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THESIS

TEACHING GUIDED PARAGRAPH WRITINGTHROUGH SCRAMBLED SENTENCES OF THE

EIGHTH GRADE STUDENTS OF SMPN 4TEGALLALANG IN ACADEMIC YEAR 2013/2014

I GUSTI AGUNG GEDE INDRAYANA

ENGLISH EDUCATION STUDY PROGRAMFACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITYDENPASAR

2014

THESIS


EIGHTH GRADE STUDENTS OF SMPN 4TEGALLALANG IN ACADEMIC YEAR 2013/2014

I GUSTI AGUNG GEDE INDRAYANA10.8.03.51.31.2.5.3652



2014

iii

PRE-REQUISITE TITLE


EIGHTH GRADE STUDETNS OF SMPN 4TEGALLALANG IN ACADEMIC YEAR 2013/2014

ThesisAs Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study ProgramFaculty of Teacher Training and Education

Mahasaraswati Denpasar University

I GUSTI AGUNG GEDE INDRAYANANPM 10.8.03.51.31.2.5.3652



2014

vii

ACKNOWLEDGMENT

First of all, the researcher would like to express his sincere gratitude to

the Almighty God, Ida Sang Hyang Widhi Wasa, because of His everlasting

blessing so that the researcher could finish this thesis on the due date.

In this opportunity, he also wishes to express his gratitude to his first and

second advisor, Nengah Dwi Handayani, S.Pd.,M.Pd and I GA Putri Wirastuti,

S.S.,M.Hum. for their guidance and brilliant ideas in giving valuable corrections

and suggestions for the improvement of this thesis. Moreover, he also would like

to thank their helpful guidance and correction during the writing of this thesis.

Furthermore, the researcher also wishes to express his gratefulness to the

Headmaster of SMPN 4 Tegallalang for his permission and the eighth grade

students of SMPN 4 Tegallalang, especially class VIII E for their assistance

during the process of gathering data needed for this present study.

In addition, the researcher deep thank further goes to his lovely parents, I

Gusti Agung Ngurah Sukamerta and I Gusti Ayu Putu Kusumawati, and My

brother, I Gusti Agung Bagus Kresnayana for their everlasting support,

motivation, prayer, love and everything they had given to him during he was

planning and writing this thesis. He is greatly indebted to all of these persons

because without them this thesis might have never been completed.

Last but not least, he would like to dedicate this thesis and share his

happiness to his beloved friends in B Class of 2010 who have given their love,

their everlasting support and always accompanied him to prepare all the things

that are needed during the process of writing this thesis.

Finally, the researcher realizes that this thesis is still far from being

perfect. Therefore, the researcher hopes there will be some corrections and

suggestions from the reader for its improvement.

Denpasar, August

The Researcher

viii

ABSTRACT

Indrayana, I. G. A. G. (2014).Teaching Guided Paragraph Writing ThroughScrambled Sentences of the Eighth Grade Students of SMPN 4Tegallalang in Academic Year 2013/2014. The First Advisor: NengahDwi Handayani, S.Pd., M.Pd. and the Second Advisor: I GA PutriWirastuti, S.S., M.Hum.

Writing as a productive skill can help people transfer their ideas on apiece of paper. However, there are some problems in writing that faced by thestudents; therefore, English teachers should be creative in developing theirteaching and learning process to create good situation, improve students writingskill. The undertaking of the present study was mainly based on the preliminaryobservation which was carried out to the eighth grade E students of SMPN 4Tegallalang which consisted of 36 students. The result showed that the students’ability in writing a paragraph was categorized low. Thus, this was conducted inorder to answer the research problem: to what extent can writing skill of eighthgrade students of SMPN 4 Tegallalang in academic year 2013/2014 be improvedthrough Scrambled Sentences? The classroom action research was carried outthrough scrambled sentences in two planned cycle. The result of the post-test inthe cycle showed there was significant improvement concerning the subjects’ability in writing recount paragraph. The result could be sow from the progressingmeans score of the pre-test (44.02), post-test I (64.88), and post-test II (69.02).This research furthermore showed that there were positive responses, concerningthe method applied in improving the subjects’ paragraph writing. The presentclassroom action study proved that scrambled sentences could improve aparagraph writing ability of the eighth grade students of SMPN 4 Tegallalang, inaddition, the subject also responded positively on the implementation ofscrambled sentences.

Keywords: teaching, writing and scrambled sentences guided paragraph writing.

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TABLE OF CONTENT

COVER ...............................................................................................................i

INSIDE COVER .................................................................................................ii

PRE-REQUISITE TITLE ...................................................................................iii

APPROVAL SHEET 1 .......................................................................................iv

APPROVAL SHEET 2 .......................................................................................v

STATEMENT OF AUTHENTICITY ................................................................vi

ACKNOWLEDGEMENT ..................................................................................vii

ABSTRACT........................................................................................................viii

TABLE OF CONTENTS....................................................................................ix

LIST OF TABLES ..............................................................................................xi

LIST OF GRAPHS .............................................................................................xii

LIST OF APENDENCES ...................................................................................xiii

CHAPTER I INTRODUCTION......................................................................... 1

1.1 Background of the Study....................................................... 1

1.2 Research Problem.................................................................. 3

1.3 Objective of the Study ........................................................... 4

1.4 Limitation of the Study.......................................................... 4

1.5 Significance of the Study....................................................... 4

1.6 Definition of Key Term ......................................................... 6

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ......................... 7

2.1 Theoretical Review ............................................................... 7

2.1.1 Conception of Writing Skill ........................................ 7

2.1.2 Process of Writing ....................................................... 9

2.1.3 Types of Writing ......................................................... 12

2.1.4 Teaching Guided Paragraph Writing Through

Scrambled Sentences ................................................... 13

2.1.5 Recount Paragraph........................................................ 16

2.1.6 The Assessment of Writing .......................................... 18

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2.2 Empirical Review.................................................................. 20

CHAPTER III RESEACRH METHOD ............................................................. 21

3.1 Subject of the Study .............................................................. 21

3.2 Research Design.................................................................... 21

3.3 Research Procedure............................................................... 22

3.3.1 Initial Reflection.......................................................... 22

3.3.2 Planning....................................................................... 22

3.3.3 Action .......................................................................... 24

3.3.4 Observation ................................................................. 25

3.3.5 Reflection .................................................................... 26

3.4 Research Instrument.............................................................. 27

3.5 Data Collection...................................................................... 29

3.6 Data Analysis ........................................................................ 30

3.7 Success Indicator................................................................... 30

CHAPTER IV FINDING AND DISCUSSION.................................................. 31

4.1 Finding.................................................................................. 31

4.1.1 Pre-Cycle ..................................................................... 35

4.1.2 Cycle I ......................................................................... 36

4.1.3 Cycle II ........................................................................ 38

4.2 Discussion............................................................................. 42

CHAPTER V CONCLUSION AND SUGGESTION ........................................ 44

5.1 Conclusion............................................................................ 44

5.2 Suggestion ............................................................................ 45

REFERENCES.................................................................................................... 46

APPENDICES ....................................................................................................

xi

LIST OF TABLES

Table 3.1 Rubric to Score the Subjects’ Ability in Writing Recount Paragraph.. 28

Table 4.1 Tabulation of Data Showing the Subjects’ Progressing Scores in

Writing Recount Paragraph before and after Treatment .................... 31

Table 4.2 Tabulation of Data Showing the Subjects’ Response after Being

Taught Writing through Scrambled Sentences ................................... 33

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LIST OF GRAPHS

Graph 4.1 Depicting the Subjects’ Progressing Scores of Recount Paragraph

Writing Ability through Scrambled Sentences of Pre-Cycle and Cycle I

and Cycle II ......................................................................................................... 41

xiii

LIST OF APPENDICES

Appendix 1 Lists of Subjects .............................................................................. 49

Appendix 2 Pre-test............................................................................................. 50

Appendix 3 Lesson Plan in Cycle I..................................................................... 51

Appendix 4 Lesson Plan in Cycle II ................................................................... 57

Appendix 5 Kuesioner......................................................................................... 63

Autobiography ................................................................................................... 65

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

A good writing is very important to convey a message. Specific words are

needed and combined to create sentence to convey idea, so that the reader can

understand what has written about. Ramires in Suwandi (2003: 2) note that

acquiring writing is important for some reason. First, writing reinforces the

grammatical structures, idiom and vocabulary, secondly when the student write

they have chance to do adventures with the language. The last reason is that when

the students write they become involved with the language with themselves and

with their readers.

Writing is as important as teaching speaking, reading, and listening

because the students can express their ideas, feeling and experiences in certain

place, time and situation in writing form. Therefore, writing skill need to be taught

to the student. Teaching writing is important because writing reinforces the

grammatical structure, idiom and vocabulary that teacher has been working within

the class. When the students write, she or he had the opportunity to be

adventurous with the language. Finally, the student becomes involve with the

language, with himself or herself and with his or her readers.

In writing, students must have facts and idea in order to write and that

must be manifested in the form of grammatical English sentences. But students

sometimes feel it difficult to write since they do not know how to express what

they have got and their mind, or sometimes they do not know what they should

2

write down, on their paper. One of the biggest problems in students writing is that

students often fail to prove their point. They fail because they do not support their

points with concrete details. Their papers are often full of opinions and

generalizations without the factual detail needed to support them. A good writing

usually comes from a series of careful choices-the appeal of an experience or idea,

the clarity and smoothness of a good plan, the unity and coherence of well-

developed and well organized paragraph.

Most teachers put the emphases on reading and speaking when they are

teaching, it is a fact that the students didn’t know what should be written and how

it should be written. As the result the students’ ability in writing is very low. This

is getting worse in that students feel that writing is the most difficult subject when

they are not guided by the teacher in learning and practicing writing skill. A

simple piece of writing is called paragraph.

A paragraph is group of sentences which relate to each other logically.

