THE EFFECT OF USING TIMELINE STRATEGY TO
IMPROVE STUDENTS’ WRITING ABILITY IN
RECOUNT TEXT AT THE FIRST YEAR STUDENTS IN
HIDAYATUL UMMAH SENIOR HIGH SCHOOL
SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan Bahasa Inggris (S.Pd) in teaching English
by
Fiza Intan Naumi
D05211030
ENGLISH TEACHER EDUCATION DEPARTEMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE UNIVERSITY FOR ISLAMIC STUDIES SUNAN AMPEL
ABSTRACT
Naumi, Fiza Intan. (2016). The Effect of Using Timeline Strategy to Improve Students’ Writing Ability in Recount Text at the First Year Students in Hidayatul Ummah Senior High School. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor : Dr. Phol Khoirun Niam S,Ag, Ph. D.
Key Words: student teachers, PPL I, ability in facilitating pair and group interaction, pair and group work align with the lesson objectives
In the attempt to learn English, students often find problems dealing with language skills and language components, such as the difficulty in speaking what in their mind and writing their ideas in English. The researcher found that many students were not able to write a good English text. They encountered difficulties in organizing and developing ideas, punctuation, and lack of vocabulary. They got stuck in expressing ideas and put them into right words, phrases and sentence in the target language. It is due to the lack of improve the students writing ability in recount text. The strategy of timelines can be used with students in Grades K through 8. Research shows that even pre test and post test was taken to collect the data. The result shows that 12,35 so the t value is higher than t table 2,04. In conclusion, It can be seen that t-value > t table at a significance level of 5%. It was mean that alternative hypothesis (H1) was accepted and approved or rejected the null hypothesis
A. Background of the Study... 1
B. Research Questions ... 6
C. Purpose of the study ... 7
D. Research Hypothesis ... 7
E. Significance of the Study ... 9
F. Scope and Limitation ... 9
G. Definition of Key Term ... 9
CHAPTER II : REVIEW OF RELATED LITERATURE A. Review of Related Literature ... 11
1. Effectivness ... 11
2. Timeline Strategy ... 12
a. Definition of Timeline... 12
b. The Use of Timeline... 12
c. Kind of Timelines... 14
d. How to Make Timeline In Recount Text ... 17
3. Writing Ability... 18
4. Recount Text ... 20
a. Definition of recount text ... 20
b. Generic concept of recount ... 20
c. Grammatical Features of Recount ... 21
d. Types of Recount... 21
CHAPTER III : RESEARCH METHODS
A. Research Design ... 26
B. Research Hypothesis ... 28
C. Research Variables ... 29
D. Population and Sample ... 30
E. Research Setting and Subject ... 30
F. Research Procedure ... 31
G. Data Collection Technique... 33
H. Research Instruments ... 33
I. Data Analysis ... 35
CHAPTER IV : FINDINGS AND DISCUSSION A. Research Findings ... 40
1. The result pretest of experimental and control group... 40
2. The result posttest of experimental and control group ... 47
3. Analysis of significance ... 55
B. Discussion ... 60
CHAPTER V : CONCLUSION A. Conclusion ... 62
B. Suggestion ... 63
1
CHAPTER I
INTRODUCTION
This chapter presents the general issues related to the present study. These
include the background of the study, research question, purposes of the study,
significance of the study, scope and limitation of the study and definition of the key
terms.
A. Background of Study
In the attempt to learn English, students often find problems dealing with
language skills and language components, such as the difficulty in speaking what in
their mind and writing their ideas in English. Many of them failed to graduate
because of their low English score in National examination in other words cannot
achieve the passing grade score. Thus, Indonesian government strives to find the
solution of those problems. One of the solutions is changing the curriculum and
introducing new approaches of teaching to English teacher. They also have to
consider the quality improvement of teacher, students’ interest, motivation, and
teaching techniques that play important roles to achieve the standard competition in
language learning.
Writing is one of the four language skills: reading, writing, listening and
2
producing language rather than receiving it.1 For Indonesian students, they have
difficulties in expressing productive skill. It is based on the preliminary research; it
revealed that most of students are afraid of expressing the idea using English. When
teacher gives task for students to write, they get difficulties to write their ideas and
start it.
However, in the teaching learning process shows that writing is less developed
by students. Based on the researcher’s experience during the Service Teaching
Program (PPL 2) in SMA Al- Islam, the researcher found that many students were
not able to write a good English text. They encountered difficulties in organizing and
developing ideas, punctuation, and lack of vocabulary. They got stuck in expressing
ideas and put them into right words, phrases and sentence in the target language. It is
due to the lack of their knowledge about genres or types of text. The researcher also
found that students’ achievement in writing is low especially in recount text.
According to Hamps-L and Heasley, when we learn a second language, we
learn to communicate with other people, with their language. To understand their
language, we talk with them, read what they write in their language.2 The fact that
people frequently have to communicate with each other in writing is one of the
reasons to master English.
Unfortunately many students are not interested in writing based on their answer
after interviewing them, they stated that writing is difficult It is same as the theory
1
Mary. Spratt, Alan. Pulverness, and Melanie Williams, The TKT course: teaching knowledge test
(Cambridge; New York: Cambridge University Press, 2005)
2
3
from Bell and Burnaby’s statement in Nunan that writing is complex process that
requires the writer to demonstrate the control of several variables, including the
control of format, sentence structure, vocabulary, pronunciation, spelling and letter
formation at once.3 No wonder writing is the most difficult of all skills to master, not
only for foreign language learners, but also for native speakers. Moreover Elbow and
Bellan states that writing is hard because it requires two mental abilities that are
different and usually causing conflict with each other, the ability to criticize and
discard them.4
The difficulties faced by some students in writing recount text are; they find it
difficult to put the exact events and use the right tenses, they put their ideas randomly
without arranging the events based on the time happen and the students find it
difficult to retell the story based on the chronological order. Because the problems
above mentioned that are faced by student mentioned above the researcherwould like
to give treatment for them to make timeline when they will write a recount text.
