APPENDIX 1 Observation Score Sheet VIII.1

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APPENDIX 1

Observation Score Sheet VIII.1

Number of Students’

WRITING COMPONENT STUDENTS’

C O V L.U M WRITING SCORE

30 20 20 25 5

1 20 14 14 15 3 68

2 22 14 17 18 3 70

3 21 13 17 17 3 63

4 18 15 17 16 3 65

5 16 13 14 15 2 65

6 17 14 15 16 3 60

7 13 12 12 13 2 74

8 15 12 13 12 2 74

9 16 12 13 12 2 70

10 17 14 14 16 3 68

11 16 12 13 12 2 60

12 19 13 14 17 2 66

13 20 13 14 17 2 68

14 18 12 13 15 2 68

15 17 12 13 15 2 75

16 18 13 14 17 2 65

17 17 13 15 17 3 70

18 18 16 17 15 3 54

19 20 13 14 17 2 63

20 17 13 13 16 2 71

21 17 13 15 16 2 70

22 16 13 15 14 2 65

TOTAL 388 289 316 338 52 1472

17.63 13.14 14.36 15.36 2.36 66.91

Mean Higher

Score 22 16 17 18 3 75

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APPENDIX 2

Students Score of Mid Test

Number of student

Class

VIII.1 VIII.2 VIII.3 VIII.4 VIII.5 VIII.6

1 55 45 53 53 57 47

2 60 53 53 58 47 43

3 68 35 30 60 74 47

4 60 50 43 40 67 33

5 50 60 38 23 57 47

6 85 30 28 48 73 37

7 58 43 35 30 50 37

8 65 33 45 50 77 50

9 55 35 25 50 53 40

10 83 25 35 55 60 43

11 58 20 25 65 67 37

12 60 25 28 53 43 37

13 55 45 38 60 43 40

14 75 35 40 40 60 43

15 83 28 35 42 73 23

16 55 33 53 63 40 23

17 73 46 30 48 50 43

18 65 35 33 65 70 47

19 48 48 63 63 43 43

20 43 38 43 55 43 40

21 70 25 38 60 73 30

22 58 30 43 58 40

23 45 43 63 27

24 38 45 37 47

25 45 38 38

TOTAL 1382 945 980 1277 1220 944

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APPENDIX 3

Analysis SPSS for MID Test (Normality and Homogeneity Test of Population)

Tests of Normality

Kelas Kolmogorov-Smirnova _Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Nilai

VIII.1 .181 22 .059 .946 22 .267

VIIII.2 .129 25 .200* _.973 ₂₅ _.715

VIII.3 .111 24 .200* _.954 ₂₄ _.329

VIII.4 .127 25 .200* _.924 ₂₅ _.062

VIII.5 .144 21 .200* _.910 ₂₁ _.055

VIII.6 .170 24 .070 .905 24 .057

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

Test of Homogeneity of Variance Levene

Statistic

df1 df2 Sig.

Nilai

Based on Mean 1.938 5 135 .092

Based on Median 1.589 5 135 .167

Based on Median and with

adjusted df 1.589 5 126.044 .168

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APPENDIX 4

LESSON PLAN EXPERIMENTAL CLASS

School : SMPN 2 Lubuk Alung Class/Semester : VIII / II

Subject : English Writing Meeting : 1 (First)

Material : Recount text Skill : Writing

Times Allocation : 2 x 40 Minutes

I. Standard Competence / Basic Competence

Standard Competence Basic Competence

Expressing the meaning in the functional text and simple short essay in recount text to interact with around environment

(5)

II. Indicators and Goal of Learning

Indicators of Competence

Achievement Goal of Learning

1. Construct sentence combining technique in writing recount text.

2. Analyze choppy sentence in a recount text.

3. Revising a recount paragraph with consist of choppy sentence.

1. Students are able to write sentence combining technique in writing recount text.

2. Students are able to write choppy sentences in a recount text.

3. Students are able to write a recount text with consist of choppy sentences.

III. Material

1. Definition

Recount text is a text that telling the reader about one story, action or activity. (sebuah teks yang menceritakan sebuah cerita, aksi ataupun aktifitas).

Sosial function: to retell events for the purpose of informing or entertaining. (Tujuan teks recount ialah untuk menghibur dan memberikan informasi kepada pembaca).

