THE IMPACT OF USING TEACHER’S INDIRECT

FEEDBACK TO STUDENTS’ WRITING OF RECOUNT TEXT

(A Quasi-experimental Study at the Tenth Grade Students of SMA Muhammadiyah

8 Ciputat in the Academic Year 2018/2019)

Presented to the Faculty of Educational Sciences

in Partial Fulfillment of Requirements

for the Degree of S.Pd (S-1) in Department of English Education

By:

Moza Hastin Pratiwi

11150140000119

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2020

i

ii

ENDORSEMENT SHEET

iii

STATEMENT OF AUTHENTICITY

iv

ABSTRACT

Moza Hastin Pratiwi (11150140000119). The Impact of Using Teacher‘s Indirect

Feedback to Students‘ Writing of Recount Text. (A Quasi-experimental Study at

the Tenth Grade Students of SMA Muhammadiyah 8 Ciputat in the Academic Year

2018/2019). A Skripsi of Department of English Education, Faculty of

Educational Sciences of Syarif Hidayatullah State Islamic University, Jakarta,

2019.

Advisor I : Didin N Hidayat, MA. TESOL., Ph.D

Advisor II : Dr. Atiq Susilo, M.A

Keywords : Feedback, Indirect Feedback, Recount Text

The aim of this research was to obtain the empirical evidence of the impact of

using teacher‘s indirect feedback to students‘ writing of recount text at the tenth

grade students of SMA Muhammadiyah 8 Ciputat in Academic Year 2018/2019.

The population sample of this research was 44 students which selected by

purposive sampling technique and divided into two classes; X IPA 1 as the

experimental class, was treated using teacher‘s indirect feedback and the X IPA 2

as the control class, was treated without using teacher‘s feedback. This research

was conducted with quantitative method, using quasi-experimental design. The

research instruments of this research were two different kind of tests which were

given in two different time; the pre-test was given at the beginning of the research,

and the post-test was given at the last meeting after the students were given

feedback treatment by the teacher. The data was analyzed by using t-test. The

results that obtained from this research showed the heterogeneity of students‘

performance in writing of recount text after the teacher‘s indirect feedback was

given and without giving the teacher‘s indirect feedback. The result of this

research calculation showed that the post-test score p-value of 0.000 with a

meaning rate of 0.05 (5%). In other words, the p-value (0.000) < sig α = 0.05(5%)

is provided. Therefore, the outcome of the effect size test was 1.24. It showed that

the strategy that used in this research was classified as the strong effect and has a

significant impact on student‘s writing of recount text at the tenth grade students

of SMA Muhammadiyah 8 Ciputat in the academic year 2018/2019.

v

ABSTRAK

Moza Hastin Pratiwi (11150140000119). Pengaruh Penerapan Umpan Balik

Tidak Langsung dari Guru Terhadap Kemampuan Menulis Recount Text Siswa.

(Penelitian Kuasi-eksperimental di Kelas X SMA Muhammadiyah 8 Ciputat

Tahun Ajaran 2018/2019). Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas

Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah

Jakarta, 2019.

Dosen Pembimbing I : Didin N Hidayat, MA. TESOL., Ph.D

Dosen Pembimbing II : Dr. Atiq Susilo, M.A

Kata Kunci : Umpan balik, Umpan balik tidak langsung, Teks Recount

Tujuan dari penelitian ini adalah untuk memperoleh bukti empiris dari pengaruh

penerapan umpan balik tidak langsung dari guru terhadap kemampuan menulis

recount teks siswa di SMA Muhammadiyah 8 Ciputat tahun ajaran 2018/2019.

Populasi sampel pada penelitian ini adalah 44 siswa yang dipilih melalui teknik

purposive dan dibagi menjadi dua kelas; kelas X IPA 1 sebagai kelas eksperimen,

diberikan umpan balik tidak langsung dari guru, dan kelas X IPA 2 sebagai kelas

kontrol, tidak diberikan umpan balik tidak langsung dari guru. Penelitian ini

dilakukan dengan metode kuantitatif, menggunakan desain kuasi-eksperimental.

Instrumen penelitian dari penelitian ini adalah dua jenis tes yang berbeda, yang

diberikan pada dua waktu yang berbeda.; pra-tes diberikan pada awal penelitian,

dan pos-tes diberikan pada pertemuan terakhir, setelah siswa diberikan umpan

balik tidak langsung dari guru. Data penelitian ini dianalisis menggunakan uji-t.

hasil yang diperoleh dari penelitian ini menunjukkan heterogenitas kemampuan

siswa dalam menulis teks recount setelah memberikan umpan balik tidak langsung

dari guru, dan tanpa diberikan umpan balik dari guru. Hasil penghitungan dalam

penelitian ini menunjukkan bahwa skor pos-tes p-value 0.000 dengan tingkat

makna 0.05 (5%). Dengan kata lain, nilai p-(0.000) < sig α = 0.05 (5%) juga

tertera. Dengan demikian, hasil uji ukuran efek adalah 1.24. Ini menunjukkan

bahwa strategi yang digunakan dalam penelitian ini diklasifikasikan sebagai efek

kuat dan memiliki pengaruh yang signifikan terhadap kemampuan menulis

recount teks pada siswa kelas sepuluh SMA Muhammadiyah 8 Ciputat tahun

ajaran 2018/2019.

vi

ACKNOWLEDGEMENT

حيم حمن الر بسم للا الر

All praise be to Allah, the Most Gracious the Most Merciful, and there‘s

no God but Allah. First of all, the researcher would like to express her gratitude to

Allah, the Lord of the world, who has given a great blessing so the writer can

finish her skripsi. Secondly, her peace and salutation may be addressed to the

Prophet Muhammad, peace be upon him, his family, his companions, and his

followers. Thirdly, the researcher would like to say her highest gratitude to her

beloved parents that she loved whole-heartedly, Mr. Achmad Djamaluddin and

Mrs. Triyanah who always gave her endless love, support, prayers, advice, and

encouragement so the researcher can through this phase. Fourthly, the researcher

would like to say thanks to her advisors, Mr. Didin Nuruddin Hidayat, MA.,

TESOL., Ph.D., and Mr. Dr. Atiq Susilo, MA. for their guidance and valuable

advice during the study.

Furthermore, the researcher also would like to express her gratitude and

appreciation to all people who helped her, and it goes to:

1. Dr. Sururin, M.Ag., the Dean of Faculty of Educational Sciences Syarif

Hidayatullah State Islamic University Jakarta.

2. Didin Nuruddin Hidayat, Ph.D., the Head of the Department of English

Education.

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

Education and as the researcher‘s Academic Advisor.

4. All lecturers in the Department of English Education for the endless

knowledge and motivation during her college-era at Syarif Hidayatullah

State Islamic University Jakarta.

5. Hafis Umar, S.E., the Principal of SMA Muhammadiyah 8 Ciputat for

giving the permission to conduct this research there.

6. Abdul Rohim, S.Pd., as an English Teacher of SMA Muhammadiyah 8

Ciputat for the support and advice during the research.

vii

7. The students of X IPA 1 and X IPA 2 class of SMA Muhammadiyah 8 for

the participation and cooperation during the research.

8. DEE C Class students, for the togetherness since 2015 and all of the

unforgettable moments that the researcher could not even mention one by

one.

9. Ahmad Ezra Rabbani, the researcher‘s one and an only younger brother

who always entertained her by playing guitar and sing a song together and

listen to her well every time she happy, tired, or every time she needed.

10. The researcher‘s closest friend, her human diary, Yulis Anisha Dewi who

always supports her like a sister and always be a good listener since they

were a kid.

11. The researcher‘s closest friend during the college era, formed as

BASECAMP SQUAD: Fitri Andika, Ade Saputri, Enggar Relawati, Fuzi

Inti Daroeni, Sa‘adatuddaroen, Dinda Nabila Junita, and Diah Puspita

Wulan who always accompanied her in every condition, who always gave

her endless happiness, support, and motivation. She hoped that she could

cherish those moments forever.

12. Last but not least, to everyone who could not be mentioned, thank you

very much for helping her and giving such a contribution so the researcher

could finish this research.

The researcher noticed that this skripsi was not good enough and even far from

perfection, but the researcher hoped that this skripsi could be useful for herself

and the readers. Therefore, the researcher is very welcome to accept any

constructive criticism, feedback, or suggestion in order to make her future

research better. May Allah, the Lord of the world, bless us.

Jakarta, December 2019

Moza Hastin Pratiwi

viii

TABLE OF CONTENTS

ENDORSEMENT SHEET .................................................................................... i

STATEMENT OF AUTHENTICITY ................................................................. ii

ABSTRACT .......................................................................................................... iv

ABSTRAK ............................................................................................................. v

ACKNOWLEDGEMENT ................................................................................... vi

TABLE OF CONTENTS ................................................................................... viii

LIST OF TABLES ................................................................................................ x

LIST OF APPENDICES ..................................................................................... xi

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

INTRODUCTION ................................................................................................. 1

A. Background of Study ................................................................................... 1

B. The Identifications of The Problem ............................................................ 4

C. The Limitation of The Problem ................................................................... 4

D. The Formulation of The Problem ................................................................ 4

E. The Objective of The Study ........................................................................ 4

F. The Significant of The Study ...................................................................... 5

CHAPTER II ......................................................................................................... 6

REVIEW OF LITERATURE .............................................................................. 6

A. Definition of Writing ................................................................................... 6

B. The Purpose of Writing ............................................................................... 7

C. Stages of Writing ......................................................................................... 8

D. Definition of Feedback ................................................................................ 9

E. Feedback in Writing .................................................................................. 10

F. Types of Feedback Strategies and Their Purposes .................................... 11

G. Teacher‘s Indirect Feedback ..................................................................... 15

H. Advantages and Disadvantages of Teacher‘s Indirect Feedback .............. 17

ix

I. The Effective Feedback from Teacher ...................................................... 18

J. Recount Text ............................................................................................. 20

K. Previous Studies ........................................................................................ 21

L. Thinking Framework ................................................................................. 22

M. Theoretical Hypothesis .............................................................................. 23

CHAPTER III ..................................................................................................... 24

RESEARCH METHODOLOGY ...................................................................... 24

A. Place and Time of The Research ............................................................... 24

B. Method and Design of The Research ........................................................ 24

C. Population and Sample of The Study ........................................................ 25

D. Instruments ................................................................................................ 26

E. Technique of Collecting Data ................................................................... 27

F. Technique of Data Analysis ...................................................................... 27

CHAPTER IV ...................................................................................................... 31

RESEARCH FINDINGS AND DISCUSSION ................................................. 31

A. Research Findings ..................................................................................... 31

1. Data Description .................................................................................... 31

2. Analysis of The Data ............................................................................. 33

3. Discussion of the Results ....................................................................... 38

CHAPTER V ....................................................................................................... 42

CONCLUSION AND SUGGESTION .............................................................. 42

A. Conclusion ................................................................................................. 42

B. Suggestion ................................................................................................. 42

REFERENCES .................................................................................................. 44

APPENDICES ..................................................................................................... 47

x

LIST OF TABLES

Table 2. 1. The Types of Feedback Strategies and Their Purposes ...................... 11

