THE EFFECTIVENESS OF USING SOCIAL NETWORKING SITE IN

TEACHING WRITING OF RECOUNT TEXT

(An Experimental Study at Tenth Grade Students of SMA Negeri 87 Jakarta)

BY:

Fenny Yutika Seli

NIM: 1110014000091

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
 ABSTRACT

FENNY YUTIKA SELI, 2014, The Effectiveness of Using Social Networking

Site in Teaching Writing of recount text at Tenth Grade Students of SMA
Negeri 87 Jakarta, Skripsi, English Education Department, Faculty of
Tarbiyah and Teachers’ Training UIN Syarif Hidayatullah Jakarta.

Advisors: Dr. Farida Hamid, M.Pd

Yenny Rahmawati, M.Ed

Key words: Recount Text, Social Networking Site, Facebook

The objective of the study is to find the empirical evidence of whether

social networking site is effective towards students’ skill in writing of recount
text. According to some theories and previous studies, it shows that there is
positive effect of using social networking site in teaching writing.
This research was a quasi-experiment which involved two classes
(experimental class and controlled class) to be researched. The experimental class
was treated by using Facebook (one of social networking sites) as a media of
writing and the controlled class was treated without using Facebook. The samples
of this research were the tenth grade students of SMA Negeri 87 Jakarta. They
were X IIS 3 class as the experimental class and X IIS 2 as the controlled class.
Each class consisted of 25 students. They were chosen by using purposive
sampling. The instrument that used was written test and analytical scoring by John
Anderson was used to assess the tests result. The pre-test mean score of
experimental class was 65.9 while the post-test mean score of controlled class was
82.6. In the contrary, the pre-test mean score of controlled class was 66 and the
post-test mean score was 77.7. The significant difference was shown by the post-
test mean score of experimental class which was treated by using Facebook in
teaching writing was greater than post-test mean score of controlled class which
was not treated by using Facebook.
The result of statistical hypothesis test found that on significance level
5% ttable was 1.67 while tobserved was 2.75 or tobserved>ttable. Hence, the H0 (Null
Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. In the
other words, the use of social networking site is effective in teaching writing of
recount text.

i
 ABSTRAK

FENNY YUTIKA SELI, 2014, The Effectiveness of Using Social Networking

Site in Teaching Writing recount of text at Tenth Grade Students of SMA
Negeri 87 Jakarta, Skripsi,Jurusan Pendidikan Bahasa Inggris, Fakultas
Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta.

Dosen Pembimbing: Dr. Farida Hamid, M.Pd

Yeni Rahmawati, M.Ed

Kata Kunci: Recount Text, Social Networking Site, Facebook

Tujuan dari penelitian ini adalah untuk menemukan data empiris apakah
social networking site efektif terhadap kemampuan siswa dalam menulis recount
text. Merujuk kepada beberapa teori dan penelitian terdahulu, ini menunjukkan
bahwa ada pengaruh baik dengan menggunakan social networking site dalam
pengajaran menulis.
Ini adalah penelitian quasi eksperimen yang melibatkan dua kelas (kelas
eksperimen dan kelas kontrol) untuk diteliti. Kelas eksperimen diberi perlakuan
menggunakan Facebook (salah satu situs jaringan social/ social networking sites)
sebagai sebuah media menulis dan kelas kontrol diberi perlakuan tanpa
menggunakan Facebook. Sampel penelitian ini adalah siswa kelas 10 dari SMA
Negeri 87 Jakarta. Kelas X IIS 3 sebagai kelas eksperimen dan X IIS 2 sebagai
kelas control. Masing-masing kelas berisi 25 siswa. Mereka dipilih dengan
menggunakan purposive sampling. Instrumen yang dipakai adalah tes tertulis dan
analytical scoring dari John Anderson digunakan untuk menilai hasil tes. Nilai
rata-rata pre-test kelas eksperimen adalah 65.9. Sedangkan nilai rata-rata post-test
kelas eksperimen adalah 82.6. Sebaliknya, nilai rata-rata pre-test kelas kontrol
adalah 66 dan nilai rata-rata post-testnya adalah 77.7. Perbedaan signifikan
terlihat dari nilai post-test kelas eksperimen yang menggunakan Facebook dalam
pengajaran menulis lebih baik dibandingkan dengan nilai post-test kelas kontrol
yang tidak menggunakan Facebook.
Hasil dari hipotesis statistik menemukan bahwa di significance level 5%
ttabel adalah 1.67 sedangkan tobservasi adalah 2.75 atau tobservasi>ttabel. Oleh karena itu,
H0 (Hipotesis nol) ditolak dan Ha (hipotesis alternatif) diterima. Dengan kata lain,
penggunaan social networking site efektif dalam pengajaran menulis recount text.

