Discussion - RESEARCH FINDING AND DISCUSSION

CHAPTER IV RESEARCH FINDING AND DISCUSSION

C. Discussion

c) So, the result is 2.27 > 1.69 = > . It means that is higher than

d) The Cohen’s level of significance shows that the calculation of effect size is 1.6 which is higher than 1.00.

According to the result of t-test and the effect size, it proves that the null hypothesis is rejected and the alternative hypothesis is accepted which stated that there is significant difference between the students’ score who implement the use of outlining technique as the initial stage in writing personal letter and the students’ score who do not implement the use of outlining technique as the initial stage in writing personal letter at the eleventh grade of MA Soebono Mantofani.

Further, Cohen’s level of significance according to the calculation also shows the strong effect of the independent variable (d > 1.00). It can be concluded that the implementation of outlining technique has strong effect in improving students’ writing product.

45 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After conducting the research and calculating the data, it can be concluded that there is an effectiveness of applying outline technique on students’ pre- writing stage of personal letter for instance. It can be seen from the average of posttest result in experimental class which is 66.3 and the average of its gained score that is 6.35. While the average of posttest result in controlled class is 65.2 and the average of its gained score that is 2.65. Although the posttest mean score of both classes increased, the experimental class has more improvement than the controlled class.

Statistically, according to the research analysis of the data of the students score in experimental and controlled class, it shows that the value of t-observation is higher than the value of t-table, that is 2.27 > 1.69. So, the null hypothesis is rejected and the alternative hypothesis is accepted. In addition, Cohen’s level of significance shows d>1.00 (1.6 > 1.00). It means that there is significant difference between the students score between the students’

score in writing personal letter by using outlining technique and the students’

score in writing personal letter without using outlining technique at the eleventh grade students of MA Soebono Mantofani.

Students got higher score in writing personal letter when they used outline technique as the initial stage in the writing process. While students who did not receive treatment got lower score than students who received such treatment. It can be concluded that teaching writing personal letter by applying the use of outlining technique has strong effect to help students produce better writing.

B. Suggestion

According to the conclusion, here are some suggestion that can be given in relation to the writer’s conclusion and hopefully anyone who read this Skripsi can get the benefits.

1. For teachers, teaching the use of outline technique as the initial stage in writing is good to improve students’ writing product. Moreover, outline technique can be applied in any kind of writing texts which are taught in high school.

2. For students, the use of outline technique is good for them to keep focus on their writing. They can write according to their initial goal. Using outline technique in the pre-writing stage help students achieve well- organized and supported composition. Further, they will be accustomed to thinking in organized way.

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 KI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.

 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah

 KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.6 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk surat pribadi dengan memberi dan menerima informasi terkait kegiatan diri sendiri dan orang sekitarnya, sesuai dengan konteks penggunaannya

4.6 Teks surat pribadi

4.6.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam

 Fungsi Sosial

Menjalin kedekatan hubungan antar pribadi

 Struktur Teks Dapat mencakup - Tempat dan tanggal - Penerima

- Sapaan - Isi surat - Penutup

 Unsur Kebahasaan

- Menyimak dan menirukan guru

membacakan beberapa contoh surat pribadi dengan ucapan, dan tekanan kata yang benar.

- Membaca dengan suara lantang dan

bermakna, dengan ucapan dan tekanan kata yang benar

- Mencermati satu tabel yang menganalisis unsur-unsur eksposisi, bertanya jawab, dan kemudian menerapkannya untuk

menganalisis dua surat pribadi lainnya

4.6.2 Menyusun teks khusus dalam bentuk surat pribadi terkait kegiatan diri sendiri dan orang sekitarnya, lisan dan tulis, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

 Topik

Pengalaman, informasi, hallain yang terkait dengan sekolah, rumah, dan masyarakat yang dapat menumbuhkan perilaku yang termuat di KI

pribadi yang dicampur aduk secara acak, untuk kemudian bekerja sama

mengelompokkan dan menyusun kembali menjadi tiga surat pribadi yang koheren, seperti aslinya

- Membuat surat pribadi untuk satu orang teman di kelas tentang suatu hal yang relevan, dan kemudian membalasnya - Melakukan refleksi tentang proses dan hasil

belajar

SMA/MA : MA Soebono Mantofani Mata pelajaran : Bahasa Inggris

Kelas/Semester : XI (Sebelas) - MIPA Aspek/Skill : Menulis (Writing)

Alokasi Waktu : 6 x 45 menit ( 3x pertemuan ) Jenis teks : Personal Letter

A. Kompetensi Inti

 KI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya.

Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

3.6 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk surat pribadi dengan memberi dan menerima

informasi terkait kegiatan diri sendiri dan orang sekitarnya, sesuai dengan konteks penggunaannya

 Mengidentifikasi ungkapan keakraban yang lazim digunakan dalam surat pribadi

 Memahami struktur teks dari surat pribadi

 Memahami unsur kebahasaan surat pribadi

 Menganalisis unsur-unsur eksposisi surat pribadi

4.6 Teks surat pribadi

4.6.1 Menangkap makna secara kontekstual

 Membaca surat pribadi dengan suara lantang dan bermakna, dengan ucapan

bentuk surat pribadi terkait kegiatan diri sendiri dan orang sekitarnya 4.6.2 Menyusun teks khusus dalam bentuk

surat pribadi terkait kegiatan diri sendiri dan orang sekitarnya, lisan dan tulis, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

kembali surat pribadi yang dicampur aduk secara acak menjadi surat pribadi yang koheren, seperti aslinya

 Membuat surat pribadi untuk satu orang teman di kelas tentang suatu hal yang relevan, dan kemudian

membalasnya

C. Tujuan Pembelajaran

Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:

 Siswa mampu membaca beberapa contoh surat pribadi

 Siswa mampu menentukan fungsi sosial, struktur, dan unsur kebahasaan dalam surat pribadi.

 Siswa mampu menentukan gagasan utama, informasi rinci, dan informasi tertentu dari surat pribadi.

 Siswa mampu menyusun surat pribadi yang acak menjadi surat utuh

 Siswa mampu membuat outline dari beberapa contoh surat pribadi.

 Siswa mampu menyusun outline untuk membuat surat pribadi.

 Siswa mampu menyusun teks surat pribadi.

 Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari surat yang dibuat.

D. Materi Pembelajaran

 Fungsi Sosial

Menjalin kedekatan hubungan antar pribadi

 Struktur Teks Dapat mencakup - Tempat dan tanggal - Penerima

- Sapaan - Isi surat - Penutup

 Unsur Kebahasaan

- Ungkapan keakraban yang lazim digunakan dalam surat pribadi

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

234, Hill View Apartments California

10^th March 2010

Dear Rachel,

In today’s world it is very difficult to get true friends who stay with us when we are in need of them and who we can completely count on. Even when we find such friends, it is very hard to keep them close to us. But you are the special angel sent by God as my friend and I will keep you safe with me forever.

However, today I would like to express thanks for being my true friend and creating that unique distinction in my life.

With best wishes, Warmly,

Sofia

Example 2 (taken from Sugeng, 2014: 105) D/194

Block 4 Sector 7 Vashi

29^th October 2012

Dear Mr. Gupta

I am aware that some of my neighbors have complained to you about the loud party I held at my rented apartment a few days ago. I am most embarrassed about this incident and sincerely regret the disturbance it may have caused to my neighbors.

Please accept my apologies.

The reason for the excessive noise was that it was my birthday celebration and I had invited around 20 friends. My girlfriend had also hired a local music band to perform at the party. Trust me! We weren’t expecting that things would get this loud. We

The Heading

The Body The Greeting

The complimentary

The Signature

The Heading

The Greeting

The Body

I have since personally apologized to the neighbors and they seem to have understood the situation. Rest assured that this incident will not be repeated.

Yours sincerely,

Gautam

Rearranging jumbled statements and phrases

o It’s such a relief to hear that the volcanic eruption in the affected area has caused no problem

o 1 October 2017 o Hello Ronafa,

o Everything is gping very well here. I wish you and your family the best.

o Ananda

o Bancar Asri 16, Lamper Tengah Surakarta, Central Java 50242 Indonesia

o Do you want me to send something from Indonesia? Please don’t hesitate to contact me again if you need any help.

o Take care

o Thank you for your letter of 25 July. I was very pleased to read your last letter. News about disasters always makes everyone very worried, especially when I heard that you were not in your apartment. You know pain filled our hearts when your family and I could not get in touch with you on the phone.