The researcher chooses timeline because it is believed that it seems as an easy
media of visual aids in which is use of it often being neglected by English teachers in
English learning process. It is supported by Gange who states that visual instructional
media is one way to help teaching learning process and will not give other problems.5
It means that visual aids including timeline not only can help students to improve
3
David, Nunan, Language Teaching Methodology, A text book for teachers (London: Prentice Hall Intenational. (UK) Ltd,1999) ,16
4
Peter, Elbow-Pat Bellanof A Community of Writers, A workshop course in Writing (New York: Mc Graw-Nill, Inc, 1989), 152
5
4
their understanding in recount text, but also avoid the problems in teaching learning
process. According to Gerlach and Elly, to select an appropriate media, the teacher
must consider the characteristic of the students, which directly related to the learning
process such as verbal abilities, visual and audio perception skills.6 From this
statement, it can be concluded that teachers are not allowed to choose inappropriate
media to teach their students, because of the use of inappropriate media in teaching
will lead them to the teachers’ faults.
This research focuses on writing recount text because after interview some of
students SMA Hidayatul Ummah, they get difficulties in writing recount text and
placing the appropriate tenses for their text. Timeline strategy is the one way to
improve the students writing ability in recount text. The strategy of timelines can be
used with students in Grades K through 8. Research shows that even young children
have an understanding of temporal order of events in history and have the ability to
think and try to explain continuity and change over time.7 For example, see the
explanation of world history that Elizabeth dictated to her kindergarten teacher
around thanksgiving when the class was learning about the pilgrims. She was
clearly thinking about where the pilgrims fit in the sequence of world history. Most
upper elementary and middle school students can identify historical developments,
especially related to national history, even though they may lack a detailed
6
Gerlach, Vernon. S,and Elly, Donald. P. Teaching and Media: A Systematic Approach (New Jesey: Prentice Hall,1980)
7
5
understanding of this development.8
It is advisable to use timeline as strategy to gain students idea in one line and
use it fairly simple, co-create them with students, and consider alternative
chronological representations given the content taught, such as vertical or
horizontal timelines, timeline at an angle, timeline that replicate a path taken by
people or travelers, or circle.9 Timeline as teaching strategy can help students
construct an understanding of historical events over time, even the youngest
students. Literature can be used to show, model and help students develop concepts
about time, continuity, and change in social studies as a basic for creating
timeline.10
Birkerts and Stoll11 note that the digital environment tends to encourage
people to explore many topics extensively, but at a more superficial level. In this
case, students who are brought to learning which is facilitated by digital media will
be more interested in and enjoy in receiving the material. Through digital
technologies, young people get more new information from the technology they use
outside of school than they do from their teacher in the classroom12.
8
Linda Lesvtik, Reseraching History Education… 16 9
Alleman, Janet & Jere Brophy, History is Alive: Teaching Young Children about Changes over Time. (The Social Studies, Volume 94, Issues 3, 2003), 107
10
Pat Hoodles, An Investigation into primary school children developing awareness of time and chronology in story and historical Fiction, Journal of Curriculum Studies, 34:2, 2002, 173
11
Birkerts Sven, the Gutenberg Elegies: The Fate of Reading in Electronic Age (New York: Macmillan,2006),10
12
6
The study is aimed to improve the writing ability of the first year students of
SMA Hidayatul Ummah Surabaya by using timeline strategy, especially in writing
recount text. The strategy is selected since it can guide the students to generate idea
into a meaningful composition. Timeline can draw past events and surely help
students remember details about people, places and events. In short, they can be
powerful sources of text. Besides, a timeline is worth a thousand words because one
line can tell the students something even has sequences to study behind it. Based on
that reason, the researcher wants to take timeline strategy to improve student ability
in writing recount text.
In this study, researcher wants to know the difference of writing ability in
recount text for the students who are treated by timeline strategy and those who are
not treated by timeline strategy and then researcher wants to know the effect of
timeline strategy if it used as method of teaching and learning in recount text.
Based on the descriptive above, if teacher wants to improve teachers’ skill use
new media the teachers have to arrange strategies effectively to support English
teaching and learning process on classroom to motivate students in learn English
language. With giving appropriate strategies the teacher clan plan innovative
lessons and creative thinking. Base on those reasons, the researcher interested to
research about “ The Effect of Using Timeline Strategy to Improve Students’
Writing Ability in Recount Text at the First Year Students in Hidayatul Ummah
7
B. Research Question
Based on background of study above, this study will try to find out the
answers of the following questions:
Is there effect of using timeline strategy to improve Students’ writing
ability in recount text at the first year students in Hidayatul mmah
Senior High School?
C. Purposes Of The Study
According the statement of the problem, the purpose of this research is:
To know the effect of timeline strategy strategy to Improve Students’
writing ability in recount text at the first year students in Senior High
School.
D. Research Hypothesis
Ary defines hypothesis as tool that is used in the research process, no ends of
research.13It means that hypothesis just a tool to predict the result of the research. In
this research the hypothesis is to know the effect as research not correlation on
variables based on research question.14
Here, the hypothesis: Timeline strategy can improve students’ writing ability in
recount text. There is significant difference between students who are taught using
timeline strategy and students are use conventional strategy in recount text. Timeline
13
Ary Donald et.al., Introduction to Research in Education: 8th editin (USA: Wadsworth Cengage Learning, 2010).82
14
8
strategy likely improves students’ on writing recount text. The hypothesis used in this
study is two side hypotheses.
The formula of hypothesis is as follows:
1. NULL hypothesis (Ho)
There is no significant improvement in achievement between students
who are taught by using timeline strategy than who are not taught by
using timeline strategy.
2. Alternative Hypothesis (H1)
There is significant improvement in achievement between students who
are taught by using timeline strategy than who are not taught by using
timeline strategy.