ii
 ACKNOWLEDGEMENT

Bismillahirrahmanirrahim

In the name of Allah The Beneficent and The Merciful

Alhamdulillah, the writer thanks to Allah SWT, The Lord of the

universe. He always gives strong and favor in completing this “Skripsi” by the
title “The Effectiveness of Using Social Networking Site in Teaching Writing of
Recount Text”. Blessing and salvation be upon beloved Prophet Muhammad
SAW and his family, his companions, and his followers.
The writer wants to thank a lot to all people who support and help her.
She realizes without their support and help, she could not be able to finish this
“Skripsi”.
In this opportunity, the writer would like to express her gratitude to Dr.
Farida Hamid, M.Pd and Yenny Rahmawati, M.Ed., for their valuable advice,
guidance, dedication, corrections, and suggestions in finishing this “Skripsi”.
There are also some people that the writer would like to thank to:
1. Dra. Nurlena, M.A., Ph.D., as the Dean Faculty of Tarbiyah and
Teachers’ Training the State Islamic University Jakarta.
2. Drs. Syauki, M.Pd., as the head of English Education Department.
3. Zahril Anasy, M.Hum., as the Secretary of English Education
Department.
4. All lecturer of English Education Department who have already taught
the writer during his study at UIN Syarif Hidayatullah Jakarta.
5. E. Awalludin S., M.Pd, as the Headmaster of SMA Negeri 87 Jakarta
who has allowed the writer to conduct and observe the research at the
school.
6. Eko Ardiawati, S.Pd, as the English teacher of SMAN 87 Jakarta who
has given the writer advices in teaching and doing this research.
7. The writer wants to give her sincerest gratitude to her beloved parents,
M. Fauzie and Aryani, for their support and always pray for her until the

iv
 Degree of Strata–I (S1), and her beloved brothers; Erwin Rilo Fambudi
and M. Rifaldi Apriano who always give me strengths to pass this study.
8. Her best friends in C class: Fahda, Atus, Anis, Evis, Rizka, Fitri, Indah,
and Irma who always give her support and courage through these years
and thanks for being the best, the funniest, and the craziest friends.
9. Her friends in English Education Department 2010, class A, B, and C.
thanks for giving support, sharing their time and being good friends.
10. Her others best friends: Lita, Inggit, Diah, Tyas, Nevi, Aping, Cempaka,
Ria, Bangga, Rendy, Butet, Fia, Cuda, and Ojan who have pushed me to
finish this research very soon. Thanks guys for always being by my side.
11. Fajar Hayat Putra, S.Pd., who never tired in supporting and praying for
me. Thank you for your thought, time, and love.
12. All people who have given their help in writing this “Skripsi” that the
writer could not mention it one by one.

The words are not enough to appreciate for their help and contribution in
writing this “Skripsi”, may Allah SWT., bless them all. Finally, the writer realizes
that this “Skripsi” is not perfect yet. Therefore, the writer would like to accept
critics and suggestion from everyone who reads this “Skripsi”
Finally, the writer expects this “Skripsi” will give valuable information for
development of education and become the inspiration for people who read it.

