the use of story skeleton model on learners

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THE USE OF STORY SKELETON MODEL ON LEARNERS’

WRITING OF RECOUNT TEXT

(A Quasi-experimental Study at the Eighth Grade of Madrasah Tsnawiyah Al Falah in Academic Year 2017/2018)

by Siti Haryati NIM. 11140140000008

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2018

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STATEMENT OF AUTHENTICITY

Saya yang bertanda tangan di bawah ini, N a m a : Siti Haryati

Tempat/Tgl.Lahir : Jakarta, 02 Juni 1996

NIM : 11140140000008

Jurusan / Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : The Use of Story Skeleton Model Learners‘ Writing of Recount Text (A Quasi-Experimental Study at the Eighth

Grade of Madrasah Tsanawiyah Al Falah in Academic Year 2017/2018)

Dosen Pembimbing : 1. Dr. Ratna Sari Dewi, M.Pd.

2. Desi Nahartini, M.Ed.

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri di bawah bimbingan dosen dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

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ABSTRACT

Siti Haryati (11140140000008). The Use of Story Skeleton Model on Leaners’

Writing of Recount Text (A Quasi-Experimental Study at the Eighth Grade of MTs. Al Falah in the Academic Year 2017/2018). A skripsi of Department of English Education, Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University, Jakarta, 2018.

Advisor I : Dr. Ratna Sari Dewi, M.Pd.

Advisor II : Desi Nahartini, M.Ed.

Keywords : Writing, Story Skeleton, Recount Text

This study was intended to get the empirical evidence of the use of story skeleton model on learners‘ writing of recount text. The design used in this study was quasi-experimental design. The population was the eighth grade learners of MTs.

Al Falah. The sample was 40 students chosen through purposive sampling technique and classified into two classes; experimental and controlled class. The data were gained through quantitative method. The instrument used in this study was writing tests which were given at the beginning and at the last meeting after the treatments by using story skeleton model were applied. The data of pre-test and post-test were analyzed by using t-test. The result of pre-test score from both classes showed that the mean score of experimental class and controlled class was not much different. Meanwhile, the result of post-test score revealed that the score of experimental class was higher than was the controlled class. The result presented that the t_o was 3,22 while the t_twas 2000 in significant 5% (0.05). In other words, it can be said that to (3,22) < tt (2.000). It clearly proved that applying story skeleton was effective to increase learners‘ writing of recount text at the eighth grade of MTs. Al Falah in academic year 2017/2018.

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ABSTRAK

Siti Haryati (11140140000008). Penggunaan Model Kerangka Cerita Terhadap Kemampuan Menulis Teks Pengalaman Pribadi Siswa (Penelitian Kuasi eksperimental pada Kelas Delapan MTs. Al Falah Tahun Ajaran 2017/2018). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2018.

Dosen Pembimbing I : Dr. Ratna Sari Dewi, M.Pd Dosen Pembimbing II : Desi Nahartini, M.Ed.

Kata Kunci : Menulis, Story Skeleton Model, Teks Pengalaman Pribadi

Penelitian ini bertujuan mendapatkan bukti empiris tentang kegunaan story skeleton model terhadap kemampuan menulis teks pengalaman pribadi siswa.

Populasi penelitian ini adalah siswa kelas delapan MTs. Al Falah. Desain yang digunakan dalam penelitian ini adalah desain quasi-experimental. Sampel yang digunakan sejumlah 40 siswa yang dipilih dengan menggunakan teknik sampel purposive dan kemudian diklasifikasikan menjadi dua kelas, yakni kelas eksperimen dan kelas kontrol. Instrumen yang digunakan pada penelitian ini adalah tes kemampuan menulis yang diberikan pada awal dan akhir pertemuan setelah story skeleton model diterapkan. Data dari nilai awal dan nilai akhir dianalisa menggunakan uji t. Hasil nilai awal siswa dari kedua kelas menunjukkan bahwa nilai rata-rata kelas eksperimen dan kelas kontrol tidak terlalu banyak berbeda. Sedangkan hasil nilai akhir menunjukkan bahwa nilai kelas eksperimen lebih tinggi daripada kelas kontrol. Hasil menjukkan bahwa nilai t hitung sebesar 3.22 sedangkan nilai t tabel pada signifikansi 5% (0.05) adalah 2.000. Dengan kata lain, dapat dikatakan bahwa nilai t hitung lebih besar daripada nilai t tabel. Hal ini dengan jelas membuktikan bahwa pengaplikasian story skeleton model efektive untuk meningkatkan kemampuan menulis teks pengalaman pribadi siswa kelas delapan di MTs. Al Falah tahun ajaran 2017/2018.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful.

All praise be to Allah, the Lord of the worlds, who has been giving and blessing the writer in completing this Skripsi entitled ―The Use of Story Skeleton Model on Learners‘ Writing of Recount (A Quasi-experimental Study at the Eighth Grade of MTs Al Falah in Academic Year 2017/2018)‖ Peace and salutation are given upon our Prophet Muhammad who has guided us to the truth way and brought us to the real light of life.

The writer would like to express her special honour and gratitude to her beloved parents, Busra and Nenti, for their everlasting support and help all the time. And, thanks also to her sisters and brother, Hayati, Septiyani and Al-Latif who always motivate her to finish this study.

The writer realizes that she would never accomplish this study without the help of people around her. Therefore, she would like to express her gratitude to the advisors, Mrs. Dr. Ratna Sari Dewi, M.Pd. and Mrs. Desi Nahartini, M.Ed. for the valuable advice, suggestion, guidance, comments and support in completing this Skripsi.

Furthermore, the writer would like to express her best appreciation to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational Sciences.

2. Dr. Alek, M.Pd., as the Head of the Department of English Education.

3. Zaharil Anasy, M. Hum., as the Secretary of the Department of English Education.

4. All lecturers especially those of in the Department of English Education for the knowledge, motivation, and support for the writer during her study.

5. H. Yusri, S. Pd. I as the Headmaster of MTs. Al Falah for the permission and help to conduct this study.

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6. Fadhliah, S. Pd. as the English teacher at the eighth grade of MTs. Al Falah for her guidance during this study.

