ASSESSING RECOUNT PARAGRAPH WRITING
ABILITY AT THE EIGHTH GRADE STUDENTS OF
SMPN 1 KUTA UTARA IN ACADEMIC YEAR
2015/2016 THROUGH PICTURE SERIES
NI PUTU CINTYA DEWI
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
ABILITY AT THE EIGHTH GRADE STUDENTS OF
SMPN 1 KUTA UTARA IN ACADEMIC YEAR
2015/2016 THROUGH PICTURE SERIES
NI PUTU CINTYA DEWI NPM. 12.8.03.5.1.31.2.5.4772
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
ASSESSING RECOUNT PARAGRAPH WRITING
ABILITY AT THE EIGHTH GRADE STUDENTS OF
SMPN 1 KUTA UTARA IN ACADEMIC YEAR 2015/2016
THROUGH PICTURE SERIES
Thesis
As Partial Fulfillment of the Requirement for the
Sarjana Pendidikan Degree in English Education Study Program Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
NI PUTU CINTYA DEWI NPM. 12.8.03.5.1.31.2.5.4772
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
ACKNOWLEDGMENT
First of all, the researcher would like to express her gratitude toward the
Almighty God, Ida Sang Hyang Widhi Wasa, for His everlasting blessing so this
thesis entitled “Assessing Recount Paragraph Writing Ability of the Eighth Grade
Students of SMPN 1 Kuta Utara in Academic Year 2015/2016 through Picture
Series” on the due date.
Furthermore, she would like to express her sincere gratitude to her first
and second advisor: Dr. Drs. I Made Sukamerta, M.Pd. and I Made Wardana,
S.Pd., M.Pd.who have already guided, shared their ideas for improvement of this
thesis and motivated the researcher during the thesis writing.
Next, the researcher would like to say thanks to the Headmaster of SMPN
1 Kuta Utara, Drs. I Made Gita and the English teacher, Made Wahyundari
Kartini, SS. For their kind permission, cooperation and support during the process
of data collection, so that the research could be finished as expected. In addition, a
special acknowledgement is also forwarded to her dear students of the eighth
grade of SMPN 1 Kuta Utara as their kind participation during the process of
gathering the data needed for this research.
Moreover, she is deeply thankful to her parent, brother, and fiancé for their
prayer, love, motivation, and priceless sacrifice to finish this scientific writing.
Finally, the researcher gives her gratitude to her friends in Mahasaraswati
Denpasar University especially for Puji Astuti, Martha Dewi, Febi Mutiara and
Deviari Dharma who always support and help each other in writing this thesis.
The researcher realizes that this thesis is not perfect. Therefore, the critics
and suggestions are invited for development of this thesis. Thus, she really hopes
this thesis may be useful for those who want to research at the same field.
Denpasar, February 1
st, 2016
Dewi, N.P.C. (2016). Assessing Recount Paragraph Writing Ability of the Eighth Grade Students of SMPN 1 Kuta Utara in Academic Year 2015/2016 through Picture Series. The First Advisor: Dr. Drs. I Made Sukamerta, M.Pd. and the Second Advisor: I Ketut Wardana, S.Pd., M.Hum.
The researcher is interested in undertaking the study which dealt with assessing recount paragraph writing ability through picture series of the eighth grade students. This present study was intended to figure out the degree of recount paragraph writing ability at the eighth grade students of SMPN 1 Kuta Utara in academic year 2015/2016 which is assessed by picture series. The samples under study were the eighth grade students which comprised of 40 students. They were 19 males and 21 females. They were determined by means of quota random sampling method with lottery technique. The research instruments used to collect data were in form of productive test ; in this case, recount paragraph by picture series test. The obtained data were analyzed by using norm-reference measures of five values. The result of the data analysis showed that: (1) 2 samples of 5% of 40 samples understudy got excellent achievement of recount paragraph writing skill, (2) 11 samples of 27.50% of 40 samples understudy got good achievement of recount paragraph writing skill, (3) 12 samples of 30% of 40 samples understudy got sufficient achievement of recount paragraph writing skill, (4) 12 samples of 30 % of 40 samples understudy got insufficient achievement of recount paragraph writing skill, (5) 3 samples of 7.50% of 40 samples understudy got poor achievement of recount paragraph writing skill. To sum up , this research finding can be remarked as sufficient acquisition which meant that some samples under study were able to write recount paragraph writing based on picture series.