Table 2. 2. Generic Structure of Recount Text ..................................................... 20

Table 3. 1. The Research Design .......................................................................... 25

Table 3. 2. What Test Do and How They Do It .................................................... 26

Table 4. 1. The Score of Pre-test and Post-test of Experimental Class ................. 31

Table 4. 2. The Score of Pre-test and Post-test of Control Class .......................... 32

Table 4. 3. The Normality Test ............................................................................. 34

Table 4. 4. The Homogeinity Test ........................................................................ 35

Table 4. 5. The Result of T-test............................................................................. 35

Table 4. 6. T-Test Result of Pre-test and Post-test Scores .................................... 36

xi

LIST OF APPENDICES

APPENDIX 1: Lesson Plan .................................................................................. 48

APPENDIX 2: Research Instrument (Pre-Test) .................................................... 65

APPENDIX 3: Research Instrument (Post-Test) .................................................. 66

APPENDIX 4: Students' Worksheets ................................................................... 67

APPENDIX 5: Surat Pengesahan Proposal Skripsi .............................................. 75

APPENDIX 6: Surat Bimbingan Skripsi .............................................................. 76

APPENDIX 7: Surat Permohonan Izin Penelitian ................................................ 78

APPENDIX 8: Surat Keterangan Penelitian dari Sekolah .................................... 79

APPENDIX 9: References Examination Paper..................................................... 80

APPENDIX 10 Documentations ........................................................................... 86

1

CHAPTER I

INTRODUCTION

A. Background of Study

In Indonesia, based on the regulation number 70 of Kerangka

Dasar Dan Struktur Kurikulum Sekolah Menengah

Kejuruan/Madrasah Aliyah Kejuruan in which issued in 2013 by The

Ministry of Education and Culture, writing is one of the English skills

that students have to learn at school. On the basic competency, it

clearly stated that the students have to be able to compose a particular

text. They even have to analyze the social function of the text, the

generic structure, and also the language features based on the context.1

Nevertheless, the students have to master not only writing, but also

reading, listening and speaking. In mastering each skill, students

usually have their own challenges or obstacles that they have to

overcome. One of the challenges that usually encountered by the

students is the writing anxiety.

Writing anxiety is feelings of tension, worried thoughts, and

physical changes like the blood pressure is suddenly increasing when it

comes to writing, or dealing with a writing task.2 That anxiety usually

can make the writing process difficult for students. Sometimes the

students feel so confused to build up a sentence in a good grammatical

rule, feeling unsure and afraid if they make mistake. Writing anxiety is

an informal term for pessimistic feelings and feels worried about

writing. This feeling is sometimes felt by the writers but may not

always occur in the writer's life. For instance, a person can feel totally

1 Departemen Pendidikan Nasional. Peraturan Menteri Pendidikan Pendidikan dan

Kebudayaan Republik Indonesia Nomor 70 Tahun 2013 Tentang Kerangka Dasar dan Struktur

Kurikulum Sekolah Menengah Kejuruan/Madrasah Aliyah Kejuruan. (Jakarta: Permendikbud,

2013), pp. 86-89.

2 Amy Green, Writer’s Anxiety: Where all this worry is coming from and what to do

about it, 2017, (https://www.psychologytoday.com/us/blog/psy-curious/201707/writers-anxiety).

Retrieved September 25th

, 2019 at 19.30 pm.

2

fine to write a science laboratory report but feel worried and not satisfy

enough about writing a fiction or a short story. Like usually happened

in the writing assignment in the school, the writers may confidently

write a story in their mother language but feel a lot of burdens when it

comes to the foreign language (like English).3 Whereas, regardless of

whether they are good or not in writing, they must continue to learn

and must be able to write well, because writing is a very important

skill that students should master so they will be ready to enter the

global world, or enter the working life. Besides, writing is not just as a

standardized system of communication, but also as an essential for

learning. Because writing is not only for communicating with each

other, but also for expressing an idea, remembering something and

thinking critically as well.

The students‘ anxiety in writing must be reduced, so students can

be confident in writing without having to think about whether the

writing they made is wrong or correct. In fact, making students

confident about the writing they make is not easy. As the researcher

has experienced before in PLP program (Pengenalan Lapangan

Persekolahan) for two months teaching the first grade at MAN 1 Kota

Tangerang Selatan, the students were feel burdened when the English

lesson came to formative assessment, like writing task, for instance.

They found it is so hard to write in English because they were afraid to

make a mistake. With theirB anxiety, they can't fulfill the task

confidently. They ended up finishing their task with asking friends "is

it right or not?", asking teacher and treat the teacher like a ‗walking

dictionary‘ that they can ask anytime, or they also ended up over-used

the translating machine like Google Translate and the other medium to

translate the unfamiliar vocabularies, but those activities would made

their work even worse because sometimes the translating machine

3 The Writing Center, University of North Carolina at Chapel Hill,

(https://writingcenter.unc.edu/tips-and-tools/writing-anxiety/). Retrieved September 25th

2019 at

19.00 pm.

3

doesn't work in context accurately. Based on the experience above, the

researcher thinks that the teacher cannot just tell them to learn

grammar, types of text, or tell them to memorize vocabulary to

increase the amount of vocabulary they have so that they are confident

enough to write, but teachers should participate in the learning process

of writing by giving some feedbacks to students. If the teacher gives

feedback on the writing made by students, students will be able to

realize where the errors in their writing are. Besides feedback, teacher

also can gives suggestions or ways to correct these errors so that

students can understand and they will never repeat such mistakes again

in the future.

The high school students, especially in the first grade, are

usually a passive learner. They would rather be dictated or only given

material than given assignments that require them to play an active role

in class. For that reason, the researcher believes that the teacher‘s

indirect feedback is appropriate to reduce student‘s anxiety in writing

because compared to using direct feedback, indirect feedback will be

more acceptable to students. If the passive students are given direct

feedback, it means they will directly know their mistakes in only a

glance. The students can be even lazier and they will have no effort to

find out their mistakes because the teacher has provides that by giving

direct feedback. In contrast, by using indirect feedback, students not

just can find out where their mistakes are but they will also think of

fixing them because the feedback provided is only indirect in the form

of certain codes or symbols that are placed on their mistakes, so they

can correct their errors and get the better score according to the

assessment standards applicable.

Indirect feedback in written forms also assures students'

privacy about their mistakes, because, there must be students with

different characters in a classroom. Those who do not like to show up

are definitely more like feedback in the form of writing addressed to

4

them personally than direct feedback in the form of oral which makes

them feel embarrassed because their classmates know their mistakes.

As Ferris, Hedgcock and Roberts in Nematzadeh and Siahpoosh define,

that when the students asked about their feedback preferences, they

realize that they may learn more from indirect feedback given by the

teacher.4

Based on the problems mentioned above, the researcher wants

to conduct a research entitled "The Impact of Using Teacher's Indirect

Feedback to Students' Writing of Recount Text". By this research, the

researcher wants to find whether indirect feedback from the teacher

really affects the results of the student's writing getting better or not.

B. The Identifications of The Problem

Based on the background above, the problems were formulated as

follows:

1. The students still have a writing anxiety such as self confidence

2. The students have low motivation in writing.

3. The teacher still rarely gives the feedback to the students‘ writing

C. The Limitation of The Problem

This research focused on writing of Recount Text and it was limited on

teacher‘s indirect feedback of the first grade students of senior high

school.

D. The Formulation of The Problem

The problem of this research was formulated as the following:

1. Is there any effect of students‘ achievement in writing recount text

by applying teacher indirect feedback to the students‘ writing?

E. The Objective of The Study

Based on the formulation of the problem above, the objective of the

study is was to know that there is empirical evidence on teacher‘s

indirect feedback to students‘ writing of recount text.

4 Fatemeh Nematzadeh and Hossein Siahpoosh, ‗The Effect of Teacher Direct and

Indirect Feedback on Iranian Intermediate EFL Learners‘ Written Performance‘, Journal of

Applied Linguistics and Language Learning, vol. 3, no. 5, 2017, pp 110-116.

5

F. The Significant of The Study

The findings of this research are expected to be useful theoretically and

practically, as follows

1. Theoretically

Theoretically, the result of this research is useful to increase the

students‘ writing of recount text by applying teacher‘s indirect

feedback.

2. Practically

1. The students, the result of this study can increase students‘ self

confidence in writing recount text.

2. English teacher, as an alternative strategy in teaching writing

besides only teaching writing material.

3. The researcher, can then apply this strategy when the

researcher teaches writing in the future. For other researchers,

for its application, the results of this research will later be

further developed to other kinds of text.

6

CHAPTER II

REVIEW OF LITERATURE

A. Definition of Writing

According to Nunan, writing is a mental act that creating ideas, and

expressing the ideas into sentences even paragraphs in order to make a

reader clear understanding.1 In other side, Harmer asserted that writing is

an activity to help students solve the problem with their thought by

focusing on accurate language use and developing language into written

form.2

Writing is not a single action. To produce a good text, some steps

have to be followed. When the students write something, firstly they

have to know what will they write and how the way they write it. Once

they have ideas, they have to arrange the ideas into a paragraph. When

they have done with their writing, it is not actually finish, but they still

have to re-read and revise it. Oshima and Hogue stated that a writer

have to revise again and again until they feel satisfy enough with their

writing, and academic writing needs study and practice to enhance this

skill.3 It is important to know that writing is a process, which means

that it is always possible to review and revise, again and again. It

includes the activities which can help the students gain the ideas for

their writing assignment. Some people even said that writing has some

complicated aspects so writing cannot be taught. However, writing can

be taught if the teacher knows how to teach it.

1 David Nunan, Practical English Language Teaching, (Singapore: McGraw-Hill, 2003),

p. 88.

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

108.

3 Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Pearson

Education, 2007), p. 15.

7

B. The Purpose of Writing

In order to have a good writing, the writing itself should has a clear

purpose. According to Whitaker, there are several common purposes in

writing. Those purposes are explained as follows4:

a. Persuasive Purpose

In persuasive purpose, the writer purposed to make the reader agree

to the writer's answer to the question. Basically, the writer will

choose one answer to his/her question, and try to make the readers

change their thought about the topic. Usually, the writer also added

some reasons and pieces of evidence to support the answer. The

examples of persuasive writing are argumentative and position

papers.

b. Analytical Purpose

In analytical purpose, the writer chooses the appropriate answer(s)

based on his/her criteria. The purpose is to explain and evaluate

possible answers to the question. Analytical writing often examines

causes, effects, evaluate effectiveness, determine ways to

overcome problems, discover the relationships between various

ideas, or analyze other people's arguments. When the writer put all

the parts come up with his/her own answer to the question, its

called the synthesis part. Examples of this writing include analysis

papers and critical analyses.

c. Informative Purpose

Informative means to give the readers new information about the

topic by explaining possible answers to the question. At this point,

the writer did not force his/her point of view on the readers, but the

writer tries to develop the readers' view.