7. The students of 8-B and 8-C of MTs. Al Falah for the willingness to be the participants in this study.

8. Her big family who has supported her in finishing this study.

9. All beloved friends of the Department of English Education A 2014 for the friendship and support during this study.

10. All lovely friends, Sarah Humairah, Siti Haryati, Etek Sri Belangi, Isma Mufida, Ellyyana Susanty, Rahma Awalia, Nabilah Utami, Titi Dwi Rabbani, Febri Febriyanti, Cici Puspasari, Dea Annisa Rahma, and Bellania Shinta for the support and moodbooster during completing this study.

11. All friend in PPKT at MTs. Al Falah, Dindara Yaniz, Syifa Maulida, Evi Lutfiah, Rizki Ramadhan, and Sayyidatul Ummah.

12. Other parties who have given helps, supports and suggestion in finishing this paper.

Finally, the writer realizes that this study is far from being perfect. Hence, it is a pleasure for her to receive constructive criticism and suggestion from anyone who read her Skripsi.

Jakarta, June 23^rd 2018

Siti Haryati

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LIST OF TABLES

Table 2.1 Physical Structure or Generic Structure of Recount Text ... 16

Table 3.1 Pre Test and Post Test Design... 22

Table 3.2 Jacobs et al‘s Scoring Profile ... 27

Table 4.1 Score of Pre-test of Experimental Class and Controlled Class ... 34

Table 4.2 Score of Post-test of Experimental Class and Controlled Class ... 36

Table 4.3 Score of Gained Score of Experimental Class and Controlled Class . 37 Table 4.4 The Result of T Test Calculation ... 39

Table 4.5 The Result of Independent Samples Test of Post Test... 40

Table 4.6 Calculation of T Test... 40

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LIST OF FIGURES

Figure 2.1 Criteria of Good Writing ... 14 Figure 2.2 Story Skeleton Model ... 18

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LIST OF APPENDICES

Appendix 1 Syllabus ... 54

Appendix 2 Lesson Plan of the Experimental Class ... 57

Appendix 3 Lesson Plan of the Controlled Class ... 82

Appendix 4 Instrument of Pre-Test in Experimental and Controlled Class... 99

Appendix 5 Instrument of Post-Test in Experimental and Controlled Class ... 100

Appendix 6 The Pre-test result of Experimental Class ... 101

Appendix 7 The Post-test result of Experimental Class... 102

Appendix 8 The Pre-test result of Controlled Class... 103

Appendix 9 The Post-test result of Controlled Class ... 104

Appendix 10 Surat Pengesahan Proposal Skripsi ... 105

Appendix 11 Surat Bimbingan Skripsi ... 106

Appendix 12 Surat Keterangan Melakukan Penelitian ... 107

Appendix 13 References Examination Paper ... 108

Appendix 14 Pictures ... 112

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CHAPTER I INTRODUCTION

In this chapter, the researcher would like to introduce her study. It started with background of the study, identification of the problem, objective of the study, identification of the problem, limitation of the problem, formulation of the problem, objective of the study, and significance of the study. Those will be explained below

A. The Background of the Study

Writing is important for learners to produce or to express their feelings, ideas, opinions, and attitudes in written from. As Harmer states that it is important because it is one of productive skill that should be produced by learners.¹ When the learners produce one of those things, it is made not only for them but also for readers. If the learners can deliver it to make a communication with the readers, they have produced the productive skill in written form.

The learners communicate with the readers in words. As follow Raymond states that it shows that writing is not only to make the communication with the readers but it requires the learners to deliver the message in words to make their understanding stays in the infinite capacity of memory.² They need to write in readable text in order to deliver the message; according to George klare in the principle of writing by William H. Dubay³, the style of writing influence the ease of understanding or comprehension of the text. In another word, they should write a good writing.

However, many learners are known to have low motivation to write their idea in a good writing. It is supported by Langan states that their mind thinks that they do not have talent in writing that makes their writing fails chiefly and have low

1 Jeremy Harmer, The Practice of English Language Teaching 4^th ed, (Britain: Pearson Longman, 2007), p. 265.

2 James C. Raymond, Writing is Unnatrual Act, (United States: Harper Collins Publisher, 1986), p. 2.

3 William H. Dubay, The Principle of Readability, (Costa Mesa: Impact Information, 2004), p. 3.

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motivation.⁴ Low motivation probably can be caused by pessimist or worry haunting their mind. Based on the researcher‘s pre- observation, some learners were complaining because they could not write in English, they were more worry in making mistake in writing like making ungrammatical structure, and they did not know some vocabularies that they wanted to use. The more the learners keep doing that, the more they did not brave to write their feelings or idea in a piece of paper. Then, unintentionally, they learners probably see writing as the most difficult thing in learning English.

The learners‘ difficulties in writing are almost similar. As follow Nunan states that those difficulties involves organizing sentences into paragraphs, joining paragraphs together, and generalizing organization of ideas into a coherent piece of discourse are special consideration in teaching writing.⁵ Learners face those difficulties to make their writing. It happens because they have lack of vocabulary, their worry in making ungrammatical structure, and unorganized paragraph.

Furthermore, write a readable writing seem as the other difficulty. It is supported by Langan states that generate and organize idea are not only some difficulties in writing, however translate those idea from ones‘ idea into readable text is also frustrating.⁶ Learners often write their opinion, their experience, and their feeling in Indonesian grammar not in English grammar. Learners‘ writing is not meaningful for native English teachers, while Indonesian teachers can understand what they write since the learners use Indonesian grammatical pattern.

Despite of those difficulties, learners in junior high school need to produce writing. According to 2013 Curriculum in Indonesia, they need to write some of texts in English such as descriptive text, procedure text and recount text.

4 John Langan, Exploring Writing Sentences and Paragraphs 2nd ed., (NewYork:

McGraw Hill, 2010), p. 10.