 Membuat Outline surat pribadi

 Address

 Date of letter

 The greeting (who are you going to write to?

 The body

o What have you been doing lately?

o What is something interesting or funny that has happened to you?

o What is something interesting that you will do soon?

 The closing

 Signature

The complimentary

The Signature

E. Metode Pembelajaran

Metode : Tanya jawab, wawancara, diskusi dan bermain peran

F. Media Pembelajaran 1. Media

 Worksheet atau lembar kerja (siswa)

 Lembar penilaian 2. Alat/Bahan

 Penggaris, spidol, papan tulis

 Laptop & infocus G. Sumber Belajar

 Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas XI, Kemendikbud, Revisi Tahun 2016

 Kamus Bahasa Inggris

 Pengalaman peserta didik dan guru H. Langkah-langkah Kegiatan

Pertemuan ke-dua A. Kegiatan Pendahuluan

 Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas.

 Mengecek kehadiran siswa.

 Mengaitkan materi/kompetensi yang akan dipelajari.

 Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan KI/KD

 Memberikan ice breaking berupa tongue twister “She sells seashell by the seashore”

B. Kegiatan Inti Eksplorasi

Dalam kegiatan eksplorasi, guru:

 Guru bertanya apakah siswa pernah menulis surat pribadi

 Guru menampilakan contoh surat pribadi

 Menanyakan manfaat menulis surat pribadi

 Guru menjelaskan surat pribadi

 Siswa dalam tiap kelompok berdiskusi tentang struktur surat pribadi berdasarkan contoh yang diberikan

 Meminta siswa secara bekelompok menentukan isi dari beberapa contoh surat pribadi.

 Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.

Konfirmasi

Dalam kegiatan konfirmasi, guru:

 Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik,

 Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta didik melalui berbagai sumber tentang surat pribadi

 Guru bertanya jawab tentang hal-hal yang belum diketahui siswa

 Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan

 Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan dengan menuliskannya kedalam jurnal

C. Kegiatan Penutup

Dalam kegiatan penutup, guru:

 bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran

 melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram;

 memberikan umpan balik terhadap proses dan hasil pembelajaran;

 merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik;

 menyampaikan rencana pembelajaran pada pertemuan berikutnya.

Pertemuan ke-tiga

A. Kegiatan Pendahuluan

 Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas.

 Mengecek kehadiran siswa.

 Mengaitkan materi/kompetensi yang akan dipelajari dengan kegiatan sehari-hari

B. Kegiatan Inti Eksplorasi

 Menanyakan tentang isi surat apa saja yang pernah mereka tulis kepada teman.

 Memberikan contoh surat pribadi dan meminta siswa membacakannya secara bergantian.

 Meminta siswa menentukan gagasan utama, informasi rinci, dan informasi tertentu dari surat pribadi.

Elaborasi

 Membiasakan siswa dengan berbagai contoh surat pribadi yang memiliki tema berbeda.

 Siswa menyusun surat pribadi yang acak menjadi surat pribadi yang utuh Rearranging jumbled statements and phrases

o It’s such a relief to hear that the volcanic eruption in the affected area has caused no problem

o 1 October 2017 o Hello Ronafa,

o Everything is gping very well here. I wish you and your family the best.

o Ananda

o Bancar Asri 16, Lamper Tengah Surakarta, Central Java 50242 Indonesia

o Do you want me to send something from Indonesia? Please don’t hesitate to contact me again if you need any help.

o Take care

 Siswa dalam tiap kelompok bekerja sama membuat outline dari sebuah surat pribadi

Sector 7 Vashi

29^th October 2012

Dear Mr. Gupta

We did turn the music down after 11 o’clock, but I guess it was already late.

I have since personally apologized to the neighbors and they seem to have understood the situation.

Rest assured that this incident will not be repeated.

Yours sincerely,

Gautam

Outline:

 Address

 Date of letter

 The greeting (who are you going to write to?)

 The body

o Gautam regrets the party that disturbed his neighbor o Gautam explains what had happened at the night o Gautam apologizes to Mr. Gupta and other neighbor

 The closing

 Signature

 Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal

The Greeting

The Body

The complimentary

The Signature

Dalam dokumen DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2018 (Halaman 57-91)