2. Language Features

 Focus on specific participants.  Use of material processes.  Circumstances of time and place.  Use of past tense.

 Focus on temporal sequence. 3. Generic Structure of Recount Text

(6)



Orientation

Events

Reorientation

IV. Learning Method

Sentence Combining Technique

(Pengenalan berupa informasi tentang siapa, dimana dan kapan peristiwa itu terjadi di masa lampau

Events tell what happened and in what sequence. (merupakan rekaman peritiwa yang tejadi, biasanya disampaikan dalam dalam urutan kronologis).

Reorientation consists of optional events/ending. (pengulangan tentang rangk yang diceritakan).

Going Camping

: Last weekend, my friends and I went reached the camping ground after we walked one and a half hour from the parking lot. We

camp next to a small river. It was getting darker and colder, so we built a fire camp.

: The next day, we spent our time observing plantation and insects while the girls were preparing meals. In the afternoon we went to the river and caught

supper. It was so pleasure. At night, we held night. We sang, danced, read poetry, played and even some of us performed a standing comedy. : On Monday, we packed our bags and

home. We were so happy. Learning Method / Strategy

Sentence Combining Technique

Pengenalan berupa informasi tentang siapa, dimana dan terjadi di masa lampau).

tell what happened and in what sequence. (merupakan rekaman peritiwa yang tejadi, biasanya disampaikan dalam dalam urutan kronologis).

consists of optional-closure of pengulangan tentang rangkuman peristiwa

went camping. We walked for about one and a half hour from the parking lot. We built the getting darker and

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V. Learning Activities

Learning

activities Time Teacher activities Students activities Pre teaching

Apperception

Motivation

Whilst teaching Exploration

Elaboration

students about the last material 1. Teacher gives

students motivation 2. Teacher encourages

students to speak English by asking questions

1. The teacher introduce Sentence Combining

2. Teacher writes a topic on the whiteboard.

3. Teacher builds students’ knowledge by show some of picture and text then students observes that teacher’s give. 1.Teacher explain

what kernel sentence and how to correct the choppy

Students responded the teacher

Students pay attention

Students answer about last material

Students pay attention to the teacher

Students responded

The students pay attention.

Students see the topic in the white board. Students read an example of recount text.

(8)

Confirmation

Semicolon, in recount text.

2.Teacher gives the

warm-up by

modeling combine two pairs of kernel sentence. The ask the students to take turn completing the remaining sentence pairs.

3.Teacher gives the students some kernel sentence and ask the students to practice combine it become more effective with pair. 4.Teachers give the

sentence combining exercise and and revise its.

6.Then the teacher instructs them to re write the recount text and pay attention several elements of the text.

7.After the students finish, asks them to collect their paper. 1. Teacher ask the

students who want to share their written in front of class

2. Teacher give feedback/comment

Students read and try to identify the element of the text.

Students in group choose a topic that interested and make a combine sentence.

Student doing exercise

independently.

Students change their paper with their friend in the group and revise its.

The students write the narrative text and pay attention several element of the text

Students collect their paper

Students share their written text in front of the class.

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or reward on students presentation 3. Teacher asks the students difficulties and writing.

The student tell about the difficulties in writing

Post teaching

1. Teacher and students

Review and

conclude the lesson 2. Teacher give

reflection

3. The teacher tells the next material

4. Teacher closes the class

students conclude the material

students responses about the lesson

students pay attention

IV. Learning Sources

1. Source : English text book, text from the internet, English dictionary

2. Media : White board, makers, pictures

V. Evaluation Cognitive

Technique : Essay

Form : Written

Instrument : list of instruction

- Choose one of the topic below Indicator of Writing Assessment:

1. Content : max 30

2. Organization : max 20 3. Language use : max 25 4. Vocabulary : max 20 5. Mechanics : max 5 

(10)

Note: Students’ score =

Affective Mark

A Discipline, very creative, honest, and respect others B Discipline, creative, pretend to hide the weaknesses and respect

C Less discipline, creative, serious, and respect others D

Psychomotor: No Name

Content 1.

2. 3. 4. 5.

Students’ score = X 100

Affective

Indicator

Discipline, very creative, honest, and respect others Discipline, creative, pretend to hide the weaknesses and respect

others

Less discipline, creative, serious, and respect others No reflected as a good students

Psychomotor: students’ ability to write recount text. Categories

Content Organization Language

Use Vocab.