This means that the sentences follow one another smoothly, so that makes one

group of sentences that expresses one idea. Good paragraph has five elements:

topic sentence, supporting sentence, a concluding sentence, unity and coherence.

To increase the students’ writing ability in paragraph, the teachers should give the

students exercise about writing especially writing paragraph, writing a paragraph

is very important because first, writing paragraph can help the students organize

and control their ideas. In addition, it can motivate the variation of how to express

the ideas. By practicing a paragraph, the students are able to improve their skill in

writing well, second it improves students’ qualification and success at their job at

appropriate level later after graduating from school, and if they want to get a kind

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of job they will write a letter of application. Moreover while they are at a certain

office, or firm, they are never free from writing activity that relate to their level

and field.

Many students often find difficulties when they are asked to write, so the

English teacher should be creative and innovative in teaching paragraph. They

should make use of different technique of teaching paragraph. In an attempt to

improved the paragraph writing ability of the students. The researcher is interested

to use a classroom action research in teaching paragraph writing through

scrambled sentences.

Based on that situation the researcher was very interested in conducting

the research to know the effectiveness of teaching writing by using scrambled

sentences to the eighth grade students at SMPN 4 Tegallalang that was located at

Gianyar regency.

According to Mr. I Wayan Semadi, S.Pd., M.Pd explanation, English

teacher at SMPN 4 Tegallalang, related to researcher’s present study that

improving writing skill by using scrambled sentences was very good idea because

the students were still confused to make a good or correct sentence. He hopes that

the students will be more interested and motivated to increase their English

learning.

1.2 Research Problem

Based on the description in the background above the students find the

difficulties in writing skill. To solve that difficulties the researcher use Scrambled

Sentences paragraph writing. The research problem can be formulated as follows:

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to what extent can writing skill of eighth grade students of SMPN 4 Tegallalang in

academic year 2013/2014 be improved through scrambled sentences?

1.3 Objective of the Study

To answer and solve the research problem which has been stated before,

objective of the study is certainly intended to answer and solve the research

problem. In line with the research problem stated above, the undertaking of the

present investigation intends to figure out the extent of improvement of paragraph

writing taught through scrambled sentences of the eighth grade students of SMPN

4 Tegallalang in academic year 2013/2014.

1.4 Limitation of the Study

In this study the researcher limits his investigation of teaching guided

paragraph writing through scrambled sentences in order to increase the students’

ability in writing paragraph. The paragraph writing can be taught through

scrambled sentences. Thus, the paragraph writing can be improved through

narrative, descriptive, recount and argumentative. In teaching guided paragraph

writing, the researcher only scrambled the sentences composing the simple

paragraph and then asks the students to make a good paragraph again.

1.5 Significance of the Study

In this research, teaching the student’s skill writing through scrambled

sentences to the eighth grade students of SMPN 4 Tegallalang will be discussed in

details. The findings of the study are expected to provide both theoretical as well

5

as practical significances, as concisely described below:

Theoretically, the research can enrich and widen the theories of teaching

and learning writing. It also can contribute and strengthen the existing similar

research. The present investigation are obviously expected to find more empirical

evidence in investigating the ability of students through guided writing, and the

results are significant contribution for English teacher in teaching writing and in

solving students’ problem to improve writing skill of the eighth grade students of

SMPN 4 Tegallalang.

Practically, significance of the findings of the study are also expected as

precious educational reaction to the English teacher of SMPN 4 Tegalalang in

academic year 2013/2014. They can use the established conclusion as bases to

plan better strategies in teaching writing. For the students, this research can give

them new information of how to write naturally as it is happen in real situation.

So, every process of writing is able to be followed and enjoyed by students. The

findings of the present study can also be used as bases to make a plan and

discussion to develop syllabus, instructional design, better strategies, and more

effective technique in teaching English by the entire supervision of SMPN 4

Tegallalang.

1.6 Definition of Key Terms

In line with the title of the present study, there are some key terms which

need to be operationally defined in order to avoid misunderstanding on the part of

the readers. The three key terms used in this study are talk about teaching guided

paragraph writing, scrambled sentences and SMPN 4 Tegallalang.

6

1. Teaching Guided Paragraph Writing

Teaching Guided paragraph writing is defined as the ability of the eighth

grade students of SMPN 4 Tegallalang in writing short paragraph based on

some scrambled sentences given and their paragraph are analyzed in term of

their unity and coherence.

2. Scrambled Sentences

Scrambled sentences is defined as a technique of teaching guided paragraph

writing in which the sentences composed a single paragraph are first

scrambled in such a way and then the students under study are asked to

rearrange them in order to make unified and coherent paragraph.

3. SMPN 4 Tegallalang

SMP is state a junior high school where the research is conducted. The

located is on uma tapan street No. 4 Tegallalang, Gianyar regency.

7

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

Through the following pages, the researcher describes some important

relevant points of views quoted from expert’s arguments and opinion about related

literature under investigation may support this study. The description includes (1)

Conception of Writing Skill, (2) Process of Writing, (3) Types of Writing, (4)

Teaching Guided Paragraph Writing Through Scrambled Sentences, (5) Recount

Paragraph (6) The Assessment of Writing.

2.1.1 Conception of Writing Skill

Writing is a way of growing. No one would argue that being able to write

will make you morally better. But it will make you more complex and more

interesting (Kane, 2000: 4). Writing is, in a fact, a transaction with words whereby

you free yourself from what you presently thing, feel, and perceive. You make

available to yourself something better than what you’d actually succeeded in

making your meaning clear at the start (Brown, 2001: 337). According to Murray

(2005: 13) writing can have so many effects, there is potentially a wide range of

personal and/or professional reasons for writing: a. working out what you think,

clarifying your thing or starting to think; b. having a ‘rant’, letting off steam,

‘unflattering’ your brain; c. telling others what you think; d. persuading others to

take it on board. Furthermore, Bailey (2003: 1), states that the writing process

guides students from the initial stage of understanding an essay title, through

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reading and note-making, to the organization of an essay and the final stage of

proof-reading. While Broughton (2003: 120) believes if we define the main aims

of the writing course as developing appropriate ranges of style coherently and

easily used, teachers may well feel that the traditional concerns of spelling and

basic grammatical error are being neglected.

According to Galko (2001: 3) for writing first, you are not sure what to

say. And second, you do not know how to say it. Here is how to get started. The

first step is reading and understanding your writing assignment. Read your

assignment actually. Then, reread your assignment, asking yourself these

questions. What is my topic? How much am I expected to write? How long should

my finished paper be? Who is my audience? How long will I have to complete the

assignment? What is the main purpose of the assignment? Is it to show that I

learned the material for particular class, to analyze a piece of literature or

situation, or to showcase my writing ability? Some writing assignments give you a

question or a topic on which to write. Other are more open-ended and you have to

came up with a topic or question that you will address in your writing. When a

topic is given, these are the types of writing assignment you will often find on

standardized tests and other times exercises. You are also likely to find these types

of exercises in your non-English classes. It’s typical for humanities, science, and

social science classes to expect you to write about the material you have covered

in class. Furthermore, Brannan (2010: 3) states that writing is work, and most

people do not want extra work. We are busy enough. However, much of what we

do requires work, even our leisure activities: planning a vacation, tossing a

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Frisbee in the park, swimming, dancing at a concert. It’s not so much the work as

the attitude we have toward it.

Finally, it can be concluded that writing skill can be mastered through hard

work of practicing. By teaching the writing skill, a writer can make a good writing

which enhances his or her communicative ability and helps him or her to share

ideas or knowledge with others.

2.1.2 Process of Writing

Writing is a process. This view supported by Kane (2000: 17). He states

that writing in its broad sense as distinct from simply putting words on paper has

three steps: thinking about it, doing it, and doing it again (and again and again, as

often as time will allow and patience will endure). The first step, “thinking,”

involves choosing a subject, exploring ways of developing it, and devising

strategies of organization and style. The second step, “doing,” is usually called

“drafting”; and the third, ‘doing again,” is “revising.” The next several chapters

take a brief look at these steps of the writing process. They’re not really “steps,”

not in the usual sense anyway. You don’t write by (1) doing all you’re thinking,

(2) finishing a draft, and then (3) completing a revision. Actually you do all these

things that once. If that sounds mysterious, it’s because writing is a complex

activity. As you think about a topic you are already beginning to select words and

construct sentences in other words, to draft.

According to Brannan (2010: 3) as writers, we need a process to carry out

our writing projects successfully, just as workers need a step-by-step building

process to put up a house. The following box outlines the steps in a standard

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writing process. The order of the steps, however, is not rigid: for example, you

may need to create more material as you revise, and you may edit some as you

draft. The writing process, such as Discover ideas, Organize ideas, Draft, Revise,

and Edit.

2.1.2.1 Discovering Ideas: Prewriting

In paragraph development, the ideas are developed. All the information

and ideas should be developed in relation to the main idea of the paragraph. There

are several prewriting techniques:

a. Free Writing

Free writing is quick, uncensored writing that may carry you into a draft.

The point of free writing is to get words on paper so that you may see a topic

or pattern of idea surface. According to Oshima (2006: 268) free writing is a

brainstorming activity in which you write freely about a topic because you

are looking for a specific focus. While you are writing, one idea will spark

another idea. As with listing, the purpose of free writing is to generate as

many ideas as possible and to write them down without worrying about

appropriateness, grammar, spelling, logic, or organization.

b. Clustering

Clustering is a prewriting method that involves listing a single word in the

center of a page and then adding any words that the center word brings to

mind. After linking several words to the original word, you connect more

words to the second set. Moreover Oshima (2006: 269) states that clustering

is another brainstorming activity you can use to generate ideas.

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c. Brainstorming (Listing)

In brainstorming or listing, the writer makes a list of words and phrases that

relate to the topic. According to Folse (2010: 31) brainstorming is quickly

writing down all the thoughts that come into your head.

2.1.2.2 Organizing Ideas

After you have found a topic and have some sense of direction for it, you

should focus it further so that it can be developed within one paragraph. An

effective way to do this is to write a topic sentence, meaning a sentence that

names the topic and limits it with a statement once and the limiting statement

twice.

