CHAPTER V CONCLUSION AND SUGGESTION
B. Suggestion
Based on the result of the data analysis and conclusion, the researcher suggests as follows:
1. It is suggested to the English teachers to use Teachers Oral Feedback as the alternative in the teaching and learning process to improve the students’
English skill especially in improving their writing ability.
2. The students are expected improving their intensity in learning writing through Teachers Oral Feedback.
3. This strategy can be used as an additional strategy or further research with different discussion for the next researcher.
BIBLIOGRAPHY
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Cooper, C.R, 1998. Evaluation of writing. Urbana: national council of teachers of English.
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Derewianka, Beverly.1946. Exploring How Texts Work. Australia: Primary English Teaching Association.
Dougal.MC 1981.Basic skills in English.Little and company.
Fatmawati. 2011.Buiding up The Students’ Writing Skill through Group Investigation Method (GI). Makassar: Muhammadiyah University of Makassar
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Grami, M.2005. The Effect Of Teachers Written Feedback On ESL Students Perception. Communication and Language Sciences.(Online) http://blogs.
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Harmer, J. 2004.The Practice of English Language Teaching. London: Longman Group Ltd.
Hawe & Watson. 2008. Oral Feedback in The Context Of Written Language.
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RENCANA PELAKSANAAN PEMBELAJARAN
NamaSekolah : SMK Negeri 1 Gilireng Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1 Pertemuan ke : 1-6
AlokasiWaktu : 12 x 45 menit Aspek Skill : Writing
A. StandarKompetensi
12. Mengungkapkan makna dalam teks tulis fungsional pendek esei sederhana berbentuk recount text dalam konteks kehidupan sehari- hari
B. Kompetensi Dasar
12.2 Mengungkapkan makna dan langkah retorika paragraph secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk:
recount.
C. Indikator
Pertemuan 1, 3 & 5
Mengetahui fungsi sosial, struktur teks,dan unsur kebahasaan dari recount text (recount text, generic structure, tenses)
Membuat planning untuk penulisan sebuah recount text (limited topic, eliciting key words, chronological orders)
Membuat draft atau sebuah recount text dengan memperhatikan generic structure recount text (orientation, events, reorientation).
Pertemuan 2, 4 & 6
Melakukan editing atau revisi pada draft (recount text)
Melakukan revisi atau pemeriksaan kembali pada draft (recount text).
Membacakan sebuah recount text C. Tujuan Pembelajaran
Pertemuan 1, 3 & 5
Siswa dapat mengetahui fungsi sosial, struktur teks dan unsur kebahasaan dari recount text (recount text, generic structure, tenses)
Siswa dapat membuat planning sebagai awal dalam penulisan sebuah recount text dengan menentukan (limited topic, eliciting key words, chronological orders)
Siswa dapat membuat sebuah draft atau sebuah recount text dengan memperhatikan generic structure recount text (orientation, events, reorientation).
Pertemuan 2,4 & 6
Siswa dapat melakukan editing atau memperbaiki draft (recount text) yang telah dikoreksi oleh guru.
Siswa dapat melakukan revisi kembali pada tulisannya (recount text)
Siswa dapat membacakan sebuah recount text sederhana D. Materi Pembelajaran
Fungsi sosial :
Telling/ to retell past events for the purpose of informing or entertaining.
Generic Structure Text
Orientation
(Pengenalan: Who, When, Where, dll)
Last holiday my family and I went to Jakarta. We visited my uncle’s house. It had a big garden and a lot of colorful flowers and tennis court.
Events:
(UrutanPeristiwa)
On Friday my nephew and I went to National Museum and went up to the top of monument which had the golden symbol of the spirit of our nation. From the top we could see the beauty of the metropolitan city. On Saturday we went to Ancol beach to see DuniaFantasi and Dolphin show.
Reorientation (Penutupcerita,
rangkumanrentetanperistiwa)
On Sunday we went to Ragunan Zoo and then we went home. We really enjoyed our holiday.
Language Feature of Recount
Introducing personal participant; I, my group, my friend, etc.
Using chronological connection; then, first, after that, when, etc.
Using action verb; moved, spent, vivited, left, made, etc.
Using linking verb; was, were.
Using simple past tense; I was on the car, I visited my grandmother, etc.