Jakarta, 9th December 2014

The writer

iv
 TABLE OF CONTENTS

Page

APPROVEMENT SHEET

ENDORSEMENT SHEET

SURAT PERNYATAAN KARYA SENDIRI

ABSTRACT .................................................................................................... i

ABSTRAK ...................................................................................................... ii

ACKNOWLEDGEMENTS ........................................................................... iii

TABLE OF CONTENTS ............................................................................... v

LIST OF TABLES ......................................................................................... viii

LIST OF APPENDICES................................................................................ ix

CHAPTER I: INTRODUCTION

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

B. Identification of the Problem .............................................................. 4
C. Limitation of the Problem ................................................................... 5
D. Formulation of the Problem ................................................................ 5
E. Objectives of the Study ....................................................................... 5
F. Significance of the Study .................................................................... 5

CHAPTER II: THEORETICAL FRAMEWORK

A. The Concept of Writing ...................................................................... 7

1. Definition of Writing..................................................................... 7
2. Teaching Writing Approaches....................................................... 8
3. Writing Process ............................................................................. 9
v
 B. The Concept of Recount Text ............................................................. 11
1. The Purpose of Recount Text ........................................................ 11
2. The Schematic Structure of Recount Text .................................... 12
3. The Language Features of Recount Text ...................................... 12
4. The Sample of Recount Text ......................................................... 12
C. Computer-Assisted Language Learning (CALL) ............................... 13
1. Definition of CALL ....................................................................... 13
2. Types of CALL ............................................................................. 14
D. Social Networking Sites ...................................................................... 14
E. Facebook as Computer-Assisted Language Learning (CALL)........... 16
F. Teaching Writing Through Facebook ................................................. 17
G. Advantages and Disadvantages of Using
Facebook in Teaching Writing ............................................................ 18
H. Peer Assessment in Writing ................................................................ 20
I. Advantages and Disadvantages of Peer Assessment .......................... 20
J. Conceptual Thinking ........................................................................... 21
K. Relevant Previous Study ..................................................................... 22

CHAPTER III: RESEARCH METHODOLOGY

A. Place and Time of the Study ............................................................... 25

B. Method of Study.................................................................................. 25
C. The Population and Sample ................................................................ 26
D. Technique of Data Collecting ............................................................. 26
E. Technique of Data Analyzing ............................................................. 28
F. Statistical Hypotheses ......................................................................... 33

CHAPTER IV: RESEARCH FINDINGS AND INTERPRETATIONS

A. Research Findings ............................................................................... 35

1. Data Description ............................................................................ 35
2. Data Analysis ................................................................................ 40
3. Test of Hypotheses ........................................................................ 44
vi

B. Data Interpretation .............................................................................. 44

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion .......................................................................................... 46
B. Suggestion ........................................................................................... 47

BIBLIOGRAPHY .......................................................................................... 48

APPENDICES ................................................................................................ 51

vii
 LIST OF TABLES

Page

Table 3.1 Rubric of Written Test Assessment ................................................. 28

Table 4.1 The Test Result of Experimental Class ........................................... 35

Table 4.2 Interview Specification and the Students’ Response ...................... 37

Table 4.3 The Test Result of Controlled Class ............................................... 39

Table 4.4 Standard Deviation Table ................................................................ 41

viii
 LIST OF APPENDICES

Page

Appendix 1 Pre-test and Post-test .................................................................. 51

Appendix 2 Kisi-Kisi Interview ..................................................................... 53

Appendix 3 Interview Sheet ........................................................................... 55

Appendix 4 Lesson Plan ................................................................................ 57

Appendix 5 Sample of students’ writing in Facebook ................................... 91

Appendix 6 Sample of the students’ pre-test and post-test ............................ 95

Appendix 7 Interview Script .......................................................................... 99

Appendix 8 Pre-test and Post-test score ......................................................... 104

Appendix 6 Surat Pengesahan Proposal Skripsi ............................................ 105

Appendix 7 Surat Bimbingan Skripsi ............................................................ 106

Appendix 8 Surat Permohonan Izin Penelitian .............................................. 107

Appendix 9 Surat Keterangan Penelitian ....................................................... 108

ix
 CHAPTER I

INTRODUCTION

This chapter presents and discusses the background of the study, identification
of the problem, limitation of the problem, formulation of the problem, objective of
the study, and significance of the study.

