomy to the

child. 2) a process that “enables a child or novice to solve a task or achieve a goal

that would be beyond his unassisted efforts.13

From all those explanation, scaffolding could be said as a concept that has

led the development of other approaches that seek to understand the nature of

learning a key approach that is concerned with learning interaction.

2. The Kinds of Scaffolding

Since the term scaffolding was coined in 1976, so many experts try to

divide scaffolding into many kinds. Even there are so many kinds of scaffolding

but the important feature of scaffolding is that it supports students‟ learning of

both how to do the task as well as why the task should be done that way.14

Generally, scaffolding devided into four kinds.15 They are: a. Writing Skills

Practice skills or strategies which usually do not make up a paper in

and of themselves but are key implicit or explicit components of the

final paper.

13

Rollins, Judith B, “A Study Examining the Impact of Scaffolding Young Children’s

Acquisition of Literacy in Primary Grades.” A Dissertation at Louisiana State University and Agricultural and Mechanical College, 2007, p. 12.

14

Hmelo-Silver, Cindy E., Ravit Golan Duncan, and Clark A. Chinn, Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006), Educational Psychologist, 42, 2, 2007, p. 100.

15

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b. Context-Based

Journal entries focused on exploring the content of the assignment.

c. Rhetorical Skills

Practice in the aspect of the rhetorical situation and how changing the

situation changes writing.

d. Text-Based

Closer to prewriting; journal entries which help the reader interact

with a text more incisively, proving ideas for the reader-turned-writer.

Two of the experts who tried to divided kinds of scaffolding are Hannafin

and Land. They divide scaffolding into four kinds; conceptual scaffolding,

metacognitive scaffolding, procedural scaffolding, and strategic scaffolding.

Conceptual scaffolding means to provide guidance on what to consider. Then,

metacognitive scaffolding which indicates guidance on how to think about the

problem under study, and procedural scaffolding which is used to refer to

guidance on how to utilise resources and tools. The last is strategic scaffolding

which is applied to offer guidance on approaches to solving the problem.

Based on Galea, scaffolding can consist of tools, strategies and guides

which support students so that they can achieve a higher level of meaning making.

Holton and Clarke propose more concrete tools be used as scaffold; book,

internet, telephone, etc.,. Langley viewed that the important thing is scaffolding

can be provided through suppying hints, prompts, probes, simplifications, or other

similar learning support. Based on her view even there are so many kinds of

scaffolding but the essential is that the students could use scaffolding from any

sources in order to help her/his in finishing their task.

3. The Advantage of Using Scaffolding Technique

Beside define about definition of scaffolding, some experts also tried to

mention some advantages by using scaffolding technique, especially in writing. In

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self-regulated learner.16 This is accomplished by fading the support, or relinquishing the control and assistance provided by the more knowledgeable person as the

child begins to achieve more independence and knowledge. Vygotsky stated that

scaffolding makes the learning more tractable for students by changing complex

and difficult tasks in ways that make these tasks accessible, manageable, and

within student‟s zone of proximal development.17

Hayati in her journals mentioned some experts who tried to mention the

advantage. Based on Hyland, the advantage is increasing the effectiveness in

teaching writing composition. Then, according to Bodrova scaffolding can help

learners reach the potential levels of writing performance.

Angela Lui in her paper entitle Teaching in the Zone try to show some advantages for students and teachers in using scaffolding technique. Here the

table18:

Students are provided with.... Teachers could....

1. Challanging but reasonable tasks

that stimulate thinking and

motivate efforts to learn

2. Meaningful instruction and

feedback that helps drive further

development at an appropriate pace

3. A learning environment where they

are valued as individuals, a

collaborative group, and a class

4. A learning environment where

their creativity and thought

processes are acknowledged and

accepted

1. Identify and use areas of strength

and weakness to tailor learning

experiences at the individual and

group level

2. Engage students in social

interactions to enable learning

3. Better understand students as

individual learners, learners in a

small group setting and learners in

a larger social setting

4. Discover unique thought processes

that different students may use to

solve problem

16

Judith B. Rollins, “A Study Examining the Impact of Scaffolding Young Children’s

Acquisition of Literacy in Primary Grades.” A Dissertation at Louisiana State University and Agricultural and Mechanical College, 2007, p. 18.