Explanation:
Ho will be accepted if t-value < t-table
H1 will accepted if t-value > t-table
E. Significance of Study
The researcher hopes that the result of this study will be beneficial for:
1. For Teacher
This can motivate the teacher to use timeline method, particularly when they
are teaching recount text, and thus to make various technique in teaching. It
9
process in teaching learning process. So, hopefully the teachers are able to
improve student ability in writing recount text use timeline strategy.
2. For Students
This can encourage students to improve their ability, especially in writing
skills. It also can inspire students to use timeline strategy in writing especially
recount text.
3. For researcher
The result of the study is used to answer the available questions in this final
project based on data gotten along the research.
4. For other researcher
The result of the study is hoped to enrich knowledge about learning recount
text and the result of this study will be guidance for the next researchers to
enhance theory about learning recount text using timeline strategy.
F. Scope and Limitation
This research is focusing on the effect of timeline strategy in writing recount
text of the first year students of SMA Hidayatul Ummah. In this research, the
researcher takes second year students as respondents of the research. The
10
G. Definition of Key terms
The researcher writes down the definition of key terms to support the readers to
understand this study and in order to have same interpretation.
1. The Effect : effect refers to the intervention’s ability to do more good tham
harm for the target population in real world setting15. In this research, the
effect was indicated by improvement of writing ability that measured by
comparing the mean score of both posttest groups.
2. Timeline strategy : A graphical representation of a period of time, on which
important events are marked. 16 Timelines are often used in education to
help students and researchers with understanding the order or chronology
of historical events and trends for a subject. When showing time on a
specific scale on an axis, a timeline can be used to visualize time lapses
between events, durations (such as a lifetimes or wars), and the
simultaneity or overlap of spans and events.17
3. Recount Text : the purpose in to reconstruct past experienced by retelling
events and incidents of the order in which they have occurred.
15
Dean Schillinger, An Introduction to Effectiveness, Dissemination, and Implementation Research (California San Francisco: UCSF CTSI Community Engagement Program,2010),2.
16
Jonny Ingham in Timeline in EFL (https://eflrecipes.com/2014/06/21/timelines/) acces at December 2015
17
11
CHAPTER II
Review of Related Literature
In this chapter, the researcher focuses on review of related literatures that used
as the theoretical background and previous studies which related to the research. The
review of related literatures is described as follows;
A. Review of Related Literature 1. Timeline Strategy
a. Definition of Timeline Strategy
Timelines are diagrams that illustrate the reference of time
made by given a piece of language. They are used to show how a
particular language item (often a verb in a particular tense and aspect)
places particular events or situations in time and in relation to other
events.18
According to Carole Cox timelines are graphic representations
of the chronology of events in time. While they are often used a way
to display information in visual form in textbooks as an alternative to
written narrative, students can also become more actively engaged in
learning the sequences of events in history by constructing timelines
themselves.19
18
http://www.teachingenglish.org.uk/article/timelines acces at December 30 2015
19
12
b. The Use of Timelines
According Gareth Rees in British council there are some
usefulness of timeline strategy, they are:20
Time line strategy can simplify linguistic explanation, this
strategy facilitates student to identify the use of right tenses. Besides,
it is an easy way for students to reinforce the understanding of a
concept in a text. The students can have Illustrate the differences
between verb forms and other language items
Each student has different learning styles, such as auditory,
visual, and kinesthetic and others. Timeline strategy can help
students with visual learning style. Moreover, timeline strategy
provides a reference point for students and encourages the awareness
of how language refers to time in different ways.
A timeline icon was chosen to represent recount because it is
a simple, clear indicator of chronological order (using left right as
an indicator of time passing), and visually easy to remember. 21
The benefits of timeline strategy based on National Literacy
Strategy are: 22
20Teaching English….. 21
13
1) An opportunity to sort out the main events, and their sequences,
without the added effort putting on them into sentences
2) An overview of all the events, in clear chronological order, so
the author knows exactly how much he or she has to cover (and
doesn’t get stuck on the bus)
3) An opportunity to consider how to divide the information into
paragraph before beginning to write
4) An opportunity to decide whether to follow a linear
chronological structure or to adapt the time sequences for effect,
e.g : starting with a key event in a biography
c. Kind of Timelines
There are no set rules for the appearance of timelines; rather,
there is a common sense convention which will be described below.
The basics a horizontal line represents the basic line of time. The
left end of the line is the first point in time. The right end is the final
point in time. Thus, time is deemed to move forwards as the line
moves from the left to right. This line is usually marked with a point
that represents now. Thus, the timeline is divided into the past and
the future.23
22
National Literacy Strategy., National Literacy Strategy. Grammar 3, Grammar 3, (S.l.: s.n., 2002).
14
To emphasize the direction of time the line maybe capped with
an arrowhead. Gareth like represent the present with triangle, as
below:
This simple template can be added to in order to show everything
from the difference between the words after and before and the
meaning of future perfect continuous!
Symbol
The following is a summary of the common symbols used in timelines
A single action or events
A repeated action or habit
A permanent state or situation
A temporary state, situation or repeated continous action
Exact time of event unknown
A point in time
A period time
15
Examples of using symbol of timelines:
Last night, I was walking home and when I slipped on the icy path
I have been learning Japanese for 3 years
I have been to Taiwan, Hongkong and New Zealand
I get up at seven o’clock everyday
There are several types of timelines a teacher can choose,
depending on the grade, area of study in social studies and needs of
students.24
Horizontal: from left to right
24
16
Vertical: from bottom to top
Illustrated: pictures added
Table top timelines: add objects, artifacts, photographs in
frames, etc. to a timeline on a table or counter in a classroom
Circles: this could be a clock or represent a journey that
ended where it began
Computer generated: use Word, Excel, or PowerPoint,
adding information to create a personal or historical timeline
Meandering: a timeline could represent a journey or
migration that did not follow a linear path
Map: put a timeline directly on a map to show both distance,
place, and time on a Journey
Parallel timelines: put a student's life on the left and world
events on the right
Living timelines: construct a large timeline that uses the
walls or floor of the room using lengths of butcher paper;
students can learn about and dress to represent historical
events and then tell other member of the class, or an audience
of other classes, about the period
17
According to Palmer timeline was chosen to represent recount
because it is a simple, clear indicator of chronological order (using left
right as an indicator of time passing), and visually easy to
remember.25
2. Writing Ability
The importance of writing skills is growing in tandem with
increasing international interactions/transactions and opportunities in real
life. Writing is a productive skill that’s supported by receptive skill.