4 Anne Whitaker, Academic Writing Guide: A Step-by Step Guide to Writing Academic

Papers, (Slovakia: City University of Seattle, 2009), p. 2.

8

C. Stages of Writing

Pollete (2008) describe that there are four stages of writing process;

prewriting, drafting, revision and editing/proofreading.

a. Prewriting

Prewriting is a simple stage when the writer states the ideas in any

form that fit to the writer – fragments, lists, sentences, or clusters.

The purpose of prewriting is to capture and preserve ideas. At this

stage, writers should determine: subject, audience, purpose, form,

and specific way to generate and organize the ideas.

b. Drafting

While drafting, the writer changes the ideas into semi-organized

sentences. Drafting is a stage of discovery and exploration that is

useful to develop the ideas, expands, and form connections. At this

stage, writers should not do any editing to prevent the overly

concerned with mechanical matters.

c. Revising

Actually the revising stage is not only the third stage, but the

revision is such an ongoing stage, that probably happen in

whichever stage of writing, or whenever it is needed. The goal of

the revision is to rethink ideas, refine them, and develop them. The

writer may drastically reorganize the draft. At this stage, writers

can change the ideas – expanding, deleting, and clarifying.

d. Editing/proofreading

This is the stage that requires examining ideas, details, words,

grammar, and punctuation – attending to matters within each

sentence. The thing that should be emphasizes in this stage is

accuracy, correctness, and clarity.

Besides, Polette also asserted that there is one optional step

in the writing process. That last step is sharing or publishing. At

9

this stage, once the work has been edited and fixed, it should be

read aloud, shared to the readers, or it should be published.5

D. Definition of Feedback

Feedback is the knowledge people give to others to improve their

performance by offering correction or evaluation. Feedback may come

from many places, including students, peers, friends, and so on.6

There are some aims of giving feedback, such as:

a. To motivate;

b. Correcting error;

c. Enhancing performance;

d. Customizing explanations for specific issues or students;

e. To reward specific behavior;

f. Penalizing certain conduct;

g. To show students that tutors notice what they're doing and take

care of commenting enough.

Feedback is expected to tell students about the accuracy of their

performance. In a classroom where the teacher has settled an

interactive activity, the chance for the teacher to provide feedback

arises naturally and almost constantly. For some students, feedback

even can also give the reinforcement by decreasing their insecurity in

their capability to finish the assignment.7

According to Ramsden, feedback can be seen as informal thing.

For example, encounters between teachers and students or trainees, and

between peers or between colleagues. Also, feedback can be formal.

For example, like the part of a written or clinical assessment. However,

he asserted that ‗there is no sharp dividing line between assessment

and teaching in the area of giving feedback on learning‘. Every

5 Keith Polette, Teaching Grammar Through Writing: Activities to Develop Writer’s

Craft in ALL Students in Grades 4-12, (New York: Pearson Education, Inc., 2008), p. 127.

6 Catherine Haines, Assessing Students Written Work – Marking Essays and Reports,

(New York: Taylor & Francais Group e-Library, 2004), p. 19.

7 Donald R. Cruickshank, Deborah Bainer Jenkins, Kim K. Metcalf, The Act of Teaching,

(New York: McGraw-Hill, 2006), p. 364.

10

evaluation of a student should be useful for both the students and the

teacher. 8

Furthermore, Brookhart asserted that feedback also can be very

impactful to the students if the feedback is done well. The feedback

itself has an effect at the same time on both cognitive and motivational

aspect. Good feedback make the students know well about what to do

next. In other words, they did know where they are learning, and what

they are learning about because the feedback contains either

information or advice which is can be suitable guidance for them.9

E. Feedback in Writing

The students actually expecting feedback from their teacher on the

task that they are doing or the writing they have done.10

Feedback is an

essential component of formative assessment like writing. Without

receiving any feedback, the students might be flying blind. The others

– including the teacher can see the things that the students can‘t see. In

performance assessments in made to measure the students‘ capability,

it has been found that a student (as an individual) is the least effective

at guessing their strengths and weaknesses.11

According to Bitchener and Ferris, there were many studies that

investigated the impact of feedback. The goal of the studies is enabling

the students to revise their own piece of writing. Mostly the studies

were conducted in writing, so the students have to do the task in a

written form. They asserted that the focus on the study was helping the

students to improve their writing accuracy.12

8 Paul Ramsden, Learning to Teach in Higher Education, (London & New York:

Routledge, 1992), p. 193.

9 Susan M. Brookhart, How to Give Effective Feedback to Your Students, (Virginia:

Association for Supervision and Curriculum Development (ASCD), 2008), p. 2.

10

Harmer, op. cit., p. 108.

11

Joseph R. Folkman, The Power of Feedback, 35 Principles for Turning Feedback from

Others into Professional Change, (Hoboken, New Jersey: John Wiley & Sons, Inc., 2006), p. xv.

12

John Bitchener and Dana Ferris, Written Corrective Feedback in Second Language

Acquisition and Writing, (New York: Routledge, 2012), p. 65.

11

Furthermore, feedback and writing are highly unlikely to be apart.

To make it better, writing requires feedback. Feedback is deliberately

given to students to raise awareness of their errors or mistakes in

writing. Feedback can be very helpful if provided in the progress of

writing, not as the final written assessment. Students who give

feedback and self-evaluate their errors during revision were found to

have more chances of improving their linguistic skills than those who

do not receive feedback and those who are not asked to re-write.13

F. Types of Feedback Strategies and Their Purposes

According to Susan M. Brookhart, there are several feedback

strategies that can be useful for teacher. They are timing, amount,

mode, and audience. The details and the purposes of each strategy are

listed on the table below14

Table 2. 1. The Types of Feedback Strategies and Their Purposes

Strategies Purposes Example

Good Bad

Feedback

timing

1. To encourage

students to

understand the

feedback while

they are still

conscious of the

learning material

(they still

remember well

because they only

know it).

1. Teacher

immediately

returning a test or

assignment on

the next day

(right after the

teacher gave

feedback to

students).

1. Teacher

returning a test or

assignment two

weeks (or more)

after it is

completed.

13 Zeliha Gulcat and Oya Ozagac, Correcting and Giving Feedback to Writing, 2004,

pp. 1-5,

(http://www.buowl.boun.edu.tr/teachers/fCORRECTING%20AND%20GIVING%20FEEDBACK

%20TO%20WRITING.htm). Retrieved September 25th

2019 at 21.00 pm.

14

Brookhart, op. cit., pp. 10-19.

12

2. For students to

get the teacher‘s

feedback and

they still have

time to do

something about

it

2. Giving quick

oral answers to

factual questions

2. Ignoring errors

or

misunderstandings

(which include

acceptance)

3. Giving

immediate oral

responses to

student

misconceptions

3. Going over a

test or assignment

when the unit is

over

and there is no

opportunity to

show

improvement

4. Provide flash

cards (which give

the right or

wrong feedback

immediately) to

review facts

Feedback

amount

1. To get enough

input from

students to

understand what

to do, but not so

much that the

work was done

for them

(different case by

1. Selecting two

or three main

points about a

paper for

comment

Returning a

student‘s paper

with every error in

mechanics edited

13

case)

2. For students to

get feedback on

―teachable

moment‖ points

but not an

overwhelming

number

2. Giving

feedback on

important

learning targets

2. Writing

comments on a

paper that are

more voluminous

than the paper

itself

3. Commenting

on at least as

many strengths as

weaknesses

3. Writing

voluminous

comments on

poor-quality

papers

and almost

nothing on good-

quality papers

Feedback

mode

1. To

communicate the

feedback

message in the

most appropriate

way

1. Using written

feedback for

comments that

students

need to be able to

save and look

over

1. Speaking to

students to save

yourself the

trouble of writing

2. Using oral

feedback for

students who

don‘t read well

2. Writing to

students who

don‘t read well

3. Using oral

feedback if there

is more

14

information to

convey than

students would

want to read

4. Demonstrating

how to do

something if the

student

needs to see how

to do something

or what

something

―looks like‖

Feedback

audience

1. To reach the

appropriate

students with

specific feedback

1.Communicating

with an

individual, giving

information

specific to the

individual

performance

1. Using the same

comments for all

students

2. To

communicate,

through

feedback, that

student learning

is valued

2. Giving group

or class feedback

when the same

mini lesson

or re-teaching

session is

required for a

number

of students

2. Never giving

individual

feedback because

it takes too

much time

15

G. Teacher’s Indirect Feedback

As a teacher, providing feedback is an essential aspect of education.

Teacher's feedback can facilitate students to learn from their argument

and can give impact significantly on their learning motivation.

Teacher's feedback can build up students' intrinsic and extrinsic

motivations (want to learn and need to learn). Irons stated that the

quality and timeliness of feedback are the important aspects and the

foundation to activate students' ability to learn from assessment. The

teacher has chances to give feedback to the students by various

activities: informal interactions, classroom situations, tutoring activity,

formative assessment, online learning, group work, and other work-

based learning.15

To help students improve their learning, teacher feedback provides

a useful method of mediation. The teacher is considered the most

important source of feedback in L2 writing classrooms, especially in

school contexts where students learn to write at a relatively young

age.16

Ferris & Roberts in Fatemeh Nematzadeh and Hossein Siahpoosh

stated that indirect feedback is the way how teacher provides the

feedback to the students to help them deal with their errors in writing

by only giving them clues, so the students can realize that the errors

exist but the teacher provides no correct form of their errors.

O‘Sullivan & Chambers in 2006 alongside with Lee in 2008, stated

that when provide feedback, teachers may provide a general indication

of the position and nature or form of error by sending an underline, a

circle, a symbol, a mark, or a highlight on the error, and ask students to

correct the error themselves. Meanwhile, Ferris, Polard and Lalande in

Nematzadeh and Siahpoosh stated that through indirect feedback,

15 Alastair Irons, Enhancing Learning through Formative Assessment and Feedback,

(New York: Routledge, 2008), p. 2. 16

Icy Lee, Classroom Writing Assessment and Feedback in L2 School Contexts,

(Singapore: Springer Nature, 2017), p. 58.