2.1.2.3 Drafting

With your material in hand and the overall shape of your paper

determined, you can confidently begin the first draft. Furthermore, Kane (2000:

34), states that a draft is an early version a piece of writing. Most of use cannot

compose anything well at the first try.

2.1.2.4 Revising

Going easy on you is important while drafting, but revising requires a

different approach. To revise effectively requires a critical (but not negative)

frame of mind and a willingness to look closely at your work, knowing that it can

be improved, when you revise, you look for opportunities to add, shift, and cut

material. According to Murray (2005: 137) revising process still involves

discovery of the structure in the course of writing. If this sounds contradictory,

that may be because this stage of writing is contradictory: writing involves both

12

deciding in advance what to say and discovering what you want to say as you

make choices about how to say it.

2.1.2.5 Editing

After you have revised your several times for material, organization, and

style, it’s time to focus on mechanics: grammar, spelling, and punctuation. The

object of editing is to make your writing more readable, which you will do by

controlling most of your errors. The following are some pointers to help with

effective editing: review slowly, review repeatedly, and track your error types.

2.1.3 Types of Writing

According to Brown (2001: 343) states that there are five types of writing

such as imitative or writing down, intensive, controlled or guided, self-writing,

display writing and real writing are will be explained as follows:

a. Imitative or writing down

At the beginning level of learning to write, students will simply “write

down” English letters, words, and possibly sentences in order to learn the

conventions of the orthographic code. While Brown (2004: 20) states that to

produce written language, the learner must attain skills in the fundamental,

basic takes of writing letters, words, punctuation, and very brief sentences.

b. Intensive, controlled or guided

A common form of controlled writing is to present a paragraph to students in

which they have to alter given structure throughout. Guided writing loosens

the teacher’s control but still offers a series of stimulator.

13

c. Self-writing

A significant proportion of classroom writing may be devoted to self writing

or writing with only the self in mind as an audience.

d. Display writing

It was noted earlier that writing within the school curricular context is a way

of life. For all language students, short answer exercises, essay

examinations, and even research reports will involve an element of display.

e. Real writing

While virtually every classroom writing task will have an element of display

writing in it, some classroom writing aims at the genuine communication of

messages to an audience in need of those messages.

2.1.4 Teaching Guided Paragraph writing Through Scrambled Sentences

Regarding the function of writing as a means of communication in the

written from using written language; thus, teaching writing for the students

becomes and improve their students writing skill. Arapoff (2001: 34) also states

that one of the biggest problems in writing is that the students must have facts and

ideas in order to write, and that these must be manifested in the form of English

grammatical sentences. Consequently, they often face writing class with anxiety.

It is because they may not know how to write and they believe that they are not

capable to express their idea in written form. In order to overcome the problem

above the student need to be given guidance or help in expressing their idea.

There are several technique of teaching writing that gives guidance to the students

that scrambled sentences.

14

Scrambled Sentences is one of the good techniques in teaching writing.

Scrambled sentences is defined as a technique of teaching guided paragraph

writing in which the sentences composing a single paragraph are scrambled in

such a way and then the students under study are asked to rearrange them. The

rule of the scrambled sentences is to guide the students in writing paragraph, by

giving them the sentences which are scrambled and asked them to rearrange into a

good paragraph. Scrambles Sentences is essentially a social process through

which writers looked for areas of shared understanding. To reach such an

understanding, participants function according to several social and interactional

rules as follows: First, the students discuss the goals which they are going to

write. They place the goals in rank order from high to low, and then they share a

higher order goal. Meanwhile, specification of the goal is negotiated during the

process. Secondly, the students must have different knowledge and there must be

gap information between them because of this information gap, the students have

to negotiate content, style, and even the goal of writing. Thirdly, the students

interact with each other. They exchange thought, feeling, ideas between them, and

result in reciprocal effect on each other.

In response to the need for structured guidelines to make Scrambled

Sentences more effective, the teacher makes roles of the students. One of them

plays a role as a helper and the other as a writer. Specific tasks need to be done

by the helper and the writer when they write Scrambled Sentences. These steps

are described as follows: Step 1 is idea generation. In this step, the students are

helped to understand important components of the recount text such as

orientation, events and reorientation. To help the writer stimulate their ideas, the

15

helper give question which was mostly use why-words as follows: who did what?,

what happened?, where did it happen?. In generating the students’ ideas, teacher

intended to motivate and brainstorm the students’ to get ideas to generate ideas for

the topic. The teacher leads the helper to raise questions about recount text in

order to simulate the writer ideas.

Step 2 is drafting. This step aims at giving the writer chance to start

writing a rough draft based on the discovered ideas to review from the helper. To

write the drafts, the writer is advised not to care much more about the language,

spelling or punctuation or neatness. During the activity, the teacher goes around

the class to provide assistance, guidance, and comments if they are necessary.

Step 3 is reading. In this step, the writer reads the draft. If he/she reads a

word incorrectly, the helper provides support and gives some correction. This step

gives the student chances to read the rough draft. The helper may comment on the

clarity and relevance of the ideas and their coherence. The helper can give written

comment or in orals to the writer. The writer reorganizes what has been written in

the first rough draft and to refine ideas based on the feedback from the helper.

Step 4 is editing. In this step, the helper and the writer look at the draft

together and consider what improvement might be made. Mistake of words,

phrases, or sentences could be marked. The writer and the helper inspect the draft

more than once, check the five editing criteria: meaning, spelling, punctuation,

style. In this step, the teacher asks the students to look at closely the draft and

edits them by using the five editing criteria which refer to aspects of writing such

16

as content, organization, and grammar. The teacher provides editing guidelines for

check list. After editing, they rewrite it for the final writing.

Step 5 is best copy. The writer then copies out a neat or best version of the

corrected draft. The helper provides help when necessary, depending on the skill

of the writer. In this case, the teacher asks the students (writer) to write the best

text. The last step is teacher evaluation. In this step, students will have an

opportunity to receive comments and instructive feedback directly from the

teacher. When the writer and helper submit in their best copy, the teacher will

meet them and provide them explicit writing and grammatical instruction as well

as corrective feedback. The teacher’s comments focus on meaning/idea, style,

spelling and punctuation.

In evaluating, the teacher holds a conference with asks the students to

exchange texts with other students to correct or comments of some students. If

they still have a problem with the correction, by the end of the study the teacher

and students to discuss the remaining problems together. Next the teacher asks the

students (writer) to revise the text based on the correction, feedback given and

comments from several students. Finally, the teacher asks the students (writer) to

write the final text and submit to the teacher.

2.1.5 Recount Paragraph

As stated before there are some genres of paragraph which are usually

taught in school to students. Recount paragraph is a paragraph which is taught in

Junior High School; it retells, re-explains, or rewrites past events or experience.

The social function of recount paragraph is either to inform and entertain the

17

reader or the audience. Richards (2004: 34) states that there are two kinds of

recount, namely factual recount such as magazines and articles and personal

recount such as diary, biographies and autobiographies. Factual recount should be

written in the third person point of view, such as he, she, it, they, we, etc.; in

addition, personal recount should be written in the first person point of view or

using personal pronouns.

The recount genre is a simple sequential retelling of events (Brindley,

2005: 170). As the other genre of paragraph, recount paragraph has its own

generic structure as well namely, orientation, events, and reorientation. The

orientation introduce personal participant or background information that involved

answer for who, when, where, what, and why. Every story, so matter how simple,

needs an orientation. Indeed, it is impossible to tell a story unless we see that there

are characters set up in a particular time and place (knapp and Watkins, 2005:

223). So from the orientation the reader can clearly know the participant or

background information about the story. In events there are series of events that

happened in the past in chronological order or sequence. And the last is

reorientation which included a personal comment or opinion from the writer about

the story. On the other hand, the tense used in recount paragraph is simple past

tense since it tells about past events.

A good recount paragraph has some characteristics such as it is well-

organized, it means that the events are connected or related in sequence by using

linking and cohesive devices. Besides a good recount paragraph should focus on

the important participants in the event, in addition, in order to make it more

interesting the writer should add personal responses toward the event to make the

18

readers interested with the story. Moreover the grammatical features of recount

paragraph are the used of Past Tense, whether it is Simple Past Tense, Simple Past

Continuous Tense, or Past Perfect Tense. In addition recount paragraph focuses on

specific participants, use material processes, emphasize on time and place and

focus on temporal sequence.

2.1.6 The Assessment of Writing

Assessment is an ongoing process that encompasses a much wider domain.

Whenever a student responds to a question, makes offers a comment, or tries out a

new word or structure, the teacher subconsciously an assessment of the student’s

performance (Brown, 2004: 4). One way to begin untangling the lexical

conundrum created by distinguishing among tests, assessment, and teaching is to

distinguish between informal and formal assessment. Informal assessment can

take a number of forms, starting with incidental, unplanned comments and

responses, along with coaching and other impromptu feedback to the students.

Formal assessments are exercises or procedures specifically design to tap into a

storehouse of skills and knowledge. They are systematic, planned sampling

techniques constructed to give teacher and students an appraisal of student’s

achievement (Brown, 2004: 5). According to Johnson (2002: 6) the purposes for

assessing may be to diagnose student’s present level of knowledge and skills,

monitor progress toward learning goals to help from the instructional program,

and provide data to judge the final level of student’s learning.

National Education Department in Wardana (2010: 19) states that criteria

of evaluating writing must consists of validity and reliability. Validity of the test

19

is the extent to which to measure what it is supposed to measure and nothing else.

There are four types of validity; face validity, content validity, construct validity,

and empirical validity. Furthermore, Brown (2004: 22) believes that validity is the

extent to which inferences made from assessment result are appropriate,

meaningful, and useful in terms of the purpose of the assessment.