Discipline, very creative, honest, and respect others Discipline, creative, pretend to hide the weaknesses and respect

Less discipline, creative, serious, and respect others

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LESSON PLAN EXPERIMENTAL CLASS

School : SMPN 2 Lubuk Alung Class/Semester : VIII / II

Subject : English Writing Meeting : II (Second) Material : Recount text Skill : Writing

Expressing the meaning in the functional text and simple short essay in recount text to interact with around environment.

(13)

II. Indicators and Goal of Learning Indicators of Competence

1. Identify the use of sentence combining technique in writing.

2. Construct sentence combining technique in writing recount text.

3. Identify the meaning of kernel sentence, choppy sentence, and combined sentence.

4. Analyze kernel sentence, choppy sentence, and combined sentence in a recount text.

1. Student are able to write the use of sentence combining technique in writing.

2. Student are able to write the use of sentence combining technique in writing recount text.

3. Student are able to write the meaning of kernel sentence , choppy sentence and combined sentence.

4. Student are able to write the meaning of kernel sentence , choppy sentence and combined sentence.

III. Material 1. Definition

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4. Use of past tense.

5. Focus on temporal sequence.

3. Generic Structure of Recount Text

 Orientation tells who was involved, what happened, where the events took place, and when it happened.

 Events tell what happened and in what sequence.

 Reorientation consists of optional-closure of events/ending.

a. Sentence Combining, that is organizing sets of short, choppy sentences, into longer, more effective ones. However, the goals of sentence combining is not to produce longer sentences but rather to develop more effectives sentences.

b. Sentence combining calls on you to experiment with different method of putting word together. Because there are countless ways to build sentence, your goals is not to find the one “correct” combination but to consider different arrangement before you decide which one is the most effective.

c. A kernel sentence is a simple, active, declarative sentence combining no connectives or modifies that may be used in making more elaborate sentences. It has only one verb and is always active and affirmative.

d. Choppy sentence is the sentence that is use too many simple sentences and use to some pronoun many times.

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Orientation : We had a wonderful holiday in Bali. It was a really great place. The people were friendly, the food was great, and the weather was a lot better than at home.

Events : Most days were pretty. I swam two or three times a day, but my brother Fachri just spent all his time lying on the beach with his eyes closed. Last Saturday I got on the bus and went to the north of the island, It was much quieter there than here very beautiful, but no tourists. The next day we went across to the east coast to see some of the old villages.

Reorientation : I learned Balinese I couldn’t say much, but it was fun to try. Fachri actually spoke it quite well, but he was afraid to open his mouth, so I was the one who talked to people.

IV. Learning Method / Strategy Sentence Combining Technique

V. Learning Activities Learning

activities Time Teacher activities Students activities Pre teaching

Apperception

Motivation

 Greeting  Checking

students attendance  Teacher asks

students about the last material 1. Teacher gives

students motivation. 2. Teacher encourages

students to speak English by asking questions

Students responded the teacher

Students pay attention

Students answer about last material

Students pay

attention to the teacher

(16)

Whilst teaching Exploration

Elaboration .

1. The teacher introduce Sentence Combining.

2. Teacher writes a topic on the whiteboard.

3. Teacher builds students’ knowledge by show some of picture and text then students observes that teacher’s give. 1. Teacher explain

what kernel recount text.

2. Teacher gives the

warm-up by

modeling combine two pairs of kernel sentence. The ask the students to take turn completing the remaining sentence pairs. 3. Teacher gives the

students some kernel sentence and ask the students to practice combine it become more effective with pair.

4. Teachers give the sentence combining

The students pay attention.

Students see the topic in the white board. Students read an example of recount text.

Students observe the elements of text then discuss the purpose, generic structure and language feature

Students read and try to identify the element of the text.

Students in group choose a topic that interested and make a combine sentence.

Student doing exercise

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Confirmation group and revise its. 6. Then the teacher

instructs them to re write the recount text and pay attention several elements of the text. 7. After the students

finish, asks them to collect their paper. 1. Teacher ask the

students who want to share their written in front of class. students difficulties and writing.

Students change their paper with their friend in the group and revise its.

The students write the narrative text and pay attention several element of the text

Students collect their paper

Students share their written text in front of the class

Students gives their perception to make the true recount text

The student tell about the difficulties in writing

Post teaching

1. Teacher and students Review and conclude the lesson. 2. Teacher give

reflection.