5 David Nunan, Practical English Language Teaching, (New York: McGraw Hills, 2003), p. 88.

6 John Langan, English Skills 8^th ed., (New York: McGraw Hill, 2006), p. 13.

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Kompetensi Pengetahuan yaitu siswa mampu membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks personal recount lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pengalaman pribadi di masa lampau, sesuai dengan konteks penggunaannya

Terdapat dua kompetensi Keterampilan yaitu pertama, menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi di waktu lampau (personal recount) dan kedua, menyusun teks recount lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi di waktu lampau (personal recount), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.

As follows Curriculum 2013 in Indonesia, The learners is be able to compare a social function, a text structure and language component of Personal Recount Text which involved giving and asking information related to personal experience in the past suits to the use of context is science competency.

Two skill competencies are comprehension a meaning in context related to social function, structure of a text, language component of recount text either spoken or written, brief and plain about personal experience in the past (personal experience) and composing spoken of recount text, brief and plain about personal experience in the past (personal experience) with paying attention on social function, structure of a text, and language component rightly and contextual.

One of the texts in English that should be learned is recount text. As follows Miller states that it is a text that elicits memories to help authors understand who they are, how they became that way, what they like, or what they want because it is about their own life however it does not mean that they wrote for themselves.⁷ Probably, some learners can tell recount orally however they have difficulties to write it in organize recount text because it needs to have vocabulary not only regular and irregular verb but others words and make a simple past sentence.

7 Roberth K. Miller, Motives for Writing 5^th ed., (New York: McGraw Hill, 2006), p. 47.

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Based on author‘s observation in Junior high school in PPKT 2018, some learners can write it however it still shows some of their difficulties in writing.

To cope with those problems, teacher‘s technique or medium in teaching writing should appropriate. To brainstorm learners‘ idea, several techniques of pre-writing that Robert states are mapping, journalist‘ question, the pentad, brainstorming, and free writing.⁸ Story skeleton probably can be applied in writing class. It is one of models in teaching writing which can be used in prewriting in order to employ learners‘ plan in their writing.

Story skeleton probably can help teachers in organizing learners‘ idea. It supported by Crum states that to create organization with plot structure is one consideration of the most important early steps in making story.⁹ In order to create a good early step in writing, story skeleton can be used in writing to brainstorm idea. It is similar to mind mapping however the difference is that it presents in the form of skeleton.

In order to build learners‘ idea in writing, story skeleton can be used in teaching writing especially recount text. It is supported by Saima states that appropriate mind map is provided to all students‘ level in order to help learners to write make sense, organize thought, and create connection.¹⁰ Because of the structure of story skeleton, learners probably can write their idea in organize and also can catch their attention to write their idea. It employs learners to organize writing and catch learners‘ attention in shape of skeleton like human which Mentei and Kervin state that creation of visual artworks invite them to make a text.¹¹

By providing story skeleton, students will be able to make guided yet free writing exercise, in addition, learners will be able to write organize paragraph, and

8 Ibid., Motives for Writing 5^th ed, p. 8.

9 Shutta Crum, Story Skeleton: Teaching Plot Structure with Picture Books, 2005, p. 1.

10 Syeda Saima Ferheen Bukhari, Mind Mapping Technique to enhance EFL Writing Skill, International Journal of Linguistics and Communication, 2016, vol 4, No.1, p. 62 https://doi.org/10.15640/ijlc.v4n1a7

11Jessica Mantei and Lisa Kervin, (2014). Interpreting the Images in A Picture Book:

Students Make Connections to Themselves, Their Lives and Experiences: Practice and Critique, 13 (2), Paper of Faculty Social Science of University of Wollongong Australia, Australia, 2014, p.

78.

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write a good writing. Furthermore, the advantages in using story skeleton are visual aid which catch learners‘ attention and the structure based on parts of body to make an organize writing recount text.

Based on the explanation above, to prove the effectiveness of story skeleton in teaching writing, the writer is interested in conducting the research under the title:

―The Use of Story Skeleton Model on Learners‘ Writing of Recount Text (A Quasi-Experimental Research on Eight Grade Students of Madrasah Tsanawiyah Al-Falah).”

B. The Identification of the Problem

Based on the background of the study above, the identified problems are:

1. Leaners are confused how to put idea in a piece of paper

2. Learners are not sure how to express their thoughts by the well-organized paragraph.

3. Learners are afraid of doing mistakes on the grammatical structure in writing.

C. The Limitation of the Problem

The writer limits the study by focusing on the use of story skeleton model to foster learners‘ writing of recount text. It is conducted at the eighth grade students of Madrasah Tsanawiyah Al-Falah in academic year 2017/2018.

D. The Formulation of the Problem

Based on the limitation of the problem, the formulation of the problems were:

1. Was there any effect of using story skeleton model on learners‘ ability of writing recount text?‖

2. How significance was the story skeleton model on learners‘ writing of recount text?‖

E. The Objective of the Study

The objective of this study is to see the effectiveness of Story Skelton on learners‘ writing of recount text.

F. The Significance of the Study

The results of this study were expected to give some significance not only theoretically but also practically, go to:

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- Teachers

Theoretically this study will give some correct understandings of the theories related to the concepts or theories of some therminologies which are written in this study. Meanwhile in practically aspects, the teacher knows the appropriate way to apply the story skeleton model in teaching recount text for the eighth grade.

It helps the English teachers to evaluate learners‘ writing of recount text and inform them an effective way to teach writing. Hence, it can be applied in their class.

- Students

Theoretically this study will give some information for the learners about an appropriate way to use story skeleton model to write a recount text. Meanwhile practically, It helps them to improve their writing and to give them clear reasons about their improvement.

- The Further Researcher

Theoretically this study will give some correct understandings of the theories related to the concepts or theories of some therminologies which are written in this study. Meanwhile in practically, the future research can conduct for another design and method of the study by using story skeleton model not only for writing skill but also other skills. Moreover, They can conduct for another text type in English such as procedure text, narrative text, and many more.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter covers some theories related to the study. The discussion focuses on the writing, recount text and story skeleton model.