COVER ... i
INSIDE COVER ... ii
PRE-REQUISITE TITLE ... iii
APPROVAL SHEET 1 ... iv
APPROVAL SHEEL 2 ... v
STATEMENT OF AUTHENTICITY ... vi
ACKNOWLEDGMENT ... vii
ABSTRACT ... viii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF GRAPH ... xii
LIST OF APPENDICES ... xiii
CHAPTER I INTRODUCTION ... 1
CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ... 7
2.1 Theoretical Review ... 7
2.1.1 Theory of Writing ... 7
2.1.2 The purpose of Writing ... 9
2.1.3 The Significance of Writing ... 10
2.1.4 Recount Paragraph ... 11
2.1.5 Picture Series ... 12
2.1.6 Writing Assessment ... 13
3.2 Population and Sample ... 18
3.3 Research Instrument ... 19
3.3.1 Validity ... 21
3.3.2 Reliability ... 23
3.4 Data Collection ... 24
3.5 Data Analysis ... 24
CHAPTER IV FINDING AND DISCUSSION ... 27
4.1 Finding ... 27
4.2 Discussion ... 36
CHAPTER V CONCLUSION AND SUGGESTION ... 38
5.1 Conclusion ... 38
5.2 Suggestion ... 39
REFERENCES ... 40
Table 3.2 Writing Test Spesification ... 23 Table 4.1 Score Showing the Achievement of Recount Paragraph Writing
Ability of the Eighth Grade Student of SMPN 1 Kuta Utara in
Academic Year 2015/2016 ... 27 Table 4.2 The Computation of the Estimated Squared Mean Deviation (D2) .... 30 Table 4.3 The Conversion of the Subjects’ Raw Score in Recount Paragraph
Achievement on the Basic Norm- Reference Measure of Five
Appendix 1 List of Samples’ Name ... 43
Appendix 2 Research Instrument ... 45
Appendix 3 Students Worksheet ... 49
Appendix 4 Permission Letter ... 52
Appendix 5 Information Letter ... 53
CHAPTER I INTRODUCTION
1.1 Background of the Study
Writing is an important form of communication in daily life. As many kind of written communication forms, we write diary, memo, letter, email, instruction, note, and many more. Moreover, this language skill also influences student’s competence in high school and college. Through writing we can express our ideas, feeling, and also opinion in form of printed or writing papers. It is called productive skill because the study is to produce something in a real form which is writing. It is more complex and difficult to be learned than listening, speaking and also reading. Related to above statement, Ontario (2005:1.3) states that writing is a powerful instrument for students to express their thought, feeling, and judgment about what they have read, seen, or experienced. As students continue developing an understanding of their writing process; there are five components of writing; language use, mechanical skill, treatment of content, stylistic skills, and judgement skills, therefore they are able to express themselves more confidently and effectively. Oshima & Hogue (2007:15) state that when started to writing something, the writer has already been thinking about what to say and how to say it. Then after we have finished writing, we read over what we have written and make changes and corrections.
recognized as complex skill to learn and acquire. The students must be concerned with many aspects in order to produce a good paragraph depends on its’ purpose. Ontario (2005:1.10) states that writing is a complex process that involves a range of skills and tasks. Students need to become disciplined thinkers in order to communicate their ideas clearly and effectively. They have to learn how to select and organize their ideas, keeping in mind the purpose of which they are writing and the audience they are addressing. They also need to learn to use standard written form and other conventions of language. Including many difficulties that have explained above, writing skills is very useful in our daily life because it helps us to increase our speed in learning something and also it is used to keep our knowledge and one of the ways to transfer our thought to other people. So that writing skill is important to be mastered.
As we know that writing encompasses many aspects but in the present study, the researcher focuses on the recount paragraph writing ability because there are problems faced by students in constructing recount paragraph. Recount paragraph is important to be mastered by the student to explain their experience into a written paragraph. In writing recount paragraph, the students must be able to write their experience, write their story by using some aspects of writing and they also must be able to arrange their ideas into a good paragraph in order the readers can get the point of the paragraph.
their ideas, difficulties in constructing the idea into a paragraph, the lack of vocabulary so they only make a short paragraph with a short idea and also they are still confused in constructing recount paragraph based on the structure that consist of orientation, events and re-orientation. On the other hand, the teacher did not explore the students’ ability in writing recount paragraph. It means that the teacher only explained about definition of recount paragraph and then asked them to make their own recount paragraph. There is no correction marks on the students’ task or even the task was not back to the students, so that the students cannot correct it by themselves about how to construct a good recount paragraph.
To ensure the students’ ability in writing recount paragraph; moreover the researcher has to be focus in assesing writing skill, especially in writing recount paragraph. In this present study, the researcher is interested in assessing recount paragraph written by the eighth grade student at SMPN 1 Kuta Utara in academic year 2015/2016 through picture series. The researcher beliefs that picture series can stimulate the students’ creativity in order to write recount paragraph by their own words. In addition, the researcher try to find out the problems that faced by the student in composing a recount paragraph and to find out what is the students’ achievement in writing recount paragraph.
1.2 Research Problem
recount paragraph that consist of orientation, events and re-orientation. A scientific investigation is initiated from a problem which needs to be solved by using scientific method. Based on the explanation above, the research problem can be formulated as follow: to what extent is the achievement of recount paragraph writing ability at the eighth grade students of SMPN 1 Kuta Utara in academic year 2015/2016 which is assessed through picture series?
1.3 Objective of the Study
Objective of the study is the goal of which a researcher does a plan to be achieved in this research. According to the problem above, the objective of this present study is to figure out the degree of recount paragraph writing ability at the eighth grade students of SMPN 1 Kuta Utara in academic year 2015/2016 which is assessed by picture series.
1.4 Limitation of the Study
The discussion of writing ability is too broad and complex of any single coverage study. In addition to avoid the misleading of the topic the researcher focused on assessing recount paragraph ability skill at the eighth grade students of SMPN 1 Kuta Utara in academic year 2015/2016 through picture series. Here, the study is only limited to recount paragraph which consists of orientation, events and re-orientation. The test in this present study would be picture series test.
1.5 Significance of the Study
informs the success and the failure of the teacher in teaching recount writing. Moreover, the result of this study is expected to be useful for both the students and the English teachers in both theoretical as well as practical significance as the following ways:
Theoretically, the findings of the present investigation are really expected to contribute relevant theory and support the theories of empirical outcomes of existing writing theory, especially recount paragraph writing in term of paragraph composition. This study in assessing recount paragraph writing enriched the previous study that has been published before. In addition, the result of this present study placed in the library, so that also can be used by other researcher to advance them in finding the empirical review for their study.