16

students are challenged to reveal the clues given by the teacher. The

teacher has a role as a ‗reflective agent‘ who can provide a good and

useful guidance to students‘ cognitive structuring skills which is come

from students‘ previous experience so they can relate these guidance to

determine the errors they have made, and revise their error based on

the knowledge they already gained before. It also can build up students‘

engagement and their attention, giving them chance to solve their own

problem. Many researchers acknowledge that this can be beneficial for

the students‘ learning progress.17

Responding or giving feedback to students‘ work only becomes

useful if the students‘ actually can do some changes with that teacher‘s

feedback. When the teacher return the corrected work that already

given indirect feedback, the teacher have to ensure that the students did

not only pay attention at the moment the task returned, when they

maybe only see their score and only take a single glance to the

corrected part on their work. Effective feedback or correction methods

consist of assuring that the students understand what the mistakes are

and how do they deal and overcome the mistakes. In other words, they

know how to fix the mistakes that the teacher has point out through the

feedback on their writing task.18

In this research, the researcher adapted one of Harmer‘s methods of

correcting students‘ work: ‗using correction symbol‘. This method is

deal with a number of symbols that can be a guide for students to fix

their mistake. For example, symbol ‗S‘ is written by the teacher to

indicate that the student has a spelling error in their sentence. Or

symbol ‗G‘ to indicate the student has a wrong grammatical rule in

their sentence. What was different is the researcher did not provide

symbols but colors.

17 Fatemeh Nematzadeh and Hossein Siahpoosh, op. cit., pp. 111-112.

18

Harmer, op. cit., p. 110.

17

Harmer stated that the most common way of giving written

feedback on students‘ work are a lot of underlines, cross, question

marks, and the occasional ticks in red ink.19

To avoid the over-use of

red ink, the researcher use several different ink colors to indicate the

students‘ mistakes on their writing task, so the students have the

advantage of encourage themselves to think what their mistake is and

they can correct it themselves. As the researcher stated in the

background of study, this strategy is quiet effective to make students

(that usually being passive) discover their mistakes and they ended up

learn something by themselves.

H. Advantages and Disadvantages of Teacher’s Indirect Feedback

As the researcher has experienced in classroom activities, the

teacher‘s indirect feedback can encourage students to write in English

and reduce their anxiousness so they can feel free to write without

being afraid of make mistakes. It is also allowed students to learn more

from their writing by revealing the clues that indirectly given by the

teacher so that they can make some improvements with those

feedbacks. Regardless of the advantages for the students that the

researcher has mentioned above, Black and William in Alastair Irons

discussed that the results of formative activities is used for fulfill the

teacher‘s need in order to adapt in teaching. The students‘ response of

teacher‘s feedback gave the teacher a chance to consider the

effectiveness of the methods in teaching and learning in which used in

the formative assessment such as writing, and the effectiveness of the

feedback that the teacher provides to the students. The students‘

perception and their understanding of formative activities became a

good reason for teacher to modify the classroom activities to make the

future learning surroundings even better for the students. In short, the

19 Ibid.

18

students‘ reaction on teacher‘s indirect feedback is very useful to the

teacher itself.20

In the other side, the disadvantage of the teacher‘s indirect

feedback is: this strategy takes a lot of time. As Irons stated that giving

feedback takes time, giving constructive and developmental feedback

takes more time–there is no way of avoiding this situation.21

To

anticipate that ‗takes-time‘ situation, the teacher has to manage the

time efficiently in order to give the effective feedback to the students.

I. The Effective Feedback from Teacher

Providing feedback too early in the learning process can be dis-

advantageous because the person who gives feedback may

unconsciously dominate and take ownership of the work. It is not

taking ownership as if she/he wants to own the task or the assignment,

but it is more likely ―help‖ in a negative term. For example, parents

who ―help‖ their children to do the homework do not intend to do the

whole homework or help their children to answer the whole question

on the book, but because they want to help, they ended up dominating

and unconsciously. That‘s why they called ―help‖ in a negative term.

If the teacher do the same to the students in the classroom

(especially to the passive students), as the researcher has asserted in

the previous chapter, the students can be even lazier and they will

make no effort to find their mistakes because the teacher has already

provided that. They may only think, ―It is fine because I‘m already

overcome my mistakes, my teacher helped me to find them.‖

When it comes to providing feedback, the teacher has to know

what the student needs and the teacher have to do his/her best to give

feedback that the student can accept and understand. The teacher also

should gain their awareness regarding what is good feedback is and

how their feedback can help their students increase their ability. To

20

Irons, op. cit., p. 99. 21

op. cit., p. 72.

19

make sure that the teacher gives meaningful and effective feedback to

the students, there are several essential aspects as follows according to

Sackstein22

:

a. Focus on one or two parts in one time instead of notice everything

at once. The teacher has to make sure that the feedback is simple

and focused on learning goals. Those learning goals are useful to

help the teacher notice the areas or the part of students‘ writing that

need feedback.23

b. Keep the feedback tight by limit the feedback. No additional words

needed (especially in the indirect feedback). Giving students

unrelated feedback will not be helpful and might even be

counterproductive.24

Susan M. Brookhart also asserted that teachers can know whether

their feedback is good enough or not by seeing these things25

:

a. The students learn something—it can be seen from their work

(their work has an improvement).

b. The students become more motivated—they started to believe they

can learn, they want to learn and they can control their learning.

c. The classroom becomes productive because both students and

teacher knew that the feedback and constructive criticism is means

a lot to the learning process that happened in the classroom.

Furthermore, there are some criterias of good feedback according

to Icy Lee:

a. Clarify what a good performances is, to help students understand

where they are going.

b. Provide students with descriptive informative details about their

writing to help them understand how they are going.

22 Starr Sackstein, Peer Feedback in The Classroom, (Virginia: ASCD, 2017), pp. 37-42.

23

Ibid., p. 39.

24

Ibid., p. 40.

25

Brookhart, op. cit., p. 30.

20

c. Involve and encourage students (e.g. by self evaluation and peer

review).

d. Promoting student motivation and self-esteem.

e. Enabling students to close the gap between current performance

and desired results, helping them enhance their future

performance.26

J. Recount Text

a. Definition of Recount Text

Recount text is a text that retells past events or experiences.

The aim is to inform the readers or to entertain them. A successful

recount text starts with an introduction to decide who was involved,

where and when the events occurred. The sequences of past events

must be in clear order, using the past tense, and the words of time

appropriately.27

b. Generic Structure of Recount Text

Widiati, Rohmah and Furaidah explained the generic structure of

the recount text as listed in the table below28

:

Table 2. 2. Generic Structure of Recount Text

No. Part of Recount

Text

Purpose

1 Introductory

paragraph/

orientation

Introducing the participants, place,

and time (Gives information to the

reader as to who was involved, what

happened, where and when it

happened).

2 A sequence of

events

A sequence of paragraphs that

chronologically retell the events.

26

Icy Lee, op. cit., p. 56.

27

Icy Lee, op. cit., p. 14.

28

Utami Widiati, Zuliati Rohmah, and Furaidah, Bahasa Inggris (Buku Guru) Kelas 10

SMA/SMK, (Jakarta: Pusat Kurikulum dan Perbukuan Kementerian Pendidikan dan Kebudayaan,

2014), pp. 102-103.

21

3 Re-orientation Specifying the writer's personal

comment or viewpoint on the story

(optional).

c. Language Feature of Recount Text

1) Introducing personal participant; I, my group, etc

2) Using chronological connection; then, first, etc

3) Using linking verb; was, were, saw, heard, etc

4) Using action verb; look, go, change, etc

5) Using simple past tense

K. Previous Studies

There are some studies related to this study. One of them is entitled

The Effectiveness of Teachers‘ Feedback as Writing Assessment on

Students‘ Writing Ability (An Experimental Research at Second Grade

in SMPN 1 Cikeusal), conducted by Nurhayat on 2016. The analysis is

aimed to know the effectiveness of teachers‘ feedback as writing

assessment on students writing ability in teaching report text. The

mean score pre-test of experiment 59,5 and score post-test is 87,67. but

the mean score meant score pre- test of control class is 56, and score

post-test 61,67. Seeing calculating above, the experiment class get

increase on score 19,17 point. The score a of experiment class using

teachers‘ feedback is better than the control class without using

increase on score 5,67 point. So the writer said that using teachers‘

feedback as writing assessment on students‟ writing ability would be

better and more effective than teaching writing without using teachers‘

feedback.29

Another study is entitled The Effectiveness of Peer

Feedback in Improving Students‘ Writing Achievement (An

Experimental Study At SMA Negeri 11 Kota Tangerang Selatan),

conducted by Desi Iryanti on 2015. The study is also using feedback as

29 Nurhayat, The Effectiveness of Teachers’ Feedback as Writing Assessment on Students’

Writing Ability (An Experimental Research at Second Grade in SMPN 1 Cikeusal), 2016

22

the way to improving students‘ ability in writing, but the researcher of

the study using the peer feedback instead of teacher‘s feedback. The

result of t-test shows that t-value is higher than t-table. Thus, in this

case, the null hypothesis (H0) in this research is rejected and

alternative hypothesis (Ha) is accepted. It means the treatment which is

given to the experiment group by using peer feedback technique to

improve students‘ writing achievement is successful. According to the

data, the gained score in experimental class result significant

difference between t observation (to) and t table (tt). It shows that the

value of to is 2,857, and the value of tt from the dƒ (62) on the degree

of significance of 5% is 1.67. It means that to value is higher than tt, so

the alternative hypothesis is accepted and the null hypothesis is

rejected. In this study, the writer discovers other possible explanation.

First, clear teacher guidance before they do their role of giving

feedback is important. She found that when teaching writing, teacher

should follow the stages of writing to make it easier in building the

students mapping on how to write effectively. She also found that even

it is a minor thing, the time allocations could hamper the activity in the

class.30

From the two related studies above, both researchers have used the

feedback differently. One of them is using the teacher's feedback to the

junior high school's students, and the other one is using peer-feedback

which is involving students to score their friend. However, to prove the

other good way to use feedback, especially indirect feedback, the

researcher of this study decided to do this study differently by using

the teacher‘s indirect feedback to the ten graders.

L. Thinking Framework

Writing has a lot of aspects that must be taken care of learning

English. Such details like grammar, vocabularies, prepositions, and

30 Dessy Iryanti, The Effectiveness of Peer Feedback in Improving Students’ Writing

Achievement (An Experimental Study At SMA Negeri 11 Kota Tangerang Selatan), 2015

23

even punctuation are the aspects are something that the students should

pay attention to. Because of those aspects, the students sometimes feel

so worried and feel so anxious when they have an assignment to write

something in English. Moreover, in recount text, the student has to

retell the past event by using their own word, which usually makes

them more anxious because they are not confident enough with their

ability. To reduce that anxiousness, the teacher has to participate more

in the student work of writing and support the students by giving some

feedback. Therefore, the teacher can give feedback in the written form

(indirect feedback) to students‘ writing in order to reduce their

anxiousness and make them more confident in writing text, especially

recount text.

M. Theoretical Hypothesis

The hypothesis of this study is ―The students‘ score in writing

recount text with teacher‘s indirect feedback is higher than those who

are not taught by using teacher‘s indirect feedback.

24

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of The Research

This research was conducted at SMA Muhammadiyah 8 Ciputat,

located on Jl. Dewi Sartika, Gg. Nangka No. 4 Cimanggis, Ciputat, South

Tangerang. Started from July 30th

to August 27th

2019, the researcher

investigated this study to the tenth graders.