3. The teacher tells the next material.

4. Teacher closes the class

students conclude the material

students responses about the lesson

students pay attention

VI. Learning Sources

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2. Media : White board, makers, pictures VII. Evaluation

Cognitive Technique Form Instrument

Indicator of Writing Assessment: 6.

A Discipline, very creative, honest, and respect others

B Discipline, creative, pretend to hide the weaknesses and respect others C Less discipline, creative, serious, and respect

D No reflected as a good students

Psychomotor:

Media : White board, makers, pictures Evaluation

Cognitive

Technique : Essay : Written

Content : max 30

Affective

Indicator

Discipline, very creative, honest, and respect others

Discipline, creative, pretend to hide the weaknesses and respect others Less discipline, creative, serious, and respect others

No reflected as a good students

Psychomotor: students’ ability to write recount text. Categories

Content Organization Language _Use Vocab.

(19)

LESSON PLAN CONTROL CLASS

School : SMPN 2 Lubuk Alung

Class/Semester : VIII / II

Subject : English Teaching

Meeting : 1 (First)

Material : Recount text

Skill : Writing

8.1 Understanding the meaning of short functional and simple monologue text to communicate with the environment around us

(20)

Indicators of Competence

1. Students are able to identify some information in recount text

2. Students are able to identify communicative goal of recount text

1. Students are able to respond the message which is delivered by monologue text in the context recount text. 2. Students are able to know

generic structure which is used in writingrecounttext. 3. Students are able to identify

languange features of recount text.

4. Students are able to make recount text appropriate with language features and generic structures

(21)

3. Generic Structure

camping ground after we walked for about one and a half hour from the parking lot. We built the camp next to a small river. It was getting darker and colder, so we built a fire camp. The next day, we spent our time observing plantation and insects while the girls were preparing meals. In the afternoon we went to the river and caught some fish for supper. It was so pleasure.

At night, we held a fire camp night played magic tricks, and even

On Monday, we packed our bags and got ready to go home. We were so happy.

Generic Structure of Recount Text

Orientation tells who was involved, what happened, where the events took place, and when it happened (Pengenalan berupa informasi tentang siapa, dimana dan kapan peristiwa itu terjadi di masa lampau

Events tell what happened and in what sequence. (merupakan rekaman peritiwa yang tejadi, biasanya disampaikan dalam dalam urutan kronologis).

Reorientation consists of optional

events/ending. (pengulangan tentang rangkuman peristiwa yang diceritakan).

Going Camping

Last weekend, my friends and I went camping. We reached the camping ground after we walked for about one and a half hour from the parking lot. We built the camp next to a small river. It was getting darker and colder, so we built a fire camp. The next day, we spent our time ving plantation and insects while the girls were preparing meals. In the afternoon we went to the river and caught some fish for supper. It was

At night, we held a fire camp night. We sang, danced, read poetry, played magic tricks, and even some of us performed a standing comedy. On Monday, we packed our bags and got ready to go home. We were so tells who was involved, what happened, where the events took place, and when it happened.

Pengenalan berupa informasi tentang siapa, dimana dan kapan peristiwa itu terjadi di masa lampau).

tell what happened and in what sequence. aman peritiwa yang tejadi, biasanya disampaikan dalam dalam urutan kronologis).

consists of optional-closure of pengulangan tentang rangkuman peristiwa

and I went camping. We reached the camping ground after we walked for about one and a half hour from the parking lot. We built the camp next to a small river. It was getting darker and colder, so we built a fire camp. The next day, we spent our time ving plantation and insects while the girls were preparing meals. In the afternoon we went to the river and caught some fish for supper. It was

(22)

IV. Learning Method / Technique Conventional Technique

Learning activities Time Teacher activities Students activities Pre teaching

Apperception question that guide them Whilst teaching Exploration

 The teacher related to the topic to build students’

Good morning students how are you?

Who is absent today?

Have you ever heard recount text?

What do you know about it?

Based on my questions above, what is our topic today?

The teacher introduce recount text

I have a picture for you, look at this!

 Well, my students. What do you think about this picture?

 Have you ever gone camping?

Good morning

Answer teachers’ question based on

Recount text , Miss

The students are teacher’s picture.

(23)

Elaboration

 The teacher writes generic structures and languange

features of recount text first.