Contoh Brainstorming :
1. Limited Topic : My Holiday mempersempit topik menjadi My Holiday in Bira Beach
2. Eliciting Key Words : kata-kata yang berhubungan dengan topik dan akan digunakan dalam membuat paragraf recount.
Contoh : Beach, swimming/swam, sunset, beautiful view, enjoyed, sand.
3. Chronological Orders : membuat urutan aktivitas dalam cerita secara singkat dan jelas.
Contoh : 1. My family and I went to the Bira Beach 2. My sister and I swam together
3. My family and I enjoyed a beautiful sunset beforel leaving
4. After that, we came back to home.
Contoh Draft :
My Holiday In Bira Beach
In Sunday morning, my family decided to enjoy the holiday in Bira Beach. We started from house at 10.00 a.m and arrived in beach at 15:30 p.m.
it was a long trip. After arriving there, my sister and I swam together in the blue water while my parents decided to enjoy phanorama by laying on the
sand. After swimming, my family and I enjoyed a beautiful sunset before leaving. It was 18:00 p.m, we came back to home. It was the great holiday ever.
E. Metode/ Model Pembelajaran:
Feedback
F. Langkah-langkahKegiatan Pertemuan 1, 3 & 5
Planning and Drafting
KegiatanAwal (10’)
- Guru memberisalamkepadasiswa
- Guru menanyakanhal-hal yang terkait dengan keadaan siswa - Checking attendentlist
- Apersipsi dan motivasi
KegiatanInti (70’)
Guru Siswa
Guru menjelaskan materi ajar Siswa mendengarkan dengan seksama materi yang diberikan Guru memberikan topik kepada
siswauntukdikembangkan dalam sebuah recount text
Siswa memilih topik yang ingin dikembangkan dalam bentuk recount text.
Guru meminta siswa berdiskusi dalam bentuk kelompok untuk membuat planning dari topik yang dipilih dengan membuat
Siswa membentuk kelompok dan mendiskusikan planning dengan mengikuti arahan guru.
brainstorming (limited topic, eliciting key words, chronological orders)
Guru mengajak siswa menulis sebuah recount text dengan berdasar pada brainstorming yang telah dibuat.
Siswa membuat sebuah recount text dengan memperhatikan generic structure recount text (orientation, events, reorientation) Guru membimbing siswa
selamadalam proses belajar di kelas dengan memfasilitasi siswa informasi, tanya jawab, komunikasi antar siswa mengenai kesulitan yang didapat melalui oral feedback.
Siswa menerimadan merespon informasi, tanya jawab dan berkomunikasi dengan guru berkaitan dengan kesulitan yang didapat dalam proses menulis dan kemudian dijadikan pedoman dalam menulis.
KegiatanAkhir (10’)
- Guru meminta siswa mengumpulkan hasil kerjanya - Guru melakukan tanya jawab tentang recount text.
- Guru memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa.
- Guru mengucapkan salam kepada siswa ketika hendak keluar dari ruang kelas.
Pertemuan 2, 4 & 6 Editing and Revising
KegiatanAwal (10’)
- Checking attendant list - Apersepsi dan motivasi
- Guru mengajukan pertanyaan tentang pelajaran sebelumnya
KegiatanInti (70’)
Guru Siswa
Guru menemukan dan mengoreksi kelemahan dan kelebihan dalam hasil tulisan siswa, dan memberikan solusi dengan memfasilitasi informasi, saran dan penjelasan yang akurat dan jelas secara kelompok, face to face dan interview.
Siswa memahami, menerima dan merespon informasi, saran dan penjelasan dari guru dan kemudian dijadikan pedoman dalam merevisi atau mengedit tulisannya.
Guru mengecek kembali hasil revisi siswadan kemudian meminta siswa membacakan tulisan recountnya di depan kelas secara perorangan.
Siswa mengumpulkan hasil perbaikannya untuk dicek kembali oleh guru dan kemudian membacakan hasil tulisan recount textnya di
depan kelas dengan
percayadiri.