B. Method and Design of The Research

This research used quasi-experimental study. Experimental studies

involved the random assignment of participants into different groups (e.g.

experimental, control) in order to determine the causal effect of a certain

condition (independent variable) on a certain outcome (dependent

variable). According to Cresswell, the experiment is to test an idea

(practice or procedure) to determine whether it influences an outcome or

dependent variable.1

In quasi-experimental study, participants are preassigned to groups

based on some predetermined characteristic or quality.2 Therefore, the

design of this study is using two groups, there are experimental group and

control group. Before deciding each group, the researcher conducted pre-

test to both class. The pre-test is given to both groups to know the students‘

ability in writing before the researcher gives them the treatment. After that,

the researcher will be given them the treatment. The students in the

experimental group are the students which were taught writing with

indirect teacher‘s feedback and the students in the control group are the

students which were taught writing recount text as usual, without any

teacher‘s feedback.

1 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research, 4th Edition, (Boston: Pearson Education, Inc., 2012), p.

295.

2 Neil J. Salkind, Exploring Research, 7

th Edition, (London: Pearson International Edition,

2009), p. 13.

25

After given the treatment, the post-test is held to know the students‘

achievement or score after the treatment is given. In this research the

researcher will compare the results of pre-test and post-test from both

groups to determine whether the treatment is successful or not. The

researcher adapted Creswell‘s research design as follows3:

Table 3. 1. The Research Design

Pre and Post Design Time

Pre-Test Select the

experimental

group

Experimental

treatment

(feedback)

Post-Test

Post-Test Select the control

group

No treatment

(no feedback)

Post-Test

C. Population and Sample of The Study

The population of the study is the first grade students of SMA

Muhammadiyah 8 Ciputat. There are about 170 students in total and are

divided into five classes, which are X IPA 1, X IPA 2, X IPS 1, X IPS 2,

X IPS 3. The researcher has taken only two classes as the sample by using

purposive sampling. Based on Neuman‘s statement, purposive sampling

focuses on the research's judgment to select the sample with a particular

purpose in conducting the research.4 The chosen classes are X IPA 1 and

X IPA 2 consisted of 44 students who have the same English skill level; 22

students of experimental group and 22 students of control group. Both

classes also chosen by the researcher based on the English teacher‘s

suggestion.

In other words, the population of is this research is 170 tenth-graders

of SMA Muhammadiyah 8 Ciputat, and the sample of the research is X

3 Creswell, op. cit., p. 310.

4 W. Lawrence Neuman, Social Research Methods: Qualitative and Quantitative

Approaches, (Edinburgh: Pearson, 2013), pp. 273-274.

26

IPA 1 and X IPA 2. The experimental class is X IPA 1, and the control

class is X IPA 2.

D. Instruments

A good test should be able to differentiate people from one another

reliably based on their true scores, because the test yield a score that

reflects performance on some variables (such as intelligence, reaction time,

activity level), and they can fill a variety of the researcher needs.5 Salkind

classified this kind of test as follows:6

Table 3. 2. What Test Do and How They Do It

No. What Test Do How Tests Do It Examples

1 Help researchers

determine the

outcome of a

study/research

Test are used as

dependent variables

A researcher wants

to know which of

two training

programs is more

effective

2 Provide diagnostic

and screening

information

Test are usually

administered at the

beginning of a

program to get some

idea of the

participant‘s status

A teacher needs to

know what type of

reading program in

which a particular

child should be

placed

3 Help in the

placement process

Test are used to

place people in

different settings

based on specified

characteristics

A mental health

worker needs to

place a client into a

drug rehabilitation

program

5 Assist in selection Test are used to

distinguish between

people who are

A graduate school

committee use test

scores to make

5 Salkind, op. cit., p. 128.

6 Ibid., p. 129.

27

admitted to certain

programs

decisions about

admitting

undergraduates

6 Help evaluate

outcomes

Test are used to

determine whether

the goals of a

program were met

A school

superintendent uses

a survey to measure

whether the in-

service programs

had an impact on

teachers‘ attitudes

According to the table, the researcher used the first kind of test for

this research.

E. Technique of Collecting Data

The researcher collected the data by using test. There are two tests that

will be given to the students: pre-test and post-test. The both test are given

in the form of instructions to write a recount text and the students have to

write their own recount text in three paragraphs minimum and four

paragraphs maximum only within an hour. What is different is the time of

conducting the test, the pre-test will be given to know the students ability

before they have given teacher‘s feedback treatment, and the post-test will

be given to see the students‘ achievement or their progress in writing after

given teacher‘s feedback treatment.

F. Technique of Data Analysis

The data of this research is analyzed by using T-test. The T-test was

used to figure out the difference of the pre-test and post-test results from

each class. To analyze the data, the first test that the researcher used was

the normality test. The second test is the homogeneity test. Both tests were

calculated using the IBM SPSS Statistics. After calculating the normality

test and homogeneity test, the last is the test for hypothesis. The

calculating process using IBM SPSS Statistics 20 would be described as

follows:

28

a. Normality Test

The purpose of normality test is to find out whether the results of

both groups come from the normal distribution population or not. To

calculating the result of the tests, the researcher used the Kolmogorov

Smirnov with α= 0.05. After that, if the test of normality stated more

than 0.05 (>α= 0.05), the result is in the ordinary distribution. Or else,

if the test outcome is no more than 0.05 (<α= 0.05), the result would

not be normal. The way how to count the normality test information

using SPSS v.24 are:7 (1) Open the SPSS version 20 software program.

(2) Click variable view and complete several columns. (3) Click the

perspective of the information and insert "1" to represent the

experimental class in the score column and "2" to represent the

controller class. (4) Calculate each class score in the score column. (5)

Click analyze >> Descriptive Statistics >> Explore. (6) The variable

that wishes to be tested for normality (pre-test score and post-test score)

is filled in the Explore dialog box with the dependent list. (7) Then the

test groups (experimental group and monitored group) fill in the factor

list. (8) Click plots >> normality plot with the test, histograms, and

power estimation, then click Continue and OK to see the normality of

the test result.

b. Homogeneity Test

After knowing the result of normality test was normally distributed, a

homogeneity test would conducted by the researcher. The purpose of

homogeneity test is to check the similarity between both groups.

According to Raharjo, the steps to count the homogeneity test are:8 (1)

Open the SPSS version 20 software program and input the data in the

data view.(3) Click on Analyze at the top of the menu. Then choose

the means to compare and press ANOVA on one-way. (4) Insert the

7

Didik Setyawarno, Panduan Statistik Terapan Untuk Penelitian Pendidikan,

(Yogyakarta: Pendidikan IPA FMIPA UNY, 2016), pp. 52-55. 8 Sahid Raharjo, Cara Melakukan Uji Homogenitas (Lvene Test) dengan SPSS, 2014,

(http://spssindonesia.com). Retrieved July 22nd

2019.

29

experimental group information in the Dependent List. Then insert the

controller group information in Factor. (5) Click Options tab to open

the options dialogue box. (6) Give a tick for variance testing

homogeneity then click Continue and OK to see the test result

homogeneity.

c. T-test

After the normality and the homogeneity test have been conducted, the

researcher then conducted the T-test. The purpose of the t-test is to

examine the differences between both groups. The researcher could

determine whether the hypothesis is can be accepted or dismissed by

using the t-test. The steps are:9(1) Open the software SPSS version 24

then click Variable View, enter the name like class and score. (3) The

name of the two groups is distinguished in Values, "1" for the

experimental group and "2" for the controller group then click Data

View and insert the data. (5) Click Analyze, choose Compare Means

and click Independent-Samples T-test. (6) Move the score to the

column of Test Variable(s) and transfer the class to Group Variable

then click Continue and OK.

d. The Effect Size

The effect size test was the last step conducted by the researcher to

gain the result. This test was conducted to understand the impact level

of meaning. In this research, the researcher used Cohen's d effect size

formula.10

The formula that the researcher used of measuring effect

size is from Ellis, 2010 and Cumming, 2012 in Cohen could be seen

below:

9 Setyawarno, op. cit., pp. 7-10.

10

Louis Cohen, Lawrence Manion, and Keith Morrison, Research Methods in Education,

(New York: Routledge, 2018), Eight Edition. p. 745.

(Mean of Group A - Mean of Group B)

D = _________________________________

Pooled standard deviation

30

Explanation:

D : effect size

Mean of Group A : Mean for experimental class

Mean of Group B : Mean for controlled class

Pooled standard deviation : Standard deviation of Group A +

Standard deviation of Group B

The effect size formulation has been calculated and the

result could be used to determine the level of significance. Below

are the effect size criteria by Cohen:

0 – 0.20 : weak effect

0.21 – 0.50 : modest effect

0.51 – 1.00 : moderate effect

> 1.00 : strong effect

G. Statistical Hypothesis

In order to prove result of this research, the hypothesis will be

calculated using the t-test formula with the assumption as follows:

Ho = There is no significant effect of using Teacher‘s Indirect Feedback

to Students‘ Writing of Recount Text.

Ho would be accepted if p-value <sig α= 0.05 (5%).

Ha = There is a significant effect of using Teacher‘s Indirect Feedback to

Students‘ Writing of Recount Text.

Ha would be accepted if p-value >sig α= 0.05 (5%).

31

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

1. Data Description

In this part, the researcher presents the data result based on the pre-test

and post-test in each experimental class and the control class at SMA

Muhammadiyah 8 Ciputat through the writing test of recount text.

a) The Data of The Experimental Class

In this research, the X IPA 1 class was taken as the experimental class.

The class is made up of 22 students. The researcher using pre-test and

post-test to retrieve the data and the results can be seen as follows:

Table 4. 1. The Score of Pre-test and Post-test of Experimental Class

Students‘

No.

Score of Experimental

Class

Pre-Test Post-Test

1 61 75

2 65 65

3 58 65

4 60 75

5 79 73

6 60 80

7 65 72

8 69 75

9 62 72

10 80 88

11 78 76

12 74 75

13 53 70

14 50 67

15 63 75

16 70 70

17 78 78

18 75 79

32

19 72 80

20 73 75

21 68 72

22 84 78

SUM 1497 1635

MEAN 68.04545 74.31818

MAX 84 88

MIN 50 65

The Table 4.1 showed the distinctions between the pre-test score

and the post-test score of the experimental class. The highest score of

pre-test is 84 and the lowest is 50. Meanwhile in post-test, the highest

score is 88 and the lowest is 65. Compared to the pre-test mean score,

the results of the post-test mean score in the classroom were improved.

By this result, it can be seen that after providing feedback to the

students, they were made some improvement in writing of recount text.

b) The Data of The Control Class

The control class is the students of X IPA 2. The class is also made up

of 22 students. Since this class is the control class, the researcher was

not provided any feedback to this class. Similar to the previous class,

the pre-test and post-test were conducted by the researcher to retrieve

the score.

