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THESIS

By

PERIMAN BATEE Register Number 122108087

INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS

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THESIS

Submitted to

Institute of Teacher Training and Education of Gunungsitoli and the English Education Study Program in Partial

Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

By

PERIMAN BATEE Register Number 122108087

INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS

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Writing Skill at the Eighth Grade of SMP Negeri 1 Ulugawo in 2015/2016, Thesis Advisor (I) Yasminar Amaerita Telaumbanua, S.Pd., M.Pd., and Thesis Advisor (II) Dra. Nursayani Maruao, M.Pd.

Key Words: Students’ Ability in Writing Skill, Modelled Writing.

Writing skill is an interactive skill for communicating through written text language whereby the process of transferring message is happened. Writing is also a skill that is strong expected by the government of Indonesia for the students in school nowadays that can be seen on the content of KTSP 2006. As great expectations, it was expected that the students could express their idea, thought and feeling by writing or producing written language. Unfortunately, based on the researcher’s observation in the field especially in SMP Negeri 1 Ulugawo, most of students cannot express their idea in written text form correctly. Most of them were lack of vocabulary and did not know well about the nature of writing itself. They had shortage knowledge about what they should do when they produce the writing itself. Reflecting to the fact, it can be said that there was a gap between the curriculum expectations with the real fact. Thus, to overcome that problem, the researcher solved it by applying Modelled Writing in teaching writing to guide the students to write easily and correctly.

The purpose of the research is to know the significant effect of Modelled Writing on students’ ability in writing skill at the eighth grade of SMP Negeri 1 Ulugawo in 2015/2016. While in conducting the research, the researcher used quasi-experimental design. The population was the eighth grade students whereby the sample were two classes (experimental and control class) that consisted of 60 students. In collecting the data, the researcher used essay test that has been validated by three high qualified validators.

Afterwards, since the instrument was valid and reliable, the researcher performed pre-test and treated the students in two meetings only then conducted post-test in the last time. Based on the pre-post-test data calculation, it was gotten that the mean

score of students’ score of experimental class was 45 that was classified bad, while

the mean score of students’ mark of control class was 47 that was also classified bad. Besides, the data of the pretest for the experimental class was Lcount (0.0995) lower

than Ltable (0.1610) and in the control group was Lcount (0.0993) lower than Ltable

(0.1610), so both of the data in the pretest stated normal distribution. Furthermore, the result of examination of the homogeneity in the pretest was Ftable (1.86) higher

than fcount (1.17) means the sample are homogenous. Recognizing that the samples

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Praise the Lord for His blessing and love which makes the researcher can

finish the research. The research was made as the requirement for S-1 program at

English Education Study Program in Institute of Teachers Training and Education of

Gunungsitoli. Based on the requirement, the researcher made a research entitled:

The Effect of Modelled Writing on Students’ Ability in Writing Skill at the Eighth Grade of SMP Negeri 1 Ulugawo in 2015/2016 ”.

On this occasion, the researcher also wants to thanks to:

1. Mr. Drs. Henoki Waruwu, M.Pd as the Rector of IKIP Gunungsitoli.

2. Mr. Adieli Laoli, M.Pd as the Dean of Faculty of Education of Languages and

Arts, and as the examiner who has given a good leadership during the researcher

finishing his study.

3. Miss Yanna Queencer Telaumbanua, S.Pd.,M.Pd as the Chair of English

Department and as the first advisor who has guided the researcher to finish the

thesis.

4. Mrs. Dra. Nursayani Maru’ao, M.Pd as the second advisor for guiding the researcher in improving the mistaken made during the research process.

5. Mr. Afore Tahir Harefa, M.hum, as the pleasant lecturer and the examiner who

has given the guidance during the study in IKIP Gunungsitoli.

6. Mr. Yaredi Waruwu, S.S., M.S. as the examiner of who has given the significant

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8. Mr. Syukurman Zai, S.Pd., the English teacher of the eighth grade students of

SMP Negeri 1 Ululgawo, who helped the researcher in gathering the data

9. The entire lecturers of English Education Study Program for giving lectures and

sharing valuable knowledge to the researcher.

10. Thanks to the beloved family who always support the researcher from the

beginning until the end of studying in IKIP Gunungsitoli.

11. Thanks to Serius Harefa who always accompanies, supports and gives motivation

for the researcher during to finish the thesis.

12. His beloved girlfriend (Jun Herlina Zega) who has taken part to accompany the

researcher during finishing the thesis.

13. All of the researcher’s friends (Luther Harefa, Datafati Berkah Zebua, Jurdil Laoli, Anugerah Tafo’nao, Kristalenta, Muliani, Harry, Listinawati and all friends) from English Education Study Program for supporting and

accompanying the researcher during conducting the research.

Gunungsitoli, July 2016

The researcher,

PERIMAN BATE’E

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TABLE OF CONTENTS

Page

ABSTRACT ... i

ACKNOWLEDGEMENTS ... iii

TABLE OF CONTENTS ... vii

LIST OF FIGURE ... xii

LIST OF TABLES ... xiii

LIST OF APPENDICES ... xvi

CHAPTER I : INTRODUCTION ……….. 1

A. The Background of the Problem ... 1

B. The Identification of the Problems... 4

C. The Limitations of the Problems ... 5

D. The Formulation of the Problems ... 5

E. The Purpose of the Research ... 5

F. The Hypotheses of the Research ... 5

G. The Significances of the Research ... 6

H. The Assumptions of the Research ... 6

I. The Limitations of the Research ... 7

J. The Key Terms Definitions of the Research ... 7

CHAPTER II : REVIEW OF RELATED LITERATURE ... 9

A. Theoretical Framework ... 9

1. Modelled Writing ... 9

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b. Features of Modelled Writing ... 10