When students want to formulate the ideas, the students should have some
resources that help critical thinking. From receptive skills whether
reading or listening are able to help students of producing language in
25
Pal er….. Inrtroduction
5 W+1 H
Conclusion
Paragraph 1 Paragraph 3
Paragraph 2
Paragraph 5
18
written because writing can stimulate and support critical thinking skills
while showing what students do not understand.26
Students have to notice five components as evaluating of writing in
exploring their thought and ideas: composing style, word, formation,
usage and mechanics mentioned by self (n.d)27 because of evaluation
should be done to measure or to know the students ability in writing
especially in recount text. The effect of a learning process of writing skill
can be measured through an evaluation activity. Here are some aspects
evaluated for each category that’s taken by self (n.d)28
1. Composing
The composing related to the content and organization which
the composing of writing focuses on central ideas with
organized and elaborated text.
2. Style
It’s about how to choose vocabulary, sentence variety,
information and voice to affect reader.
3. Sentence Formation
Sentence formation is related to grammar. Grammar is an
important convention that makes communication (both oral
26
Jennifer lyn Craig, Integrating Writing Strategies in EFL/ESL University Context (New York and London: Routledge, 2013),115
27O’Malley J. Michael and Lorraine Pierce Valdez, Authentic Asses ents for English Language
Learners: Practical Approaches for Teachers (USA: Longman,1996),145
28
19
and written).29 It’s about how to write an essay with
grammatical correctly including in standard word order, no
enjambment (run on sentences), completeness (No sentence
fragments), standard modifier and coordinators, and effective
transitions.
4. Usage
The usage related to standard inflections (e.g., plural,
possessives, -ed, -ing with verbs, and –ly with adverb),
subject-verb agreement (we, we is vs we are), and standard
word meaning.
5. Mechanics
It’s about effective use of capitalization, punctuation,
speeling, and formatting (paragraphs noted by indenting).
3. Recount Text
a. Definition of recount text
According to Hyland, recount is a kind of genre that has social
function to retell event for the purpose of informing or entertaining.
The tense that used in recount text is past tense. Social purpose of
recount is to reconstruct past experiences by retelling events in
29
20
original sequence. We can look at the sample of recount in personal
letters, police report, insurance claims, and incident reports.30
b. Generic Concepts of Recount
There are three generic structure of recount. They are:
1) Orientation: provides the setting and produces participants. It
provides information about :“who, where, and when”.
2) Record of Events: tell what happened, present event in
temporal sequence. It is usually recounted in chronological
order. Personal comments and/ or evaluative remarks, which
are interspersed throughout the record of events.
3) Re-orientation: optional-closure of events. It is rounds off the
sequence of events.
c. Grammatical Features of Recount
The common grammatical features of recount text are:31
1. Use of nouns and pronouns to identify people, animals, things involved
2. Use of actions verbs to refer to events
3. Use of past tense to locate events in relation to speaker’s or writer’s time
30
Hyland Ken, Genre and Second Language writing (New York, Michingan Press, 2004),29
31
21
4. Use of conjunctions and time connectives to sequence of events
5. Use of adverb and adverbial phrase to indicate place and time
6. Use of adjective to describe nouns
d. Types of Recount
There are three types of recount:
1. Personal recount: retelling of an activity that the writer or speaker has
been personally involved in (e.g. oral anecdote, diary entry).
2. Factual recount: recording the particulars of an accident (e.g. report of a
science experiment, police report, news report, historical account).
3. Imaginative recount: taking on a imaginary role and giving details of
events (e.g. a day in the life of a roman slave; how I invented). Here the
example of recount text:
Our Trip to the Blue Mountain
Orientation On Friday we went to the Blue Mountains. We stayed at David and della’s house. It has a big garden with lots of colorful flowers and a tennis
court.
22
On Saturday we saw the Three Sisters and went on the scenic railway. It was
scary. Then, Mummy and I went shopping with Della. We went to some
antique shops and I tried on some old hats.
Event 2
On Sunday we went on the Scenic Skyway and it rocked. We saw cockatoos
having a shower.
Reorientation In the afternoon we went home.
B. Previous Studies
There are five previous studies related to this study. The first study is
done by Farid Helmy entitled Improving Students Skills in Writing Recount Text
by Using Personal Letter. The objective of the study is to describe the
improvement of personal letter in writing recount text to the tenth grade of
MASS Proto Pekalongan in the Academic Year 2011/2012. The writer conducts
a classroom action research to know the effectiveness of personal letter in
improving students’ skills in writing recount text. The result of the test shows
that the students’ score in the pre-cycle test was 55.5, the students’ score in the
23
achievement of the test shows that the treatment was successful because the
result of the cycle II test was higher than the cycle I test.32
The second study was done by Christian D. Manurung entitled
“Improving Students’ Achievement in Writing Recount Text by Using
Transitions – Actions – Details (TAD) Strategy”. The objective of the study is
to know the effectiveness of TAD Strategy in writing Recount Text. The writer
conducted classroom action research. The subject of this research were the
second year students of SMP Immanuel, Medan, class VIII-A which consisted
of 36 students. This research is conducts in two cycles. Each cycle was
organized in four steps, namely Planning, Action, Observation, and Reflection.