17

Cindy E. Hmeleo-Silver, “Scaffolding and Achievement in Problem-Based and

Inquiring,” Educational Psyhchologist, 42, 2, 2007, p. 99.

18

[image:28.595.104.522.212.686.2]

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4. The Application of Scaffolding in Writing

The scaffolded writing plan in scaffolding literacy, the writing plan is constructed by the teacher and shared with the learners as a way of making

explicit how the author of the selected text has constructed his or her text. Unlike

more traditional approaches in which a writing plan is something learners are

asked to construct before they begin on their own independent piece of writing, in

scaffolding literacythe writing plan is introduced into the teaching sequence at the

point of „reconstructed writing‟. It can then be used as a tool to assist with Text

Patterning and independent composition.

Oliver holds that teachers can scaffold writing skill by using some tasks.

These tasks are explained in the following: 19

1) Outlining and writing frame tasks: Tasks that provide skeleton

outlines, perhaps with sentence prompts, key vocabulary or

prearranged paragraphs, to give writers a structure to write in.

2) Re-writing tasks: Exercises that require rewriting in some way,

perhaps re-arranging in an appropriate order or changing the tone.

3) Genre scaffolding tasks: Models or samples to discover and then

imitate language features which are commonly used in a particular

genre, such as description or explanation.

4) Rhetorical model tasks: Models to compare how texts perform

rhetorical moves such as making an argument by giving examples or

presenting personal opinions.

5) Joint construction tasks: Tasks through which a group of learners

construct a text together.

19

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Another researcher is Sylivia Read, she used IMSCI Scaffolding model in

her research. She has some steps in applying scaffolding in writing, the steps are

as follow20:

1. Inquiry, in this phase the researcher integrated reading and writing

instruction.

2. Modelling, after the students could know the instruction well. Then,

the researcher modelled how to write. She introduced some stages in

writing processes.

3. Shared, in the third phase the students could share what they are going

to write. They are engage in making decisions about topic, sentence

structure and organize the writing.

4. Collaborative, after reaching all stages in writing processes, the

students are asked to have a collaborative writing. Two students work

together to produce writing.

5. Independent, it is the last phase. After reaching all of the phases, the

students have to write a final writing.

Alibali (2006) suggests that as students‟ progress through a task, faculty

can use a variety of scaffolds to accommodate students‟ different levels of

knowledge. More complex content might require a number of scaffolds given at

different times to help students master the content. This table presents scaffolds

[image:30.595.104.524.166.606.2]

and ways they could be used in an instructional setting. The table is as follow: 21

Table 2.1 Kinds of Scaffolded Writing

Scaffold Ways to use Scaffolds in an

Instructional Setting

Advance organizers Tools used to introduce new content and tasks to help students learn about the topic: Venn diagrams to compare and contrast information; flow charts to

20

Read, S, A Model for Scaffolding Writing Instruction: IMSCI, The Reading Teacher,

(64) 1, pp. 47-48.

21

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illustrate processes; organizational charts to illustrate hierarchies; outlines that represent content; mnemonics to assist recall; statements to situate the task or content; rubrics that provide task expectations.

Cue Cards Prepared cards given to individual or

groups of students to assist in their discussion about a particular topic or content area: Vocabulary words to prepare for exams; content-specific stem sentences to complete; formulae to associate with a problem; concepts to define.

Concept and mind maps Maps that show relationships: Partially or completed maps for students to

complete; students create their own maps based on their current knowledge of the task or concept.

Examples Samples, specimens, illustrations,

problems: Real objects; illustrative problems used to represent something.

Explanations More detailed information to move

students along on a task or in their thinking of a concept: Written

instructions for a task; verbal explanation of how a process works.

Handouts Prepared handouts that contain task- and

content-related information, but with less detail and room for student note taking.