KegiatanAkhir (10’)
- Guru memberikanumpanbalikterhadap proses danhasilpembelajaran
- Gurumenutuppelajaran G. Sumber/Bahan/Alat
White Board
Marker
Book H. Evaluasi
Evaluasi: Menulis
I. PenilaiandanRubrikpenilaian BentukPenilaian:
Teknik: Performance Assesment
Bentuk: Tulisan(written test) Instrument Evaluasi
Pertemuan 1 & 2
A. Choose one of the topics below and create it into a recount paragraph!
1. My Holiday 2. My Adventure 3. My Adolescence 4. My Puppy Love Pertemuan 3 & 4
A. Choose one of the topics below and create it into a recount paragraph!
1. My Awkward Moment 2. My Daily Activity 3. My Great Experience
4. My Bad Experience Pertemuan 5& 6
A. Choose one of the topics below and create it into a recount paragraph!
1. My Unexpected Moment
2. My First Experience in Junior High School 3. My Funny Story
4. My Secret Admirer RubrikPenilaian : Content
Harmer in Santung (2011:25)
Classification Score Indicator
Excellent Very Good Good Fair Poor
90–100 80–89 70–79 60–69 0-59
Effective complex construction.
Effective but simple constructions.
Major problem in simple/complex constructions.
Major problem in simple constructions.
Virtually no mastery of sentence construction rules
Organization
Harmer in Santung (2011:25) Grammar
Classification Score Criteria
Excellent 90–100 If the grammar of the paragraph are all correct
Very Good 80–89 If the paragraph contain few errors of grammar
Good 70 - 79 If the paragraph contain some errors of grammar
Fair 60 - 69 If the paragraph dominated by error of grammar
Poor 0-59 If the grammar of the paragraph are all incorrect
Harmer in Santung (2011:25) Gilireng, Agustus 2015
Guru Mata Pelajaran
SRI ASMAYANA
Classification Score Criteria
Excellent Very Good Good Fair Poor
90–100 80–89 70–79 60–69 0–59
Fluent expression–ideas clearly
Some copy – loosely organization but mind ideas out.
Not fluent but ideas stand out Not fluent/ ideas confused
Does not communicated no organize
APPENDIX II Research Instrument
Pretest Instrument
1. Choose one of the topics below and create it into a recount text!
a. My Childhood Story b. My Memorable Event c. My Love Story d. My Birthday Party Posttest Instrument
1. Choose one of the topics below and create it into a recount text!
a. My Sad Story b. My happy Story c. My Graduation Day
d. My First Experience in Senior High School
APPENDIX C Writing Score of Pretest
Name Content Organization Grammar Writing
Score Classification Andi Virta Dwi H.
Agustiar
Agustina Rahayu Andi Afifatul Ulfa Anggriawan Besse Musmirul Elmianti
Firda Nahwa Murni
Nendi Septiani Nurul Fatimah Rafianti
Rismayanti Amri Sulfiana
65 65 65 65 65 60 70 65 50 65 40 60 50 50
70 70 70 65 60 65 80 70 50 70 45 60 50 40
60 70 60 65 55 70 75 65 40 65 55 50 50 50
65 68.3
65 65 60 65 75 66.6 46.6 66.6 46.6 56.6 50 46.6
fair fair fair fair fair fair good
fair poor
fair Poor poor Poor Poor
N=14 835 865 830 842,9
APPENDIX D Writing Score of Posttest
Name Content Organization Grammar Writing
Score Classification Andi Virta Dwi H.
Agustiar
Agustina Rahayu Andi Afifatul Ulfa Anggriawan Besse Musmirul Elmianti
Firda Nahwa Murni
Nendi Septiani Nurul Fatimah Rafianti
Rismayanti Amri Sulfiana
75 85 70 80 80 70 75 70 65 85 70 70 80 80
75 90 75 80 80 65 80 80 60 80 75 70 80 85
80 85 80 85 85 70 75 75 65 80 70 70 75 80
76.6 86.6 75 81.6 81.6 68.3 76.6 75 63.3 81.6 71.6 70 78.3 81.6
good very good
good very good very good
fair good good fair very good