Practically, the results of the present study are useful for the students and the teachers. For the students, the findings of the present study hopefully increase the students’ ability in writing recount paragraph. Besides, for the English teachers, these results can give them informative feedback which could be used as indicator in showing writing score and to show their relative success in teaching writing even it also can be tools where the teachers have to use a better technique in teaching recount paragraph writing. Moreover, they can use the established findings to make a new technique in teaching learning process, so it can make the students easier to learn recount paragraph.
1.6 Definition of the Key Term
1. Assessing Recount Paragraph Writing Ability
Recount writing ability is operationally defined as the ability of eight grade students of SMPN 1 Kuta Utara in academic year 2015/2016. The ability of student in making recount paragraph that is consists of orientation, events and re-orientation. The paragraph consists of eighth to twelve sentences base on four to six picture series with an appropriate title. 2. Picture series
CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW
2.1 Theoretical Review
In this chapter, the researcher is concerned with implementation of picture series technique. Theoretical review can be defined as literature based statement which is relevant to the topic discussed. The research is expected to contribute practical significance on the basics and conducted some relevant theoretical constructs and empirical evidences in order to get the best result at last. Furthermore, the theoretical statements are important in this presents study as theoretical framework that allows the readers to understand the foundation of research problem. As a result, the description of this part includes (1) theory of writing, (2) the purpose of writing, (3) the significance of writing, (4) the recount paragraph, and (5) writing assessment.
2.1.1 Theory of Writing
foxing the vocabulary, spelling, and sentence pattern. This section presents a major overview of some conception about the definition of writing started by some experts from different point of view.
According to Ontario (2005:1.6) writing is a form of communication and contains a meaningful message. Absolutely as one way of communication form, writing can transfer our thought and information to other more effectively. By writing, we can share what we have to convey to others not only effectively but also clear and understandable. In writing, we have to keep the channel of the communication open through our own efforts and to ensure, both through our choice of sentence structure and by the way our sentences are linked together and sequenced, that the text we produce can be interpreted by the addressers.
Moreover, Hyland (2004:28) state that writing is the process whereby a person selects, develops, arranges, and expresses ideas in units of discourses. Again, writing is process with a series of steps. The process of writing must through steps of finding the ideas, putting the ideas into sentences, organizing the sentences into paragraph, and revising the paragraph. All of those steps are the way to get good writing result by doing continuously practices and exercises.
Based on the description of the study above, this study tends to apply the conception which is claimed by Ontario (2005:1.3), that writing is a powerful instrument for students to express their thought, feeling, and judgment about what they have read, seen, or experienced by committing it into papers. This statement is appropriate with the indicator of the study that the present study is intended to assess the ability of the student of SMPN 1 Kuta Utara in academic year 2015/2016 in writing recount paragraph through picture series.
2.1.2 The Purpose of Writing
We always write for a reason, whether we are conscious or not. Many purpose of writing usually related to writers need or can be the readers need. Kane (2000:6) states that the three common purposes of writing are to inform, to persuade, and to entertain the reader. To inform is to give information about the subject. To persuade is to convince the readers to agree with the writers’ point of view of the subject. The last is to entertain, to amuse and delight; to appeal the readers’ sense and imagination. So, based on the above statement it may conclude that writing has some benefit purpose for the readers. Moreover; this purpose should be balanced with the proportionate writing.
In terms of explanation above, it indicates that writing has very important goal. According to Wardiman et al. (2008:61), goals of writing recount paragraph is to entertaining or informing the readers. So, related to the present study the researcher try to assess the ability of writing recount paragraph written by the eighth grade students of SMPN 1 Kuta Utara.
2.1.3 The Significance of Writing
At this era, the ability to write has become an indispensable skill in our global literate community. Writing skill, at least at rudimentary level is necessary condition for achieving employment in many walks of life. In the field of the second language teaching, only half century ago experts were saying that writing was primarily a features and conventions, we also fully understand the difficulty of learning to write well in any language, even in our native language.
Every student in developing countries learnt the rudiments of writing in their native language, but very few learn to express themselves clearly with logical, well-developed organization, that accomplished an intended purpose. And we expect second language learners to write coherent essays with artfully chosen rhetorical and discourse devices. With such a monumental goal, the job of teaching writing has occupied the attention of papers, books, articles, and even separate professional journal exclusively devoted to writing a second language (Brown, 2004:218).
2.1.4 Recount Paragraph
Recount is used to share writers’ experiences or retells sequence of events for the purpose of informing, entertaining, or reflecting. A paragraph is related statement that the writers develop about a subject. As quoted on Wardiman et al. (2008:61) states that a recount paragraph is a paragraph that tells the reader about one story, activity or action. The purpose of recount paragraph is to give the audience a description of what happened and when it happened. There are two kind of recount base on the purpose; factual recount for evaluating the writer’s significance in some ways and literary recount for entertaining the reader that commonly includes the writer’s experience (Hyland, 2004:124). The goal is to provide the reader or the audience with a description of what occurred and when it occurred. Moreover, Anderson and Anderson (2003:48) argue that recount paragraph is a paragraph which allows the writer to tell a series of events that happen on the past time. Those series of events were told chronologically in sequence.
the past. Reorientation is including a personal comment or opinion and closing statement regarding the events described. Besides that, the language features of recount paragraph such as, the language written in simple past tense; frequent use is made of words which link events in time, such as next, later, when, then, after, first, etc.