Reliability measure in this way is commonly referred to as test/pre-test

reliability to distinguish it from mark/re-mark reliability. Factors affecting the

reliability of the test are the extent of the sample of material selected for testing

and the administration of the test. Furthermore, Brown (2004: 20) states that a

reliable test is consistent and dependable. Consider the following possibilities

such as fluctuations in the students, in scoring, in test administration, and in the

test itself.

The inherent unreliability in composing marking, it is essential to compile

a brief description of the various grades of achievement expected to be attained by

the class. Those criteria of testing writing skill for more advanced-level learners

can be found as following description:

1. Student’s writing in finding ideas is measured from its quantity and

quality the relevance of the ideas to the topic.

2. Student’s writing in developing the ideas is measured from the topic

sentence, supporting sentences, and concluding sentence.

3. Student’s writing in organizing the ideas is measured from the

coherence of the supporting details.

20

2.2 Empirical Review

In the empirical review, the researcher covers the other research

investigation which has excited and the title has relationship with this research

study. There are two researches which are used as the empirical review. The first

is research entitled “teaching guided paragraph writing through scrambled

sentences technique to the eighth grade students of SMPN 1 Petang in academic

year 2009/2010” that has been conducted by Wayan Yudiarsa (2010). The result is

the research finding can improve students writing ability. Therefore the

researchers chose these topics as alloy research because the results of the study

has met the standards competence set by the school and achieve 75% of the

minimum competences criteria.

Then another research entitled “ developing writing ability through guided

writing technique to seventh grade students of SMPN 3 Abiansemal in academic

year 2012/2013” that has been conducted by Ni Wayan Ari Sukayanti (2013). The

result is the research finding can improve students writing ability. Therefore the

researchers chose these topics as alloy research because the results of the study

has met the standards competence set by the school and achieve 80% of the

minimum competences criteria.

2.3 Hypothesis

On attempting to give a tentative solution to the research problem, the

hypothesis will be stated as the following: the writing skill of eighth grade

students of SMPN 4 Tegallalang in academic year 2013/2014 can be significantly

improved through scrambled sentences.

21

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

The subjects of this study were the eighth grade students especially in

SMPN 4 Tegallalang in academic year 2013/2014. They were 36 students’

altogether, consisted of 17 males and 19 females. This class was chosen due to

quality of the students in English subject. On the basis of preliminary study it was

found that class eighth had crucial problem in writing paragraph. It could be

clearly known from the question to the English teacher about the difficulties faced

by the students in writing paragraph.

3.2 Research Design

The present research used a classroom action research design. According

to Burns (2010: 5) action research is a research carried out in the classroom by the

teacher, mainly with the purpose to improve the teaching learning process. Thus,

this classroom action study in concerned with teaching guided paragraph writing

through scrambled sentences by using two kinds of tests, that is initial reflection

or pre-test and reflection or post-test.

In this classroom action study, the writing and learning processes divided

into two cycles where each cycle consisted of four sessions. Each sessions

consisted of four interconnected activities, cycle I: initial reflection (IR), planning

(P1), action (A1), observation (O1), reflection (R1) and cycle II: revised planning

(RP), planning (P2), action (A2), observation (O2), reflection (R2). It was necessary

22

to note that IR was a term normally used in classroom action study, which referred

to a pre-test in writing paragraph. The mean scores of the IR were compared to the

corresponding mean scores of the R administered at the end of the each session.

The research design was described from Burns (2010: 42) as follows:

Cycle I : IR → P1 → A1 → O1 → R1

Cycle II : RP → P2 → A2→ O2 → R2

3.3 Research Procedure

Brief and clear discussions concerning the whole activities carried out in

each session are devoted in the subsequent discussions and for details of teaching

scenario of the present class study.

3.3.1 Initial Reflection

The Initial reflection was intended to measure the real pre-existing writing

ability of subjects in English. In the initial reflection the subjects were requested

to write short paragraph with the topic given. The researcher told the students to

choose two of the following topic given and wrote two recount paragraphs which

consist of 8-10 sentences. The subjects or students were given 25 minutes to finish

their paragraph. In this step, the researcher observed the pre-existing ability of the

subjects in finding ideas, developing ideas, developing ideas and organizing ideas.

3.3.2 Planning

Before the present classroom action study could be successfully carried

out, the research had to prepare instructional planning for all the sessions. As

mentioned previously, the subjects of the present classroom action study were the

23

eighth grade students of SMPN 4 Tegallalang. The undertaking of the present

study was substantially based on the fact the subject under study still had low

writing paragraph ability in English. Hence, the scrambled sentences were a

technique which was used to improve in paragraph writing by rearranging the

sentence. It was strongly anticipated that this technique would be effective and

efficient in helping the subject to overcome their paragraph writing problems. In

order to achieve the subjective of the present classroom action study, the

researcher planned the instructional activities by doing the following:

1. Determining the subject of study, they were, at outset the researcher carried

out a preliminary study at SMPN 4 Tegallalang. In this preliminary study, he

asked some questions to the English teacher there about the difficulties faced

by the students in paragraph writing. This preliminary study was actually

intended to meet one of the procedures in making a scientific study.

2. Seeking and preparing a series of paragraph writing test which could be

appropriately used in teaching paragraph writing that could solve the problem

faced by the students at SMPN 4 Tegallalang. The researcher selected and

prepared paragraph writing test which presumably were regarded as suitable

for teaching paragraph writing to the students who still had rather low pre-

existing paragraph writing ability in English.

3. Preparing the IR paragraph writing. The IR paragraph writing for the subject

under study was chiefly intended to measure the real pre-existing paragraph

writing through scrambled sentences. In the IR the subject were requested to

rearrange the sentences to be a good paragraph. The right answers were

counted for the use of this action investigation.

24

4. Designing lesson plans or setting up the teaching scenarios of the present

classroom action study. The researcher designed and planned eight lesson

plans or teaching scenarios because the researcher designed two cycles with

eight sessions. Thus, each lesson plan was used to teach paragraph writing

once.

5. Constricting the reflection or post-test at the end of each session on the basis

of the paragraph writing test which was being taught at that time. The

administration of the reflection was used to measure the extent of the

subjects’ progress in paragraph writing. The results of the reflection were

scored by counting those answers for each item of the test.

6. The next activities were constructing the questionnaires to the subject under

study. The questionnaires were given to the students by the end of the cycle

II. The administration of the open questionnaires was actually intended to

find out the changing learning behavior of the subjects in teaching paragraph

writing through scrambled sentences.

3.3.3 Action

Implementing the previously planned teaching scenarios was the main

activity in this class action study. In line with the objective of the study, actions or

classroom activities refer to what the researcher really did in the classroom setting

during the processes of teaching guided paragraph writing through scrambled

sentences. The researcher attempted to manage and conduct the previously

planned classroom activities in the teaching scenarios, so that the objective of

teaching paragraph writing for each session can be most effectively and efficiently

attained. What the researcher did successively in every classroom session was

25

principally based on a three-phase technique. Thus, the classroom activities were

classified into three main parts, they were; pre-activities, whilst-activities, and

post-activities, which were briefly elaborated on as follows.

1. The teaching of writing paragraph started with pre-activities. In pre-activity,

the researcher who acted as the teacher activated the subject’s mutual

interest and attention by giving some stimulus in form of questioning and

answering on coming topics to direct their attention to the main point that

would be immediately discussed. This activity took about 10 minutes.

2. In whilst-activity, the researcher gave explanation about paragraph writing

through scrambled sentences and then the researchers gave the exercise

about paragraph writing text to the students and ask them to rearrange the

sentences which were scrambled to be a good paragraph. After that the

researcher discussed the exercise together by asking some of students to read

the answer and the other compare with their answer and then follow by

discussion of the right answer.

3. In post activity, the researcher gave 10 minutes of time allotment, filled by

reviewing the discussed topic through briefly conclusion to remind the

subject’s memory about what they have learned, and the teacher asked the

students to question if they had difficulties to make a sentence.

3.3.4 Observation

The observation conducted by the researcher was intended to establish

whether the teaching and learning process through scrambled sentences in

26

teaching guided writing had been well. The researcher who acted as a teacher and

an observer attracted the subject participation and involvement with writing

activities. It was also meant to perceive, whether the subject had any positive

changing behavior, motivation and attitudes on the part of the subjects.

The researcher made use of questionnaires to measure the degrees of

change in the subject’s learning behaviors; attitude and motivation after the

teaching and learning process in cycle I. The questionnaires were written in

Indonesia language. The questionnaire’s items were scored by using the rating

scale 0-3 and the result of questionnaire, which were descriptively in the form of

comparative percentages.

This figures showed the subject’s different degree of changing behavior

toward learning and practicing teaching guided paragraph writing through

scrambled sentences the students of SMPN 4 Tegallalang and the data from the

questionnaires used informative feedback and based to make remedial revisions

for the meeting in cycle II by adjusting and emphasizing some certain topics.

3.3.5 Reflection

The tern of reflection has the similar meaning with evaluation through post

test activities which was done by the researcher during the action study. Because

this study consisted of two cycles one of which had three meeting. The researcher

conducted six times reflection. Each reflection was administered during the post-

activities of each session. The subjects work was wrote a recount paragraph based

on the topic was given, the student’s writing ability was corrected and scored

criteria and percentage of the score is concisely discussed in following data

analysis.

27

In this stage, the researcher examined the student weaknesses and failure

underlined most common problems faced by students by giving emphasize and

more exercise in next cycle. Moreover, the reflection, served as a feedback to dig

deeper and reach up their participation and achievement higher in writing skill.

Revising means editing, looking back and correcting the existed mistakes or error

some of revision made for the sessions of cycle II included following activities:

a. Emphasizing the purposes of analyzing to write a paragraph, topic

sentence, supporting sentences, and concluding sentence. Activities can

challenge the students to be good writer.

b. Giving more serious attention to the students who were less active by

giving the gradually easier task to relatively harder assignment.

c. Maximizing students talking time can add their skill in writing skill.