Table 4. 2. The Score of Pre-test and Post-test of Control Class

Students‘

No.

Score of Control

Class

Pre-Test Post-Test

1 71 70

2 76 75

3 73 70

4 62 70

5 69 72

6 47 60

7 73 65

8 66 65

9 65 65

33

10 66 60

11 79 70

12 64 70

13 74 70

14 73 70

15 79 80

16 69 60

17 69 65

18 71 70

19 66 67

20 69 70

21 66 65

22 72 70

SUM 1519 1499

MEAN 69.04545 68.13636

MAX 79 80

MIN 47 60

The data of Table 4.2 showed the variety of students‘ score of pre-

test and post-test in the control class which was not provided any

feedback from the teacher. The highest score in the pre-test is 79 and

the lowest is 47, and in the post-test, the highest score is 80 and the

lowest is 60. The mean score of the control class‘ pre-test is 69,

meanwhile the post-test is 68. By this result, it can be seen that there is

no significant improvement between the pre-test and the post-test score

in the control class.

2. Analysis of The Data

1) Normality Test

The test of normality intends to evaluate whether or not the data was

normally distributed. The writer was testing Kolmogorov-Smirnov and

Shapiro-Wilk to evaluate the data's normality. The amount of meaning

in the studies is 0.05. In addition, the data was analyzed using the IBM

SPSS Statistics 20 Program. The results of the analysis will be shown

as below:

34

Table 4. 3. The Normality Test

Tests of Normality

Class Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

PreTest Experimental Class .089 22 .200* .977 22 .867

Control Class .143 22 .200* .877 22 .010

PostTest Experimental Class .142 22 .200* .952 22 .350

Control Class .242 22 .002 .896 22 .024

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Significance (Sig.) in both classes ' Kolmogorov-Smirnov columns,

as shown in Table 4.3 is 0.05. The experimental class was 0.200 and the

regulated class was 0.200. According to the consequence, it can be

concluded that the pre-test experimental class and control class data were

normally distributed.

It can be seen in the Kolmogorov-Smirnov rows of the two classes from

Table 4.3, Significance (Sign.) is 0.05. The experimental class was 0.200

and the controlled class was 0.002. The researcher found on the basis of

the consequence that the importance of the data in the experimental class

and the controlled class is above 0.05. This implies that study information

are normally distributed and the Teacher‘s Indirect Feedback is effective

for learning recount text in the tenth grade of SMA Muhammadiyah 8

Ciputat.

2) Homogeinity Test

The purpose of the homogeneity test is to determine whether the

information from the class of experimental and controller is homogeneous

(equivalent) or not. The researcher used Levene Statistics in this study to

scale the experimental class and controller class homogeneity test. The test

outcome can be seen as below:

35

Table 4. 4. The Homogeinity Test

As stated in Table 4.4, the results of the data showed that the

significance of the experimental and control class pre-test is 0.045. This

result implies that 0.045 above 0.05. The information from both classes

was homogeneous.

The findings of the data showed that sign in Table 4.4. The post-

test score value was 0.879. Since the data is greater than the meaning point

(0.879± 0.05), it was found that the post-test data was homogeneous.

3) Hypothesis Test

This research‘s goal was to discover the impact of Teacher‘s Indirect

Feedback to students‘ writing of recount text. Therefore, the test of

hypothesis is essential in order to find the test outcome. The effect size

test therefore contributes to the T-test consequence. The experiment

used data from the experimental and controller courses post-test scores

to be compared. The result of the data can be seen as follows:

Table 4. 5. The Result of T-test

Table 4.5 above showed the significant distinction between the

experimental class standard deviation pre-test and post-test score. The

standard deviation in the experimental class decreased from 9.147 to 5.295

based on both tables. Furthermore, both classes ' pre- and post-test score

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

PreTest 4.259 1 42 .045

PostTest .024 1 42 .879

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

PreTest Experimental Class 22 68.05 9.147 1.950

Control Class 22 69.05 6.722 1.433

PostTest Experimental Class 22 74.32 5.295 1.129

Control Class 22 68.14 4.814 1.026

36

increases considerably. In other words, the comprehension of Teacher‘s

Indirect Feedback strategy was implemented successfully in the classroom

and all students have shown together their progression.

Table 4. 6. T-Test Result of Pre-test and Post-test Scores

Independent Samples Test

Levene's Test for

Equality of

Variances

t-test for Equality of Means

F Sig. T df Sig. (2-

tailed)

Mean

Differe

nce

Std.

Error

Differe

nce

95% Confidence

Interval of the

Difference

Lower Upper

PreT

est

Equal

variances

assumed

2,157 ,148 -

,528 52 ,000 -1,741 3,297 -8,356 4,875

Equal

variances not

assumed

-

,528

50,3

34 ,000 -1,741 3,297 -8,361 4,880

Post

Test

Equal

variances

assumed

7,805 ,007 5,14

2 52 ,001 14,556 2,831 8,875 20,236

Equal

variances not

assumed

5,14

2

38,7

85 ,000 14,556 2,831 8,829 20,283

Based on the table, the independence sample test findings indicate

that p-value or sig (2-tailed) = 0.000, meaning that the null hypothesis (Ho)

is dismissed and the alternative hypothesis (Ha) is accepted because the p-

value (0.000) is lower than sig a = 0.05 (0.000 < 0.05). Thefore, there is a

statistical significance of using Teacher‘s Indirect Feedback to studens‘

writing of recount text at SMA Muhammadiyah 8 Ciputat.

4) The Effect Size Test

The final stage after the t-test is the effect size test. The purpose of the

effect size test is to determine the level meaning (weak, medium or

37

strong) of the impact of using Teacher‘s Indirect Feedback to students‘

writing of recount text.

In this research, Cohen's d effect size calculation was chosen by the

researcher for measuring the level meaning in this research. If the

outcome is 0 – 0.20, this implies that the strategy has a weak impact,

0.21–0.50: modest effect, 0.51–1.0 implies that the strategy has a

moderate impact and > 1.00 means that the strategy has a strong

impact. In addition, the researcher needs the mean score and standard

deviation from the experimental class and controlled class to conduct

the effect size test.

Criteria of Cohen Effect Size:

0 – 0.20 : Weak Effect

0 – 0.50 : Modest Effect

0 – 1.00 : Moderate Effect

>1.00 : Strong Effect

38

The above calculation outcome showed that this research's effect

size was 1.24. Based on the Cohens effect size criteria, 1.24 is

classified as a strong effect. So, it can be seen that the Teacher‘s

Indirect Feedback strategy has an impact to the students‘ writing of

recount text.

3. Discussion of the Results

The statistical calculation of this research showed that the teacher‘s

indirect feedback is useful for the tenth-grade students‘ writing of

recount text in SMA Muhammadiyah 8 Ciputat. The autonomous t-test

revealed that there was a statistical significance of using the teacher‘s

indirect feedback. From the analysis of the post-test data, it can be seen

that the p-value or sig (2-tailed)= 0.000 is lower than sig a= 0.05

(0.000 < 0.05), which means that the null hypothesis (Ho) was

dismissed and the alternative hypothesis (Ha) is accepted. It is also

stated that the effect size test result is 1.24. According to Cohen‘s d-

effect size criteria, 1.24 was classified as a strong effect. Therefore,

based on the findings, the teacher‘s indirect feedback strategy used in

this research has a significant impact on the understanding of the

recount text of the students. Therefore, the data processed given

responses to the submitted study question.

The writing test of each experimental and control class produced a

different result. Based on Table 4.1 and Table 4.2, the mean score of

the experimental class‘ pre-test is 68.04, and the mean score of the

control class‘ pre-test is 69.04. The result of the pre-test indicates that

both classes did not perform well because the scores of the students

from each class were dominated by 50-70. After conducting the pre-

test, the researcher gave indirect feedback treatment to the

experimental class as a strategy to improve students‘ performance in

writing recount text. In post-test, the experimental class‘s mean score

is 74.31 while the control class is only 68.13. Both classes were

39

basically increasing their score, but the gained score of the

experimental class which given the teacher‘s feedback treatment was

higher than the control class‘. Compared to the pre-test, the

experimental class‘ post-test score gained 6.27 points; from 74.31 to

68.04, while the control class decreased 0.91 points; from 69.04 to

68.13. It shows that the post-test score of the experimental class is

significantly increased than the score of the control class.

The experimental class that given the teacher‘s indirect feedback

treatment proved that they were made significant changes in their

ability to write the recount text. Through this finding, it can be seen

that the students in the experimental class were made improvements,

while the control class who did not get the same treatment did not

show a good significant change. As the researcher mentioned earlier in

chapter I and II, students usually have anxiety every time they have to

write in English, because they are afraid to make mistakes, feel

pessimistic and worried about their writing.1 The researcher thinks that

the anxiety must be reduced, so students can be confident enough to

write without having to think about whether their writing is wrong or

correct. Harmer stated that the students actually expecting feedback

from their teacher on the task that they are doing or the writing they

have done.2 Without receiving any feedback, the students might be

flying blind because the others–including the teacher can see the things

that the students can‘t see.3

The teacher‘s indirect feedback is proven that the students who

have given the feedback and self-evaluate their mistakes during

revision have more chances to expand their linguistic skills than those

who receive no feedback and those who are not asked to re-write.4

1 Amy Green, Writer’s Anxiety: Where all this worry is coming from and what to do

about it, 2017, (https://www.psychologytoday.com/us/blog/psy-curious/201707/writers-anxiety).

Retrieved September 25th

, 2019 at 19.30 pm. 2 Harmer, op. cit., p. 108.

3 Folkman, op. cit., p. xv.

4 Zeliha Gulcat and Oya Ozagac, op. cit., p. 4.

40

Teacher‘s feedback also can facilitate students to learn from their

argument and can give impact significantly on their learning

motivation.5 Furthermore, the teacher has a role as a ‗reflective agent‘

who can provide a good and useful guidance to students‘ cognitive

structuring skills which is come from students‘ previous experience. In

this case, with teacher‘s indirect feedback, the students can relate the

guidance to determine the errors they have made, and revise their

errors based on the knowledge they already gained before. It also can

build up students‘ engagement and their attention, giving them chance

to solve their own problem. Many researchers acknowledge that this

can be beneficial for the students‘ learning progress.6

By seeing both theories and the statistical result of this research, it

can be seen that this strategy can reduce students‘ writing anxiety and

the students could make some progress or improvements on their

writing of recount text. Furthermore, this finding also in line with the

previous related study from Iryanti who conducted the study in 2016.

She found that the feedback strategy was effective to gain student

ability in writing text. Even though her study was discussed about the

peer-feedback, the feedback is still an important part, no matter who

delivers it. She also stated that the teacher has to give guidance before

they do their role of giving feedback. When teaching writing, the

teacher should follow the stages of writing to make it easier in building

the students mapping on how to write effectively. Also, by this

strategy, the teacher can be easier to know the students‘ mistakes and

made some improvement of their teaching strategy, and the teacher

also could positively help students because the students are intended to

overcome their mistakes by seeing the teacher‘s indirect feedback on

their writing.