2.1.5 Pictures Series
In this present study, the researcher conducted the test by using picture series in writing recount paragraph. Picture is very common thing that we can find everywhere, in the street, school, office and other public places or even in our home. It is very common media that we always enjoy and discuss in order to transfer the message to addresses; moreover, picture is a media or symbol that is used to communicate between the writer and the intended addresses. Either the use of picture or the message that is transferred through picture is depends on the addresses, situation and place where the picture is putted. The picture series can also be used to create a conduction situation or context in the classroom. As state by Brown (2004:226) that the main advantage of using picture series is in detaching the almost ubiquitous reading and writing connection and offer instead a nonverbal means to stimulate written response.
writing recount paragraph because it can help student to describe their framework of their ideas such as making a plan of what is going to write, how to put the ideas and how to present their ideas base on the sequence of picture. Picture series in this study is the collection of pictures which are chronologically arranged based on the generic structure of recount text.
2.1.6 Writing Assessment
Assessment is an ongoing process that encompasses a much wider domain (Brown, 2004:4). Whenever a student responds to a question, offer a comment, or tries out new word or structure, the teacher subconsciously make an assessment of the students’ performance. In addition, assessment is the most important aspect for students or for teacher. The writing assessment is given to give the feedback to the students after compiling the recount paragraph; moreover, English teachers need to assess what they already thought to their students so that, they know to what extent the previously formulated instructional objective have been achieved by their students.
Besides, Harmer (2008:363-364) states that writing is a valuable in a classroom as the second language learner seek to gain competence and to functionalize productive skills. Moreover, writing is recognized objective among most language teachers, and such as, it should be emphasized in the classroom. Furthermore, writing also helps to solidify the students’ grasp of vocabulary, and structure, and complements the other language skill. Writing test involves at least two basic components: one or more writing task, or instructions that tell test takers what to write, and means of evaluating the writing samples that to their students so that they know to what extent the students have achieved the previously formulated instructional objective.
According to Brown (2004:243), classroom evaluation of learning is the best served through analytic scoring. In analytic scoring script are rated on several aspects of writing or criteria rather than given a single score. Analytical scoring is usually based on a scale of 0 – 100 with each aspect receiving a portion of the total points. In the line of the study, a rubric is used for each writing task to provide an effective means of assessing the particular type of students’ performance and to provide information to students on how to improve their work. However, to assess the writing ability, the scoring rubric that used by the researcher is as proposed by Oshima and Hogue (2007:195), such as: format (5 points), punctuation and mechanics (5 points), content (5 points), organization (35 points), and grammar and sentence structure (35 points).
2.2 Empirical Review
before or not. Empirical review refers to guide or escort of the researcher that is used for the present research which is taken from the research study in the past. Its function to strengthen this present study with related to the topic and historical background of the study of previous investigation. This chapter presents some previous result which dealt with assessing of students ability in writing recount paragraph.
First research was conducted by Anak Agung Ayu Ratnadi which has a title “Assessing Recount Paragraph Writing Ability of the Eleventh Grade Students of SMAN 1 Abiansemal in Academic Year 2014/2015”. The objective of this research was to assess the students’ ability in writing recount paragraph tested by using recount paragraph composition test. The result of the study showed the students’ ability in recount paragraph writing by eleventh grade students of SMAN 1 Abiansemal in academic year 2014/2015 was still bellow expectation.
The second research was conducted by I Wayan Januarta which has title “Assessing Paragraph Writing Ability of the Tenth Grade Students of SMAN 1 Abiansemal in Academic Year 2014/2015”. The objective of this research was to assess the students’ ability in writing recount paragraph by using recount paragraph composition test. The result, this research found could be remarked as good acquisition which meant that most of the samples under the study were able to write recount paragraph.
without providing questions or visual guidance to help the student to expand their ideas. Therefore, it would be better if the instrument which has used can give stimulus to the students to express their idea in writing since students in the level should be controlled or guided in doing their task, especially in recount paragraph writing.
CHAPTER III RESEARCH METHOD
3.1 Research Design
Research design encompasses the applied methods and procedures to conduct a scientific research. Research methods can be useful to effectively evaluate an educational program or its participants in the most objective way. In this present study, the researcher used an ex post facto research design with descriptive analysis. Cohen (2005: 205) writes than an ex post facto research is a method of teasing out possible antecedents of event that have happened and cannot be engineered or manipulated by the investigator. Inferences about relation among variable are therefore made, without direct intervention, from contaminant variation of independent or dependent variables.
Ary et al. (2010: 332), mention that the designation ex post, from latin for “after the fact” indicates that ex post facto research is conducted after the variation in the variable of interest has already been determined in the natural course of events. The statement shows that the ex post facto research design guides “us” to analyze the dependent variable in the study that was caused by the dependent variable. In addition, this method is sometimes called causal comparative because its purpose is to investigate cause and effect relationship between independent and dependent statement.
The researcher collected the data by giving written test to the eighth grade
student of SMPN 1 Kuta Utara in academic year 2015/2016. After collecting the
data from the sample, the researcher put the data into some tables. These data in
the table were used to show the students’ ability in writing recount paragraph.
3.2 Population and Sample
Population is generally large collection odd individuals or object that is the
main focus of a scientific query. A population is a group to which the results of
the study are intended to apply. Kothari (2004: 14) states that, population is all the
items under consideration in any field of inquiry. Regarding to the limit of time
and place to take all populations’ data, so that the researcher decided to take some
sample as the representative of all population of eight grade students in SMPN 1
Kuta Utara.
Sample is a group of people drawn from a population. Dawson (2002:47)
states that researchers overcome this problem by choosing a smaller, more
manageable number of people to take part in their research. This is called
sampling. Cohen et al. (2007:100) states that, a smaller group or subset of the total
population in such a way that the knowledge gained is representative of the total
population (however defined) under study. This smaller group or subject is the
sample. Kothari (2004:152) states that, sampling may be defined as the selection
of some part of an aggregate or totality in the basis of which on judgment or
interface about the aggregate or totality is made. Otherwise, it is the process of
obtaining information about an entire population by examining only part of it. To
determine the sample, the researcher selected a few people from the population for
Random sampling techniques give equal opportunity for the entire
population to be selected and included as the sample. The use of random sampling
method suggested that all population have the same independent probability to be
chosen and included as the sample of the study. According to Cohen et al.