Cycle II was the improvement of Cycle I. The result of this study shows that
students’ score improved from Test I to Test III. Based on the data analysis,
Students’ mean in Test I was 44.33, in Test II was 61.13, and Test III was
82.66. The conclusion is that the Transitions – Actions – Details (TAD)
Strategy can improve students’ achievement in writing recount text.33
The third study is done by Eviana Yuni Afriana with the tittle ” The Use
of Blog to Teach Recount Text to Improve Students’ Writing Skill ”A Case
Study of the Year Eight Students of SMPN 5 Semarang in Academic Year
2011/2012”. This research finds out whether teaching writing recount by using
32
Farid Helmy, Bachelor Thesis: Improving Students Skills in Writing Recount Text by Using Personal Letter
(Semarang: IAIN WALISONGO, 2012)
33
Christian D. Manurung, Bachelor Thesis: I provi g “tude ts’ A hieve e t i Writi g Re ou t Te t Usi g
24
a blog as the medium is effective to improve students’ ability of writing recount
text and to find out whether there is any improvement of students’ ability of
writing recount text after being taught using blog. The result of this study
shows that there was a significant improvement of students‟ ability of writing
recount text after being taught using blog. While from the result of the
observation checklist and questionnaire, the students gave good responses after
being taught using blog. It can be concluded that a blog was a helpful medium
in teaching writing recount text.34
The fourth study is done by Doni Ramli under the title “An Analysis on
Students’ Error In Writing Recount Text” This research discusses the errors in
writing recount text of the tenth Grade Student of SMAN I Siantan in Academic
Year 2012/2013. The writer conducts a descriptive research where the
researcher explained the result of research by describing the data gained. The
techniques used for collecting data are measurement technique and direct
observation technique. The tool of collecting data is written test. The result of
this research shows that there are 275 errors made by the students in writing
recount text. The error are 95 or 34.54% errors at writing content of the text, 21
or 7.63% errors at vocabulary, 123 or 44.74% errors grammar and 36 or 13.9%
errors at mechanics.35
34
Eviana Yuni Afriana, Bachelor Thesis: The Use of Blog to Teach Recount Text to Improve “tude ts’ Writi g “kill
A Case “tud of the Year Eight “tude ts of “MPN 5 “e ara g i A ade i Year / (Semarang: Universitas Semarang, 2012)
14
25
The fifth study is done by Ellanari Karanani under the title “Area of
Problem in Writing Recount Text” .this research discusses the area of a problem
occurs when students write recount text. The writer uses descriptive method in
order to gain the data needed. The data were gained by using writing as test
instrument. The result of this research on the students ability in writing recount
text based on the five writing aspects was classified as fair, but most of them
still encountered with some serious problem.36
However there are the differences between the first, second and third
studies they various strategies applied such as personal letters, TAD and blog as
media to teach writing recount text. The fourth and fifth studies are an analysis
of writing recount text. What is the different from this research and research
above mentioned is that this research use timeline strategy to improve students
writing in recount text.
36
26
CHAPTER III
Research Method
This research aims to find out the strategic that is used to measure the effect of
timeline strategy in writing recounts text. Because of those problems, this chapter
presents research design, the location, subject, research instrument, data collection
techniques and data analysis.
A. Research Design
In this research, the researcher wants to get information about the effect of
timeline strategy to improve Students’ writing ability in recount text at the Second
year students in Hidayatul Ummah senior high school. In this research, the researcher
will use the quasi experimental. According to Trochim research design provides the
glue that holds the research project together. A design was used to structure this
research, to show how all the major parts of the research project-sample of group,
measures, treatments or program, and methods of work-assignment together to
address the rental research question.37
This study was quantitative research. Quantitative research can be interpreted as
research method which is based on positivism and philosophy, used in certain
population and sample, uses data collection and research instrument, in data analysis
37
27
uses quantitative/statistic characteristic, in purpose to testing the hypothesis that had
been settle.38 As this research aim to know the effect of timeline strategy in students
writing recount text ability, this quantitative method matches the purpose of this
research.
Quasi experimental design was applied in this research. Experimental research
was the way to find a causal relationship between two factors that are deliberately
caused by the researcher by reducing or setting aside other factors that interfere.
Experiments are always done with the intent to see a treatment.39 A quasi
experimental design is one that looks a bit like an experimental design but lacks the
key ingredient-random assignment. 40
The design which is used in this research has some characteristics. The first
characteristic is that the researcher conducted the research in two classrooms. Those
two classrooms will divide into one experimental group and one control group. The
second characteristic is that the researcher measured both groups twice. The first
measurement serve as the pretest to find out their homogeneity before the treatment,
and the second one served as the post-test to find out the effectiveness of technique
employ. Then, the researcher manipulated the experimental group by using a particular
treatment which is the use of timeline strategy, while the control group will not use it.
Finally, the researcher measures the dependent variables’ effect after the treatments
38
Sugiyono, Statistika untuk Penelitian (Bandung: Alfabeta Bandung, 2010)8
39
Suharismi Arikunto, Prosedur Penelitian Pendekatan Suatu Praktek (Jakarta: Bina AKsara,1987),3
40
28
are completely given by using statistical analysis. There is one stage used in the
process of analyzing the data. This is concerned with the descriptive statistics of which
purpose was to reveal the characteristics of the data, like maximum score, minimum
score, and mean score.
Table 3.1
The design of Experimental Research
Groups Random Pre test Treatment Post test
Experimental group
Control group
R
R
O1
O3
X O2
O4
In which :
R : Random Sampling
O1 : Pre Test of experimental group
O2 : Post Test of experimental group
O3: Pre test of Control group
O4 : Post Test of control group
X : the treatment that given by the researcher to the experimental group by
using timeline strategy
B. Research Hypothesis
29
Ha : There is a significant difference in students’ English writing recount text taught by timeline strategy and traditional technique at the first year of
SMA Hidayatul Ummah Surabaya.
Ho :There is no significant difference in students’ English writing recount text taught by timeline strategy and traditional technique at the first year of
SMA Hidayatul Ummah Surabaya.
Explanations:
Ha will be accepted if t-value < t-table
Ho will be accepted if t-value > t-table
T-table is the score gotten from t distribution, while t-value is the score gotten
from calculation using the formula of t-test.