 The teacher explains recount text by giving an example of recount text.  The teacher

invites the students to identify generic structure and language

features of

Where did you go last holiday?

Do you have a nice experience?

These are the generic structures of recount text:

 Orientation tells

who was

involved, what happened, where the events took place, and when it happened.

 Events tell what happened and in what sequence.

 Reorientation

consists of optional-closure of events/ending.

These are language

 Circumstances of time and place.

 Use of past tense.

 Focus on temporal sequence.

Ok my students, look at the white board, I will give an example of recount text about ‘Going Camping’.

Ok, from this example, you can find the whole generic structure of recount text.

Ok, now I want you to identify the generic

The student try to answer teacher’s explanation teacher’s writes and explain

(24)

recount text from of recount text in the white board one by one:

 The teacher guides the students about activities that is doing

Confirmation  The teacher

instructs the students to mention the generic

structure and language

features of recount text.

 The teacher the example.

structure of recount text from the example on the white board. Who want to try first?

Ok, we just listened what are orientation, sequence of event and re-orientation.

1. Which one

Orientation of this recount text?

2. Which one

sequence of events of this recount text?

3. Tell me the Re-Orientation of this recount text! 4. Mention some

examples of past present in this recount text! 5. Underline the

parts that tell the sequences of event!

Ok all, what are the generic structures of recount text?

 What is

orientation talk about?

reached.. walked.. built.. etc

The students try to do teacher’s instruction one by one

Students underline the words or sentence

appropriate with teacher’s

instruction.

The students answer teacher’s question

(25)

Post teaching  The teacher

asks the

students

difficulties in learning

material.

 The teacher instructs the students to add their

knowledge about the material that have thought from internet or other sources.

Ok my students, do you understand about our material today?

Any question related to our material that you are in doubt?

Ok, I want you to read others example from another sources. More you read more you get the knowledge..

Asking the teacher about the recently lesson.

Ok, Miss

1. Source : English text book, text from the internet, English dictionary

2. Media : White board, makers, pictures VII. Evaluation

Cognitive

Technique : Essay

Form : Written

1. Content : max 30

2. Organization : max 20 3. Language Use : max 25 4. Vocabulary : max 20 5. Mechanics : max 5

(26)

Affective Mark

B Discipline, creative, pretend to hide the weaknesses and respect others

C Less discipline, creative, serious, and respect D No reflected as a good students

Categories Content 1.

2. 3. 4. 5.

Affective

Indicator

Discipline, creative, pretend to hide the weaknesses and respect

Less discipline, creative, serious, and respect others No reflected as a good students

Psychomotor: students’ ability to write recount text Categories

Use Vocab.

Discipline, creative, pretend to hide the weaknesses and respect Score Mec

(27)

LESSON PLAN CONTROL CLASS

School : SMPN 2 Lubuk Alung

Class/Semester : VIII / II

Subject : English Teaching

Meeting : II

Material : Recount text

Skill : Writing

8.1 Understanding the meaning of short functional and simple monologue text to communicate with the environment around us.

8.1 Responding the meaning of the functional and simple monologue text accurately, fluently and acceptable to communicate with the environment around us.

(28)

Indicators of Competence Achievement

Goal of Learning

1. Students are able to identify some information in recount text. 2. Students are able to identify

communicative goal of recount text

1. Students are able to respond the message which is delivered by monologue text in the context recount text.

2. Students are able to know generic structure which is used in writing recounttext.

3. Students are able to identify languange features of recounttext.

4. Students are able to make recount text appropriate with language features and generic structures

(29)

3. Generic Structure of Recount Text

 Orientation tells who was involved, what happened, where the events took place, and when it happened.

(Pengenalan berupa informasi tentang siapa, dimana dan kapan peristiwa itu terjadi di masa lampau).

 Events tell what happened and in what sequence. (merupakan rekaman peritiwa yang tejadi, biasanya disampaikan dalam dalam urutan kronologis).

 Reorientation consists of optional-closure of events/ending. (pengulangan tentang rangkuman peristiwa yang diceritakan).

Holiday in Bali

We had a wonderful holiday in Bali. It was a really great place. The people were friendly, the food was great, and the weather was a lot better than at home. Most days were pretty. I swam two or three times a day, but my brother Fachri just spent all his time lying on the beach with his eyes closed.