(2007:110), in simple random sampling, each member of the population under the
study has an equal chance of being selected and the probability of a member of
the population, i.e. each selection is entirely independent of the next. The method
involves selecting at random from a list of the population (a sampling frame) the
required number of subjects for the sample.
The population of the study was the eighth grade students of SMPN 1
Kuta Utara in academic year 2015/2016 which consisted of 9 classes of 324
students. The researcher took 40 students as the samples which were chosen by
using lottery system. It is because this method is still regarded as the best method
of drawing representative samples of homogeneous populations. The use of
random sampling method with lottery system suggests that all the population have
the same opportunity to be selected and included as the samples of the study. The
process were the researcher made 40 rolls of paper according to the number of the
students’ attendance list, 4 students took four rolls of paper and whose numbers
taken by those students would be used as the sample of this study. The samples of
the study were 40 samples altogether, regarded as representative enough in
assessing recount paragraph writing ability.
3.3 Research Instrument
Research instrument is a tools used for collecting the data which is
form of productive test was recount writing by picture series test. The preparation
and construction of valid and reliable research instrument was an important step
of any scientific study. The data required for the present study collected by
administering research instrument to the subject under the study. According to
Brown (2004:3), productive skill of writing allows us to see the process and it
gives permanent product, in the form of written piece. Related to the statement
above, the research instrument of this present study was in form of productive
tests. In this case the productive test was picture series test. In this test the
researcher prepared three different picture series; two picture series with six
pictures and one picture series with four pictures that were related to each other.
The reason is to avoid cheating that may happen during the test. Moreover; by
giving choice, the test was more interesting and the students could choose the
most favourite one to make recount paragraph by their own words. The students
had to construct the recount paragraph that was related to the series of pictures. To
assess the writing ability, the scoring rubric that was used by the researcher was
adopted from Oshima and Hogue (2007:195) as follow:
Table 3.1
There is period after every sentence 1
Commas are use correctly 2
Capitalization and other punctuations are used correctly 1
The spelling are correct 1
Total 5
Content – 20 Points
The paragraph fits the assignment 5
The paragraph is interesting to read 5
The paragraph shows the writer original ideas 10
Total 20
Organization – 40 points
Giving necessary background information such as, who,
when, where, what, and why 10
Giving events in chronological order or logical sequence
in form of past tense. 20
Giving a personal comment, opinion or summarizing the
paragraph. 10
Total 40
Grammar & Space Structure
Estimate a grammar and sentence structure score. 30
Total 100
Validity and reliability are characteristics of a good researcher instrument.
The discussion of validity and reliability of the research instrument is presented in
the following discussion.
3.3.1 Validity
Validity is the degree to which test measures what test is supposed to
measure or which test is intended so the purpose can be used successfully. In a
research, which always depends on measurement, the validity of the instrument
has to be considered. In other word, validity is the central concept in testing and
assessment; the validation of the instrument comes from the figure of expert in
of the test refers to the extent to which inference made from assessment result are
appropriate, meaningful, and useful in terms of the purpose of the assessment. In
addition Cohen et al. (2007:133) state that validity is an important key to effective
research. If a piece of test is invalid then it is worthless. Validity is thus a
requirement for both quantitative and qualitative/naturalistic research. This means
that the question of research instrument’s validity is always specific to the
particular situation and the particular purpose for which it is being used.
There are types of validity: content validity, face validity, and construct
validity which become the creation of a good test in the present study. According
to Brown (2004:22), content validity test actually the samples of subject matter
about which conclusions are to be drawn, and if it requires the test taker to
perform the behaviour that is being measured, it can claim content related to
evidence validity. The test also must has a good face validity in order to the
samples were able to understand the test and the items of the test must arranged
well; therefore, it would be attractive. Test can be said to have good face validity
if the test look right to the experts. (Connaway et al., 2010:62). This mean the
determination of the face validity also involves some degree of subjective
judgment of preference. In order to have good face validity, the paragraph writing
test should have construct validity. Construct refers to related theories and
principle which had been adopted as basic to construct the research instrument.
Cohen et al. (2005:132) argue that it is achieved by ensuring that performance on
the test is fairly explained by particular appropriate construct or concepts.
The researcher prepared the test used to measure the achievement recount
to be the most interesting one. In addition, this research instrument already had
some degree of a good content validity, face validity and construct validity
because it has been showed to the colleague, teacher and approved by both
advisor. In other word the research instrument of the present study is accountable
to be tasted to the students. Thus the research instrument could be used to collect
valid and reliable data which were required for the study. The writing test
specification can be seen in the following table:
Table 3.2
Table of Writing Test Specification
Indicator Technique Form Instrument
The eight grade 3. Give the appropriate title
base on the picture!
4. The paragraph consists
of 8 – 12 sentences.
3.3.2 Reliability
Reliability is very important characteristic to have a good test. Reliability
test are consistent and dependable (Brown, 2004:20). This statement suggests if
you give the same test to the same or matched students on two different occasions,
the test should field similar result. Moreover, brown mentions the reliability is
affected by some factors: (1) administration procedure and conditions, (2) the
clarity of the rubrics concerning the various skills are expected to perform by the
tester, and (3) the scoring method. The samples under the study require to writes
In addition, Cohen et al. (2007:146) states reliability is the essentially a
synonym for consistency and explicability overtime, over instruments and over
groups of respondents. It is concerned with precision and accuracy; some features,
e.g. height, can be measured precisely, whilst others, e.g. musical ability, cannot.