5 Irons, op. cit., p. 2.

6 Fatemeh Nematzadeh and Hossein Siahpoosh, op. cit., pp. 111-112.

41

Although the teacher‘s indirect feedback is proven as an effective

strategy for students‘ writing of recount text, in this research, the

researcher only asked the student to write a recount text in the pre-test

and post-test and no writing practice during the treatment. Thus, the

students‘ progress in this research is obtained only from the pre-test

and post-test results without knowing how the strategy has actually

affected their progress.

42

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

This research was conducted using quasi-experimental study to get

empirical evidence on the impact of teacher‘s indirect feedback to students‘

writing of recount text. The results show that the score of experimental

class in SMA Muhammadiyah 8 Ciputat is gained significantly. It means

the teacher‘s indirect feedback gives a good impact to students‘ writing of

recount text.

The results proved that teacher‘s indirect feedback has a strong effect on

students‘ writing of recount text. The experimental class‘ data shows the

mean score of post-test is higher than the pre-test; 74.31 > 68.04. After

conducting the teacher‘s indirect feedback treatment, the post-test and

gained score of the t-test result shows that p-value or sig (2-tailed) = 0.000

is lower than sig a = 0.05 (0.000 < 0.05), meaning that the null hypothesis

(Ho) was dismissed and the alternative hypothesis (Ha) is accepted.

The results also proved that the effect size of this research is 1.24, it means

that the teacher‘s indirect feedback strategy used in this research has a

strong effect to students‘ writing of recount text.

B. Suggestion

The statistical calculation shows that this strategy has an impact to

students‘ writing of recount text. Hence, the researcher gives some

suggestions and hopefully the suggestions can be useful for the readers.

The researcher presents some suggestions as follows:

1. For Teachers

This research can be an alternative strategy in teaching writing besides

only teaching the material. In order to make the teacher‘s feedback

strategy is effective, it is important to make sure that the teacher gives

43

clear marks on students‘ writing so the students know the mistakes

clearly and they can fix the mistakes themselves.

2. For Students

If the teacher decides to use this strategy, then the students have to be

grateful because they can overcome their mistakes but still be an active

learner by thinking and solve their problem which the teacher has

indicates on their writings. This strategy also can increase the students‘

self-confidence and decrease the writing anxiety that usually occur to

the students.

3. For Future Researchers

The future researchers also can use this strategy on their classroom and

this research can be additional information regarding to their research.

For its application, this strategy should be developed by conducting

more written practice during the treatment in order to see students‘

progress clearly and hopefully this strategy not just being used for

recount text, but it also can be used in other kinds of text.

44

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Ozagac, Z. G. (2004). Correcting and Giving Feedback to Writing. Bogazici

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47

APPENDICES

48

APPENDIX 1: Lesson Plan

I. Identitas

Nama Sekolah : SMA Muhammadiyah 8 Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1

Tema/Sub tema : Recount Text

Alokasi Waktu : 2 x 45 menit

II. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam

jangkauan pergaulan dan keberadaannya

3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata

4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat)dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah.

III. Kompetensi Dasar (KD) dan Indikator

KOMPETENSI DASAR INDIKATOR

1.1 Mensyukuri kesempatan dapat

mempelajari bahasa inggris

sebagai bahasa pengantar.

1.1.1 Siswa mampu mensyukuri Bahasa

inggris sebagai bahasa pengantar

kumunikasi internasional dengan lebih

menggunakan bahasa inggris dengan

baik

49

IV. Tujuan Pembelajaran

Setelah mempelajari materi tentang recount, siswa diharapkan mampu:

1. Siswa dapat menyebutkan fungsi dan tujuan dari teks recount.

2. Siswa dapat mengemukakan unsur-unsur kebahasaan dari teks recount.

3. Siswa dapat mengidentifikasi struktur teks dari teks recount.

2.1 Menunjukan perilaku jujur, disiplin,

percaya diri dan bertanggung

jawab dalam melaksanankan

komunikasi transaksional dengan

guru dan teman.

2.1.1 Siswa mampu berperilaku baik

dan bertanggung jawab dalam

melaksanakaan komunikasi

transaksional dengan guru dan teman

3.7 Membedakan fungsi sosial,

struktur teks, dan unsur

kebahasaan beberapa teks

recount lisan dan tulis dengan

memberi dan meminta

informasi terkait peristiwa

bersejarah sesuai dengan

konteks penggunaannya

3.7.1 Menjelaskan fungsi sosial,

struktur teks dan unsur

kebahasaan yang ada pada teks

recount.

3.7.2 Menemukan unsur kebahasaan

yang ada pada teks recount.

3.7.3 Mengidentifikasi struktur teks dari

teks recount.

3.7.4 Menyimpulkan fungsi sosial text

recount.

4.7. Menangkap makna secara

kontekstual terkait fungsi sosial,

struktur teks, dan unsur kebahasaan

teks recount lisan dan tulis terkait

peristiwa bersejarah.

4.7.1 Mengidentifikasi informasi

tertentu yang terdapat dalam teks

recount.

4.7.2 Menyusun sebuah teks recount

berdasarkan suatu peristiwa bersejarah,

dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan

secara benar dan sesuai dengan konteks.

50

4. Siswa dapat mengidentifikasi informasi tertentu yang terdapat dalam

teks recount.

5. Siswa dapat menyusun sebuah teks recount berdasarkan suatu peristiwa

masa lalu, dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan secara benar dan sesuai dengan konteks.

V. Materi Pembelajaran

1. Fungsi Sosial : Menceritakan kembali kejadian atau pengalaman

di masa lalu.

2. Struktur Teks

1. Orientation : Menyebutkan tindakan/ peristiwa/kejadian secara

umum

2. Event : Menyebutkan urutan tindakan/ kejadian/peristiwa

secara kronologis

3. Re-orientation : Memberikan komentar personal tentang

peristiwa yang telah diceritakan. Jika perlu, ada kesimpulan

umum.

3. Unsur Kebahasaan

1. Menggunakan Simple Past Tense:

Last holiday, I went to Singapore.

I studied English two days ago.

My brother came from Jakarta last night.

FORM:

(+) S + V2 + O

(-) S + DID + NOT + V1 + O

(?) DID + S + V1 + O ?

EXAMPLE:

(+) I studied english last night

(-) Did not study english last night

(?) Did you study english last night?

2. Menggunakan chronological connection: then, first, second.

51

3. Jenis Recount Text

Personal Recount: retells an event that the writer was personally

involved in.

Biography Recount: retells accounts of a person‘s life.

Factual Recount: records an incident (e.g. a science experience,

police report)

Imaginative Recount: the writer writes an imaginary role and

giving details of events in the recount, e.g. a day in the life of a

pirate; etc.

Historical Recount: retells historical events in the past.

VI. Metode dan Model Pembelajaran

Metode Pembelajaran : TBL (Task-based Learning)

Model Pembelajaran : Penugasan, Diskusi, dan Demonstrasi

VII. Media dan Alat Pembelajaran

1. Media:

- Papan tulis

- Laptop

- Proyektor

- Kertas/Buku

- Alat tulis

2. Sumber Belajar:

- Buku wajib: Sudarwati, Th. M. & Eudia Grace, Pathway to English

for SMA/MA Grade X Kelompok Wajib, Jakarta: Erlangga. 2017

VIII. Kegiatan Pembelajaran

Pertemuan Pertama (Pre-Test)

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

52

Pendahuluan Guru masuk ke dalam kelas, menyapa

siswa dengan greeting sederhana

(good morning, good afternoon)

Berdo‘a

Guru mengecek kehadiran siswa

(absen)

Guru menyebutkan tujuan

pembelajaran

10 menit

Inti Guru membimbing siswa untuk me-

recall materi recount text yang telah

dipelajari di SMP

Guru memberikan soal pre-test pada

siswa berupa writing recount text

holiday experience dan menjelaskan

mekanisme cara mengerjakannya

Siswa mengerjakan pre-test (60 menit)

70 menit

Penutup Guru menanyakan kesan siswa tentang

apa yang mereka pelajari hari ini

Guru menyampaikan sedikit rencana

pembelajaran untuk pertemuan

selanjutnya

Salam penutup

10 menit

Pertemuan Kedua & Ketiga

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pendahuluan Guru masuk ke dalam kelas, menyapa

siswa dengan greeting sederhana

(good morning, good afternoon)

10 menit

53

Berdo‘a

Guru mengecek kehadiran siswa

(absen)

Guru mengajukan pertanyaan singkat

tentang apa yang siswa kerjakan di

pertemuan sebelumnya

Guru menyebutkan tujuan

pembelajaran

Inti Guru memberikan materi tentang

recount text meliputi pengertian,

generic structure, grammatical rules,

dan lainnya melalui laptop dan

proyektor

Guru memberikan beberapa contoh

recount text yang telah teridentifikasi

dan diberikan tanda tertentu pada

unsur kebahasaannya

Guru memberikan lagi contoh recount

text yang belum teridentifikasi

Secara acak, beberapa siswa diminta

untuk maju ke depan dan

mengidentifikasi simple past tense,

time connectives, conjunction,

pronoun serta adjectives yang terdapat

dalam contoh recount text yang

ditampilkan guru dengan proyektor

70 menit

Penutup Guru bertanya pada siswa tentang apa

yang mereka pelajari hari ini

Guru memberikan pertanyaan untuk

mengetahui apakah siswa sudah

10 menit

54

memahami materi tentang recount

Siswa dibimbing oleh guru membuat

simpulan pada pembelajaran secara

lisan

Guru menyampaikan sedikit rencana

pembelajaran untuk pertemuan

selanjutnya

Salam penutup

Pertemuan Keempat & Kelima

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pendahuluan Guru masuk ke dalam kelas, menyapa

siswa dengan greeting sederhana

(good morning, good afternoon)

Berdo‘a

Guru mengecek kehadiran siswa

(absen)

Guru mengajukan pertanyaan singkat

tentang materi sebelumnya (recalling)

Guru menyebutkan tujuan

pembelajaran

10 menit

Inti Secara berkelompok, siswa berkumpul

untuk kemudian diberikan recount text

oleh guru.

Satu orang perwakilan siswa dari

setiap kelompok memilih recount text

yang akan mereka identifikasi.

Secara berkelompok, siswa diminta

70 menit

55

untuk mengidentifikasi simple past

tense, time connectives, conjunction,

pronoun serta adjectives yang terdapat

dalam recount text yang diacak dalam

potongan kertas.

Secara berkelompok, siswa menyusun

potongan teks tersebut dan

menempelkannya pada selembar kertas

agar dapat menjadi recount text yang

utuh sesuai dengan generic structure-

nya.

Setelah teks tersusun dengan baik,

siswa berdiskusi dan mengidentifikasi

recount text tersebut dengan teman

kelompoknya.