c. Purposes of Modelled Writing ... 11

d. Implementation of Modelled Writing ... 11

e. Roles of teacher in Modelled Writing ... 16

f. Advantages and disadvantages of Modelled writing ... 18

2. Conventional Teaching Method ... 19

a. Definition of Conventional Teaching Method ... 19

b. Implementation of Conventional Teaching Method ... 20

c. Advantages of Conventional Teaching Method .... 21

d. Disadvantages of Conventional Teaching Method ... 22

e. Purposes of Conventional Teaching Method ... 23

3. Writing Recount Text ... 24

a. Writing ... 24

1) Definition of Writing... 24

2) Teaching of Writing ... 25

a) Reasons for Teaching Writing ... 25

b) Principles for Teaching Writing ... 26

3) Process of Writing ... 27

4) Elements of Writing ... 30

5) Purposes of Writing ... 32

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b. Recount Text ... 35

1) Definition of Recount Text ... 35

2) Purposes of Recount Text ... 35

3) Generic Structure of Recount Text ... 36

4) Language Features of Recount Text ... 38

5) Examples of Recount Text ... 39

c. Relationship between Modelled Writing and Writing Recount Text ... 41

B. Latest Related Research ... 42

C. Conceptual Framework ... 43

CHAPTER III : RESEARCH METHOD ... 45

A. Design of the Research ... 45

B. Variables of the Research ... 46

C. Population and Sample... 47

1. Population ... 47

2. Sample ... 48

D. Kind of Data and research Instrument ... 51

E. Procedures of Collecting the Data ... 51

F. Technique of Analyzing the Data ... 52

1. Trying Out the Instrument ... 52

a. Validity ... 52

b. Reliability ... 53

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a. The Students’ Ability in Writing Recount Text ... 54

b. Mean Score and Standard Deviation... 57

c. Normality ... 58

d. Homogeneity ... 60

e. Hypotheses Testing ... 61

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS ... 63

A. Research Findings ... 63

1. The Setting of the Research ... 63

2. Tried-Out Instrument ... 63

a. Validity of the Instrument ... 63

b. Reliability of the Instrument ... 64

3. The Data Analysis ... 65

a. Mean ... 65

b. Degree of Mastery ... 66

c. Standard Deviations ... 69

d. Variance ... 69

e. Normality ... 70

f. Homogeneity ... 71

g. Hypotheses Testing ... 72

B. The Discussions of the Research Findings ... 73

1. The Common Response of the Research Problem ... 73

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3. The Research Findings versus the Latest Related

Research ... 77

4. The Research Findings Implication ... 78

5. The Research Findings versus Theory ... 79

6. The Analysis of Research Findings Limitations ... 80

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 81

A. Conclusions ... 81

B. Suggestions ... 82

BIBLIOGRAPHY ... 83

APPENDICES ... 86

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xiii

1. Research Design ... 46

2. The Population Condition of the Eighth Grade Students of SMP Negeri

1 Ulugawo in 2015/2016 ... 47

3. The Total Sample of the Eighth Grade of SMP Negeri 1 Ulugawo in

2015/2016 ... 50

4. Analytical Evaluation Rubric of Personal Writing

(Suggested by Weir (1990) in Weigle (2002:117)) ... 54

5. Work Table for Liliefors Formula ... 60

6. The Mean of Pre-test and Post-test Scores of Experimental and Control

Class ... 66

7. The Standard Deviation of Pre-test and Post-test Scores of Experimental

and Control Class ... 69

8. The Variance of Pre-test and Post-test Scores of Experimental and

Control Class ... 70

9. The Normality of Pre-test and Post-test Scores of Experimental and

Control Class ... 71

10. The Homogeneity of Pre-test and Post-test Scores of Experimental and

Control Class ... 72

11. The Students’ Ability of Experimental Class in Writing Recount Text

(Pre-Test) ... 136

12. The Students’ Ability of Control Class in Writing Recount Text

(Pre-Test) ... 137

13. The Students’ Ability of Experimental Class in Writing Recount Text

(Post-Test) ... 139

14. The Students’ Ability of Control Class in Writing Recount Text

(Post-Test) ... 141

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xiv

16. The Classification of Students’ Ability of Control Class in Writing

Recount Text (Pre-Test) ... 144

17. The Classification of Students’ Ability of Experimental Class in Writing

Recount Text (Post-Test) ... 145

18. The Classification of Students’ Ability of Control Class in Writing

Recount Text (Post-Test) ... 146

19. The Percentage Degree of the Students’ Ability of Experimental Class

in Writing Recount Text (Pre-test)... 146

20. The Percentage Degree of the Students’ Ability of Control Class

in Writing Recount Text (Pre-Test) ... 148

21. The Percentage Degree of the Students’ Ability of Experimental Class

in Writing Recount Text (Post-Test) ... 150

22. The Percentage Degree of the Students’ Ability of Control Class

in Writing Recount Text (Post-Test) ... 151

23. Mean, Standard Deviation, and Variance of Students’ Mark of

Experimental Class (Pre-Test) ... 152

24. Mean, Standard Deviation, and Variance of Students’ Mark of

Control Class (Pre-Test) ... 153

25. Mean, Standard Deviation, and Variance of Students’ Mark of

Experimental Class (Post-Test) ... 154

26. Mean, Standard Deviation, and Variance of Students’ Mark of

Control Class (Post-Test) ... 155

27. Liliefor’s Formula for the Normality of Pretest Data of Experimental

Class in Writing Recount Text ... 156

28. Liliefor’s Formula for the Normality of Pretest Data of Control

Class in Writing Recount Text ... 157

29. Liliefor’s Formula for the Normality of Posttest Data of Experimental

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31. The Calculation Process to Seek the Homogeneity of the Samples

(Pre-test) ... 160

32. The Calculation Process to Seek the Homogeneity of the Samples (Post-test) ... 161

33. The Width under the Normal Standard from 0 to Z ... 163

34. Critical Values for Liliefor’s Test ... 164

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LIST OF APPENDICES

Appendix Page

1. Syllabus ... 86

2. a. Lesson Plan of Experimental Class ... 88

b. Lesson Plan of Control Class ... 103

3. Teaching Material ... 115

4. Table of Specification ... 117

5. a. The Instrument and Answer Sheet of the Subjective Test (Recount Text) ... 119

b. The Instrument and Answer Sheet of the Subjective Test (Recount Text) – Pretest ... 120

c. The Instrument and Answer Sheet of the Subjective Test (Recount Text)- Posttest / Experimental Class ... 121

d. The Instrument and Answer Sheet of the Subjective Test (Recount Text)- Posttest / Control Class ... 122

6. Analytical Evaluation Rubric of Personal Writing ... 123

7. a. The Analysis Sheet on the Instrument of Writing Recount Text (Validator I) ... 126

b. The Analysis Sheet on the Instrument of Writing Recount Text (Validator II) ... 128

c. The Analysis Sheet on the Instrument of Writing Recount Text (Validator I) ... 130

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9. a. The Students’ Ability of Experimental Class in Writing Recount Text