(30)

I learned Balinese I couldn’t say much, but it was fun to try. Fachri actually spoke it quite well, but he was afraid to open his mouth, so I was the one who talked to people.

IV. Learning Method / Technique Conventional Technique

Learning activities Time Teacher activities Students activities Pre teaching

Apperception question that guide them Whilst teaching Exploration related to the topic to build students’

Good morning students how are you?

Who is absent today?

Have you ever heard recount text?

What do you know about it?

Based on my questions above, what is our topic today?

The teacher introduce recount text

I have a picture for you, look at this!

Good morning

Answer teachers’ question based on situation

(31)

background writes generic structures and languange

features of recount text first.

 The teacher explains recount text by giving an example of recount text.  The teacher

invites the students to identify generic structure and language features of recount text from the example that is given.  The teacher asks

the students to sign each parts of recount text in the white board one by one:

 Well, my students. What do you think about this picture?

 Have you ever gone camping?

Where did you go last holiday?

Do you have a nice experience?

These are the generic structures of recount text:

 Orientation tells

who was

involved, what happened, where the events took place, and when it happened.

 Events tell what happened and in what sequence.

 Reorientation

consists of optional-closure of events/ending.

These are language features of recount text:

 Focus on specific participants.

 Use of material processes.

 Circumstances of time and place.

 Use of past tense. generic structure of recount text.

Ok, now I want you to

The students listen to the teacher’s

question.

The student try to answer teacher’s explanation

The student listen to the teacher’s explanation

The students focus on what the teacher’s writes and explain.

(32)

 The teacher guides the students about activities that is doing

Confirmation  The teacher

instructs the students to mention the generic

structure and language

features of recount text.

 The teacher the example.

identify the generic structure of recount text from the example on the white board. Who want to try first?

Ok, we just listened what are orientation, sequence of event and re-orientation, So

1. Which one Orientation of this recount text? 2. Which one sequence of

events of this recount text?

3. Tell me the Re-Orientation of this recount text!

4. Mention some

examples of past present in this recount text!

5. Underline the parts that tell the sequences of event!

Ok all, what are the generic structures of recount text?

 What is

orientation talk about? example: went.. reached.. walked.. built.. etc

teacher’s writes and explain

The students try to do teacher’s instruction one by one

Students

underline the

words or

sentence

appropriate with teacher’s

instruction.

The students answer teacher’s question

(33)

Post teaching  The teacher

asks the

students

difficulties in learning

material.

 The teacher instructs the students to add their knowledge about the material that have thought from internet or other sources.

Ok my students, do you understand about our material today?

Any question related to our material that you are in doubt?

Ok, I want you to read others example from another sources. More you read more you get the knowledge..

Asking the teacher about the recently lesson.

Ok Miss

1. Source : English text book, text from the internet, English dictionary.

2. Media : White board, makers, pictures

VII. Evaluation Cognitive

Technique : Essay

Form : Written

1. Content : max 30 2. Organization : max 20 3. Language Use : max 25 4. Vocabulary : max 20 5. Mechanics : max 5

(34)

Affective Mark Indicator

B Discipline, creative, pretend to hide the weaknesses and respect others

C Less discipline, creative, serious, and respect others

D No reflected as a good students

Categories Content 1.

2. 3. 4. 5.

Discipline, creative, pretend to hide the weaknesses and respect others

Less discipline, creative, serious, and respect others

No reflected as a good students

Psychomotor: students’ ability to write recount text Categories

Use Vocab.

Discipline, creative, pretend to hide the weaknesses and respect others Score Mec

(35)

APPENDIX 5

WRITING SCORE IN EXPERIMENTAL CLASS

Number of Students’