3.4 Research Instrument

The data of present study were collected by means of administering initial

reflection, reflection and open questionnaires to the subjects’ under study. IR was

intended to gather data showing the subjects’ pre-existing paragraph writing.

Reflection which was administered by the end of each session was intended to

gather data showing the subjects’ progressive achievement or ability in paragraph

writing. The questionnaires were administered by the end of cycle II. The data

obtained from questionnaires were compared descriptively so as to know how

much the student’s responses after they had been taught guided paragraph writing

28

through scrambled sentences. There are some subject assessments to write a

paragraph in a table below:

The scoring rubric is adapted from Oshima and Hogue (2007:196)

Scoring Rubric of Recount Paragraph

Max.

Score

Actual

Score

FORMAT – 5 POINTS

There is a title 1

The title is centered 1

The first line is indented 1

There are margins on both sides 1

Tidiness 1

Total 5

PUNCTUATION AND MECHANICS – 5 POINTS

There is a period after every sentence 1

Capital letters are used correctly 1

The spellings are correct 2

Capitalization & other punctuations are used correctly 1

Total 5

CONTENT – 20 POINTS

The paragraph fits the assignment 4

The paragraph is unity. 8

The paragraph is coherence. 8

Total 20

ORGANIZATION – 40 POINTS

The paragraph begins with a clear orientation about the

background of story.

10

The paragraph contains complication which the problem

arises followed by other problem.

25

29

3.5 Data Collection

The data obtained for analysis in this study involves the data of the

teaching guided writing through Scrambled Sentences. The obtain data was

collected by using observations. The data collected for this study were utilized

research instrument states in the previous section. It was about population of

SMPN 4 Tegallalang student’s achievement in writing ability. The subject was

given a test and questionnaires. While doing the test, the researcher tried to do her

best to the students to answer the questions. As the result of this studied was

arranged well with time allotment. The indicator of data collecting can be

described as follows: students must pay attention during the learning process,

student and teacher interaction meant the students tried to ask the question to the

teacher related to the topic that they did not understand yet and the student tried to

express their ideas to write something on the book and result of it was showing to

their teacher. Students and teacher also made an interaction, in this opportunity

the students tried to present their writing in front of the class. Using Scrambled

Sentences was very important to share the mind and can help the partner when

they got some problems about the explanation above.

The paragraph ends with an appropriate resolution. 5

Total 40

GRAMMAR & SENTENCE STRUCTURE – 30 POINS

Estimate a grammar and sentence structure score 30

Grand Total 100

30

3.6 Data Analysis

The obtained data showing changing learning behaviors of the subject

under study and data showing their writing paragraph achievement were

qualitatively, descriptively and analyzed. The data obtained through administering

questionnaires were qualitatively analyzed. The quantitative data showing the

subjects progressing achievement in paragraph writing were analyzed by

comparing the mean scores of initial reflection with means scores of each

reflection.

The mean of initial reflection and the mean of reflection were computed

by using the following formula:

M =X

N

Where: M = the mean score obtained by the subject

∑ x = the total scores of IR and R

N = the number of the subject under study

By comparing the mean of IR and the mean of each refection, the

effectiveness of teaching writing paragraph through scrambled sentences could be

judged and by the results of the questionnaires, the changing learning behaviors of

the students could be figured out.

3.7 Success Indicator

According the curriculum which used in SMPN 4 Tegallalang, the

standard minimum score of the eighth grade students’ English mastery in that

school is 68. Therefore, this present study would be regarded to be successful if

the subject under study 80% of the subject achieves the standard.

31

CHAPTER IV

FINDING AND DISCUSSION

4.1 Finding

The data of this research were gathered from the eighth grade subjects of

SMPN 4 Tegallalang in academic year 2013/2014. In order to obtain reliable data

for this research, as stated in Chapter III there were some research instruments

administered to the subjects under study, namely: pre-test, post-test, and

questionnaire. The pre-test was administered to the subjects of the study to obtain

their pre-existing ability in paragraph writing. The test was in form of written test;

the subjects choose one of the topics given to be written in recount paragraph.

The result of the pre-test was used as the bases of giving treatment which

consisted of two cycles. Post-test was administered in the end of cycle in order to

measure the subjects’ progress in writing recount paragraph through scrambled

sentences. As the result, there were 3 sets of raw scores gathered for the present

study, those were pre-test score and reflection or post-test score. The collected

three scores were tabulated as the following:

Table 4.1Tabulation of Data Showing the Subjects’ Progressing Score in Writing

Recount Paragraph before and after Treatment

SubjectsPre-cycle Cycle I Cycle II

Pre-test Post-test 1 Post-test 2

1 62 75 84

2 69 80 88

3 24 55 67

4 58 78 86

32

5 29 69 80

6 20 45 66

7 32 72 79

8 38 68 79

9 60 73 85

10 58 70 84

11 58 69 83

12 36 56 79

13 45 70 78

14 24 49 66

15 22 59 68

16 65 70 84

17 58 71 85

18 28 69 78

19 41 69 80

20 54 68 77

21 57 68 79

22 35 68 74

23 57 68 82

24 65 72 80

25 42 69 77

26 38 68 75

27 57 63 84

28 43 60 69

29 68 75 86

30 33 64 78

31 35 59 66

32 22 30 65

33 20 31 66

34 69 77 85

35 43 71 72

33

36 20 58 65

Total 1585 2336 2485

The data was taken to find out the percentage of subjects. The

questionnaires scale A-D, each scale had different mean such as, item A mean

strongly agree, item B mean agree, item C mean less agree and item D mean

disagree of the technique applied based on the questionnaire given. The additional

data required for the present classroom action study were collected through

administering questionnaire to the subject under study at the end of cycle I. The

score of questionnaire was computed by using the rating scale 1-4, in each number

had different score such as, item A=4, B=3, C=2 and item D=1. The score

gathered from administering questionnaire showed the subjects’ changing

attitudes and motivation in writing by using scrambled sentences. The obtained

data showing the subjects’ total score for items of questionnaire was tabulated as

follow:

Table 4.2Tabulation of Data Showing the Subjects’ Response after Being Taught

Writing through Scrambled Sentences

Subjects A B C D

1 - 15 10 -

2 4 21 4 -

3 - 6 16 -

4 - 12 8 -

5 4 27 - -

6 - 12 12 -

7 4 18 6 -

8 - 15 10 -

34

9 - 19 8 1

10 - 12 12 -

11 12 3 10 1

12 - 15 10 -

13 - 21 6 -

14 12 3 10 1

15 - 15 10 -

16 8 3 12 1

17 - 6 16 -

18 24 12 - -

19 8 12 8 -

20 4 15 6 1

21 8 15 6 -

22 4 21 4 -

23 8 12 8 -

24 32 9 6 1

25 4 15 6 1

26 12 6 8 1

27 - 6 16 -

28 4 15 6 1

29 8 15 6 -

30 - 18 8 -

31 - 6 16 -

32 - 27 2 -

33 4 9 12 -

34 24 12 - -

35 - 9 14 -

36 - 6 16 -

Total 188 463 308 9

35

Based on the tabulation of data as presented before, the present study made

use of a cyclical classroom action research (CAR). The present study was mainly

intended to find out whether or not the recount paragraph of the eighth grade

students of SMPN 4 Tegallalang in academic year 2013/2014 can be improved

through scrambled sentences especially in finding an idea, developing their idea

and also constructing the generic structure of recount paragraph. The researcher

carried out pre-test and post-test to know the subjects’ writing skill. On the other

hand, the questionnaire was used to know their response on the implementation of

scrambled sentences to the teaching learning process. The findings of the present

classroom action research could be elaborated as follows:

4.1.1 Pre-Cycle

In pre-cycle, the researcher interviewed the English teacher to know the

problems that the subjects faced in writing. Based on the interview, it was known

that the subject of the study had difficulties in identifying specific information,

words meaning and main idea of writing. The pre-test required the subjects of the

study to write recount paragraph entitled “My Sad Story” and “My Funny Story”.

The subjects of the study should write the paragraph to know the real problem and

quantify the subjects’ initial reflection in writing, the researcher administered the

pre-test. In the pre-test, the researcher asked the subjects to write a recount

paragraph in the form of essay test. The subjects write a recount paragraph in

maximum 25 minutes.

Based on the results obtained after administration of pre-test, the tabulated

of the data presented in Table 4.1 above shows that the subjects' ability to make in

recount paragraph was low. The table above shows of the 36 subjects' only 3

36

subjects' who achieve a minimum standard of value in SMPN 4 Teagllalang that

was 68. So most of the subjects’ did not reach the minimum standard value. The

mean score of the average score from the subjects writing in the pre-test was

gotten from the sum of the total score in the pre-test was 1585 was divided with

the total number of the subjects who did pre-test were 36. Then, the mean score of

the average score from the subjects writing was 44.02.

To get the mean score of the pre-test, the researcher use a formula to get

the mean score as following:

M =∑xN

= = 44.02

The result of pre-test indicated that the students had some problems in

writing skill. Furthermore, the percentage of the subjects who could reach the

success indicator was 8.33%. It proved if the subjects needed an improvement for

their writing skill. Therefore, after pre-test, the researcher conducted cycle I to

solve the problems faced by students. The researcher then conducted cycle II to

develop students’ high interest, motivation, and good toward English. By using

scrambled sentences, teaching and learning activities were intended to improve

writing skill of the eighth grade students of SMPN 4 Tegallalang.

4.1.2 Cycle I

Cycle I was carried out based on the result of the pre-test. In this cycle, the

researcher started by making planning, then action, observation, and reflection. As

mentioned earlier in the result of the pre-test that the subjects in class VIII E had

low ability in writing, so the plan was concerned on improving it progressively.

Planning was aimed to prepare all the things needed to solve the problems in that

37

had been found in preliminary observation. In addition, it also was an important

step to be concerned in order to make the action in the teaching learning process.

While doing the action, the researcher also did the observation that observed the

subjects’ learning behavior, then, the reflection. These four steps were done in

chronologically to get the maximum result.