(Pre-test) ... 136

b. The Students’ Ability of Control Class in Writing Recount Text

(Pre-test) ... 137

c. The Students’ Ability of Experimental Class in Writing Recount Text

(Post-test) ... 139

d. The Students’ Ability of Control Class in Writing Recount Text

(Post-test) ... 141

10.a. The Classification of Students’ Ability of Experimental Class in Writing Recount Text (Pre-test) ... 143

b. The Classification of Students’ Ability of Control Class in Writing

Recount Text (Pre-test) ... 144

c. The Classification of Students’ Ability of Experimental Class in Writing Recount Text (Post-test) ... 145

d. The Classification of Students’ Ability of Control Class in Writing

Recount Text (Post-test) ... 146

11.a. The Percentage Degree of the Students’ Ability of Experimental Class

in Writing Recount Text (Pre-test) ... 147

b. The Percentage Degree of the Students’ Ability of Control Class

in Writing Recount Text (Pre-test) ... 148

c. The Percentage Degree of the Students’ Ability of Experimental Class

in Writing Recount Text (Post-test) ... 150

d. The Percentage Degree of the Students’ Ability of Control Class

in Writing Recount Text (Post-test) ... 151

12.a. Mean, Standard Deviation, and Variance of Students’ Mark of

Experimental Class (Pre-test) ... 152

b. Mean, Standard Deviation, and Variance of Students’ Mark of

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d. Mean, Standard Deviation, and Variance of Students’ Mark of

Control Class (Post-test) ... 155

13.a. Liliefor’s Formula for the Normality of Pretest Data of Experimental

Class in Writing Recount Text ... 156

b. Liliefor’s Formula for the Normality of Pretest Data of Control

Class in Writing Recount Text ... 157

c. Liliefor’s Formula for the Normality of Pretest Data of Experimental

Class in Writing Recount Text ... 158

d. Liliefor’s Formula for the Normality of Pretest Data of Experimental

Class in Writing Recount Text ... 159

14.a. The Calculation Process to Seek the Homogeneity of the Samples

(Pre-test) ... 160

b. The Calculation Process to Seek the Homogeneity of the Samples

(Post-test) ... 161

15.Hypotheses Testing ... 162

16.The Width under the Normal Standard from 0 to Z ... 163

17.Critical Values for Liliefor’s Test ... 164

18.Critical Values for t-Students Distribution ... 165

19.a. Photos Documentation of Experimental Class ... 169

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CHAPTER I INTRODUCTION A. The Background of the Problem

Writing is a basic skills of language proficiency that is used for

communication to express messages and feelings for other. Ontario Ministry of

Education (2008:18) confirms that writing is an essential literacy tool that is used to

convey thought, feelings, and ideas as well as what has been read, seen or

experienced. Additionally, Bowker (2007:2) defines that writing is a skill that is

required in many contexts throughout life. Moreover, writing is a complex process

which is often used to communicate with others.

Furthermore, Yunus, et al., (2013:1.19) assert that writing is the process to

share information between addressor and addressee in written text form. Besides,

writing is a complex communication activity. The complexity itself depends on the

skill of organizing the thought, idea, opinion, and experience chronologically or in

good order. However, the complexity itself can be learned. The successful learning of

writing is affected by the teaching activity in the classroom.

Nowadays, the students are expected to mastery about the writing skill. This is

most expected by the government of Indonesia which can be seen on the syllabus of

KTSP 2006 especially in the Junior High School level. As the competence standard of writing in syllabus is expressing the meaning in short functional text and simple short

essay in the forms of recount and narrative to interact with others in daily life. While

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short essay with using various written texts accurately, fluently and can be accepted

to interact with others in the forms of recount and narrative texts. As the indicator, the

students are expected to have the ability in writing the simple short essay text in the

of recount or narrative texts with correct rhetorically steps. Thus, the main target of

the syllabus in writing that is to maintain or to lead the students to express their

thought ways into the writing line. For seeking the successful one, there is a

measurement of the students’ successful in writing, which is called as MCC

(Minimum Competence Criterion) with the score is 63 especially for the eighth grade.

However, in fact, what the researcher found in his observation in SMP

Negeri 1 Ulugawo is out of the government’s expectation. Most of students’ mark

were under the MCC scores. Moreover, most of them could not express their thought

or idea in written text form. This condition proved that the teaching-learning activity

apparently failed. Still, this condition would be as the first stepping stone to the

researcher to conduct the research. By knowing that the students’ marks were under

the score point of MCC, the researcher predicted this gap was caused by problems.

Most of the students were unable to write short essay about what they just thought or

felt without direct instruction. This was might be caused of their weaknesses to

compose the correct sentences. They may weak because they were still lack of

vocabulary. They had poorly vocabulary in mind so that they felt confuse where they

should start to write. Besides, once they were able to write their first sentence, then

they suddenly wrote beyond their topic of writing. They could not develop the topic

itself, indeed, they were unable to express their ideas through writing immediately

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support the atmosphere of teaching-learning classroom, because most of learning time

was used to train the students’ ability in listening skill without paying as much

attention on the students’ ability in writing skill. The students were not trained well

by the English teacher to have a good writing. So that, the English teacher’s method

can be said that could not improve the students’ ability in composing a text in written

form correctly. As the consequence of the factors of problem before making the

students could not express their thought in written text form as expected before.

Based on the problems above, the researcher solved them by conducting

teaching-learning activity in the classroom by using Modelled Writing. Hence, in

conducting the research, the researcher sought whether there is a significant effect or

not when applying Modelled Writing on the students’ ability in writing skill. In

applying Modelled Writing, the researcher modelled the writing when teaching the

students in writing skill. So the researcher demonstrated a writing and guided the

students to think aloud also invited the students to develop about what they have

written.

According to Department of Education WA (2013:8) about the definition of

Modelled Writing.

The modelled writing is most effective when the teaching focus is based on observation of students’ learning needs, then builds on their experiences, current understanding and prior knowledge. Students might need many repeated demonstrations before they can apply the understandings to their own writing.

Furthermore, Northern Ireland Curriculum (2012:3) defines Modelled

Writing as a specific strategy which allows the teacher to explicitly demonstrate the

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The statements before show that Modelled Writing is beneficial to the

students. Visualizing the writing stages by demonstrations will help the students to

learn writing precisely. Through demonstrations, the students may watch the teacher

which places as the real writer in order start to write a draft, revise draft, proofread

and more publish the draft itself.

Based on the explanation above, the researcher has conducted a research to

see whether there is a significant effect on the students’ ability in writing skill when

applying Modelled Writing or not. So that the researcher focused on the research

entitled: “The Effect of Modelled Writing on Student’s Ability in Writing Skill at the Eighth Grade of SMP Negeri 1 Ulugawo in 2015/2016.”