C. Research Variables
In the experiment research, there are two variables that will be manipulated by
the researcher. They are independent variable (X) and dependent variable (Y).
Independent variable is a factor which is manipulated by the writer to determine the
relationship between the phenomena observed. While dependent variable is a factor
which is observed and measured to determine the effect of independent variable.
1. Independent Variable
30
recount text in the first year students of SMA Hidayatul Ummah.academic
year 2015/2016.
2. Dependent Variable
The dependent variable is (Y) is student’s ability in writing recount
text in the first year students of SMA Hidayatul Ummah academic year
2015/2016
D. Population and Sample
This study addresses the population of first year students of SMA
Hidayatul Ummah, since this is a quasi experimental research, cluster sampling
was assigned and results two classes of first year. The sample will be taken in
first year of SMA. It will take 2 classes as experiment class. The first class will
become the experimental and control group. There are 2 classes consist of 18
students in class X-1 and class X-2 consist of 18 students. X-1 will become the
control class and X-2 will become the experimental class. it will take the
second semester of first year of SMA Hidayatul Ummah Surabaya.
E.Research Setting and Subject
The subject and setting of this study is the first grade of SMA Hidayatul
Ummah Surabaya. SMA Hidayatul Ummah was located in Jl. Mulyorejo No.92
Surabaya. The students from first year of senior high school were selected as
the subject of this study because they get a specific learning based on their
31
F. Research Procedure
The procedure of this study covered the following steps, namely: pretest,
treatment 1, treatment 2 and posttest. To answer the research question of this
study, pretest and posttest was collected. Pretest was conducted before
treatment while posttest was conducted after treatment. Before the treatment
was given to the experimental group, the researcher has been given some
information to the teacher about timeline strategy and how to teach using
timeline strategy because the researcher becomes an observer in the learning
process. The English teacher of SMA Hidayatul Ummah has been taught the
students in the experimental group using timeline strategy. There were some
activities conducted to both groups to see the differences on achievement
between experimental and control group. The research schedule is figured out
in the text following table:
Table 3.2
The Research Procedure
No. Experimental Group Control Group
Date Theme/ material Date Theme/material
1. 14th March Pretest 14th March Pretest
2. 15th March Treatment 1 teaching recount
The researcher prepared the teaching process before administering the
activities above. It was undertaken two steps: First, the researcher prepared a
appropriate materials for teaching process. Second, the researcher organized
33
G. Data Collection Technique
In conducting a research, it is necessary to collect the data required. Data
collecting can be done in many setting, various source and various means.41 It
also known that research was a system attempt to provide answer to problem or
a question. Then to solve the problem, pre test and post test was taken to collect
the data.
1. Pretest
The data was collect through the pretest in both classes in order to know
is the experimental group and control group having similar ability or not
before the implementation of timeline strategy. Pretest was administered
to both classes to measure the students’ English writing ability before the
treatment. The pretest conducted on March 15 2016.
2. Posttest
After timeline strategy implemented, then the posttest was given. Posttest
was given to know students ability result after the treatment. The result of
the test was scored and calculated. It was conducted on March 28 2016.
H. Research Instrument
In quantitative research, instrument was applied to collect the data. The
instrument of this research to measurable variable value that was accurate. In
this research, test and observation used to collect the data. The test was the
41
34
main instrument to give the researcher data about the students’ writing ability.
The test was in form of essay writing.
In grading and scoring the researcher used analytic scales with explicit
and detailed scoring adapted from Self (n.d) to get the more validity and
reliable grading of the test. (Appendix 1) the rubric is a set of characteristic that
used to evaluate writing, with rubric researcher can access and give the score of
writing.
There were five components assessed on writing ability in recount text:
they are composing style, word formation, usage and mechanism.42 Each
component of five aspects have maximal score and minimum score. The
maximal score of all aspects are 4, and 1 for the minimum score. The score was
based on the degree of control the students’ paper exhibits for that component.
4 = consistent control
3 = reasonable control
2 = inconsistent control
1 = little or no control
1. Pretest
In this research, the pretest was used to find the students’ English
writing ability in recount text. It was conducted to all class X in SMA
Hidayatul Ummah Surabaya. They were selected because their
schedule subject of second semester was similar.
42
35
2. Posttest
Afterward the posttest was conducted to measure the effect of
timeline strategy used after the application treatment in experimental
group. The use of posttest also determines whether was effective of not
by comparing the achievement of post test in both classes, those are
control and experimental group.
I. Data Analysis Technique
In this research, there was only one question with one data. The data of
the question about the significant different of increasing writing achievement
between who taught using guiding question technique and who was not taught
without using guiding question technique. The data was collected from
observation class activity and students’ test.
After collecting the data of pre-test and pos-test from the experimental
group and control group, the researcher tried to find out the difference between
the achievement of the experimental group and the control group. Then, the
data was analyzed using statistical calculation of t-test to find out whether the
differences of the score between the experiment class and the control class are
significant or not. T-test is used to measure and compare the differences of
means score between experimental group and control group. 43
43
36
To know is there any advantages in use of guiding question technique or
not in teaching writing, t-test was applied in this research. Before that, the
researcher was did normality test and homogeneities test. The normality test
was used to check whether the posttest score of experimental group and control
group were normally distribution or not. While homogeneity test was used to
calculate the homogeneity of variance of both experimental and control group
posttest score.44
1. Analysis of T-test
The data analyzed applying t-test formula to find out the influence
of timeline strategy on improving students’ writing skill.