Hints Suggestions and clues to move students

along: ―place your foot in front of the

other,‖ ―use the escape key,‖ ―find the subject of the verb,‖ ―add the water first and then the acid.‖

Prompts A physical or verbal cue to remind—to

aid in recall of prior or assumed

knowledge. Physical: Body movements such as pointing, nodding the head, eye blinking, foot tapping. Verbal: Words,

statements and questions such as ―Go,‖

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task-specific questions given to individuals or groups of students to ask each other pertinent questions about a particular topic or content area.

D. Previous Related Studies

Scaffolding instruction is defined as the “role of teachers and others in

supporting the learner‟s development and providing support structures to get to that next stage or level”.22 Even the term of scaffolding seems out of date because it has been exist since 1970 but many researchers still do researchs about it.

Because of the function which is for giving prior knowledge, scaffolding can be

used in many kinds of learning. Scaffolding can be used in learning Mathematic,

Science, and also Language. Scaffolding in learning writing has been already

popular. One of the researchers who did the scaffolding research was Judith

Rollin Burch. She did a research entitled “A Study Examining the Impact of

Scaffolding Young Children‟s Acquisition of Literacy in Primary Grades.” In her

dissertation, she used case study method to gain the data. Her result showed that

the school improvement scores was 23.7% from the previous year‟s scores.

Next researchers were Muhammad Ridhuan Tony Lim Abdullah, Zaharah

Hussin, and Asra. They are Malaysian researchers. Different with two researchers

before, they used scaffolding through a mobile. The urgence of mobile usage

attracted them to do a research. They did 5 stages adopted from Gilly Salmon.

The five stages are23:

1. Stage 1, the aim is to encourage and guide students to participate in the

online conference. Technical support is given to the students as the

main focus task of the instructor. Stage 1 ends with students‟ first

posting of message.

22

Wang Yuanying, College English Writing on Scaffolding Theory, Studies in Literature and Language, 3, 2011, p.46.

23

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2. Stage 2 aims to get students to establish their identities and initiate

interaction and familiarize with it.

3. Stage 3 is where interaction heightens with the use of learning

management software for networkings.

4. In Stage 4, participants develop group discussions and collaboration

among themselves in negotiation of knowledge andsolutions to

individual needs of learning.

5. Finally, Stage 5 promotes individual reflection of what they have

learned and achieved as well as critical thinking to advance to next

learning goals.

The sample was undergraduate English people. The finding revealed that

students‟ performance in the persuasive presentation component using this

scaffolding mLearning model averagely scored higher grades than other course

components.

Then, Sylvia Read tried to make a new model in scaffolding named

IMSCI. The IMSCI are the acronym of Inquiry, Modelling, Shared, Collaborative

and Independent. As the result, she found that students will be more successful

writing independently if they have become familiar with the features of the genre

during those steps.24

Differently with others, Patrick with his friends did a research entitled

“Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Enviroment With Embedded Strategy Instruction and Vocabulary

Support”. They used scaffolding technique toward literacy in general, especially

in vocabulary. The participants were 30 fourth-grade students in two classrooms

in a school district serving 33,000 students in southern California. They used

electronic in their research. Then the result is they find it encouraging that the

students in this study chose to take advantage of the vocabulary and strategy

24

Read, S, A Model for Scaffolding Writing Instruction: IMSCI, The Reading Teacher,

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supports and in fact accessed supports at a higher level than previously reported in

the literature, especially for struggling learners.25

From all those previous researchers, it seems a scaffolding gives

significance improvement. Most of the samples were university students. So, I

want to know further about scaffolding, especially for elementary students. The

writer would do a research entitle “The Study of the Effect of Scaffolding on the

Writing Descriptive Text in Eight Grade of SMP Al-Zahra Indonesia Pamulang”.

E. Theoretical Framework

This study was conducted to find out the significant effect of using

scaffolding in writing descriptive text for eight grade of Junior High School.

There are so many theories explained above; definition, kinds and advantages of

using scaffolding. Those theories could concluded that scaffolding is facilitating

the climb from one complex phase to the next slightly more complex phase of a

project. Because of this view, some expert call scaffolding as a tool in gaining

formative feedback or assessment. By using scaffolding in teaching means to help

students to finish their task. The help could be through hint, question or some

stages in reaching their tasks.