B. The Identification of the Problems

The identification of the problems in the research as follows.

1. The students were lack in vocabulary.

2. It was difficult for the students to start to write immediately and independently.

3. It was difficult for the students to write short essay about what they just think or

feel without any direct instruction.

4. The students were unable to develop the topic of writing.

5. The teaching atmosphere that supportless the teaching-learning activity that can

be seen by the English teacher’s method that was less to train the students in

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C. The Limitations of the Problems

In conducting the research, the researcher has limited himself on the effect of

Modelled Writing on students’ ability in writing skill especially on writing personal

recount text at the eighth grade of SMP Negeri 1 Ulugawo in 2015/2016.

D. The Formulation of the Problems

The research is formulated as: “Is there any significant effect of Modelled

Writing on students’ ability in writing skill especially on writing personal recount

text at the eighth grade of SMP Negeri 1 Ulugawo in 2015/2016?”

E. The Purpose of the Research

The purpose of the research is to know the significant effect of Modelled

Writing on students’ability in writing skill especially on writing personal recount text

at the eighth grade of SMP Negeri 1 Ulugawo in 2015/2016.

F. The Hypotheses of the Research

The hypotheses of the research are as follows.

Ha : There is a significant effect of Modelled Writing on students’ ability in

writing skill especially on writing personal recount text at the eighth grade of

SMP Negeri 1 Ulugawo in 2015/2016.

H0 : There is no any significant effect of Modelled Writing on students’ ability in

writing skill especially on writing personal recount text at the eighth grade of

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G. The Significances of the Research

There are some significances of the research as follows.

1. Result of the research can be a great experience for the researcher in his life.

2. Result of the research can help the students in writing skill especially in writing

personal recount text about interesting experience or their unforgettable moment.

3. Result of the research can be a guideline for the further researchers when

searching relevant topics in the future.

4. Result of the research can be as comparison for the English teacher when

teaching writing to the students.

H. The Assumptions of the Research

There are some assumptions of the researcher toward the research namely.

1. Writing is an important skill that should be mastered by the students as expected

by the Government of Indonesia as stated clearly in the syllabus of KTSP 2006. 2. As a type of writing, recount text should be learned carefully and precisely by the

students.

3. Recount text is a text the story in past event.

I. The Limitations of the Research

There are some limitations of the research as follows.

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the students’ ability in mastering writing, all of the kinds of tenses, and all of the

kinds of texts.

2. Population of the research was the eighth grade students of SMP Negeri 1

Ulugawo in 2015/2016. Samples of the research consisted of two classes that

were selected through cluster sampling.

3. The researcher conducted quantitative approach in doing the research, used quasi

experimental design and pretest-posttest with comparison group design.

4. Two variables only that was used in the research, namely; Modelled Writing as the independent variable and the students’ ability in writing skill especially in

writing personal recount text as the dependent variable.

J. The Key Terms Definitions of the Research

There are two key terms definitions related to the research as follows.

1. Modelled Writing is a models of teaching writing wherein the teacher

demonstrates first the writing activity during teaching-learning process, guide the

students to write, and visualize the process of the writing itself through activity,

then asks the students to write as what the researcher does after watching the

demonstrations.

2. The students’ ability in writing skill especially in writing recount text that is

concentrated on the retelling best experience, unforgettable moment, or event in

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CHAPTER II

REVIEW OF RELATED LITERATURE A. Theoretical Framework

1. Modelled Writing

a. Definition of Modelled Writing

Department of Education Western Australia (2013:8) states, “Modelled

Writing is the explicit demonstration of writing behaviors and the verbalization of the thinking process involved.” Besides, Atwell (1987) in Ontario Ministry of Education

(2008:30) says that Modelled Writing is the activity of the teacher to write and share

their writing, process and products with their students. Based on the opinions,

Modelled Writing is the explicit demonstration and sharing of writing in order that

the students can think aloud to express their thought in written form.

As the Northern Ireland Curriculum (2012:3) affirms about definition of

Modelled Writing as follows.

Modelled Writing is a specific strategy which allows the teacher to explicitly demonstrate the process of writing by thinking aloud…. for example, planning… choice of words or how to spell or locate words.

Furthermore New South Wales Department of Education and Training

(2007:27) states,

Modelled writing means using both models and modelling. Modelled writing refers, on the one hand, to the selection of models to show students how writing….

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From the whole opinions, it can be concluded that Modelled Writing is the teachers’ model when teaching the students in writing by demonstrating the writing

itself for the students, so it encouraged the students to think aloud then they expressed

their thoughts, feeling and ideas in written form.

b. Features of Modelled Writing

Modelled Writing is the good model to teach writing to the students, such as

Northern Ireland Curriculum (2012:4) states the features of Modelled Writing as

follows.

1) Each session has a planned focus

2) Pupils should be seated so that they can clearly see the teacher writing. 3) The teacher should demonstrate writing for a variety of purposes and

audiences.

4) Both compositional and secretarial aspects should be addressed.

Then, Department of Educational Western Australia (2013:8) confirms, the

features of Modelled Writing as the following.

1) Sessions are brief: five to ten minutes. 2) Sessions have a clear, singular locus. 3) Clear Think-Aloud statements are used.

4) The writing is composed as the students watch. 5) The text being composed can be seen by all students.

So, from the opinions the students were taught by the excellent model, it is

Modelled Writing, because it has the good features. Modelled Writing encouraged the

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c. Purposes of Modelled Writing

There are some purposes of Modelled Writing. NSW Department of

Education and Training (2007:27) states, “Modelled Writing helps the students to

gain knowledge about knowledge, vocabulary and text structures required to write for a range of purposes”.

Then, continued by Stead and Therriault (2008), Routman (2004) in Stead and

Hoyt (2012:15) affirming,

The goal of modelled writing is to show rather than assign, so nonfictions writers have an opportunity, every day, to observe high-quality writing as it is crafted.

The opinions show that Modelled Writing helps the students as writers to have

the opportunity whenever to get the knowledge as the outcome after learning writing.

d. Implementation of Modelled Writing

In conducting Modelled Writing there are some steps that should be noticed

2) Explain the purpose, audience and form of the writing.

3) Begin to write, pausing often to demonstrate the specific focus by thinking aloud. Students can ask questions and offer suggestions; however, the teacher is in charge of the pen and thinking aloud is the focal point of the session.

4) Invite students to verbally rephrase the session focus.