A. Writing Recount Text 1. The Definition of Writing

Writing is a skill needs practice. Langan in his book said that by doing exercise, everybody can learn the writing skill.¹ Since it is a skill, learners should practice it not only at school but also in their daily lives. However, they do not pay attention because they think that writing as a difficult skill. As Langan states in his book said that learners should see writing as a process of study and continuing finding.² Writing needs to be learned from words to sentence, sentences to paragraphs and paragraphs to discourse which need to pay attention on grammatical structure, word order, spelling and punctuation. Because of that, writing cannot be got spontaneously.

Besides writing as skill that can be learnt by other people, writing is a complex matter to be mastered more than grammar. Hyland states ―writing is regarded as an extension of grammar – a means of reinforcing language pattern through habit formation and testing learners‘ ability to produce well-formed sentences‖.³ Mastering writing means other skill that used in life involves to forms writing skill. Writing skill cannot be achieved without other skill like reading gives impact in rich of vocabulary, writing component such as punctuation, word choice, grammar, and even the background knowledge about idea and message to the reader.

Since that, Daisey states that paying attention to higher level skill of planning, and forming as well as lower level skill of spelling, punctuation,

1 John Langan, Exploring Writing Sentences and Paragraphs 2nd ed., (New York:

McGrawHill, 2010), p. 5.

2 Ibid., p. 12.

3 Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 2003), p. 2.

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word choice, and many more.⁴ If those skills are well-learn and mastered, writing skill can be achieved.

Writing is physical activity that needs devices and energy. An intention to make the reader pleasure with learners writing, they should write a good writing that requires their ideas and their written style to express their idea.

Those things need energy to think and need material about idea for the readers. As Barnet and Stubbs in their book stated that writing seems as a physical act which devices and energy are involved in practice. ⁵

Writing recount text is one kind of writing seems as amusement since it mostly can be written by learners‘ personal experience. According to Elbow in Daisey‘s article, writing recount text is a text that advance learners enjoyment and help learners to show themselves with clarity and power.⁶ Their personal experience can be used to write recount text since they will feel again the situation in the past while they are writing the text. Because of that, they have responsibility or effort to make it right.

Furthermore, knowing the sequence of their event is also important to prevent ―jumping idea‖ which leads a reader confused. According to NSW Government Education, recount text is a text that to retell events have happened in sequence.⁷ Since, it is written in sequence, the reader will more delight in reading learners‘ writing.

Based on the explanation above, the writer concludes that writing is a skill, it is not knowledge. Skill cannot be achieved without effort, it need practice to be mastered. When learners write their writing, they cannot write it without obstacles since writing is not only write down the idea but deliver the message in concise, correct, cohesion, and focus of writing. In addition, writing recount probably seems as an effective writing since learners‘ personal experience can

4 Jack Richards and Willy A. Renandya, Methodology in Language Teaching An Anthology of Current Practice, ( New York: Cambridge University Press, 2002), p. 303.

5 Sylvan Barnet and Marcia Stubbs, Barnet&Stubbs’s Practical Guide to Writing, (Boston:

Little Brown and Company, 1975), p. 3.

6 Peggy Daisey, The Writing Experiences and Beliefs of Secondary Teacher Candidates Teacher Education Quartely, Vol. 36, No. 4, 2009, p. 157.

7 The Department of Education and Communities of NSW, Text Types (Different Types of Writing), 2011), p. 1.

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be the idea of their writing, so they will probably more delight in writing recount.

2. The Purpose of Writing

Writing seems have taken distinguished definition for different group of people to suit their distinguished needs and purposes for writing. According to Penny Ur in her book states that writing‘s purposes are to express idea and to convey messages to the audience.⁸ To determine the purpose of writing is very important since the reader will get the ideas and information clearly and effectively from what the readers have read. In addition, It needs to be done because it has affection on choosing language and using it that appropriate to her writing purpose. ⁹

According to Dietsch in her book states that purposes of writing are divided into two as follows:¹⁰

a) The General Purpose

Most of writing has four purposes:

1) to inform : Convicing reader by factual and reliable information in a writing.

2) to persuade : Giving a point to secure agreement but also information

3) to express : Revealing feelings and opinion, often by recalling experience.

4) to entertain : Humorous writing however it has serious point.

8 Penny Ur, A Course in Language Teaching :Practice and Theory, ( New York:

Cambridge University Press, 1996), p. 163.

9 Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited, 2004), p.

15.

10 Betty Mattix Dietsch, Reasoning and Writing Well 4^th ed., (New York: McGrawHill, 2005),pp. 7—8.

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a) The Specific Purpose

The specific purpose can be implied or stated. It is invariably implied in a theme that permeates the piece in literature. It is also stated directly for clarity, either in a topic sentence or thesis statement in expository writing.

Based on the explanation above, the writer concludes that purpose of writing is variety. Writing can be used to give information, it can be used to persuade people, it can be used to understand feeling of the writer or it can be used to give happiness.

3. The Process of Writing

Pre-writing, writing a first draft, revising, editing and proofreading are four steps of writing according to Langan.¹¹ The first step, Thinking about the topic that will be written to a reader is should be done. After thinking about the idea of the writing, the writer can start to write the first draft, revising, and editing the writing, so the errors can be deleted in this last step.

a. Prewriting

Many people have trouble to start writing, five techniques can be applied to help us think about a topic and get words on paper. The techniques are freewriting, questioning, making a list, clustering, and preparing a scratch outline. Those techniques help to do the writing process and make writing easier.

Firstly, when do freewriting, the writer only writes what are the ideas come to the writer‘s mind without being worry of making error and mistake. Secondly, questioning is the technique when the writer make the questions related to the topic which details can be organized. Thirdly, a list of the aspects related to the topic is created by making a list technique. Fourthly, clustering technique can be done by stating the topic in the center of a paper with the details or the ideas placed in the boxes or circles around it, and draw lines to relate them each other.

The last is preparing scratch outline. The details that are not needed or not connected with the topic can be removed in order to create a well-organized composition of text.