�� =
the mean of the control group
��
= the mean of the experimental group
Sse: sum of quadrate deviation of the experimental group
Ssc: sum of quadrate deviation of the control group
Ne: the number of experimental group
44
37
Nc: the number of control group13
Before calculating the t-test the researcher calculates mean,
variance, and strandard deviation
a) Mean
Mean is computed by using the formula:
Where:
�= mean
�= sum of scores
�=number of scores
b) Variance
The variance of a group of scores is computed by using the
following formula:
Where:
S2: variance
X: individual score
38
c) Standard Deviation
The standard deviation of a group of scpres was computed by using
the following formula:
Where:
S: standard deviation
Xe: individual score
N: number of scores in group
After calculating the t-test, it shows the difference mean and standard
deviation scores between students who are taught with timeline strategy
and without timeline strategy. After that, comparing t-test with t-table.
1) If the value of t-test > from the t table it shows there is significance
effect of timeline strategy on improving students’ writing skill.
2) If the value of t-test < from the t table it shows there is no
significance effect of timeline strategy on improving students writing
skill.
2. Testing hypothesis
This research has two hypothesis, null hypothesis (Ho) and
39
based on the significant value and t-test calculated based on
hypotheses as follows:
a. Since significant value (to) > from the critical value (t), then
null hypothesis (Ho) rejected and alternative hypothesis (Ha)
accepted.
b. Since significance value (to) < from the critical value (t), then
null hypothesis (Ho) accepted and alternative hypothesis (Ha)
41
components from writing aspect taken from Self at, al.: Composing (C),
Style (S), Sentence Formation (SF), Usage (U), and Mechanism (M). The
researcher calculated the result of the pretest and mean of both groups to
evidence that samples had same ability. To know the total score of first test,
the researcher multiplied each component by 5 C (5)+ S (5) + SF (S)+ U(5)
+ M (5) and then all scores from five components number of students were
added to be a total score.
a. The Result of Pretest of Control Group Table 4.1
The Result of Pretest of Control Group
No. Score Criteria Score
C S S F U M
1. 10 5 15 10 10 50
2. 10 10 10 15 10 55
3. 15 10 15 10 10 60
4. 10 10 10 15 15 60
5. 15 5 15 10 10 55
6. 10 10 10 10 10 50
42
8. 15 5 15 10 10 55
9. 10 10 15 10 10 55
10. 10 10 15 15 10 60
11. 15 10 10 15 15 65
12. 10 10 15 15 15 65
13. 10 15 10 10 10 55
14. 15 5 10 15 10 55
15. 10 15 15 15 15 70
16. 10 5 15 10 10 50
17. 15 15 15 15 10 70
18. 10 15 10 15 10 60
∑ 210 175 235 225 200 1045
Mean 11.7 9.7 13.1 12.5 11.1 58.1
The table showed that the sum of the pretest scores of control group was 1045.
While the mean of pretest scores of the control group was 58,1. The mean was
gotten from five components (Components, Style, Sentence Formation,
43
b. The result of Pretest of Experimental Group Table 4.2
The Result of Pretest of Experimental Group
No. Score Criteria Score
C S SF U M
1. 10 15 10 10 10 55
2. 10 10 15 10 15 60
3. 10 10 15 10 15 60
4. 10 10 10 15 10 55
5. 10 10 15 15 15 65
6. 15 15 15 10 10 65
7. 10 15 15 15 15 70
8. 15 15 10 10 15 65
9. 10 15 15 10 10 60
10. 15 10 15 15 10 65
11. 15 10 10 15 10 60
12. 10 5 15 15 10 55
13. 15 10 10 10 10 55
14. 15 15 10 15 10 65
15. 10 5 10 10 10 45
16. 15 15 10 10 10 60
17. 10 10 10 10 10 50
18. 10 10 10 10 10 50
∑ 215 205 220 215 205 1060
44
The table showed that the sum of the pretest scores of experimental group was
1060. While the mean of pretest scores of the control group was 58,9. The mean was
gotten from five components (Components, Style, Sentence Formation, Usage, and
Mechanism) and divided by number of students (18).
1.1 Analysis of Pretest
Pretest in the experimental and control group is given in the first
meeting before conducting the treatment. It is attended by 18 students in each
class. data is collected through pretest in both groups in order to find out their
writing ability in both groups are homogeneous or not. It is given before the
treatment.
Table 4.3
The result of pretest can be seen in the following table:
Group N Total Score Mean
Control Group 18 1045 58,1
Experimental Group 18 1060 58,9
45
1035 1040 1045 1050 1055 1060 1065
Control group Experimental group
Chart Total Score of prestest
Experimental and Control Group
Series 1 Column1 Column2
0 20 40 60
Chart Mean Pretest of Control and
Experimental Group
Series 1
Series 2
Series 3
The result would be described through the following figure.
Chart 4.1
Chart total score of pretest experimental and control group
Chart 4.2
46
1.2 The Treatment
The treatments of this study were the use of timeline strategy for the
experimental group. Timeline strategy would be a help for the students in
investigating the question and it would direct students in order to choose, find
and create the ideas of writing and then developing students’ ideas into
understand. The process of timeline strategy is very useful to help the students
to generate and organize ideas into a good composition of writing. So, the
product of writing can easier understand by the reader.
a) First Treatment
The first treatment was held on 16th March, 2016. In this time the students
was taught used timeline strategy. The theme of this meeting was about
“Unforgettable moment” The teacher ask the students to write their story be
related to their experience and use timeline strategy.
The first treatment was started with the greeting and shared the purpose of
the study. Then the teacher ordered the students to open the book and gave
some explanation based on the subject. Teacher introduces the timeline strategy
and starts explain how to use the timeline. Teacher gives picture kind of
timeline strategy, then she explain the steps how to make a timeline. After the
teacher gave the example, she asks students to write down their own timeline in
the book. Then she give the students home work to do the recount text based on
47
b) Second Treatment
The second treatment was held on 21st March 2016. In this time the
students was taught to use timeline strategy. The theme of this meeting was
about “Last holiday”. Teacher asked the students to write about their last
holiday and use timeline.
The second treatment was started with the greeting and shared the
purpose of the study. Before teacher explains the second material she asks
students to submit their home work. Then teacher asks the students to open the
book and explains them about generic structure of recount text. After that, the
teacher asks the students to write story about their last holiday and do they
spent the holiday. In the end, students make story about their last holiday use
timeline strategy and submit their work to the teacher. Then teacher asks one of
their students to explain how to write and generating their ideas.