5) Display the Modelled Writing sample prominently to provide a clear reference point for students’ own writing.

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Furthermore, Northern Ireland curriculum (2012:4) affirms teachers should

model.

1) Planning before writing;

2) Making decision about content as she writers, for example, choosing appropriate language; ensuring grammatical agreement;

3) Re-reading to check for sense or make improvements; 4) How to present ideas or information;

5) How to spell or locate individual words; 6) Leaving spaces and taking new lines; 7) Demarcating sentences;

8) Forming letters correctly.

The steps of implementing Modelled Writing before telling that everything is

done by planning, focusing, and encouraging the students to write correctly.

Additionally, Ontario Ministry of Education (2008:32) confirms several steps of

implementation of Modelled Writing as follows.

1) The researcher adheres the teaching-learning atmosphere to a specific teaching

focus which is based on assessment data and observations.

2) The researcher chooses an interesting topic for writing.

3) The researcher demonstrates writing in response to a poem, reading, or event.

4) The researcher models about how to evaluate the quality of the first draft after

completion. This evaluation might be achieved by answering some possible

questions such as.

a) Have I kept my purpose and audience in mind?

b) Will my message be clear to my friends?

c) Have I repeated myself?

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e) Are things presented in the right order?

5) The researcher models how to revise the piece of writing by adding, cutting,

moving things around choosing a more precise word.

6) After completion the first revised draft, the researcher models how to use an

editing checklist to ensure that the draft is usable. Checklist questions might

include.

a) Is this draft easy to read?

b) Is the grammar correct?

c) Are there spelling I need to check?

d) Does the punctuation help to convey the message?

e) Is this a draft that I could consider taking to publication?

7) Lastly, the researcher uses the piece of writing generated during modelled

writing as a tool for teaching conventions; aspects of grammar, spelling, and

punctuation; or for explaining the importance of conventions and how they help

to convey meaning.

All in all, the researcher has modified the ways for implementing Modelled

Writing during teaching writing recount text in the classroom as follows.

1) The researcher introduced the topic of material teaching to the students; that was

personal recount text related to past interesting experience or unforgettable

moment.

2) The researcher asked the students’ opinions about material teaching.

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4) The researcher elaborated the material teaching to the students clearly by stating

definition, generic structures and giving example.

5) After the researcher explained about the topic of material teaching to the

students, then he trained them to write a personal recount text.

6) The researcher modelled to write a first draft about his past experience.

a) The researcher offered several possible questions as the stepping stone for him to entice the students’ opinion. Those questions’ form are as follows.

(1) What should I write?

(2) Why should I write?

(3) Who are my audiences?

(4) What is my best interesting experience? Or what is my unforgettable

experience?

(5) Where and when it happen?

(6) Who is involved in that event?

(7) Should I list all events chronologically?

(8) What is the first event?

(9) What is the second, the third, the fourth and the last event?

(10)What is happened in the last time?

b) Before writing, the researcher prepared the tools of writing, selected the

topic of writing about personal recount text, specifically past interesting

experience or unforgettable moment, defined the purpose, gathered and

organized ideas and also considered audiences.

(36)

d) After drafting, the researcher revised the first draft by adding important

information, omitting unnecessary point, moving part into good order or

correcting the diction.

e) After revising the first draft, the researcher modelled how to use an editing

checklist to ensure that the draft is usable. Checklist questions might include.

(1) Is this draft easy to read?

(2) Is the grammar correct?

(3) Are there spelling I need to check?

(4) Does the punctuation help to convey the message?

(5) Is this a draft that I could consider taking to publication?

f) Lastly, the researcher finalized the draft by revising if there was point should

be revised, and published it if there was no point should be corrected.

7) After modelling session, the researcher gave times for the students to pose

questions about things they still did not understand.

8) Afterwards, the researcher asked the students to write an essay about personal

recount text related to their interesting experience or their unforgettable moment

through process of writing as well as what has been demonstrated by the

researcher before.

9) Next, the researcher collected the student's work papers, then checked for errors,

gave the scores and improved mistakes.

10)Finally, the researcher wrote the students’ weaknesses on their papers as the

feedback, then reviewed the material teaching to them based on those

(37)

To achieve the successfulness of the teaching-learning activity, the researcher also used the guideline to engage the students’ creativity in learning as taken from the

McGraw Hill Companies, Inc. as follows.

1) The students were directed to make a prewriting plan before starting to write.

2) The students were allowed to discuss with their friends, partner or small group.

3) The students were asked to contribute questions and suggestions to their friends

as other writers also.

4) The students were asked to revise their draft as also shown in the procedure of

implementation of Modelled Writing.

5) The students were asked to proofread their draft. The researcher was as the proofreader of the students’ draft.

e. Roles of Teacher in Modelled Writing

Ontario Ministry of Education (2008:32) confirms several roles of

implementation of Modelled Writing as follows.

1) It plans the modelled writing lesson based on student need;

2) It communicates the purpose of the writing and the intended audience; 3) It uses students’ prior knowledge as springboard for writing;

4) It uses the think aloud strategy while writing the text; 5) It uses correct spelling, grammar, and punctuation;

6) It demonstrates the use of resources in the classroom (e.g., word wall, theme words, calendar, dictionaries, thesauri);

7) It models neat printing.

Furthermore, the role of teacher during Modelled Writing as stated by

Wulandari (2012:45) as follows.

(38)

2) The teacher should think aloud about actions in writing and spelling.

3) The teacher should demonstrate effective strategies to help the students better in

spelling.

4) The teacher should use Modelled Writing as mini lesson activity to teach the

writing.

5) The teacher should demonstrate the process for composing the writing.

6) The teacher should model the usage of correct conventions during writing.

7) The teacher should demonstrate rereading activity for the students.

8) The teacher should use essential spelling word list.