11 Langan, Op.Cit., pp. 17—30.

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b. Writing a First Draft

After doing prewriting, the next step is writing a first draft. In this step, the ideas or the arguments of the writer are creating down into a text. The main idea must be stated clearly and supporting details should be added in order to develop the content. In writing a first draft, the writer should focus on the goal of the writing than the grammar.

c. Revising

The next step should be done after writing a first draft is revising. In this process, the writer needs to reread and correct all of the ideas, connect with the topic or not. This step requires the writer to strengthen and straightening his/her writing to be an effective writing. However, Langan states that two things should be revised in the process of revising. First, the writer needs to revise the content, then the sentences.

d. Editing and Proofreading

When editing writing, the writer should correct all of the errors and mistakes that have been ignored in the previous process. The writer should make sure that every sentence is correct in grammatical or mechanical aspect.

After editing the writing, the final stage should be done is proofreading.

Proofreading means checking the spelling, grammar, punctuation, and other errors.

However, according to Woodson, stages of writing included pre-writing, writing and rewriting as follows:¹²

1) Pre-writing

Pre-writing is the first stage where the writer design the idea of her writing before make a writing. It can be done by note, thought or outlining which only as a guidance before write a text.

2) Writing

Writing is the second stage where questions will come to the writer‘s mind while she is writing, then the answer to those questions occurs in this stage.

12 Linda Woodson, From Cases to Composition, (United States: Scott, Foresman and Company, 1982), p. 17.

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3) Rewriting

Rewriting is the last stage which the writer will rewrite or redesign ideas in her writer in order to accomplish her purpose more success.

4. The Importance of Writing

Most of learners who learns English as their foreign language considered writing as the most difficult skill. Learners cannot write their ideas well.

Sometimes, Learners are able to say what they want to say but they cannot write it. When learners write, the punctuation, content, organization of the text, and vocabulary of their writing are expected their pay attention. Learners will also be able to effectively express their ideas, give information to readers, and respond others question in written form after they have been able to write their writing.

Supporting the ideas, Graham states in Ghasella‘s mini-thesis that ―Writing is an extremely versatile tools that can be used to accomplish a variety goal‖¹³. The goals can be about to express ideas, share or giving information, or respond something in the written form. ―Being able to write is a vital skill for ‗speaker‘ of a foreign language as much as for everyone using their own first language‖¹⁴ stated by harmer. It means that writing need to be acquired and mastered who learn English as their foreign language. Based on the statements, it concludes that writing is an important skill needs to be acquired and mastered by the learners.

5. The Characteristic of Good Writing

Writing is possible to be the most difficult even in own language. If the learners are able to practice as much as possible, it can be easy because it requires many skill learners need to learn and practice. According Peha states some points as follow: ¹⁵

a) Ideas which appealing and necessary. Ideas are the heart of writing – it describes what writing is and the information in writing.

13 Ghasella Makhpiroh Haucsa, ―The Effectiveness of Using Picture Series on Students’

Writing Skill of Procedure Text”, Skripsi of Islamic State University Jakarta, Jakarta, 2017, p. 10.

unpublished.

14 Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited, 2004), p. 3.

15 Steve Peha, What is Good Writing, (Teaching that Makes Sanse Inc, 2002), p. 26.

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b) Organization which logical and effective. Organization refers to the structure of ideas and flow of writing from one idea to others.

c) Voice which individual and appropriate. Voice is how reader feel of a writing since it can be as expression of writer individual personality in words.

d) Word Choice which specific and unforgettable. A good writing uses the right word to tell the right thing.

e) Sentence Fluency which smooth and expressive. Ease of understanding and fun reading with expression happened if the writer uses a fluent sentence.

f) Convention which correct and communicative. The ways of agreeing to use punctuation, spelling, grammar, and other things to make a consisten writing is called conventions.

In addition, according to According to Long in, thing to deal with the writer produces a piece of writing is shown in the diagram below.¹⁶

Figure 2.1

Criteria of Good Writing

From the explanation above, it concludes that writing is complicated and complex in some ways. Yet, writing is similar to any other skills, it can be learned

16 Rita Endriyani, Yenni Rozimela, and Yuli Tiarina., Students‘ Writing Quality Viewed from Four Cs (Concise, Credible, Clear, Correct), Journal of English Language Teaching, Vol. 1 No.2, 2013, pp. 2—3.

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and mastered even though it spends time and need practice because it involves other skills.

B. Recount Text

1. Definition of Recount Text

Some text of English should be learned in Junior High School according to Curriculum in 2013, and recount text is one of them. In its syllabus, learners learned descriptive text and procedural text at seventh grade. Then recount text is learned at eight grade of junior high school in the second semester. It is more complex because they asked to understand and to write it.

Recount text is a text that retells story or events that happened in the past.¹⁷ It tells about learners‘ event in the past like experience. Recount can also describe story of herself in the past.¹⁸ Unintentionally, learners describe herself in the past when the event happened. Recount can be seen like ―chatting‖ or storytelling in speaking way, yet in this field, it is in written way. Recount is storytelling which the learners share their lives and learn about others.¹⁹

From the explanation above, it concludes that recount text is a kind of text which telling something occurred in the past chronologically with the writer‘s purpose.

2. Purpose of Recount Text

The purpose of recount text according to Buscemi as follows is to present an important idea which often called a theme but it is not stated.

However recount text is more than presenting important idea, it also teach the reader based on other experience. To support it, according to Miller, at least, the writer realize to a better comprehend of herself and readers realize to comprehend experience distinct from their own.²⁰

17 Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra:

Macmillan, 2003), p. 24.

18 Regina L. Smalley, Mary K. Ruetten , and Joann Rishel Kozyrev, Refining Composition Skills Academic Writing and Grammar 6^th ed., (Boston: Heinle Cengange Learning, 2012) , p. 48.

19 John Langan, College Writing Skill, Media Edition 5^th ed.,(New York: McGrawHill, 2002), p. 195.

20 Miller. Loc.cit.

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Addition, recount can entertain because readers enjoy it, can express feeling and related to experience because it can be a touchable writing, to inform readers from her experience, or to persuade from her experience too in well-organized. ²¹ No matter what the purpose is, the writer writes recount text to tells what happened to her, to let readers know how it feel with the logical chronologic in structure of writing. Based on the statements, it concludes that the goal of recount text is to inform the reader about past activities or to entertain them by the content of writing.