2. The Result of Posttest of Experimental and Control Group
After giving pretest, the teacher taught writing to the experimental and
control groups. For the experimental group, the researcher presented the
material of writing by using timeline strategy and for control group taught
without using timeline strategy and directly taught and explained about recount
text. The posttest was given to the 36 students. There were 18 students in
control group and 18 students in experimental group. After giving pretest, the
48
experimental group was given timeline strategy and the control group was
taught use traditional method.
The posttest was conducted in 28th of March 2016. Posttest in experimental
and control group was conducted on the third and fourth meeting, while the
control and experimental group was given the posttest in the third and fourth
meeting. Posttest was conducted to know the students’ English writing ability
of recount text after the implementation of timeline strategy.
a. The result of posttest in control group
Posttest was also given to the class X-1 at SMA Hidayatul Ummah as
a control group. The control group was not given the treatment by
timeline strategy. The teacher was taught students use traditional
technique. In traditional technique teacher gives material to students
besides on explanation and book. The posttest was attended by 18
students at the third and fourth meeting on 21st and 28th March 2016.
The data of posttest of control group was analyzed based on the five
components: Components, Style, Sentence Formation, Usage, and
Mechanism. The result of posttest of control group can be seen in the
49
Table 4.4
The Result of Posttest in Control Group
No. C S SF U M Score
1. 10 10 10 15 15 60
2. 10 10 10 10 15 55
3. 10 15 10 15 10 60
4. 10 15 15 10 15 65
5. 10 15 15 15 10 65
6. 10 15 10 15 15 65
7. 10 15 10 15 10 60
8. 10 15 10 10 15 60
9. 10 15 10 10 15 60
10. 10 15 10 10 15 60
11. 10 15 10 10 20 65
12. 10 10 15 15 10 60
13. 15 10 10 15 10 60
14. 15 15 15 10 15 70
15. 10 20 10 10 10 60
50
On the contrary, the posttest of control had not improved
significantly as the experimental group. From the table above it can be
seen that the students’ mean in their English writing score of pretest
group was 61,1.
b. The Result of Posttest in Experimental Group
The data was gotten by giving posttest after implementation of
timeline strategy in experimental group. Posttest on the experimental
group was held on third and fourth meeting 28th of March. Before posttest
was given, the treatments were done twice on 15th March and 21st March
2016. The first treatment used “Unforgettable moment” and “Last
Holiday”.
The score of control group which was showed in five components:
Composing (C), Style (S), Sentence Formation (SF), Usage (U), and
Mechanism (M), then the score of posttest of control group was assessed
based on ESL Composition. Score can be seen in the following table:
17. 10 10 10 15 15 60
18. 10 10 15 10 15 60
∑ 190 245 205 220 240 1100
51
Table 4.5
Result of Posttest Experimental Group
No. Score Critetria Score
1 2 3 4 5
1. 15 15 15 15 15 70
2. 15 15 15 15 15 75
3. 15 15 10 15 15 70
4. 10 20 20 15 15 80
5. 15 10 15 15 15 70
6. 15 15 15 15 15 75
7. 15 20 15 20 10 80
8. 15 15 15 15 15 75
9. 15 15 15 15 15 75
10. 15 10 15 15 20 75
11. 15 20 15 15 15 80
12. 20 15 15 15 15 80
13. 15 20 15 15 15 80
14. 15 15 15 15 15 75
15. 15 15 15 15 15 75
52
17. 20 15 10 15 15 75
18. 15 15 15 15 15 75
∑ 275 280 265 280 270 1365
Mean 15.3 15.6 14.7 15.6 15.0 75.8
Based on the table above, it can be conclude that scores of posttest in
experimental group got some improvement. The mean of posttest of
experimental group was 75,8. It means that mean score of experimental
group increase about 14,7 points.
c. Analysis of posttest
Posttest is conducted to both of experimental and control groups in
the same week after receiving the treatment. The purpose of posttest is
to know whether there is improvement in the students’ achievement of
experimental group. The result of the posttest score and mean of the
experimental and control groups are presented in following table:
Table 4.6
The Result of Total Score and Mean of Experimental And Control Group
Group N Total Score Mean
Experimental Group 18 1365 75,8
53
Chart total score posttest of experimental and control group
Chart 4.4
54
From the result of pretest and posttest scores of experimental group,
we could see that the posttest score is higher than pretest. It would be
compared with pretest to find out the improvement. The improvement can
be seen through the following:
Table 4.7
The improvement of Experimental and control Group
Group Mean
55
From the table above, it shows that the mean difference of
experimental class is higher than control class. The score of experimental
group mean difference is 16,9, whereas in control group is mean
difference is 3. It can be concluded that the treatment given by timeline
strategy has more influence than traditional technique.
Overall improvement between pretest and posttest score of
experimental group is higher than the control group. Then the researcher
calculates the two mean posttest score by using t-test formula to know
whether the improvement is significant or not.
d. Analysis of Significance
After the researcher gives the pretest, treatments and posttest then
the researcher calculates the different mean of pretest and posttest score
between experimental and control groups to know whether the result of
timeline strategy is significant or not between both of groups. Then the
result is analyzed using t-test formula. Before it is done, the standard
deviation of the two groups is calculated first.
1.1 Standard Deviation and variance of Experimental and Control
Group
a. Experimental group
Variance
56
=212,52 17
=12,50
Standard Deviation
�� = 12,5
=3,53
b. Control group
Variance
��2= (��−� )
2
��−1
=227,78 17
=13,40
Standard Deviation
�� = 13,40
=3,66
Table 4.8
The result of calculation is presented in this table:
Group N Mean Variance
Experimental Group 18 3,53 12,50
Control Group 18 3,66 13,40
57
After the researcher knows the different between mean and variance
from both groups then, the researcher calculates the t-test.