As a whole, it can be concluded that the teacher has important roles in

teaching writing during the implementation of Modelled Writing. Therefore, the

researcher takes point that understanding the roles when teaching will guide the

teacher to be as a great model that should be imitated by the students in the

classroom. When the researcher modeled the writing process in correct sequence,

(39)

f. Advantages and Disadvantages of Modelled Writing 1) Advantages of Modelled Writing

According to Ontario Ministry of Education (2008:31), there are several

advantages of Modelled writing as follows.

a) Demonstrates an actual writing experience. The student gains the widely insight and learn based on the teacher’s writing process and learn that the teachers is a writer who follows the same process they do and faces the same challenges they faces in writer’s workshop.

b) Shows that a writer always writes with an audience- a reader or readers-in mreaders-ind; the teacher emphasizes this aspect while threaders-inkreaders-ing aloud durreaders-ing the writing demonstrations.

c) Shows students that, when choosing words and walking with language, trial and error is an accepted strategy. Students learn how to incorporate new information, reject information, and add or modify details. They see how good writers think and how they craft their writing to make it more effective.

d) Explicitly teaches students strategy that help them plan, draft, revise, edit, polish, and publish, with the ultimate goal or making their writing clearer, more precise, more effective and more powerful.

e) Allows everyone in the class to participate and learn from the demonstrations.

f) Enables the teacher to meet observed and assessed needs by giving explicit, focused demonstration of real writing.

g) Help students learn to value the risk taking that is part of writing.

Then, Department of Education Western Australia (2013:8) affirms that

Modelled Writing provides several advantages as follows.

a) It helps the students to understand how effective they compose the text.

b) It helps the students to understand that the text is composed for a specific

purpose or audience.

c) It helps the students to develop an understanding of the process of the writing.

d) It helps the students to understand the relationship between spoken with written

(40)

e) It helps the students to understand how the particular text is constructed

explicitly.

f) It helps the students to use a piece of writing as reference point for their own

writing.

2) Disadvantages of Modelled Writing

However, besides those advantages before, Modelled Writing also has several

weaknesses. Those weaknesses lead to the disadvantages of the method itself.

Actually there is no enough theory that shows this disadvantages, but of course it

have weaknesses as follows.

a) It needs complete preparation for modelling the writing itself that apparently

seems complex.

b) It requires much time for preparation and for implementation.

2. Conventional Teaching Method

a. Definition of Conventional Teaching Method

In conducting the research, the researcher used two classes as sample of the

research. The both of decided samples were treated by the researcher. The experiment

class was taught through Modelled Writing, while the control class was taught

through Conventional Teaching Method. Conventional Teaching that is used

traditionally in teaching-learning activity, is defined as the method of teaching that

(41)

teaching method by giving formal talking to the students (Cambridge Advance Learners’ Dictionary, 2008).

Furthermore, Westwood (2008:18) writes that Conventional Teaching Method

in teaching is a method for imparting information to the students by talking it out.

Here, it is such like oral presentation in the classroom. During teaching-learning

activity, most of the students just focus on their listening skill only, yet less to train

their writing skill. Conventional Teaching Method is such better implemented in

teaching the large-classroom, but less to guide the students more active and

participated during teaching-learning activity.

For all, it can be mentioned that Conventional Teaching Method is a way of

teaching in one communication of information only whereby the teacher teaches in

the classroom by explaining materials broadly in front of the classroom, while the

students just sit and listen to the teacher. It seems suitable in teaching the large-class

room, but less to guide students to be more active and participated in learning.

b. Implementation of Conventional Teaching Method

According to Westwood (2008:18), the main point of implementation

Conventional Teaching Method in teaching is oral presentation in term talking too

much about the material teaching. The target of teacher in teaching is to present

material teaching in short period of time even in the large class.

Besides, Sellers, et al., (2007:67-68) write the ways for implementation

Conventional Teaching Method as follows.

(42)

2) The teacher presents the material orally in the front of the classroom in a whole

of teaching-learning activity.

3) The teacher explain to the students about how to write a recount text

4) The students focus and listen carefully to the teacher’s presentation. They might

write same notes if possible during learning and pose some questions if there is

thing that make them confused.

All the steps were did by the researcher to teach the students especially in control

class.

c. Advantages of Conventional Teaching Method

Good and Brophy (2008) in Westwood (2008:19) believe that Conventional

Teaching Method advantageous for teaching-learning process because when it

conducted efficiently and enthusiastically, it can stimulate interest, challenge students’ thinking, and raise issues that students will want to follow up.

Follow on, there are several advantages of Conventional Teaching Method

according to Sellers, et al., (2007:69) as follows.

1) It gives the teacher the chance to expose students to unpublished or not readily

available material.

2) It allows the teacher to precisely determine the aims, content, organization, pace

and direction of a presentation. In contrast, more student-centered methods, for

instance, discussions or laboratories, require the instructor to deal with

unanticipated student ideas, questions and comments.

(43)

4) It can be used to complement and clarify text material.

5) It can be used to complements certain individual learning preferences. Some

students depend upon the structure provided by highly teacher-centered methods.

6) It can be used to facilitate large-class communication.

d. Disadvantages of Conventional Teaching Method

Sellers, et al., (2007:69) also describe several disadvantages of Conventional

Teaching Method as follows.

1) It places students in a passive rather than an active role during teaching-learning

activity.

2) It encourages one-way communication only.

3) It requires a considerable amount of unguided student time outside of the

classroom to enable understanding and long-term retention of content.

4) It requires like forces the teacher to have or to learn effective writing and

speaking skills.

According to Westwood (2008:19), the disadvantageous of Conventional

Teaching Method in teaching depend on its usage like as.

1) Lectures are least appropriate with young children. Their attention span for listening is fairly limited and their main mode of learning is through activity and talking.

2) Lectures are inappropriate for most children with learning difficulties, mainly because their attention span tends to be limited, their ability to process and reflect upon information presented verbally is not good, their note-taking skills are minimal, and their intrinsic motivation to learn by this method is poor.

(44)

4) This form of direct teaching is inappropriate if the objectives for a course are mainly affective (dealing with development or change in feelings, emotions and attitudes) or social (requiring interaction, cooperation and communication among students).

5) Lectures are also inappropriate for fostering students’ creativity and initiative, although a lecture may be appropriate at times for introducing new themes and ideas that are explored later by quite different methods.

e. Purposes of Conventional Teaching Method

The main purpose of Conventional Teaching Method is to present a large

amount topics of material into the large-class room with a single period of time

(Sellers, et al., 2007:69).

Similarly, Westwood (2008:19) asserts some purposes of Conventional

Teaching Method like as.

1) introducing a new topic, providing an overview, arousing interest and raising issues that can be pursued later by different methods

2) bringing students up to date with recent information that is not readily

For all, it can be concluded Conventional Teaching Method is used to present

a large material teaching with simple and short period of time. The method is

appropriate to be applied in training the listening skill for the students. Moreover, it is also appropriate to be used in the university to encourage the students’ motivation

learning independently. Yet, the method is less appropriate to be used in teaching

(45)

students of Junior High School level. So, considering that Conventional Teaching

Method is inappropriate to be used in teaching writing in the classroom, thus,

applying Modelled Writing is expected to be as solution that has positive effect toward the students’ ability in writing skill especially in writing recount text at the

eighth grade of SMP Negeri 1 Ulugawo in 2015/2016.

