THE EFFECT OF TEACHING DIARY IN RECOUNT TEXT (AT SMAN 10 MUKOMUKO ACADEMIC YEAR 2017/2018)
Deska Utami, Riny Dwitya Sani, Astuti Pratiwi
Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
ABSTRAK
Penelitian ini merupakan penelitian kuantitatif dengan pendekatan pre eksperimental dengan design One Shot Case Study. Tujuan dari penelitian ini adalah untuk mengetahui efek penggunaan diary pada kemempuan menulis siswa dalam mempelajari recount text. Pada penelitian ini, peneliti hanya menggunakan satu kelas eksperimen dan tidak membutuhkan kelas control karena peneliti hanya ingin mengetahui dampak dari penggunaan diari pada kemampuan menulis siswa kelas XII SMAN 10 Mukomuko tahun ajaran 2017/2018 khusus nya dalam menulis recount text. Populasi pada penelitian ini yaitu sebanyak 83 orang siswa dari 3 kelas, yaitu kelas XII IPA, XII IPS1 dan XII IPS2. Teknik pengambilan sample pada penelitian ini adalah cluster sampling, dan kelas yang menjadi sample pada penelitian ini adalah kelas XII IPA. Perlakuan yang diberikan pada kelas eksperimen adalah sebnyak 8 kali pertemuan, pertemuan pertama adalah prettest dan pertemuan terakhir adalah posttest. Pada pertemuan ke 2 sampai ke 7 peneliti menggunakan diari dalam proses belajar. Selanjutnya instrument yang digunakan peneliti dalam menggumpulkan data yaitu writing test. Hasil dari rata- rata pre test siswa adalah 77, 04 dan rata- rata post test siswa adalah 76, 43. Hal ini bisa dilihat dari hasil analisis pengujian hipotesis yang dilakukan melalui tes menulis recount text di peroleh t-test – 0,09 lebih kecil dari t-table 2,06. Maka hipotesis pada penelitian ini di tolak. Sehingga di simpulkan bahwa penggunaan diari tidak meningkatkan kemampuan menulis siswa pada penulisan recount text.
Kata kunci: Teaching Diary, Teaching Writing, Recount Text
INTRODUCTION
Recount text is one of the texts that should be taught by junior high school students is the recount text. Recount text can be considered as the most common kind of text we can find in our everyday life. The main goal of this text is to retell an event happened in the past through
sequence of events (Sudarwati and Grace, 2007:30). Moreover the purpose of recount text is to inform or to entertain the audience (Ningrum, 2013:2). Saragih et al (2014:57) also suggest that recount is text function as for feeling an accident in the past.
Saragih et al (2014:57) explain that “the purpose of social function is to retell an event with a purpose to inform or entertain the readers.” Recount text has some social functions, which are: to retell something happened, to inform something to the readers and to entertain.
According to Sudarwati and Grace (2007:30), the language features of recount text are: focus on individual participant/a group participant, using past tense, using Material (action) Process, and focus on temporal sequence of events (temporal conjunction).
Stated by Azhar (2015) generic structure of recount text structure is as follows: orientation, series of Events and re-orientation (optional).
Writing is one of the four language skills: reading, writing, listening and speaking. Speaking is a productive skill, like writing (Aguilera, 2012:163). Moreover, Ningrum et al (2013:2) states that
“writing deals with mixture of idea, vocabulary, and grammar. According to Brown 2001 (in Muflikhati, 2013),
writing is a learnt behavior that is similar to swimming. Furthermore Javed (2013:130) states that “The writing skill is more complicated than of other language skills.” The similar definition also stated by Supiani (2016:37).In additions, Padila (2014:407) states that writing includes control of content, format, sentence structure, vocabulary, punctuation, spelling and letter formation, beyond the level.
Diary is a writing activity which is written on a piece of paper or more. Accordimg to Ningrum (2013) “Diary writing is one of media in teaching writing.” Klimova (2015: 549) says that “Diary writing is a very effective and natural tool for both students and teachers”.
Furthermore Supiani (2016:38) also says that “diary as a media to teach writing skill to the students.”
The researcher used diary as media to express their ideas in written form, because diary can make them to be more motivated and easier them to express their feeling.
They can write about their feeling, experienced and wish. Habit of writing diary and they are all very up
to date, every single day, what they do, fun or things they find funny, interesting, they put it on their diaries is good to improve students recount text writing.
RESEARCH METHOD
The design of this research was pre experimental research. Pre experimental research is the researcher studies a single group and provides an intervention during the experiment (Creswell, 2013:170).
The design of the research was one – shot case study design which meant that this research only use one group to see effect after give treatment, after that mean score of the test before treatment will be compare with score after treatment (Arikunto, 2010:124). It can be described as follow:
Group Independent variable
Posttest
E X O
E : Experimental Group X : Treatment Using Diary O : Posttest
In this research, the researcher took one class as sample.
The researcher took the scores all of
students’ in writing score at second semester when they were at eleventh class. After the researcher got the normality and mean score of each class, the researcher determined the experimental class based on class that has low score. This research used written test as the instrument for collecting the data. The written test was in the form of essay. Test had given to experimental group.
The first test was conducting before the treatment given called pre test.
Meanwhile, the second test was conducting after the treatment do called post test. The result of the students test were score using scoring rubric. There were two aspects related to the instrumentation. There was validity and Reliability. The researcher used correlations product moment to find reliability. The researcher use product moment formula proposed by Siregar (2014:188) as follows:
The tests were form as pre test and post test. All the students got the same written test. Students writing were collect and score by the researcher. The final score was the data that analyze in this research.
The researcher used the formula of t- test that is suggested by Arikunto (2010:124) as follow:
t = ̅
̅
̅
̅ where S = Variance as follow:
= ( ) and =
( ) ( )
The criteria of hypothesis testing are:
t-test ≥ t-table = H1 is accepted t-test ≤ t-table = H0 is rejected
FINDINGS AND DISCUSSION The researcher found several findings. They were as follow:
First, the researcher found that the mean score for post test which was taught by using diary was 76, 43 with variance 92, 07. The researcher also found that the mean score for pre test was 77, 04 with variance 10, 45. The score of students got from writing test.
Second, the researcher found that the standard deviation for test before treatment was 3, 23 and standard deviation for test after treatment was 9,59 and the result of t-test was – 0, 30.
Last, the researcher found that t-test (– 0, 09) was low than t- table (2, 06) at the degree of freedom 24 and at the level of significant 0, 05. Thus, the hypothesis is rejected.
CONCLUSION
In this research, the researcher applies this media to experimental class (XII IPA) for eight meeting by teaching one genre, recount text. After giving treatment, the researcher had given post test for the class.
The result of posttest is analyze by using t-test formula that suggested by Sudjana. The researcher get value of t-test was – 0, 09 and the value of t-table is 2, 06. It means t-test is low than t-table, so hypothesis is rejected. Finally, the researcher concludes that diary is not give effect to improving students writing skill on recount text at SMAN 10 Mukomuko.
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