In planning, the researcher also prepared the material for the subjects that

was recount paragraph. Then, the researcher made lesson plan for two sessions in

the first cycle with in which time allocation in each session was 80 minutes. In the

activities researcher preparing the material and making lesson plan, the researcher

constructed post-tests.

After making planning, the action was then conducted. The action ran

smoothly as it was applied based on the planning that had been made (see

appendix 1). As mentioned before, the time allocation in each session was 80

minutes. In the first session, the researcher introduced the material to the students.

The subjects were taught recount paragraph for first and second session. After

they had been taught writing through scrambled sentences and then, they did the

writing task in correct grammar. Furthermore, the researcher conducted the-post

test that was done in 25 minutes. This test consisted of essay test. While doing the

action, the researcher also did the observation by signing the subjects who

participated in the teaching and learning process.

The subjects’ learning behavior was also observed by the researcher by

seeing the way the subjects’ response the questions or the explanations given. It

could be seen when the students did their activities in the class. It was used as the

information or references in looking at the subjects’ answer in their individually

38

work. Moreover, to get data about the improvement of subjects’ achievement after

implementing scrambled sentences, the researcher administered the post-test. This

post-test was followed by 36 subjects. The result of the post-test which was

followed by 36 subjects was 2336 (Shown on table 4.1). To get the mean score of

the post-test, the researcher used a formula to get the mean score as the following:

M =∑×N

= = 64.88

The result of analysis from the post-tests in cycle I above showed that

there was an improvement of the subjects’ mean score from the pre-cycle to cycle

I. The achievement of cycle I was 64.88. This meant that scrambled sentences

could improve the subjects’ writing of the minimum competence criteria set by the

school was 68. The percentage of the subjects who could reach the success

indicator was 66.66%. And there are some students who do not achieve the

minimum passing grade are 12 people. Thus, the researcher decided to continue

this study in the cycle II.

4.1.3 Cycle II

Cycle II was conducted based on the result of the post-test 2 in cycle I. In

this cycle, there were four steps which were the same with the steps in cycle I;

they were planning, action, observation, and reflection. However, there were some

changes in constructing the planning in this second cycle based on the result of

cycle I. In addition, after the preparation was complete, cycle II was carried out as

it was planned on the course plan. In general, the teaching learning process in

cycle II was also same as cycle I it took 80 minutes in each session.

In planning, the action was prepared. This planning was made based on the

results of the post-test. The first preparation was about material. It was about

39

recount paragraph. In first session, the topic of recount was about “My

Experience” and second session was same with the first session. In planning a

lesson plan, researchers prepared a scrambled sentence for each subject.

Therefore, subjects did not waste their time in writing the text in the sheet by

writing one by one. After creating lesson plans, researchers built post-tests and

questionnaires. The test is for a single session since the post-test will be given at

the end of the session.

Moreover, there was additional data which was taken from the

questionnaire. The data of questionnaire was constructed to be administered in the

second session of this cycle. Then, the action was conducted after making the

planning. In addition, the researcher previewed the previous material to the

subjects; it was still on pre-activities. In whilst activities of first session, the

material was recount paragraph about “My Experience” was started to be explored

and explained.

The researcher asked the subjects to guess what story they learned about.

Then, the researcher explained the material and giving the example of how to

identify the generic structure of recount, and recount paragraph. Besides, in post-

activities, the subjects wrote a recount paragraph of post-test in 25 minutes. The

form of post test was still the same with the post-tests in cycle I. It was in form of

essay test.

Moreover, to get data about the improvement of subjects’ achievement

after implementing scrambled sentences, the researcher administered the post-test.

This post-test was followed by 36 subjects’. The results of post-test II were

already presented in table 4.1. The data in the table above indicated that there

40

were only 7 subjects’ could not reach the minimum mastery criteria of passing

grade 68 in which the subjects got score less than 68. The percentage of the

subjects who could reach the success indicator was 80%. This result was

categorized as good. Almost all the subjects’ could achieve the minimum mastery

criteria of passing grade by getting score 68 to 88. To get the mean score of the

post-test, the researcher used a formula to get the mean score as the following:

M =∑×N

= = 69.02

Moreover, the additional data collected by the researchers through

administering the questionnaire in which the questionnaire was given at the end

cycle II. The purpose of take this questionnaire was to determine the subjects'

responses on the implementation of scrambled sentences in teaching writing

recount paragraph. The data which were presented in table 4.2 above showed the

computation of the comparative percentages for the options’ of the questionnaire

which showed the subjects’ total answer for option A, B, C, D were shown as

following:

1. Total percentage of item A = %42.19%100968

188

2. Total percentage of item B = %83.47%100968

463

3. Total percentage of item C = %82.31%100968

308

4. Total percentage of item D = %93.0%100968

9

From the result of the data of questionnaire above can be seen that 19.42%

of the subjects strongly agreed, 47.83% agreed, 31.82% less agreed and 0.93%

disagreed on the implementation of the technique. These findings supported the

41

major findings of this study. In addition, the result of questionnaire could be

concluded that 47.83% of the 36 subjects agreed in the application of scrambled

sentences in their writing activities. Therefore, the subjects’ response was good.

This data was became additional data to support the result of the post-test.

In addition, in order to give the presentation of the data clearly, the finding

of this present classroom study showed the rising comparative mean scores of pre-

test, post-test 1 and post-test 2 which was obtained by the subjects under study for

the cycle I and cycle II could be graphically presented as follows:

Graph 4.1: Depicting the Subjects’ Progressing Scores of Recount Paragraph WritingAbility through Scrambled Sentences in Pre-Cycle and Cycle I and Cycle II.

In this classroom action research, the significant improvements of recount

paragraph writing ability from pre-cycle to cycle I and II by implementing

scrambled sentences could be increased because 80% of the subjects could

achieve a minimum passing grade SMPN 4 Tegallalang that was 68.

0

10

20

30

40

50

60

70

80

90

Pre-Cycle

44.02

41














Pre-Cycle Cycle I Cycle II

44.02

64.88 69.02

41














Cycle II

69.02

42

4.2 Discussion

Based on the findings above, the main goal of researchers the undertaking

of the present investigation intends to figure out the extent of improvement of

paragraph writing taught through scrambled sentences of the eighth grade students

of SMPN 4 Tegallalang in academic year 2013/2014. This study was conducted

because the eighth grade especially VIII E class weak ability in writing.

Researchers conducting research begins with giving pre-test or pre-cycle in which

students are asked to write a paragraph with a topic specified. The mean score of

pre-test in pre-cycle obtained by the subjects under the study in recount paragraph

writing was 44.02. Only 3 subjects could reach the minimum passing grade. In

view from these results that almost 80 % of students are weak in writing. Even

though, these subjects’ could write a paragraph that was asked but most of the

subjects’ could not write correct sentence structure in English. Therefore, the

subjects’ become lazy and bored to make a paragraph. This mean figure showed

that the subjects’ recount paragraph writing ability was low and needed to be

improved as immediately as possible.

After getting the results of the pre-test, researchers continued to cycle I

where in the cycle I the researchers began to used the scrambled sentences. After

the teaching session is completed next session given students a post-test I. The

results of the post-test I had been given showed the increase of subjects’ in

writing. The results were seen from the mean score of the post-test I was 64.88.

There were 24 subjects' are increasing in writing. Because it has not reached the

80 % increase, the researcher continued to cycle II.

In cycle II researcher do the same as cycle I. Given repetition material in

cycle II was expected to improvement the ability of subjects’ to write better.

43

Moreover, given post-test II in cycle II showed the means score of 69.02. The

results showed significant improvement in students' writing ability. It showed that

29 students of all subjects could reach the minimum passing grade. By looked at

the results of the second cycle, it can be stated that the researchers had succeeded

in teaching writing skills by scrambled sentences of the eighth grade in SMPN 4

Tegallalang academic year 2013/2014. From the explanations above which were

about the subjects’ mean score of pre-test was 44.02, post-test in cycle I was 64.88

and in cycle II was 69.02 there were an improvement significantly.

In addition, questionnaires were given also supports the findings of this

study. It showed the quantity of the subjects’ responses on the implementation of

the scrambled sentences. The comparative figures of the total response of the

questionnaire were 19.42% of the subjects strongly agreed, 47.83% of the subjects

agreed, and 31.82% of the subjects less agreed and 0.93% of the subjects

disagreed. This proves that scrambled sentences works well implemented and

accepted by the subjects’. From observations throughout the study, the researcher

saw that by scrambled sentences the subjects more active and interested in learn to

write a paragraph. Based on the above findings, the study of this class action is in

line with the findings of existed research has revealed that scrambled sentences

implementation. Therefore, it could be stated that scrambled sentences could

improve the writing skill of the eighth grade students of SMPN 4 Tegallalang in

academic year 2013/2014. It was also supported by the result of questionnaire

which showed the subjects’ positive responses on the implementation of

scrambled sentences.

44

CHAPTER V

CONCLUSION AND SUGGESTION

The discussion of the present study in all about chapters which deals with

teaching guided paragraph writing through Scrambled Sentences of the eighth

grade students of SMPN 4 Tegallalang could be concluded in this chapter. In

addition, some practical suggestions in reference to the significance of the

establish finding are also recommended here.

5.1 Conclusion

The present classroom action study was conducted to improve recount

paragraph writing ability of the eighth grade students. The objective of the study

which had been stated in chapter I was to figure out the extent of improvement of

paragraph writing through scrambled sentences of the eighth grade students of

SMPN 4 Tegallalang in academic year 2013/2014 especially in class VIII E. The

quantitative as the main data required for the study which was the forms of three

set of raw scores; IR raw scores, raw scores of cycle I and raw scores of cycle II

were analyzed by computing the average scores, whereas the qualitative data were

analyzed by descriptively managing questionnaires by the end of cycle II. The

mean score of IR (XO) 44.02. This mean score obtained by the subject under

study, the eighth grade students of SMPN 4 Tegallalang in academic year

2013/2014 obviously showed that their writing skill was low. The mean score of

the reflection scores for cycle I obtained by the subject under study showed the

increasing mean score of post-test I was 64.88. The means score of the reflection

45

scores for cycle II obtained by the subjects under study showed succeeding mean

score of 69.02 for post-test II correspondily. The difference of the grand mean

score of cycle I and II was 5. The findings of the present classroom writing

through Scrambled Sentences could effectively improve the students’ skill in

writing skill of the eighth grade students of SMPN 4 Tegallalang in academic year

2013/2014.