good good good very good
N=14 1.055 1.075 1.075 1.067.7
APPENDIX E
The Result ofthe Students’ Writing Ability in Pretest and Posttest No Score
Pre Test (X1)
Score Post test
(X2)
D (X2-X1) X12 X22 D2
1 65 76.6 11.6 4.225 5.867,56 134,56
2 68.3 86.6 18.3 4.664,89 7.499,56 334,89
3 65 75 10 4.225 5.625 100
4 65 81.6 16.6 4.225 6.658,56 275,56
5 60 81.6 21.6 3.600 6.658,56 466,56
6 65 68.3 3.3 4.225 4.664,89 10,89
7 75 76.6 1.6 5.625 5.867,56 2,56
8 66.6 75 8.4 4.435,56 5.625 70,56
9 46.6 63.3 16.7 2.171,56 4.006,89 278,89
10 66.6 81.6 15 4.435,56 6.658,56 225
11 46.6 71.6 25 2.171,56 5.126,56 625
12 56.6 76 19.4 3.203,56 5.776 376,36
13 50 78.3 28.3 2.500 6.130,89 800,89
14 46.6 81.6 35 2.171,56 6.658,56 1225
842.9 1.067,7 230,8 51.879,25 76.172,25 4.926.72
__
X 60.21 76.26 16.48 3.705,66 5.440,88 351.91
APPENDIX F
The Mean Score of Students’ Pretest and Posttest in Term of Content 1. Mean scores of the students’ pre test
N X
__ x
14
__
835
X
__
X 59.65
2. Mean scores ofthe students’ post test
N X
__ x
14
__
1055
X
__
X 75.36
The Mean Score of Students’ Pre Test and Post Test in Terms of organization
3. Mean scores of the students’ Pre test
N X
__ x
14
__
865
X
__
X 61.78
4. Mean scores of the students’ Post test
N X
__ x
14
__
1075
X
__
X 76.78
The Mean Score of Students’ Pre Test and Post Test in Terms of Grammar 5. Mean scores of the students’ pre test
N X
__ x
14
__
830
X
__
X 59.28
6. Mean scores of the students’ post test
N X
__ x
14
__
1075
X
__
X 76.78
APPENDIX G
The Rate Percentage of the Students Score in Term of Content 1. Pre test
a. Poor
F = 4, N = 14 P = × 100%
P = × 100% = 28.57%
b. Fair
F = 9, N = 14 P = × 100%
P = × 100% = 64.29%
c. Good
F = 1, N = 14 P = × 100%
P = × 100% = 7.14%
2. Post test a. Fair
F = 1, N = 14 P = × 100%
P = × 100% = 7.14%
b. Good
F = 7, N = 14 P = × 100%
P = × 100% = 50%
c. Very Good
F = 6, N = 14 P = × 100%
P = × 100% = 42.86%
The rate percentage of the students score in terms of organization 1. Pre test
a. Poor
F = 4, N = 14 P = × 100%
P = × 100% = 28.57%
b. Fair
F = 4, N = 14 P = × 100%
P = × 100% = 28.57%
c. Good
F = 5, N = 14 P = × 100%
P = × 100% = 35.72%
d. Very Good
F = 1, N = 14 P = × 100%
P = × 100% = 7.14%
2. Post test a. Fair
F = 2, N = 14 P = × 100%
P = × 100% = 14.29%
b. Good
F = 4, N = 14 P = × 100%
P = × 100% = 28.57%
c. Very Good
F = 7, N = 14 P = × 100%
P = × 100% = 50%
d. Excellent
F = 1, N = 14 P = × 100%
P = × 100% = 7.14%
The rate percentage of the students score in terms of grammar 1. Pre test
a. Poor
F = 6, N = 14 P = × 100%
P = × 100% = 42.86%
b. Fair
F = 5, N = 14 P = × 100%
P = × 100% = 35.71%
c. Good
F = 3, N = 14 P = × 100%
P = × 100% = 21.43%
2. Post test a. Fair
F = 1, N = 14 P = × 100%
P = × 100% = 7.14%
b. Good
F = 6, N = 14 P = × 100%
P = × 100% = 42.86%
c. Very Good
F = 7, N = 14 P = × 100%
P = × 100% = 50%
APPENDIX H
The Significance Different of Students’ Score between the Score of Pretest and Posttest
) 1 ( D
t ( D)2
2
N N
N
N
D
14 230.8
= 16.48
) 1 14 ( 14
4926.72 16.48 t
14 230.8
) 13 ( 14 4926.72
16.48 t
14 53.268,64
) 13 ( 14
90 , 804 . 3 72 . 4926
16.48
t
182 82 , 1121 16.48 t
t = .
√ . .
APPENDIX H
The Significance Different of Students’ Score between the Score of Pretest and Posttest
) 1 ( D
t ( D)2
2
N N
N
N
D
14 230.8
= 16.48
) 1 14 ( 14
4926.72 16.48 t
14 230.8
) 13 ( 14 4926.72
16.48 t
14 53.268,64
) 13 ( 14
90 , 804 . 3 72 . 4926
16.48
t
182 82 , 1121 16.48 t
t = .