Write scoring method is considered as the important factor effecting
reliability (Alderson and Bachman, 2002:108). The test which used as research
instrument should be reliable because the reliability is the requirement of a good
test. Thus, a good test must be reliable and valid.
3.4 Data collection
The data collected by administering research instrument that consist of
three picture series item of Recount paragraph writing test to 40 samples of the
eight grade students of SMPN 1 Kuta Utara in academic year 2015/2016. To write
the paragraph, the sample was given 40 minutes. The researcher gave three series
of picture and the student have to write 8 – 12 sentences based on the picture and
also give the title that appropriate with the theme of the picture series. According
to Zemach and Islam (2005:9), paragraph is a group of 6-12 sentences about one
topic. Every sentence in a strong paragraph is about the same topic. All sentences
explain the wants about that topic. The total scores indicating the samples
considered as the data collection for this research. The generic structure of recount
paragraph are; orientation, events and reorientation.
3.5 Data Analysis
In order to answer the research question under the study; therefore, the
the main purpose of the study is to measure the recount paragraph writing ability
of the eight grade students of SMPN 1 Kuta Utara which assessed by picture
series.
The process of data analysis discussed as follow:
1. The raw scores arranged to find frequency distribution of all score.
2. The mean obtain by counting up all the scores and then those divided
by the number of sample. It is better known as the average figure. In
statistic, it more often call the arithmetic mean and it was symbolized
by “M”. The formula for getting the mean was as follows:
M = ΣX
Where:
M = Mean
Σ x = Sum of total scores
N = Number of the samples
3. The next step was to find out the standard deviation (SD). The
standard deviation is another way of showing the spread out and this
give a fuller description of test scores and the range that simply
describe the gap between the highest and the lowest marks and ignores
the information provide by all remaining score. To find out the
standard deviation (SD) by using this following formula:
SD = ∑D2
N
SD = Standard Deviation
= Square Deviation of each score from the mean
N = Number of samples taking test
4. After the mean score and standard deviation were found out by using
the formula above, the researcher converted each score using norm
references measure with standard five. On the other hand, each score
was classified according to the following category as follows:
≥M + 1.5 SD = A/ Excellent
>M + 0.5 SD = B/ Good
>M - 0.5 SD = C/Sufficient
>M – 1.5 SD = D/Insufficient
CHAPTER IV FINDING & DISCUSSION
4.1 Finding
The finding refers to the description of data or information which the researcher had got as a result of the investigation. The data obtained were the form of recount paragraph writing which was used picture series test, in terms of its composition; format, punctuation & mechanic, content, organization, and grammar. It was analyzed by using norm-reference measure of five standard values, showing excellent, good, sufficient, insufficient and poor achievement of recount paragraph writing. In addition, the samples in this present study were the eighth grade students of SMPN 1 Kuta Utara. The required data needed could be tabulated in the table as follow:
Table 4.1
Scores Showing the Achievement of Recount Paragraph Writing Ability of the Eight Grade Students of SMPN 1 Kuta Utara in Academic Year 2015/2016
NO Format Punctuation
15 5 4 16 34 15 74
The data presented in the table above showed the achievement of recount
paragraph writing ability of the eighth grade students of SMPN 1 Kuta Utara in
academic year 2015/2016. On the other hand, the result above was analyzed by
using norm-reference measure of five standard values, showing; excellent, good,
sufficient, insufficient and poor achievement of recount paragraph. The formula of
norm – reference measure of five standard values, which were used to compute
1. ≥M + 1.5 SD = A/Excellent Achievement
2. >M + 0.5 SD = B/Good Achievement
3. >M - 0.5 SD = C/Sufficient Achievement
4. >M – 1.5 SD = D/Insufficient Achievement
5. <M – 1.5 SD = E/Poor Achievement
Before the raw scores obtained from the samples could be compute by
using the above formulas, the mean (M) and the standard deviation (SD) of the
raw scores should be figured out first. The computations below were the ones
which concerned about the computation of mean and standard deviation.
In this present study, the researcher used 40 samples. After getting the sum
of the total scores (∑x) which was 2.824, the next step was to find out the mean
score. Mean score was obtained by counting of all scores of the samples and then
they were divided by the number of the samples in this present study. Mean score
was symbolized by “M” and the total of sample was symbolized by (N).
Moreover, the formula of mean score was figured out as follows:
M = ∑
= .