3. The Generic Structure of Recount Text

Students need to concentrate on generic structure of recount text to make a recount text well organized, readable, and comprehensive. According to Dirgeyasa in 2014, recount has three main sections – Orientation, events, and conclusion.²²

Table 2.1

Physical Structure or Generic Structure of Recount Text Orientation

Record of Events or Sequence of Events Re-Orientation

According to Lewis and Wray, recount also has three main sections – Orientation, events, and reorientation.²³

a) Orientation : a ‗scene setting‘ beginning b) Events : a recount of events as they happened c) Conclusion : ending statement

1. The Language Feature of Recount Text

Language feature influence a writing to be more interesting and meaningful.

The choice of word, sentence structure, and layout test among others are included

21 Barbara Fine Clouse, Patterns for a Purpose A Rhetorical Framework 3^rd ed., (NewYork: McGraw Hill, 2003), p. 160.

22 Wy Dirgeyasa, Genre-Based Approach:What and How to Teach and to Learn Writing, English Language Teaching, Vol. 9, No. 9, 2016, p. 47.

23 Maureen, L., David, W., Writing Frames Scaffolding Children’s Non-fiction in a Range of Genres, (Exeter Extending Literacy Project, 2002), p. 4.

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of language feature. Some language feature is usually found in a recount text by Boardman in the article of Saragih, Silalahi, and Parade , as follows:²⁴

a. Use of noun and pronouns to identifyl people, animal or things involved b. Use of past action verbs to refer the events

c. Use of past tense to located events in relation to speaker‘s or researcher‘s time

d. Use conjunction and connectives to sequence the event e. Use adverb and adverbial phrases to indicate place and time f. Use of adjective to describe noun

2. Example of Recount Text

A Postcard Dear Ann

We had a great holiday here on the Gold Coast. Yesterday we went to the movie world.

When we got up in the morning it looked like rain. After a while the clouds disappeared and it became a sunny day. We then decided to go to Movie World.

The first ride I went on was Lethal Weapon. Next, I saw the Police Academy show. After that I had lunch as I was really hungry. Meanwhile, Mum and Kelly queued for the Batman ride.

About one o’clock we got a light shower of rain but it cleared up soon after.

We then went on all the other rides followed by the studio tour.

It was a top day. See you when we get back.

Love Sam

C. Story Skeleton Model

1. Definition of Story Skeleton Model

Story Skeleton is an organization of structure involves some points based on writing point of text. Story skeleton is sequence of a story involves characters

24 Natanael Saragih, Roswita Silalahi, Hilman Pardede,(2014), The Effectiveness of Using Recount Text to Improve Writing Skill for Grade III Students of Kalam Kudus Elementary School 2 Pematangsiatar, IOSR Journal of Humanities and Social Science, (19), Issues. 1, Ver.

XII, pp. 56—64.

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identification, the location, the events or matters, the goal, as well as the drawing of sequence of events lead to the resolution of the previously stated problem.²⁵ Story skeleton is drawn in form skeleton of human body.

Many researchers have conducted a research by using variety technique to help students connect between idea in writing such as story-mapping, clustering, webbing or listing. However students need to write their idea in sequence, in order to do that, story skeleton looks like early process in writing makes know what to write next when students write sequence of action in drafting and revising, it will a lot easier.²⁶

Story Skeleton is a combination of picture and chart in form of human body that emphasize on important points of recount text – Orientation, events, and reorientation. They are presented in different part of body and different purpose which probably can be a guideline for students to write their recount text simpler and understandable.

2. The Application of Story Skeleton Model in Writing Recount Text

As the definition story skeleton model described, story skeleton model is prewriting model that use visual shapes such as boxes, circles, and lines in order to connect ideas that occurs in students‘ mind. However, story skeleton will not help if these simple steps are not followed. Below is provided to mention the steps how to use story skeleton model in writing.

Figure 2.2

Story Skeleton Model

25 Public School of North Calorina, Second Language Studies: Standart Course of Study and Grade Levels Competencies, (North Calorina : NC Department of Public Instruction, 2004), p.

201.

26 Shutta Crum, Story Skeleton: Teaching Plot Structure with Picture Books, 2005, p. 1.

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First, Students will see the direction of story skeleton:

1) Head: Write your title of your story

2) Chest / Upper torso: Where and when the story takes place*, then draw the main location on the back of paper by pencil.

3) Abdomen / Hips: Write max 1 – 2 sentences that explain the main story (orientation)*

4) Upper Arms: Write main character 5) Lower Arms: Write other characters*

6) Thighs: Write min 2 sentences explain the events that happened (Event) * 7) Lower Legs: Solution or conclusion (Re-orientation)*

8) Feet: Write moral value that you got on each feet

*Give a number as order of your story

Second, learners should write their idea according to the theme that asked and write points of idea in story skeleton model according to direction.

The procedures of using story skeleton model sequence are first, Learners should give the title of the story on the head of story skeleton in number one.

Next, they should write where and when the story takes place in chest of story skeleton in number two. Then, they should write minimal one or two sentences as the orientation of the story in abdomen of story skeleton in number three. Next, they should write the important characters of the story on upper arms on the right, and others on the left in number four.

After that, they should write interesting detail or favorite moment of the story in lower arms either right or left in number five. Next, they should write minimal one or two sentences events that happened in thighs in number six. Then, they should write minimal one or two sentences for conclusion in lower legs in number seven. Finally, they should give moral value that they got from their experience on the feet in number eight. After they fulfill the story skeleton, they will make that story in form of narration based on story skeleton model.