The results of the questionnaires acquired by the subjects under study

transparently confirmed the comparative percentages score 19.42%, 47.83%,

31.82%, and 0.93% for items A, B, C, and D. These findings supported the major

findings of this study. In addition, the result of questionnaire could be concluded

that 47.83% of the 36 subjects agreed in the application of scrambled sentences in

their writing activities. Therefore, the subjects’ response was good. This data was

became additional data to support the result of the post-test.

The conclusion that, based on the above findings, the study of this class

action is in line with the findings of existed research has revealed that scrambled

sentences implementation. Therefore, it could be stated that scrambled sentences

could improve the writing skill of the eighth grade students of SMPN 4

Tegallalang in academic year 2013/2014. It was also supported by the result of

questionnaire which showed the subjects’ positive responses on the

implementation of scrambled sentences.

5.2 Suggestions

According to the result of this study, the researcher gives some

suggestions as follows:

46

1. As it has been proved that Scrambled Sentences has successfully developed

the students’ writing ability, thus the English teacher of SMPN 4 Tegallalang

are recommended to apply this technique to the students. However, there are

also the other techniques which can be used as well. The teacher should be

active in findings various techniques in order to create good atmosphere for

the students in studying English. Applying the scrambled sentence, students

will learn to create a more good and correct sentences. By using interesting

activities, the students will be more excited and motivated to study so that

they can understand the lesson easily.

2. The students of SMPN 4 Tegallalang are suggested to have more practices in

using Scrambled Sentences. In this study, the researcher only offered three

categories of Scrambled Sentences that have not been revealed. The students

take to the paragraph and learn those generic structures so that it will be

easier to learn writing. When writing through this technique, the students are

suggested to create a short paragraph through rearrange the sentences in the

recount text.

3. The other researchers are suggested to use Scrambled Sentences in teaching

paragraph writing. Since the application of Scrambled Sentences was only

experimented to the eighth grade students, maybe it will be useful to apply

the technique to the upper grades. Therefore, it is suggested to other

researcher to conduct further research to the ninth grade students.

47

REFFERENCES

Arapoff, Nancy. (2001). Writing: A Thinking Process. TESOL Quartely. NewYork: Cambridge University Press

Bailey, Stephan. (2003). Academic Writing. A Practical Guided for Students. NewYork. Routledge Falmer

Brannan, B. (2009). A Writer’s Workshop: Crafting Sentences, BuildingParagraphs. Kansas: Higher Education

Brindley, S. (2005). Teaching English. New York: Routledge

Broughton, G., Brumfit, C., Flavell, R., Hill.P. & Pincas, A. (2003). TeachingEnglish as a Foreign Language. New York: Routledge

Brown, H.D. (2004). Language Assessment: Principles and Classroom Practices.United States of America: Longman

Burns, A. (2010). Doing Action Research in English Language Teaching. NewYork: Routledge

Galko, D. F. (2001). Better Writing Right Now. New York: Learning Express,LLC

Harmer, Jeremy. (2001). Practice of English Language Teaching. New York:Longman Group UK Limited

Johnson, David W and Johnson, Roger T. (2002). Meaningful Assessment. AManageable and Cooperative Process. Boston Pearson EducationCompany

Kane, Thomas S. (2000). The Oxford Essential Guided to Writing. New York.Oxford University Press, Inc

Knapp. P, & Watkins. M. (2005). Genre, Text, Grammar. Australia: A UNSWPress Book

Murray, Rowena. (2005). Writing for Academic Journals. New York. OpenUniversity Press

Oshima, Alice and Hogue, Ann. (2006). Writing Academic English England.Pearson Longman

Richards, J.C. and Schmidt, R (2002). Dictionary of Language Teaching andapplied Linguistics Third Edition. Edinburgh: Longman

48

Savage, Alice and Shafier, Masoud. (2007). Effective Academic Writing 1. TheParagraph. New York. Oxford University Press

Smalley, Reginall: Ruetten, Marry K. (2005). Refining Composition Skills. NewYork: Max Well Macmillan International Publishing Group

Suwandi, I ketut. (2003), An analysis of Thesis Writing of the Graduat EnglishDepartment Faculty of Teacher Training and Education MahasaraswatiDenpasar Unpublished Thesis. Denpasar: FKIP Mahasaraswati

Young, Petey. (2006). Writing and Presenting in English. UK. Elsevier

Zemach, Dorothy E and Islam, Carlos. (2005). Paragraph Writing. FromSentence to Paragraph. Macmilan Education

Zemach, Dorothy E and Rumisek, Lisa A. (2003). Academic Writing. FromParagraph to Essay. Macmilan Education

49

Appendix 1List of Subjects

No Name

1 Sang Ayu Made Saputri2 Ni Wayan Rika Yanti3 Sang Ayu Putu Indah4 Ni Made Dwi Rahmayanti5 I Wayan Agus Setiawan6 I Made Ardika7 I Made Yoga Pratama8 Ida Bagus Made Surya Putra9 Ni Nyoman Muliani10 Ni Ketut Presi Yani11 Ni Komang Ririn Tri Astuti12 Dewa Gede Dwi Antara13 Ni Ketut Tika Dewi14 I Komang Suryawan15 I Made Dodik Jaya Gunawan16 I Made Adi Sukma Dana17 Ni Made Subagiasih18 Ni Wayan Indriani19 I Dewa Putu Agung Krisna20 I Putu Priawan21 Ni Made Neli Agustini22 Ni Kadek Suwitri23 Ni Wayan Srini24 Ni Kadek Ria Eka Sawitri25 I Made Basir26 Ni Wayan Rika Maheri27 Ni Wayan Sri Purnami28 I Komang Kariasa29 Ni Wayan Supina30 I Made Dwika31 I Gede Krisna Pranawa32 I Putu Suardika33 I Made Suryadi34 Ni Wayan Dini Ariani35 I Made Yudi Antara36 I Komang Artadana

50

Appendix 2

PRE- TEST

Name :

Class :

Absent :

Instructions:

1. Choose one of the following topics and write your recount paragraph.

a. My sad storyb. My funny story

2. The paragraph should consist of 5-8 sentences.3. You may use your dictionary.4. Please submit your work after you finish it in 25 minutes

___________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

51

Appendix 3

LESSON PLAN

Cycle I Session 1 and 2

School : SMPN 4 TegallalangSubject : EnglishClass/Semester : VIII/2Skill : WritingTopic : Holiday

A. Standard Competence:Students are able to express the meaning in functional written paragraph in the

form of recount in acceptable manners to interact in around the environment.

B. Basic Competence:The students are able to express the meaning using rhetorical steps simple

short paragraph using variety of written language accurately, and acceptable to

interact in form of recount.

C. Indicator:Writing short recount paragraph with correct grammar and generic structure.

D. Learning Objectives:When the students are given explanation by the teacher, they are able to write

short recount paragraph with correct grammar and generic structure.

E. Time Allotment: 4 x 40 minutes

F. Learning Material:1. Recount paragraph about Holiday

Recount paragraph is a text which retells events or experiences in the past.

Generic Structure of Recount:

1. Orientation : Tells who was involved, what happened, where the events

took place, and when it happened.

2. Events : Describing series of event that happened in the past

3. Reorientation : It is optional. Stating personal comment of the writer to

the story.

Example of Recount paragraph:

52

My Holiday

Last week I went to Mount Bromo. I stayed at my friend's house in

Probolinggo, East Java. The house has a big garden with colorful flowers and a

small pool.

In the morning, my friend and I saw Mount Batok. The scenery was very

beautiful. We rode on horseback. It was scary, but it was fun. Then, we went to

get a closer look at the mountain.

We took pictures of the beautiful scenery there. After that, we took a rest

and had lunch under a big tree. Before we got home, we went to the zoo at

Wonokromo. We went home in the afternoon.

We were very tired. However, I think it was really fun to have a holiday

like this. I hope my next holiday will be more interesting.

G. Technique:Scrambled Sentences

H. Learning Activities:

The First Meeting

Pre – activities ( ± 4 minutes ) Time √ X

1. Greeting

2. Checking the students attendant list

3. Expose the scope of material

1 ‘

1 ‘

2 ‘

While activities ( ±69 minutes )

A. Exploration

4. Proposing some questions on what they have

known about past tense and recount paragraph

B. Elaboration

5. Giving an explanation to the students about

recount paragraph systematically (definition,

generic structure, and how to write recount

paragraph)

4 ‘

25‘

53

Post activities ( ± 7 minutes )

10. The teacher concludes the lesson and asks the

students problem’.

11. Ending the class by saying good bye and thank

you

4‘

3 ‘

The Second Meeting

6. Asking the students to write a simple recount

paragraph consist of 7-10 sentences

7. Asking the students to discuss and identify its

generic structure with their pairs

8. Monitoring and leading the students in doing a

recount paragraph

C. Confirmation

9. Asking one students to write their paragraph in

the white board and discuss it together

17 ‘

5 ‘

17 ‘

15 ‘


1. Greeting



1 ‘

1‘

2 ‘

While activities ( ± 28 minutes )

A. Exploration

4. Proposing some questions about the material

which has already been studied in the first

meeting about recount paragraph

B. Elaboration

5. Asking the students to make a short recount

2‘

20‘

54


8. Summarizing the learning material

9. Administering Post-Test I

3‘

45‘

I. Assessment

a. Technique : Written Test

b. Form : Identify and write recount paragraph

c. Instrument : Post-Test I

Denpasar, 21 April 2014

Researcher

I Gst. Agung. Gd. IndrayanaNPM. 10.8.03.51.31.2.5.3652

paragraph, consist of 7-10 sentences with well

organization, content, mechanic, and also

grammar and structure.


recount paragraph

C. Confirmation



1 ‘

5 ‘

55

POST-TEST

CYCLE I

Name :

Class :

Absent :

Please write a recount paragraph entitled “My Holiday“ that consists of 8-10 sentences. The sentences must be constructed in correct grammar and genericstructure.