A. Background of Study
Many researchers conduct some researches about the effectiveness or the
relationship between Computer-Assisted Language Learning (CALL) and foreign
language mastery. They used software application, audio-visual media, website,
social networking sites, and so on. For example, researchers from Malaysia -Yunus
and Salehi- held the research with the title “The Effectiveness of Facebook Groups on
Teaching and Improving Writing: Students‟ Perceptions”, the findings showed that
„Facebook groups‟ is an effective tool in improving the students‟ writing skills,
especially in the brainstorming of ideas before the actual writing.1 In contrast, the
result of a research by Mardi (a skripsi at UIN Jakarta) with the title “The
Effectiveness of Using ICT (Information Communication and Technology) on
Students‟ English Achievement” showed that using ICT is more difficult than using
non-ICT. So, the students‟ English scores taught by using non ICT are better than
those who were taught by using ICT.2 Those studies motivate the writer to conduct a
research about CALL too in order to know whether it can be an effective tool as
Yunus and Salehi said or a difficult tool according to Mardi‟s research.
Today, the education world is moving toward the use of technology. Learners
love everything related to technology and internet, so that new technology is highly
1
Melor Md. Yunus and Hadi Salehi, “The Effectiveness of Facebook Groups on Teaching
and Improving Writing: Students‟ Perceptions”, International Journal of Education and Information
Technologies Issue 1, (6) 2012, p. 87.
2
Teni Mardi, “The Effectiveness of Using ICT (Information Communication and
Technology) on Students‟ English Achievement”, Skripsi, (Jakarta: UIN Syarif Hidayatullah, 2011),
not published.

1
 2

motivator which they can take advantages of. The advent of smartphones, tablet
computers and Wi-Fi at school or campus means that students are always connecting,
sharing, publishing, playing and networking with other people in the world.
Computers are used widely in teaching and learning languages. They are used
for many applications in the teaching and learning process. In EFL context, we have
to answer on how to use computers most effectively to support language learning.
One of the ways to use CALL in language learning effectively is by using social
networking sites (SNs) in the teaching and learning process.
According to Krashen in Surthiwartnerueput and Wasanasomsithi‟s article, by
using SNs, students can decrease their anxiety and can be more motivated in learning
English. It is because many learners often have problems such as the anxiety of
speaking in front of their friends, the fear of making mistakes, and many other
negative feelings in participating in normal classroom condition.3 When students can
decrease their negative feelings in learning, the material can be taught easily by the
teacher.
Now, we know Facebook as one of many social networking sites in the world.
In Facebook, people can share their thought, photos, videos, location, and so on to the
world. Not only those but also we can use it for media to learn especially in writing.
Actually, many people love to write their idea, experience, or something inspiring in
some social media. It can be said that everyone has an opportunity to write anything
and to be read by the others. The writer sees this as a chance to enhance the students‟
writing skill.
Furthermore, Indonesia has English Standard Competence to guide teachers to
teach writing. As what is stated in Curriculum of 2013, the students in senior high
school level have to be able to write some kinds of texts in order to achieve the
learning goals formulated by government. One of those texts is recount text. The