Many experts tried to make some ways in applying scaffolding, especially

in writing. In this study, the writer conduct a scaffolding technique in teaching

writing descriptive text. She adopted a scaffolding model of Sylvia Read. At least,

there are five steps: Inquiry, Modelling, Shared, Collaborative and Independent.

In inqury phase, the writer asked students to find out some information about their

idol who will be described in their descriptive writings. After they found out the

information Then, the teacher do modelling how to writer a proper writing and

make a point that they should pass some stages in writing. after know what they

are going to do first, then , they share the idea with the writer. They ask how to

describe their idol. They make an outline and construct a rough draft from the

ouline.

25_{C. Patrick Proctor, Bridget Dalton, and Dana L. GrishamPatrick, “}

Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Enviroment With Embedded

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After finishing their writing, the students should do peer feedback. They

try to analyze their friends‟ writing and find the mistake. In peer feedback, they

should use some guided question which was given from the writer. The guided

question could be seen on appendix. Finally, the students are asked to revise their

writing and their final writing will be post-test. Then, the writer would score their

writing by using the rubric of assessing writing by Anderson. The rubric could be

seen in chapter III.

F. Research Hypotheses

The hypotheses of this research are:

1. H0 (Null hypothesis): There is not an effectiveness of using scaffolding

technique towards students‟ skill in writing descriptive text.

2. H1 (Alternative hypothesis): There is an effectiveness of using

scaffolding technique towards students‟ skill in writing descriptive

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23

CHAPTER III

STUDY METHODOLOGY

This chapter focusses in describing the method and the design which were

used in this study, the place and the time of the study, the population and the

sample of the study, the instrument of the study, the data collection, the data

analysis, and the statistical hypothesis.

A. Place and Time of the Study

This study was held at SMP Al-Zahra Indonesia which is located in Vila

Dago, Pamulang, Tangerang Selatan. This study was done for about three months

started from August 2014 until November 2014.

B. The Method of the Study

Quantitative research methods are commonly used to determine if an

intervention led to a desired outcome. At least there are three kinds of quantitative

research designs, they are experimental, quasi-experimental and single-group. In

the study, the writer used the quasi-experimental. In this study, the writer wants to

find out the effectiveness in using variable x (scaffolding technique) towards

variable y (students‟ skill in writing descriptive text). Quasi-experimental designs

are those that are “almost true” experimental designs, except that the researcher studies the effect of the treatment on intact groups, rather than being able to

randomly assign participants to the experimental or control groups.1

Quasi experiment design is meant to approximate as closely as possible

the advantages of trus experimental designs where the problems mentioned above

occur, such as having to implement a programme in a natural school setting.2

1

Donna M. Mertens and John A. McLaughin, Research and Evaluation Methods in Special Education, (California: Corwin Press, 2004), p. 4.

2

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C. Population and Sample of the Study

The population in this study was the students of SMP Al-Zahra Indonesia.

In addition, the samples were the eighth grade students. They were class of 8A

and the 8C. The samples were organized into two classes namely the experimental

(8C) and the controlled class (8A). Each class consisted of 17 students.

In taking sample, the writer used purposeful sampling. In quasi-experimental designs are used the purposeful sampling when it is not possible to

apply random assignment for an experiment. The procedure was selecting a

sample to meet the purpose of the study. In addition, the principle gave the two

available classes to be participated in this study as sample with the permission of

the English teacher. The samples provided useful information for answering

question and hypothesis.

D. The Instrument of the Study

The writer used a written test as the instrument of the study. The written

test conducted in this research included pre-test and post-test. In this research, the

class 8A as the controlled class was not given the treatment of scaffolding

technique, however, the class 8C as the experimental class would be given the

post-test after treatment of scaffolding technique.

E. Data Collection

As quantitative study, the writer used test technique. The test used are

pre-test and post test. The pre-test refers to a measure or test given to the subjects

prior to the experimental treatment, so in both of class: control and experiment

class would be given the same pre-test. After did the pre-test, the writer did

post-test. Post-test is a measure taken after the experimental treatment has been

applied. Hence, the post-test conducted in the final of the study to see the

effectivity of the treatment. Control and experiment class will get a same post-test

also.