___________________________________

____________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

56

SCORING RUBRIC: PARAGRAPH

Max.Score

ActualScore

FORMAT – 5 POINTS

There is a title 1 The title is centered 1 The first line is indented 1 There are margins on both sides 1 Tidiness 1

Total 5

PUNCTUATION AND MECHANICS – 5 POINTS There is a period after every sentence 1 Capital letters are used correctly 1 The spellings are correct 2 Capitalization & other punctuations are used correctly 1

Total 5CONTENT – 20 POINTS The paragraph fits the assignment 4 The paragraph is unity. 8 The paragraph is coherence. 8

Total 20ORGANIZATION – 40 POINTS The paragraph begins with a clear orientation about the

background of story.10

The paragraph contains complication which the problemarises followed by other problem.

25

The paragraph ends with an appropriate resolution. 5Total 40

GRAMMAR & SENTENCE STRUCTURE – 30 POINSEstimate a grammar and sentence structure score 30

Grand Total 100The scoring rubric is adapted from Oshima and Hogue (2007:196)

57

Appendix 4

LESSON PLAN

Cycle II Session 1 and 2

School : SMPN 4 TegallalangSubject : EnglishClass/Semester : VIII/2Skill : WritingTopic : Experience

A. Standard Competence:Students are able to express the meaning in functional written paragraph in the

form of recount in acceptable manners to interact in around the environment.

B. Basic Competence:The students are able to express the meaning using rhetorical steps simple

short paragraph using variety of written language accurately, and acceptable to

interact in form of recount.

C. Indicator:Writing short recount paragraph with correct grammar and generic structure.

D. Learning Objectives:When the students are given explanation by the teacher, they are able to write

short recount paragraph with correct grammar and generic structure.

E. Time Allotment: 4 x 40 minutes

F. Learning Material:1. Recount paragraph about Experience

Recount is a text which retells events or experiences in the past

Generic Structure of Recount:

1. Orientation : Tells who was involved, what happened, where the events

took place, and when it happened.

2. Events : Describing series of event that happened in the past

3. Reorientation : It is optional. Stating personal comment of the writer to

the story

Example of Recount paragraph:

LatenessLast morning, Dinar, my roommate woke up late and she had to go to

campus.

58

When she wanted to take her motorcycle, in fact she couldn't move itbecause there were some motorcycles that blocked up her motorcycle. She tried tomove all of the motorcycles, so that her motorcycle could move from the garage.But she couldn't do it.

Then, she called Adel who had that motorcycle which blocked it up. Afterthat, her friend who had that motorcycle helped her. Finally, she could move hermotorcycle and rode it to go to campus.

G. Technique:Scrambled Sentences

H. Learning Activities: The First Meeting


1. Greeting



1 ‘

1 ‘

2 ‘

While activities ( ±69 minutes )

A. Exploration

4. Proposing some questions on what they have

known about past tense and recount paragraph

B. Elaboration

5. Giving an explanation to the students about

recount paragraph systematically (definition,

generic structure, and how to write recount

paragraph)

6. Asking the students to write a simple recount

paragraph consist of 7-10 sentences

7. Asking the students to discuss and identify its

generic structure with their pairs


recount paragraph

4 ‘

25‘

17 ‘

5 ‘

17 ‘

59


10. The teacher concludes the lesson and asks the

students problem’.

11. Ending the class by saying good bye and thank

you

4‘

3 ‘

The Second Meeting

C. Confirmation



15 ‘


1. Greeting



1 ‘

1‘

2 ‘

While activities ( ± 28 minutes )

A. Exploration

4. Proposing some questions about the material

which has already been studied in the first

meeting about recount paragraph

B. Elaboration

5. Asking the students to make a short recount

paragraph, consist of 7-10 sentences with well

organization, content, mechanic, and also

grammar and structure.


recount paragraph

C. Confirmation


2‘

20‘

1 ‘

5 ‘

60


8. Summarizing the learning material

9. Administering Post-Test I

3‘

45‘

I. Assessment

a. Technique : Written Test

b. Form : Identify and write recount paragraph

c. Instrument : Post-Test II

Denpasar, 30 April 2014

Researcher

I Gst. Agung. Gd. IndrayanaNPM. 10.8.03.51.31.2.5.3652


61

POST-TEST

CYCLE II

Name :

Class :

Absent :

Please write a recount paragraph entitled “My Experience“ that consists of8-10 sentences. The sentences must be constructed in correct grammar andgeneric structure.

___________________________________

____________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

62

SCORING RUBRIC: PARAGRAPH

Max.Score

ActualScore

FORMAT – 5 POINTS

There is a title 1 The title is centered 1 The first line is indented 1 There are margins on both sides 1 Tidiness 1

Total 5

PUNCTUATION AND MECHANICS – 5 POINTS There is a period after every sentence 1 Capital letters are used correctly 1 The spellings are correct 2 Capitalization & other punctuations are used correctly 1

Total 5CONTENT – 20 POINTS The paragraph fits the assignment 4 The paragraph is unity. 8 The paragraph is coherence. 8

Total 20ORGANIZATION – 40 POINTS The paragraph begins with a clear orientation about the

background of story.10

The paragraph contains complication which the problemarises followed by other problem.

25

The paragraph ends with an appropriate resolution. 5Total 40

GRAMMAR & SENTENCE STRUCTURE – 30 POINSEstimate a grammar and sentence structure score 30

Grand Total 100The scoring rubric is adapted from Oshima and Hogue (2007:196)

63

Appendix 5

KUESIONER

Name :

Class :

Absent :

Petunjukmengerjakan:I. Jawablah pertanyaan dibawah ini sesuai dengankeadaan anda yang

sebenarnya dengan memberikan tanda silang (x) pada huruf a,b,c dand.

II. Terimakasih atas jawaban anda yang jujur atas questionnaire ini.

Pertanyaan:1. Apakah anda suka belajar Bahasa Inggris?

a. Sangat sukab. Sukac. Kurang sukad. Tidak suka

2. Menurut anda apakah perlu menerapkan aktivitas scrambled sentences(kalimat-kalimat acak) dalam menulis paragraph recount yang baik danbenar?

a. Sangat perlub. Perluc. Kurang perlud. Tidak perlu

3. Apakah kemampuan anda dalam pelajaran Bahasa Inggris terutamaketrampilan menulis (writing skill) meningkat setelah diterapkanscrambled sentences (kalimat-kalimat acak)?

a. Sangat meningkatb. Meningkatc. Kurang meningkatd. Tidak meningkat

4. Bagaimana menurut anda belajar menulis paragraph dengan menggunakanscrambled sentences (kalimat-kalimat acak)?

a. Sangat mudahb. Mudahc. Kurang mudahd. Tidak mudah

64

5. Bagaimana perasaan anda belajar Bahasa Inggris dengan diterapkannyascrambled sentences (kalimat-kalimat acak)?

a. Sangat senangb. Senangc. Kurang senangd. Tidak senang

6. Apakah strategi atau aktivitas ini membantu anda dalam belajar BahasaInggris?

a. Sangat membantub. Membantuc. Kurang membantud. Tidak membantu

7. Bagaimana peranan guru dalam proses belajar mengajar menerapkanscrambled sentences (kalimat-kalimat acak)?


8. Apakah latihan yang diberikan selama tindakan penelitian ini membantuanda dalam proses pembelajaran?


9. Apakah anda termotivasi untuk meningkatkan keterampilan menulis(writing skill) anda?

a. Sangat termotivasib. Termotivasic. Kurang termotivasid. Tidak termotivasi

10. Apakah anda setuju jika scrambled sentences (kalimat-kalimat acak)diterapkan dalam pemngajaran writing di sekolah?

a. Sangat setujub. Setujuc. Kurang setujud. Tidak setuju

65

AUTOBIOGRAPHY

My name is I Gusti Agung Gede Indrayana.

I was born in Bongkasa, on July 31th 1992. I live in

Kedewatan, Bongkasa, Abiansemal-Badung with My

family. I am the first child in my family. My family

consists of my father, mother, and one brother named I

Gusti Agung Bagus Kresnayana. My father name is I

Gusti Agung Ngurah Sukamerta. He is a great man,

hard worker and a kind father who always gives his

responsibility to his children and his wife. I Gusti Ayu

Putu Kusumawati is my mother name. She is a patient woman who always take

care her children and family. They always give their support and prayer for their

children. They are great parents for their children. My education background was

started in Raj Yamuna kindergarten in 1998 and then in elementary school at SDN

1 Bongkasa Pertiwi, Abiansemal Badung for six years in 1998 until 2004, and

then I continued my study in SMPN 4 Abiansemal, Badung in 2004 and graduated

in 2007. In junior high school, I was a great swimmer. I learn to swim because

once I drowned in the pool, because of that I learn to swim well. In the junior high

schools swim competitions, I got ranked 4th in 2006. Although I have not get

medals, I was very happy because finally I could swim like my other friends. I

continue my senior high school at SMAN 1 Abiansemal started from 2007 and

graduated in 2010. After graduation, I was confused to continue my study. At the

first I signed in STIBA Saraswati Denpasar and the Faculty of Law at the

Mahasaraswati Denpasar University, for some reason I signed up back in the

Faculty of Teacher Training and Education at the Mahasaraswati Denpasar

University. And finally in 2010 I chose English Education Study Program because

my dream is to be an English teacher; at least I can improve my English.

Therefore, I study hard and always practice to get more knowledge and

experiences.

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