= 71
Moreover, after getting the result of mean which was 71, the next step was
to compute the standard deviation. The standard deviation was another way of
showing the spread of scores. The standard deviation (SD) was used to measure
the degree to which group of scores deviation from the mean. Moreover, the
and divided by the number of the samples under the study. The squared of mean
deviation can be shown in the table below:
Table 4.2
The Computation of the Estimated Squared Mean Deviation (D2)
33 Komang Ari Selin 64 71 -7 49
After getting the result of the data analysis above, the standard deviation
can be computed in which it was used to measure the students’ ability of the
different categories of the achievement such as excellent, good, sufficient,
insufficient, and poor. The researcher has to find out the standard deviation by
using formula as follows:
Furthermore, the computation of the average raw score (M) and the standard
deviation of raw score (SD) by the subject respectively result the figure of 71 and
6.73 now, the corresponding standard score of the raw score showing the recount
paragraph writing achievement of the eighth grade students of SMPN 1 Kuta
Utara in academic year 2015/2016 could be computed as the following:
1. A/Excellent Achievement = > M+1.5 SD
= > 71 + 1.5 (6.73)
= >81.10
So the score of A/excellent was > 81.10
2. B/Good Achievement = >M + 0.5 SD
= >71 + 0.5 (6.73)
= >71 + 3.37
= >74.37
So the score of B/Good Achievement was in a range of >74.37<81.10
3. C/Sufficient Achievement = >M - 0.5 SD
= >71 - 0.5 (6.73)
= >71 – 3.37
= >67.63
So the score of C/Sufficient Achievement was in a range of >67.63<74.37
4. D/Insufficient Achievement = >M - 1.5 SD
= >71 - 1.5 (6.73)
= >71 – 10.10
= >60.90
So the score of D/Insufficient Achievement was in a range of
>60.90<67.63
5. E/Poor Achievement = <M - 1.5 SD
= <71 - 1.5 (6.73)
= <71 – 10.10
=>60.90
In this case, the data which were analyzed by using norm-referenced
measures of five standard values reflected the converted score respectively
showing excellent achievement (A) of recount paragraph writing ability was
>81.10, good achievement (B) was in a range of >74.37<81.10, sufficient
achievement (C) was in a range of >67.63<74.37, and insufficient achievement
(D) was in a range of>60.90<67.63 and poor achievement (E) was in range
<60.90.
Those converted scores were determined as the basic of assessing the
competence of the eighth grade students of SMPN 1 Kuta Utara in writing recount
paragraph through picture series. In order to know the degree of the achievement
of recount paragraph by the subject under study, the raw scores should be
converted into their corresponding standard scores. The following tabulation of
samples’ raw scores and their corresponding converted scores which were
assessed by using picture series test could be seen as follows:
Table 4.3
The Conversion of the Subjects’ Raw Score in Recount Paragraph Achievement on the Basic Norm-reference Measures of Five Values
NO Students Name Raw Score Converted Score
1 Ni Putu Nisa Purnami Dewi 84 A/ Excellent Achievement
2 Dessita Maheswari 82 A/ Excellent Achievement
3 Made Wage Wikarsana 81 B/ Good Achievement
4 I Kadek Wahyu Dwi P. 81 B/ Good Achievement
5 I Putu Adiguna Ariyasa 79 B/ Good Achievement
6 Ni Putu Denantha Riska 79 B/ Good Achievement
7 Shintya Cahyani 78 B/ Good Achievement
8 Ni Kadek Monica Selfiani 78 B/ Good Achievement
9 Ni Komang Ayu Putri D. 77 B/ Good Achievement
10 I Gusti Ngurah Agung W. 76 B/ Good Achievement
11 I Kadek Sugiantara Adi W. 75 B/ Good Achievement
13 I Gede Kresna Pradnyana 75 B/ Good Achievement
14 Eka Purnami Pinatih 74 C/ Sufficient Achievement
15 I Kadek Surya Wirawan 74 C/ Sufficient Achievement
16 Ni Made Sri Wulandari 73 C/ Sufficient Achievement
17 Komang Deatriasa Pakerti N 72 C/ Sufficient Achievement
18 Made Ayu Dorin Widya I. 71 C/ Sufficient Achievement
19 Ni Putu Jeni Sanistya 70 C/ Sufficient Achievement
20 I Made Panji Wibana 70 C/ Sufficient Achievement
21 Egidia Agustini Putri 70 C/ Sufficient Achievement
22 Ni Putu Ayu Riska D. 69 C/ Sufficient Achievement
23 I Putu Wahyu Dwipayana 69 C/ Sufficient Achievement
24 Ni Putu Bintang Olivia D. 69 C/ Sufficient Achievement
25 Ni Luh Putu Asri Dewi M. 69 C/ Sufficient Achievement
26 Ni Luh Anggreni 67 D/ Insufficient Achievement
27 Kadek Intan Ariantini 67 D/ Insufficient Achievement
28 I Gusti Ngurah Bagus 66 D/ Insufficient Achievement
29 Ni Nyoman Ayu Puspita 66 D/ Insufficient Achievement
30 I Putu Evan Daniswara 65 D/ Insufficient Achievement
31 Renita Rafiqatul Husna 65 D/ Insufficient Achievement
32 Ni Kadek Era Dwi Yanti 64 D/ Insufficient Achievement
33 Komang Ari Selin 64 D/ Insufficient Achievement
34 I Putu Oka Dimas M. 64 D/ Insufficient Achievement
35 Putri Siti Mariam 64 D/ Insufficient Achievement
36 Ni Kadek Dwi Candra A. 63 D/ Insufficient Achievement
37 I Made Sadhu Arta Kori 63 D/ Insufficient Achievement
38 Komang Panggih W. S 60 E/ Poor Achievement
39 I Made Mas Putra Ari W 60 E/ Poor Achievement
40 Gede Nova Wardana 56 E/ Poor Achievement
To make the presentation of the finding clearer, the converted score
needed to be presented in the form of percentages. The percentages of the findings
were obtained by counting up the total of each converted scores and then divided
by the total numbers of the samples then it was timed 100% to get the percentage
for each converted scores.
2. Good achievement (B) = x 100% = 27.50%
3. Sufficient achievement (C) = x 100% = 30%
4. Insufficient achievement (D) = x 100% = 30%
5. Poor achievement (E) = x 100% = 7.50%
The data above showed the recount paragraph writing ability of the eighth
grade students of SMPN 1 Kuta Utara in academic year 2015/2016 which was
based on the result of picture series test that has already been given. In addition,
the scores of the samples were collected by the same scores of the other samples
and after that the percentages of the data were obtained by counting up the
samples based on the scores that they got, then dividing the samples and
multiplying the scores by 100%. The result of the test could be summed up in the
following tabulation as follows:
4.2 Discussion
In this present study, the researcher used an ex-post facto as the research
design with assessing recount paragraph writing of the eighth grade students of
SMPN 1 Kuta Utara in academic year 2015/2016 by using picture series test. On
the other hand, recount paragraph writing was the research variable that has
already taken place prior to the undertaking of this study.