Siswa diperbolehkan menghias

lembaran kertas mereka se-kreatif

mungkin

Siswa mengumpulkan hasil susunan

recount text mereka ke depan kelas.

Beberapa perwakilan kelompok

mempresentasikan hasil identifikasi

mereka di depan kelas dan disimak

oleh seluruh siswa

Penutup Guru bertanya pada siswa tentang apa

yang mereka pelajari hari ini

Guru memberikan pertanyaan untuk

mengetahui apakah siswa sudah

memahami materi tentang recount text

Siswa dibimbing oleh guru membuat

10 menit

56

simpulan pada pembelajaran

Guru menyampaikan sedikit rencana

pembelajaran untuk pertemuan

selanjutnya

Salam penutup

Pertemuan Keenam (Post-Test)

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pendahuluan Guru masuk ke dalam kelas, menyapa

siswa dengan greeting sederhana

(good morning, good afternoon)

Berdo‘a

Guru mengecek kehadiran siswa

(absen)

Guru menyebutkan tujuan

pembelajaran

10 menit

Inti Guru membimbing siswa untuk me-

recall materi recount text yang telah

dipelajari di SMP

Guru memberikan soal post-test pada

siswa berupa writing recount text

personal experience dan menjelaskan

mekanisme cara mengerjakannya

Siswa mengerjakan post-test (60

menit)

70 menit

Penutup Guru bertanya pada siswa tentang apa

yang mereka pelajari hari ini

Guru memberikan pertanyaan untuk

10 menit

57

mengetahui apakah siswa sudah

memahami materi recount text

Siswa dibimbing oleh guru membuat

simpulan pada pembelajaran

Salam penutup

IX. Penilaian Hasil Pembelajaran

1. Pengetahuan: identifikasi recount text secara individu dan kelompok

2. Keterampilan: menyusun teks recount acak secara berkelompok dan

dihias se-kreatif mungkin di selembar kertas

Tangerang Selatan, 15 Juli 2019

Mengetahui,

Note: The lesson plan (RPP) for both experimental class and the control class is

the same. The difference is only in the experimental class, they were given the

indirect feedback by the teacher after the teacher conducted pre-test.

Guru Mata Pelajaran

Abdul Rohim, S.Pd

Guru Praktikan

Moza Hastin Pratiwi

58

X. Pedoman Penilaian

Components

of Writing

Level Criteria

30-27

Excellent to very good: acquainted with knowledge,

substantive, thoroughgoing development of

thesis,

relevant to the topic

Content

26-22

Good to average: some knowledge of subject,

adequate range, limited knowledge of thesis,

mostly

relevant to the topic but deficiency detail

21-17

Fair to poor: limited knowledge of subject, little

substance, insufficient for developing the topic

16-13

Very poor: does not show knowledge of subject,

non-

substantive, not relevant, or not enough to

evaluate

20-18

Excellent to very good: fluent expression, ideas

clearly stated/supported, concise, well-

organized,

logical sequencing, cohesive

17-14

Good to average: somewhat choppy, loosely

organized but main ideas stand out, limited

support,

logical but incomplete sequence

Organization

59

13-10

Fair to poor: non-fluent, ideas confused or

disconnected, lacks logical sequencing and

developing

9-7

Very poor: does not communicate, no organization,

not enough to evaluate

20-18

Excellent to very good: sophisticated range, effective

word/idiom choice and usage, mastery of word

form,

appropriate register

17-14

Good to average: adequate range, infrequent errors of

word/idiom form choice, usage and

meaning

bewildered or obscured

Vocabulary

13-10

Fair to poor: limited range, frequent errors of

word/idiom form, choice, usage but

meaning

bewildered or obscured

9-7

Very poor: essentially translation, little knowledge of

English vocabulary, idioms, word form, or not

enough

to evaluate

60

Language Use

25-22

Excellent to very good: effective multiplex

constructions, few errors of agreement, tense,

number,

word order/function, articles, pronouns,

prepositions

21-18

Good to average: effective but simple constructions,

several errors of agreement, tense, number,

word

form/function, articles, pronouns, preposition

but

meaning seldom obscured

17-11

Fair to poor: major problems in simple/complex

constructions, frequent errors of negation,

agreement,

tense, number, word order/function, article,

pronouns,

preposition, an/or fragments, run-ons, deletions,

meaning confused or obscured

10-5

Very poor: nearly no mastery of sentence construction

rules, dominated by errors, does not communicate

or

not enough to evaluate

5

Excellent to very good: show mastery of conventions,

few errors of spelling, punctuation,

capitalization,

paragraphing

61

4

Good to average: several errors

of spelling,

punctuation, capitalization, paragraphing but

meaning

not obscured

Mechanic

s

3

Fair to poor: frequent errors of spelling, punctuation,

capitalization, paragraphing, poor

handwriting,

meaning unclear or obscured

2

Very poor: no mastery of convention, dominated by

errors of spelling, punctuation, capitalization,

paragraphing, handwriting unreadable or not

enough

to evaluate

Adapted from: Jacob et al in Sara Chusing Weigle.

The items to be

evaluated

Score

a. Content

Orientation

Events

Reorientation

30

b. Vocabulary

25

c. Grammar

20

d. Spelling 15

62

e. Punctuation and

Capitalization

10

Total score : 100

Recount text (group task)

No. Aspek yang

dinilai

Kriteria Point Score

1. Struktur Teks

100% tepat 5

80% tepat 4

60% tepat 3

40% tepat 2

20% tepat 1

2. Identifikasi

Grammar

100% tepat 5

80% tepat 4

60% tepat 3

40% tepat 2

20% tepat 1

3.

Identifikasi Time

Connective/

Conjuction

100% tepat 5

80% tepat 4

60% tepat 3

40% tepat 2

20% tepat 1

4.

Ketepatan

penyusunan

paragraph

100% paragraph terpadu dan runtun 5

80% paragraph terpadu dan runtun 4

60% paragraph terpadu dan runtun 3

40% paragraph terpadu dan runtun 2

20% paragraph terpadu dan runtun 1

63

XI. Lampiran-lampiran (teks tugas kelompok)

Holiday In Malaysia

Last holiday, my family was on vacation. We went to Malaysia. We used a

travel agent to manage our holiday. We had booked two days tour in Malaysia.

We went to Malaysia by plane. The travel agent had booked a ticket for us. The

flight was only one hour from Jakarta. On the plane, the cabin crews were very

friendly and they were very handsome and beautiful. They gave us some

directions before the flight. Our plane, Garuda Indonesia had very complete

facilities to accompany passengers during the journey, such as movies player,

music player, newspaper, magazine, etc. We had a very pleasant flight.

On arrival at Kuala Lumpur, we had to go to Customs and Immigration.

The officers were pleasant. They checked the document carefully but their

manners were very polite. After that, the travel agent brought us to Petronas

Tower and took some photos there. In the afternoon, we went to the hotel to take a

rest. The hotel was a well-known five-star hotel. The room had a perfect view of

the city. On the third floor, there was a restaurant serving American, African,

Asian, and European food. They had a variety of food.

In the next day, we went to the Sepang circuit to watch the MotoGP race. I

wanted to watch directly my idol Valentino Rossi and took photos with him.

During the race, I was surprised because that was the first time I saw motorcycles

ran fast up to 300 km/hour in front of my eyes.

At the ending of the race, Rossi was the first rider who touched the finish

line. I was so happy because he won. The two days in Malaysia went by fast. At

the end of the second day, we were quite tired but we felt very happy.

Adopted from http://contohcontohteks.blogspot.com/2016/04/11-contoh-

recount-text-pilihan-recount.html

64

Study Tour to Bogor and Bandung

I went to Bogor with my teachers and my friends. It was a study tour. The

study tour was held when I was in junior high school. That was the first time I

went to Puncak, Bogor. My teacher, my class friends, and I were on the same bus.

We left our school at 10 p.m. trip to Puncak from Cirebon was about 7 hours.

After 7 hours on the way, finally, we arrived in Bogor. It was about 5.00

Am. We stopped in a mosque to pray first. Some of my friends took a bath in the

mosque. But, I just brushed my teeth and washed my face because there was so

cold. It made me lazy to touch the water. After that, we went to a restaurant to

have breakfast. I was so hungry. Then, we went to Taman Safari Bogor. We saw a

lot of animals there. In Taman Safari, every Sunday there was an animal circus

and fortunately, we visited Taman safari on Sunday. So, we could watch the

animal circus there. The animal circus was very funny and made us entertained.

After watched the animal circus we went back to the bus and we went to

the villa to take a rest. In the villa, I and my friends swam together. The next day,

we left Bogor to visit Bandung. The journey from Bogor to Bandung was about 3

hours.

It was a fun journey because I spent all of my time with my friends, like

playing games, and laughing together. But I felt that all of my tiredness was gone

all of sudden when we arrived at Bandung. In Bandung, we visited Cihampelas.

Cihampelas was a very busy street. There were so many factory outlets there. We

used that moment to buy some clothes and souvenirs there. After visited

Cihampelas, we went back home. The study tour made me very tired, but I was

very happy because I could spend a lot of time with my friends.

Adopted from http://contohcontohteks.blogspot.com/2016/04/11-contoh-recount-

text-pilihan-recount.html

65

APPENDIX 2: Research Instrument (Pre-Test)

NAME/CLASS:____________________________________________________

Pre – Test Recount Text Writing

INSTRUCTION:

- Write a Recount Text about your holiday experience.

- Write at least 3 paragraphs and maximum 4 paragraphs

- The text should be based on Recount Text‘s generic structure.

- You will have 60 minutes to write the essay

- You will be scored based on organizational structure, developing ideas, choosing

appropriate vocabulary, grammar, and the use effective diction and right

punctuation.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

66

APPENDIX 3: Research Instrument (Post-Test)

NAME/CLASS:____________________________________________________

Post – Test Recount Text Writing

INSTRUCTION:

- Write a Recount Text about your own personal experience.

- Write at least 3 paragraphs and maximum 4 paragraphs

- The text should be based on Recount Text‘s generic structure.

- You will have 60 minutes to write the essay

- You will be scored based on organizational structure, developing ideas, choosing

appropriate vocabulary, grammar, and the use effective diction and right

punctuation.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

67

APPENDIX 4: Students' Worksheets

68

69

70

71

72

73

74

75

APPENDIX 5: Surat Pengesahan Proposal Skripsi

76

APPENDIX 6: Surat Bimbingan Skripsi

77

78

APPENDIX 7: Surat Permohonan Izin Penelitian

79

APPENDIX 8: Surat Keterangan Penelitian dari Sekolah

80

APPENDIX 9: References Examination Paper

81

82

83

84

85

86

APPENDIX 10 Documentations

WRITING RECOUNT TEXT TEST

87

GROUP WORK

88

PRESENTING EACH OF GROUP WORK‘S RESULTS

89

X IPA 2

X IPA 1