WRITING COMPONENT STUDENTS

’ WRITING

SCORE C

(30) (20) O (20) V L.USE (25) (5) M

1. 20 18 16 15 3 72

2. 22 18 17 15 3 75

3. 20 15 16 17 3 71

4. 20 16 17 17 3 73

5. 22 17 17 18 3 77

6. 21 13 17 17 3 71

7. 22 15 18 18 3 76

8. 20 13 15 15 2 65

9. 20 18 14 15 3 70

10. 24 16 17 19 3 79

11. 20 18 15 16 3 72

12. 25 15 18 20 3 81

13. 21 15 14 15 2 67

14. 21 14 17 16 3 71

15. 23 16 19 20 4 82

16. 22 17 18 18 3 78

17. 21 15 17 16 3 72

18. 20 13 15 16 3 67

19. 22 16 17 15 3 73

20. 22 18 17 17 3 77

21. 25 16 19 20 3 83

22. 20 16 17 18 3 74

23. 23 16 18 19 3 79

24. 22 18 17 15 3 75

25. 22 17 18 18 3 78

TOTAL 540 399 420 425 74 1858

Mean 21.6₀ _{15.96 16.80} _17.00 _2.96 _74.32

Higher Score 25 18 19 20 4 83

Lower Score

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APPENDIX 6

WRITING SCORE POST TEST IN CONTROL CLASS

Number of students

WRITING COMPONENT STUDENTS’

WRITING SCORE C

(30) (20) O (20) V L.USE (25) (5) M

1. 20 13 17 15 3 68

2. 20 13 17 17 3 70

3. 19 13 13 15 3 63

4. 19 14 13 16 3 65

5. 18 13 16 16 2 65

6. 16 13 16 13 2 60

7. 21 15 17 18 3 74

8. 21 16 17 17 3 74

9. 21 14 15 17 3 70

10. 19 13 16 17 3 68

11. 17 13 13 15 2 60

12. 17 13 16 17 3 66

13. 17 15 17 16 3 68

14. 19 13 16 17 3 68

15. 22 16 17 17 3 75

16. 18 13 15 17 2 65

17. 20 14 17 16 3 70

18. 17 13 12 10 2 54

19. 18 16 15 12 2 63

20. 20 15 17 16 3 71

21. 21 13 16 17 3 70

22. 20 15 15 12 3 65

Total 420 306 343 343 60 1472

Mean 19.09 13.91 15.59 15.59 2.73 66.91 Higher

Score 22 16 17 18 3 75

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APPENDIX 7

ANALYSIS SPSS OF POST TEST

Case Processing Summary

Kelas Cases

Valid Missing Total

N Percent N Percent N Percent

Nilai Control 22 100.0% 0 0.0% 22 100.0% Exp 25 100.0% 0 0.0% 25 100.0%

Descriptivesa

Kelas Statistic Std. Error

Nilai

Control

Mean 66.91 1.075

95% Confidence Interval for Mean

Lower Bound 64.67 Upper Bound 69.14

5% Trimmed Mean 67.15

Median 68.00

Variance 25.420

Std. Deviation 5.042

Minimum 54

Maximum 75

Range 21

Interquartile Range 6

Skewness -.623 .491

Kurtosis .722 .953

Exp

Mean 74.32 .941

95% Confidence Interval for Mean

Lower Bound 72.38 Upper Bound 76.26

5% Trimmed Mean 74.34

Median 73.00

Variance 22.143

Std. Deviation 4.706

Minimum 65

Maximum 83

Range 18

Interquartile Range 7

Skewness .011 .464

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M-Estimatorsa

Kelas Huber's M-Estimatorb

Tukey's Biweightc _Hampel's M-Estimatord

Andrews' Wavee

Nilai Control 67.26 67.69 67.29 67.69

Exp 74.15 74.07 74.26 74.07

a. The weighting constant is 1.339. b. The weighting constant is 4.685.

c. The weighting constants are 1.700, 3.400, and 8.500

d. The weighting constant is 1.340*pi.

Tests of Normalitya

Kelas Kolmogorov-Smirnovb _Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Nilai Control .131 22 .200

* _.956 ₂₂ _.413

Exp .130 25 .200* _.980 ₂₅ _.888 a. Lilliefors Significance Correction

*. This is a lower bound of the true significance.

Test of Homogeneity of Variancea

Levene Statistic df1 df2 Sig.

Nilai

Based on Mean .000 1 45 .985

Based on Median .005 1 45 .946 Based on Median and with

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APPENDIX 8

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APPENDIX 9

MEAN SCORE AND STANDARD DEVIATION OF CONTROL CLASS

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APPENDIX 10 Hypothesis Testing

In order to see whether the hypothesis accepted or rejected, the researcher analyzed with using t-test. The calculation can be seen follow:

The Where:

calculation of t-test between mean score of experiment and control group could be figured bellow :

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22

t-calculate > t-table

1.25 > 2.000

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APPENDIX 12

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APPENDIX 13

DOCUMENTATION PHOTO

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