The data which have been analyzed by using norm-reference measure of
five standard values clearly pointed out that: (1) 5% or 2 out of 40 samples under
study got excellent achievement of recount paragraph writing ability, (2) 27.50%
or 11 of out 40 samples under study got good achievement, (3) 30% or 12 out of
40 samples under study got sufficient achievement, (4) 30% or 12 of out 40
samples under study got insufficient achievement, and (5) 7.50% or 3 out of 40
samples under study got poor achievement.
Based on the result of the study above, the present study showed that 25
samples (62.50%) out of 40 samples were successful in learning recount
paragraph writing. On the other hand, there were 15 samples (37.50%) out of 40
samples who failed in learning recount paragraph writing. Therefore, it can be
summarized that the achievement of the eighth grade students of SMPN 1 Kuta
Utara in academic year 2015/2016 in writing recount paragraph by using picture
series was sufficient.
In addition, the finding showed that there were some samples who failed
in writing recount paragraph. It was affected to the test that the teacher used to
measure the students’ ability. On the other hand, the students never got test like
the students can organize their ideas in writing sequence of the event according
the picture. Unfortunately, the student ability in composing sentences in good
grammar was still low. In addition, some of the samples also still have difficulties
in spelling some word. Otherwise, the students’ grammar and vocabulary was still
below expectation.
Based on the research findings of the present study, it can be concluded
that the eighth grade students of SMPN 1 Kuta Utara in academic year 2015/2016
were sufficient in writing recount paragraph which has assessed by using picture
series test. It means that picture series test was a good test to measure the
students’ knowledge in writing recount paragraph and also to know the teachers’
CHAPTER V
CONCLUSION & SUGGESTION
This chapter presents the conclusion of the overall discussion in the previous chapters. On the basis of findings study , the researcher would also like to command some suggestion of the present study.
5.1 Conclusion
The research used an ex post facto research design in assessing recount paragraph writing ability of the eighth grade student of SMPN 1 Kuta Utara in academic year 2015/2016. In addition, the researcher used picture series test to assess the ability of the students in writing recount paragraph. Therefore, the purpose of the present study was to find out the degree of the samples’ in writing recount paragraph through picture series. The assessment of their writing ability in composing recount paragraph was assessed by using five composition features which are format, mechanics, content, organization, and grammar. The data were collected by means of administering the research instrument which was in recount paragraph writing test.
The result of the data analysis by using norm-reference measure of five standard values clearly showed that more than a half number of samples under study of 62.50% were successful in learning recount paragraph writing and 32.50% failed in learning recount paragraph writing. It can be sumarize that the ability of eighth grade students of SMPN 1 Kuta Utara was sufficient in writing recount paragraph through picture series
motivation in learning English, their prior knowledge of the English especially the knowledge of writing recount paragraph appropriately, etc.
5.2Suggestion
In regarding to the above conclusion, then the researcher would like to suggest the English teacher, the eighth grade students, and the institution of SMPN 1 Kuta Utara to get better achievement in writing recount paragraph as the following:
1. The English teachers in SMPN 1 Kuta Utara are suggested to be more creative and innovative to improve the students’ ideas in writing recount paragraph. In addition, the teachers also should create a good situation during the teaching learning program in order to stimuli the students’ creativity, so that their ability will be increase. The last, the teacher can try to use picture series to improve the student creativity in writing recount paragraph.
2. The eighth grade students of SMPN 1 Kuta Utara are suggested to be more active in learning and understanding recount paragraph. They are also suggested to keep practicing recount paragraph in daily life such as write diary by using the form of recount paragraph. So that their ability in writing recount paragraph will be increased.
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APPENDIX 1
Names of Sample
NO Students Name Sex
APPENDIX 2
1. Write down your identity on the answer sheet! 2. Choose 1 of 3 picture series bellow!
3. Make a good recount paragraph which is consist of Orientation, Event and Reorientation!
4. Give the appropriate title base on the picture! 5. The paragraph consists of 8 – 12 sentences.
BIOGRAPHY
Putu Cintya Dewi was born in Petang, 2nd of March, 1993. She lives in Kerobokan, North of Kuta, Badung. She is Balinese. Her father is I Putu Warijana, an employee in one company in Denpasar. Her mother is Ni Ketut Mesir Astari as housewife. She is the first child with one younger brother in her family. Her hobbies are watching movie, joining Shorinji Kempo and reading novel. She started her education in elementary school, SDN 1 Kerobokan, in 2000. She then continued her study in SMPN 1 Kuta Utara for three years, started 2006 to 2008. Moreover, she went to SMKN 5 Denpasar for three more years and graduated in 2011. She was inspired by her English teacher in elementary school to mastering English, so that she wants to continue her study in university majoring English program. In 2012 she continued her study in Mahasaraswati Denpasar University and she took English Education Study Program, Faculty of Teacher Training and Education. During her study, she is joining PERKEMI UKM that escorts her to learn Shorinji Kempo. Shorinji Kempo is kind of self defence or martial art from Japan. She got some achievement during the membership such as: 3rd champion in Rektor Unmas Cup 2014, 3rd champion in Walikota Cup 2015 and the last 3rd champion in the twelfth sport event of provincial level in 2015. Therefore, she had much memorable experience that she got during her study in Mahasarawasti University.