3. Writing Recount Text a. Writing

1) Definition of Writing

Writing can be defined as an essential of literacy tool to convey thoughts,

feelings, and ideas, and also the responses toward what has been read, seen or

experienced (Ontario Ministry of education, 2008:18). Writing is also as a

communication skill that should be mastered by the students as confirmed by Yunus,

et al., (2013:1.3). It is also one of the important skills of learning English. As

National Institute for Literacy (2007:31) states that writing is a tool for

communication and learning that allows us to document, collect, and widely circulate

detailed information.

Writing is also defined as powerful instrument for students to use to express

their thoughts, feelings, and judgments about what they have read, seen, or

experienced (Ontario Ministry of Education, 2005:I.3). Instead, the goal of the

(46)

Thus, it can be concluded that writing is skill of language proficiency that is

used to express ideas of mind and the feelings through written text form. Then, the

business of writing itself is to convey the message.

2) Teaching of Writing

a) Reasons for Teaching Writing

Graves (1978) in Yunus, et al, (2013:1.4) comments that writing benefit is

reasons for teaching the writing itself. Here, Graves points out that writing will give

positive effect for the students as follows.

(1) Writing increases the students’ intelligence. Actually writing is a complex

activity, yet, it is beneficial for the students who success to learn and more to do

it.

(2) Writing increases the initiative capacity and students’ creativity to produce an

organized writing.

(3) Writing brings the students’ self-confidence is alive.

(4) Writing encourages behavior and increases the competence of curiosity to do a

research, to gather, and to organize information.

In other words, it can be said that the teaching of writing is most promoted to

guide the students to communicate effectively in written text form. Besides, the

fluency communication through writing is the focus one in teaching writing. This is

standing a line with the expectation of the government of Indonesia as written in the

(47)

As a whole, as the expectation of the government, writing is a skill that is very

important for the students. Writing allows the students to express their ideas and

makes communication with their friends in written text form. Additionally, writing

also beneficial for the students themselves. Those are reasons about how important

the teaching writing itself to the students. Since the students had problem in writing

as stated in the background of problem of the research, that is why the research

conducted with applying Modelled Writing as an optional beneficial strategy of

teaching writing. Fortunately, Modelled Writing gave positive effect to the quality of the students’ writing.

b) Principles for Teaching Writing

The National Council of the Teachers of English (2015-online) asserts some

guiding principle for teaching writing as follows.

(1) It emphasizes the rhetorical nature of writing.

(2) It considers the needs of real audiences.

(3) It recognizes writing as a social act.

(4) It enables students to analyze and practice with a variety of genres.

(5) It recognizes writing processes as iterative and complex.

(6) It depends upon frequent, timely, and context-specific feedback from an

experienced postsecondary instructor.

(7) It emphasizes relationships between writing and technologies.

(8) It supports learning, engagement, and critical thinking in courses across the

(48)

In principle, it is concluded that recognizing the students as the target of

teaching, knowing the main aims of teaching writing, providing the appropriate

method or approach in teaching, mastering the material teaching and guiding the

constructive feedback from the students are the main principles of teaching writing.

These principles will led the teaching to enrich successfulness in learning. Needless

to say, a researcher should grow these principles when conducting teaching-learning

activity in the classroom, especially in teaching writing. In other words, knowing the

principles of teaching writing helped the researcher in teaching the students about

writing next. It also helped the researcher to select the topic of material teaching as is

needed by the students, modified the teaching-learning activity as the students’

interest.

3) Process of Writing

According to Department of Education of Western Australia (2013:210), the

process of writing stated as follows.

a) Planning is the activity of the students to consider their topic of writing, the

purpose and audience for their text and making some choices about the form that

the writing will take. It also involves anything that helps the students figure out

what they will say and how they will say it.

b) Drafting is the process of transferring initial ideas or plans into texts.

c) Conferring is receiving feedback from others that can be used to help improve

(49)

d) Refining is the process to take closer the text for completion. Here, the students

take a closer look at their drafts to make decisions about whether to move text,

add text, cut text or leave things alone. The refining process consists of revising,

editing and proofreading.

e) Publishing is the process of preparing a text for final presentation or for sharing

to the intended audience.

Stead and Hoyt (2012:26) state the writing process as follows.

a) Prewriting: planning and research.

b) Drafting.

c) Revising.

d) Editing

e) Publishing.

Besides, the Ontario Ministry of Education (2005:I.11) explains the writing

process through five steps, namely.

a) Planning is the stage wherein the students think and generate idea related to their

prior knowledge or personal experience.

b) Writing a draft is time for the students to start to write on paper as much as they

plan before.

c) Revising is the stage wherein the students revise all things should be revised in

their draft. They should add more specific information for the vague explanation

(50)

d) Editing is the stage wherein the students allow to edit again their draft and check

for the correctness of grammars or mechanics of writing. They also need to be

taught to proofread their own writing and the writing of others.

e) Publishing is the time for the students to publish their writing by presenting it to

the audiences.

All in all, it can be concluded that composing a good writing, it must go

through steps as process of writing to produce better writing. Here the researcher

concluds the process of writing as follows.

a) Planning; wherein the students select the topic should they write, and to generate

their ideas.

b) Drafting; allowing the students start to write or to put their idea onto the pieces of

paper.

c) Revising; letting the students recheck and revise their writing after drafting

process.

d) Editing; asking the students rewrite or edit their writing to the correctness

spelling, grammar, better organization, and to proofread their writing.

e) Publishing; finalizing activity of the students’ writing by publishing or sharing

their final writing to their friends.