Teaching recount text by using story skeleton model can influence the learners to write their idea because of the form of skeleton that catch their attention and

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write the idea in logical order .According to Robinson that skeleton helps learner to develop the idea in logical organization art.²⁷

They write their idea on story skeleton based on their experience as the effective way to teach them about recount text. According to Joachim, she stated

`that using learners‘ own writing can be an effective way as the basis in developing English instruction.²⁸ And according to Graves in opportunities and risks of personal experience by McCarthey that teaching learners to write the writing based on the topic in their personal experience, means that they contribute in the topic and heed to write it right.²⁹

Based on the explanation above, the writer concludes that the application of story skeleton is done according to the step of story skeleton model. Story Skeleton is used in teaching writing especially recount text because personal experience seems as the effective way in writing especially recount text. They can write their idea in logical order possibility because of story skeleton that help them to write orderly.

D. Thinking Framework

This research will concentrate on experiment to prove whether there is significant effect using story skeleton model to foster learners‘ writing of recount text at the eighth grade of Mts. Al Falah or not. Writing as a skill which needs to be mastered for learners in Indonesia seems to be improved because some learners do not interest in writing, confused to start writing and lack of vocabulary.

Learners need interesting way to learn producing a good writing.

In other words, learners should be stimulated to write a writing and make an organize writing. Story skeleton, therefore, can help the teacher to solve learners‘

problem in writing. If story skeleton is implemented in the instructional process of writing, the learners will be happy with that. Then, story skeleton will diminish the learners‘ boredom, as they can visualize the abstract idea into words. Using

27 Thomas E Robinson, Putting Flesh on Story Skeleton, Elementary English, Vol.25, No.

4, 1948, p. 216.

28 Sallie Joachim, Teaching Writing Using Writing, Research and Teaching in Developmental Education, Vol. 22, No.1, 2005, pp. 86—88.

29 Sarah J McCarthey, Opportunities and Risks of Writing from Personal Experience Language Arts, Vol. 71, No.3, 1994, p. 182.

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story skeleton, moreover, can make the learners easier in organizing ideas because they only need to write a recount text based on the structure and instruction of story skeleton model. As the result, the learners do not have to be confused because they only follow the instruction from the instruction of story skeleton model.

E. Previous Study

Some researchers conducted a research related the use technique or strategy writing in recount text. The first research was entitled ―The use of Story Skeleton to improve students’ writing skill in Narrative Text at the tenth grade students at MAN Ngami” Written by Lucky Amatur Rohmani had problem that learners had difficulties to write narrative text, so the writer decide to use story skeleton model to improve students‘ narrative text. The result found that by using story skeleton model, students‘ narrative text could be improved. The result based on all assessment criteria, students‘ score increased. Structure 13%, paragraphing 12%, ideas 11%, vocabulary 11%, audience 3%, spelling 2%, character and setting 2%, sentence structure 1%, punctuation 1%, and cohesion 1%. The differences between this research and the writer are the writer conducted an experimental research which is different from the research above – a qualitative research. The writer used story skeleton in recount text and the place of the research is different.

The second research was entitle “The effectiveness of Hamburger Strategy on students’ reading comprehension on recount text (a Quasi- Experimental Study at the Eight Grade Students of MTs. Darul Ma’arif, Cipete, Jakarta Selatan)”

written by Cesar Abi Sarwan had problem that learners had difficulties to read recount text, so the writer decided to use hamburger strategy to find out the effectiveness hamburger strategy in students‘ reading comprehension on recount text. The result found by hamburger strategy was effective. The mean score of students in experimental class was 77.27 and the mean score of students in controlled class was 70.00. The differences between this research and the writer are the writer conducted story skeleton model which is different from the research above – hamburger strategy. The writer used in writing and the place of the research is different.

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The third research was entitled “Teaching Recount Text Writing Using Picture Series of SMP 2 Monterado” written by Mardiana, Albert Rufinus, Dewi Novita had problem that learners had difficulties to write recount text, so the write use picture series to improve ability in writing recount text. The result found success.

In cycle 1, the learners‘ mean score was 53.5 and cycle 2 the mean score was 59.

Then, cycle 3 was 72.6. The differences between this research and the writer are the writer conducted story skeleton which is different from the research above – picture series.

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22 CHAPTER III

RESEARCH METHODOLOGY

This chapter talks about the research methodology used in this study. It presents place and time of the study, population and sample of the study, method and design of the study, instrument of the study, data collection technique, and data analysis technique.

A. Method and Design of the Study

In educational research, choosing subject of research, collecting data technique, the procedure to collect data, and procedure to apply the treatment are elements in designing quantitative research.¹

Quasi- Experimental research design is used because it cannot artificially create groups for the experiments and pretest and posttest is applied which commit entire of groups the experimental and controlled class, apply a pretest to both groups, conduct experimental treatment with experimental group only, and conduct posttest to assess the distinction between the two groups.² It is described as the following table:³

Table 3.1

Pre-test and Post-test Design Select Control

Group

Pretest No Treatment Posttest

Select Experimental

Group

Pretest Experimental Treatment

Posttest

1 James H. McMillan and Sally Schumacher, Research in Education Evidence-Based Inquiry 6^th ed., (Boston: Pearson Education, 2006), p. 117.

2 John W. Creswell, Educational Research Planning, conducting, and evaluating quantitative and qualitative research 3^th ed., (Boston: Pearson Education Inc, 2012), pp. 313—

314.

3 John W. Creswell, Educational Research Planning, conducting, and evaluating quantitative and qualitative research 4^th ed., (Boston: Pearson Education Inc, 2012), p. 310.

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B. Place and Time of the Study

This research conducted on Madrasah Tsanawiyah Al-Falah located in Jl.

Masjid Nur RT.13/RW 10 North Grogol, Kebayoran Lama, West Jakarta, 11530.

The time of research conducted on January to May 2018.

C. Population and Sample of the Study

The population of this study is the eighth grade learners of Madrasah Tsanawiyah Al Falah that consist of 100 students divided into 4 classes. The researcher chose this population because learners are expected to have an adequate understanding of writing especially for recount text.