√ . .
APPENDIX H
The Significance Different of Students’ Score between the Score of Pretest and Posttest
) 1 ( D
t ( D)2
2
N N
N
N
D
14 230.8
= 16.48
) 1 14 ( 14
4926.72 16.48 t
14 230.8
) 13 ( 14 4926.72
16.48 t
14 53.268,64
) 13 ( 14
90 , 804 . 3 72 . 4926
16.48
t
182 82 , 1121 16.48 t
t = .
√ . .
1. The improvement of the students’ scores in term of content
P = × 100%
P = . .
. × 100%
P = .
. × 100%
P = 26.34
2. The improvement of the students’ scores in term of organization
P = × 100%
P = . .
. × 100%
P = . × 100%
P = 24.28
3. The improvement of the students’ scores in term ofgrammar
P = × 100%
P = . .
. × 100%
P = .
. × 100%
P = 29.52
APPENDIX I
The Distribution of T-table
df P
.10 .05 .01 .001
1 6.314 12.706 63.657 632.619
2 2.920 4.303 9.925 31.598
3 2.353 3.182 5.841 21.924
4 2.132 2.776 4.604 8.610
5 2.015 2.517 4.032 8.869
6 1.934 2.447 3.707 5.959
7 1.895 2.365 3.499 5.408
8 1.860 2.306 3.355 5.041
9 1.833 2.262 3.250 4.781
10 1.812 2.228 3.169 4.578
11 1.796 2.201 3.106 4.473
12 1.782 2.179 3.055 4.318
13 1.771 2.160 3.012 4.221
14 1.761 2.145 2.977 4.140
15 1.753 2.131 2.947 4.073
16 1.746 2.120 2.912 3.015
17 1.740 2.110 2.898 3.965
18 1.734 2.101 2.878 3.922
19 1.729 2.093 2.681 3.883
20 1.725 2.086 2.845 3.850
21 1.721 2.080 2.831 3.819
22 1.717 2.074 8.819 3.792
23 1.714 2.069 2.807 3.767
24 1.711 2.064 2.797 3.745
25 1.708 2.060 2.787 3.725
26 1.706 2.056 2.779 3.707
27 1.703 2.052 2.771 3.690
28 1.071 2.048 2.763 3.674
29 1.699 2.045 2.756 3.659
30 1.697 2.042 2.750 3.646
40 1.684 2.012 2.706 3.551
60 1.671 2.000 2.660 3.640
120 1.658 1.980 2.617 3.373
∞ 1.645 1.960 2.576 3.291
(Gay, 1981)
APPENDIX J
ATTENDANT LIST OF CLASS XI RPL
No. NIS NAME F/M 1st 2nd 3rd 4th 5th 6th 7th 8th
1 1911104009 A.Virta Dwi H. F
2 1911104010 Agustiar M
3 1911104011 Agustina Rahayu F
4 1911104012 A.Afifatul Ulfa F
5 1911104013 Aggriawan M
6 1911104014 Besse Musmirul F
7 1911104015 Elmianti F
8 1911104016 Firda Nahwa F
9 1911104017 Murni F
10 1911104018 Nendi Septiani F
11 1911104019 Nurul Fatimah F
12 1911104020 Rafianti F
13 1911104021 Rismayanti Amri F
14 1911104022 Sulfiana F
Notes :
= Hadir I = Izin S = Sakit A = Alfa
DOCUMENTATIONS
CURRICULUM VITAE
SRI ASMAYANA, was born inLebong11th of October 1992.She was the third child from the marriage of parents, Abd.
Salam and Hj. Darniati. She has three brothers and two sisters.
In 1999, she started her elementary school at SDN 276 Abbatireng, Wajo Regency and graduated in 2005. She continued her study at SMPN 1 Gilireng Wajo and graduated in 2008. In the same year, she continued her study at SMAN 2 Sengkang, Wajo Regency and graduated in 2011. In the same year, she continued her study at Muhammadiyah University and concentrated in English Department of Teachers Training and Education Faculty and graduated in 2015. At the end of her study, she could finish her thesis with title “The Use of Teachers Oral Feedback in Improving the Students’ Writing Ability (A Pre Experimental Study at the Second Grade in Class XI RPL of SMKN 1 Gilireng Wajo)”.