As a whole, writing is not a simple activity. It is a complex one that should be

done through sequence of steps. It starts of planning, drafting, revising, editing end

publishing the writing itself for the last time. Through Modelled Writing, the

(51)

4) Elements of Writing

Bailey (2006:68) confirms the elements of writing are the various skills that

are needed for most types of academic writing, whether it is a short report, a long

essay or a dissertation. It is like components that is structured the writing itself. There

are several elements of writing as follows.

a) Argument or idea in writing.

b) Cause and effect that shows the relationship between two different situations.

c) Cohesion which is functioned as linking phrases together so that the whole text is

clear and readable.

d) Comparison that shows the differences between two different things or situations.

e) Definitions which uses to clarify or gives more detail information about the topic

and its explanation.

f) Discussion that is close related to the situation when the students share opinions

such essay to other for examining the essay itself.

g) Examples that is used as additional information to support statements in writing.

h) Generalizations which is used to present complex ideas or data in a simple form

which easy to understand and remember.

i) Numbers that was used as statistical data to support the statements.

j) Opening paragraphs which is containing general information about the topic of

writing.

k) References and quotations that are used to quote the other writers’ idea.

l) Restatement and repetition that are used to give more explanation about certain

(52)

m) Style is the design and structuring of writing, includes the diction or word choice.

n) Synonyms is the paraphrasing of sentence in writing.

o) Variation in sentence length is the length of each sentences. However, short

sentences are better, more clear and easy to read, than long sentences.

p) Visual information that shows additional information through graphs and tables.

Ontario Ministry of Education (2005:I.14) provides several elements of

writing like as.

a) Ideas or content is the main focusing information of writing itself.

b) Organization is an effectiveness of the structuring of the draft.

c) Voice is connecting the writing to the author.

d) Word choice (diction) is word with appropriate selection used in the draft of

writing.

e) Sentence fluency is reflects to the rhythm and flow that is given to a peace or

paper.

f) Conventions is point to the mechanics of writing and include spelling, grammar,

punctuation, capitalization, and paragraphing.

g) Presentation is dealing with the visual layout of the text that is needed to be

organized well before publishing.

To finalize the statements above, it can be mentioned that elements of writing

are the basic components of the writing composition itself. They are just like ideas,

words, sentences, voice, organization, fluency, convention, and some others that are

build the correct and functional writing. In other view, elements of writing are very

(53)

meaningful text. For instance, a paragraph contain many words that are combined

becoming sentences, having idea and composed in good organization. Besides, a text

also contain diction and convention that makes the usage of words themselves are

functioned. Lastly, recognizing elements of writing affected to the result of writing

activity itself. Moreover, recognitions toward them helped the students to have

greater understanding about writing and production. Thus, the researcher had guided

the students also to have a look about this point when the research was conducted.

5) Purposes of Writing

The Ontario Ministry of Education (2005:I.4) writes four main goals of

writing instruction for students’ achievement as follows.

a) Conveying a message clearly and creatively.

b) Communicating ideas, thoughts, feelings, and experiences.

c) Understanding that writing is a reflective and interactive process.

d) Understanding the elements of writing or things are constituted to writing.

Besides, Yunus, et al, (2013:1.3) provide several functions of writing, namely.

a) Personally function; used to express thought, attitude and feeling.

b) Instrumental function; used to influence attitude and mindset of others.

c) Interactional function; used in social interaction.

d) Informative function; used to assert information.

e) Heuristic function; used to learn by getting the information.

(54)

Furthermore, Ferguson (2004:11-13) concludes that purposes of writing as

follows.

a) It is used as tool for persuading other.

b) It can be medium to explaining information.

c) It is used to describe things through written text form.

All in all, it can be said that the purpose of writing is to help the students to

mastery communication competence through written text language. However, the

students are expected to express their idea, thought, feeling and experience to others

through writing. Writing is also letting the students share idea to others for

persuading, explaining and describing things. Recognition on purposes of the writing itself will increase the students’ motivation in developing their writing competence.

This point will show the students how greater the importance of the writing itself and

how better its affection on their ability. Here, the researcher had let the students

know more about purposes of writing, so that it can help the students themselves to

be more serious in acquiring the writing competence as expected on the research.

7) Assessment of Writing

To know the students’ ability in writing, the researcher performs the test in

form of essay test; that is composing personal writing which is related to the teaching

material. As the scoring guideline, the researcher used evaluation guideline of

analytic scoring as supported by Weir (1990) in Weigle (2002:117) which consider

five important things should be seen on writing as written as follows.

(55)

0. The answer bears almost no relation to the task set. Totally inadequate answer.

1. Answer of limited relevance to the task set. Possibly major gaps in treatment of topic and / or pointless repetition.

2. For the most part answers the tasks set, though there may be some gaps or redundant information.

3. Relevant and adequate answer to take set.

b) Compositional organization

0. No apparent organization of content.

1. Very little organization of content. Underlying structure not sufficiently controlled.

2. Some organizational skills in evidence, but not adequate controlled.

3. Overall shape and internal pattern clear. Organizational skills adequately controlled.

c) Cohesion

0. Cohesion almost totally absent. Writing so fragmentary that comprehension of the intended communication is virtually impossible. 1. Unsatisfactory cohesion may cause difficulty in comprehension of most of

the intended communication.

2. For the most part satisfactory cohesion although occasional deficiencies may mean that certain parts of the communication are not always effective.

3. Satisfactory use of cohesion resulting in effective communication.

d) Adequacy of Vocabulary for purpose

0. Vocabulary inadequate even for the most basic parts of the intended communication.

1. Frequent inadequacies in vocabulary for the task. Perhaps frequent lexical inappropriate and / or repetition.

2. Some inadequacies in vocabulary for the task. Perhaps some lexical inappropriate and / or circumlocution.

3. Almost no inadequacies in vocabulary for the task. Only rare inappropriate and /or circumlocution.

e) Grammar

0. Almost all grammatical patterns inaccurate. 1. Frequent grammatical inaccuracies.

2. Some grammatical inaccuracies. 3. Almost no grammatical inaccuracies.

(56)

0. Ignorance of conventions of punctuation. 1. Low standard of accuracy in punctuation. 2. Some inaccuracies in punctuation.

3. Almost no inaccuracies in punctuation.

g) Mechanical Accuracy II (Spelling) 0. Almost all spelling inaccurate. 1. Low standard of accuracy in spelling. 2. Some inaccuracies in spelling.

3. Almost no inaccuracies in spelling. Maximum Score = 7 x 3 = 21

Constant Number = 100

𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒 𝑥 100𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑆𝑐𝑜𝑟𝑒

Arifin, (2012:140)

Note: The guideline for scoring according to this evaluation rubric before can be seen on Chapter III page 54.

b. Recount Text

1) Definition of Recount Text

Recount text is a text that tells about the story or experience in the past even. According to Widiati et al (2008:29), “Recount is a text which has social function to

retell events for the purpose of informing or entertaining.”

2) Purposes of Recount Text

According to Priyana, Irjayanti and Renitasari (2008:89) about the purpose of

Gambar

Figure 1. Conceptual framework of the Effect of Modelled Writing on students’ ability in writing skill at the
Table 1
Table 2
Table 3
+7

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