The writer used purposive sampling technique in choosing the sample for this research by several consideration such as the material is learned by the learners at eighth grade, the two classes have similarity in terms of baseline characteristics and competencies as stated by teacher‘s recommendation. There will be 2 classes; a class as experiment class and the other as controlled class. For that purpose, the writer took the sample based on the situation of the class and prior information. ⁴

D. Instrument of the Study

The research instrument used a set of writing tests of recount text. The test is very useful for this study as a research instrument. Surely it is used to measure students‘ writing ability. It is related to Brown‘s opinion that a test can be used to measure someone‘s ability who is tested.⁵ The researcher used writing of recount text test as the instrument of this research. The test was given twice, there are pre- test and post-test. The pre-test is intended to find initial writing skills of the sample and the post-test is intended to find whether the Story Skeleton Model gives an effect or not toward students‘ writing skill of recount text.

In the pre-test and the post-test leaners in both classes, learners are asked to write a recount text. They need to choose a topic from four topics that is available in the paper, after that, they are required to include the structure of recount text in

4 Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education, (New York: McGraw-Hill, 2009), p. 99.

5 H. Douglas Brown, Language Assessment Principles and Classroom Practices, (New York: Pearson, 2004), p. 4.

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their writing. In post-test, the researcher used the same instrument test for both classes.

Since the instrument of the research needs validity, the researcher used content validity. According to Hughes, he stated that a test can be said to be valid when the measurement is done accurately on things will measure.⁶ The writer used recount text which is suitable in syllabus of Curriculum 2013.

Reliability is needed in assessing students‘ writing both of pre-test and post- test. According to Frankel and Wallen that the reliability then refers to the extent to which test scores attained.⁷ In order to attain the reliability of the instrument, there are some aspects that need to be considered as follows: content, organization, vocabulary, syntax, and mechanic.

E. Research Procedure 1. Step of preparation:

a. Observing classroom

In observing classroom, the researcher observed the school facility for the classroom whether it is suitable or not to conduct the research. Some facilities are board-marker , whiteboard, and projector that suitable for the research.

b. Reviewing curriculum

After observing classroom, the researcher reviews the curriculum is used in Madrasah Tsanawiyah Al Falah, the lesson plan of teacher and the school‘s book is used both for the teacher and the learner.

c. Observing students‘ problem

After reviewing curriculum , the researcher observed the learners of Madrasah Tsanawiyah Al Falah for all classes in a week to know how they learn English and how their attitude while the process learning and teaching is happening. Then, the research asked the English teacher an opinion of taking sample of the research and the problem of the learners.

d. Studying literature

6 Arthur Hughes, Testing for Language Teachers 2nd Edition, (United Kingdom:

Cambridge University Press, 2000), p. 26.

7 Jack R. Fraenkel and Norman E. Wallen, Op.cit.,

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Then, studying literature is the next step. The researcher studies the literature that relates to the topic of the research and problem of the research.

e. Obtaining the research permit

After studying literature, the research obtain the research permit from the major of English Department to Madrasah Tsanawiyah Al Farah intend to solve the problem of the research.

f. Making research instrument and lesson plans

The last, the research making an instrument and lesson plans for the research.

The lesson plans is made for four meetings.

2. Step of Implementation

a. Conducting the pre-test to the experiment class and the controlled class Before teaching recount text, the research conducted the pre-test for experimental class and controlled class.

b. Teaching writing recount text by using story skeleton model in the experiment class.

The first treatment, the researcher introduced them what the recount text is, its structure and also its language feature. After that, she gave the treatment using story skeleton which leaners need to fill based on the sample of recount text. The treatment is given in four times with twice assessing them to write recount text based on story skeleton. It happened because the time was limited.

c. Teaching writing recount text without story skeleton technique in the control class

In the experimental class, the research used story skeleton model;

meanwhile, the research did not used story skeleton model in controlled class.

d. Providing post-test to the experiment class and controlled class

After 2 weeks of teaching and learning recount text, the research conducted the post test. The post test is conducted to know the use of story skeleton model to foster leaners‘ writing of recount text.

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3. Step of Data Procession

a. Processing and analyzing data

After taking sample for the research by using test, the research process and analyze the data to know the use of story skeleton model to foster leaners‘ writing of recount text.

b. Testing the hypotheses

After analyze the data, the researcher did the hypotheses testing. If the hypothesis is lower than 0,05, the use story skeleton model is effective to foster learners‘ writing of recount text.

F. Data Collection Technique

In collecting the data, the writer will use learners‘ score of pretest and posttest.

The score of learners‘ pre-test is used to measure the ability of learners‘ writing recount text before the treatment is given. Meanwhile, learner‘s score of post- test is used to measure the ability of learners‘ writing recount text after teaching learning process.

Those tests were conducted in both classes which the treatment was given to the experimental class. Then, both score will be analyzed to compare between control class and experimental class. So that, it can be concluded whether story skeleton model can improve learner‘s writing recount text or not.

The writer used rubric of writing to give score of students‘ writing test created by Jacob et al (1981) as cited in Weigle (2002) which focused on five aspects – Content, Organization, Vocabulary, Language use, and Mechanics. The rubric as follows in table 3.2: ⁸

Score Level Criteria

Content

30—27 Excellent to very good: knowledgeable

 Substantive

 thorough development of thesis

 relevant to assigned topic

8 Sara C. Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2002), p. 116.

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26—22 Good to average: some knowledge of subject

 adequate range

 limited development of thesis

 mostly relevant to topic but lacks details

21—17 Fair to poor: limited knowledge of subject

 little substance

 inadequate development of topic 16—13 Very poor : does not knowledge of subject

 non-substantive

 not pertinent

 OR not enough to evaluate

Organization

20—18 Excellent to very good: fluent expression

 idea clearly stated/supported

 well-organized

 logical sequencing

 cohesive

17—14 Good to average: somewhat choppy

 loosely organized but main idea stand out

 limited support

 logical but incomplete sequencing 13—10 Fair to poor: non-fluent

 idea confused or disconnected,

 lack logical sequencing and development

9—7 Very poor : does not communicate

 not organized

 OR not enough to evaluate

Vocabulary 20—18 Excellent to very good: sophisticated range

the use of story skeleton model on learners