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writer gave any treatment. After did pre-test, the writer taught both of classes

about descriptive text. In the control class, this learning-teaching activities runned

as usual without any treatment. Therefore, in the experimental class, the teacher

used scaffolding technique as the treatment. For about 6 meetings, the writer

conducted the post-test in both of classes in 1st September 2014. All of students submitted their descriptive writing about their idols. There was a difference

between control and experimental class, for control class, the students just

submitted their writing, but in experimental class they just have passed some steps

before submiting their writing as the post-test.

F. Data Analysis

Data analysis did after the writer got the students‟ writing scores in both

test: pre-test and post-test. To analyze the writing test and to prove the reliability

of the instrument, the writer used analytic scoring. It means the method of scoring

which require a separate score for each of a number of aspects of a task are said to

[image:38.595.103.521.123.733.2]

be analytic. The following scale by John Anderson:3

Table 3.1 The Rubric of Writing Assessment GRAMMAR

6. Few (if any) noticeable errors of grammar or word order

5. some errors of grammar or word order which do not, however, interfere

with comprehension

4. Errors of grammar or word order fairly frequent; occasional re-reading

necessary for full comprehension

3. Errors of grammar or word order frequent; efforts of interpretation

sometimes required on reader‟s part

2. Errort of grammar or word order very frequent, reader often has to rely

on own interpretation

1. Errort of grammar or word order so severe as to make comprehension

virtually impossible

3

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VOCABULARY

6. Use of vocabulary and idiom rarely (if at all) distinguishable from that

of educated native writer

5. Occasionally uses inappropriate terms or relies on circumlocutions;

expresion of ideas hardly impaired

4. Uses wrong or inappropriate words fairly frequently; expression of

ideas may be limited because of inedequate vocabulary

3. Limited vocabulary and frequent errors clearly hinder expression of

ideas

2. Vocabulary so limited and so frequently misused that reader must often

rely on own interpretation

1. Vocabulary limitations so extreme as to make comprehension virtually

impossible

MECHANICS

6. Few (if any) noticeable lapses in punctuation or spelling

5. Occasional lapses in punctuation or spelling which do not, however

interfere with comprehension

4. Errors in punctuation or spelling fairly frequent; occasional re-reading

necessary for full comprehension

3. Frequent errors in spelling or punctuation; lead sometimes to obscurity

2. Errors in spelling or punctuation so frequent that reader must often rely

on own interpretation

1. Errors in spelling or punctuation so severe to make comprehension

virtually impossible

FLUENCY (style and case of communication)

6. Choice of structures and vocabulary onsistently appropriate like that of

educated native writer

5. Occasional lack of consistency in choice of structure and vocabulary

which does not, however impair overall ease of communication

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inappropriate to general style

3. Structures or vocabulary items sometimes not only inappropriate but

also misused; litle sense of ease of communication

2. Communicatin often impaired by completely inappropriate or misused

structures or vocabulary items

1. A „hotch-potch‟ of half-learned misused structures and vocabulary items rendering communication almost impossible

FORM (organisation)

6. Highly organised; clear progression of ideas well linked; like educated

native writer

5. Material well organised; links could occasionally be clearer but

communication not impaired

4. Some lack of organisation; re-reading required for clarfication of ideas

3. Little or no attempt at connectivity, though reader can deduce some

organisation

2. Individual ideas may be clear; but very difficult to deduce connection

between them

1. Lack of organisation so severe that communication is seriously

impaired.

SCORE

Gramm: ___ + Voc: ___ + Mech: ___ + Fluency: ___ + Form: ___ =

After getting score by using analytic scoring, then the writer analyzed the

result by using a test of normality to see the normality of students‟ ability in

writing skill and a test of homogeneity to ensure that the students‟ ability of both

the controlled class and the experimental class were homogeneous. These kinds of

tests were the requisite tests before the researcher analyzed the data. After testing

the normality and the homogeneity, the data gained from the post-test of the

experimental class and the controlled class were analyzed by using a parametric statistic. The parametric statistic used was t test formulation. In analyzing the

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