3
Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi, “Effects of using Facebook as
a Medium for Discussions of English Grammar and Writing of Low-Intermediate EFL students”.
Electronic Journal of Foreign language Teaching 9, no. 2 (2012): 198.
 3

main material is recount text as a simple oral and written text about
experience/activity/event.
In the area of EFL, writing has many uses and functions. To begin with, the
ability to write acceptable scientific English is essential for post-graduate students
who must write their dissertations in English. Moreover, writing EFL allows for
communication to large numbers of people all over the world. It also provides
students with physical evidence of their achievement. This in turn helps them to
determine what they know and what they don't know. Writing can also enhance
students' thinking skills. Additionally, writing can enhance students' vocabulary,
spelling, and grammar. Finally, writing skills are often needed for formal and
informal testing.4 So, writing is important because it has many functions in mastery
English. If someone learns the writing skill, automatically they can communicate
with people in the world, improve their thinking skills because writing can stimulate
their brain to produce idea, develop their vocabulary, spelling, and grammar, and help
them in many tests in the future.
Based on the writers‟ observation when teaching in tenth grade of SMA
Negeri 87 Jakarta, some students said that they like writing using English so much
especially in their personal blog or their social media account. It makes their writing
can be read by foreigner and get a response or comments from them. In contrast, the
other students said they really dislike writing because they have no idea and a will to
start their writing even though they all have social networking sites account.
Moreover, the basic reason why they do not want to write is they are too afraid to
make a mistake in writing either the grammatical error or the wrong diction.
Furthermore, their writing scores are not really good but just average. It happened
because the grammatical error and the structure of writing.

4
Abdel Salam Abdel Khalek El-Koumy, Teaching and Learning English as a Foreign
Language: A Comprehensive Approach, (USA: Educational Resources Information Center (ERIC),
2004), p. 106.
 4

The students‟ low ability in writing can be caused by technical problem. The
teacher does not provide the chance for the students to practice writing. Students may
not write very much because the teacher does not give enough writing tasks. The
teacher sometimes does not ask the students to do writing tasks because assigning and
correcting students‟ writing takes much time.
From those cases, the writer wants to know how a social networking site has a
role in their writing skill and how effective a social media for everyday use while
enhancing their writing skill. In addition, the writer also wants to improve their
writing through this research.
There are some solutions of this problem. One of the solutions that can help
the students to practice their writing skill is by using SNs especially Facebook in the
learning process. As students become increasingly connected through social
networking sites such as Facebook, it is important for us to explore how these can be
utilized specifically in the foreign language classroom. As users connect, they are
able to share their idea in writing. This could allow the instructor to facilitate
discussion among students of target language and culturally relevant material. The
writer will teach recount text which are the students have to retell their past activities.
Learners can write their thought for their task, find the other sources in the internet,
give comments and argue each other in the tasks that given by the teacher.
Based on the background above, the writer would like to take a research under
the title: “The Effectiveness of Using Social Networking Site in Teaching Writing of
Recount Text at SMA Negeri 87 Jakarta”

B. Identification of the Problem

From the background of the study written above, the researcher identifies
problems as below:
1. From previous observation in SMA Negeri 87 Jakarta, many students have some
difficulties in writing by using English, they are; they have no idea and a
 5

willingness to write, and they are too afraid to write in English because they do
not master the grammar and some vocabulary.
2. Students did not get good scores in writing.
3. Students become addicted in using social networking sites without realizing of
many advantages that they can take.

C. Limitation of the Problem

To avoid misunderstanding in interpreting the problem, it is important to limit
the problem. The limitations of the problem are:
1. The writer limits the subject matter to the teaching and learning writing.
2. The writer will use Facebook as media when she gives assignments to the
students.

D. Formulation of the Problem

The analysis of the writer will be mainly based on the theories in some books
or it will be done through library research. Moreover, the analysis will also be based
from the internet study. The formulation as follows:
Is social networking site effective in teaching writing of recount text at SMA
Negeri 87 Jakarta?

E. Objective of the Study

Based on the formulation above, the objective of study is to find out whether
the use of social networking site is effective in teaching writing of recount text or not.

F. Significance of the Study

The significance of this writing might be expected as follows:
1. The Writer
This study is expected to give the new information to the writer about how to
teach writing by using social networking site.
 6

2. The English Teachers

This finding (result) of this study is expected to provide useful information about
a media used in teaching writing and it is hoped to be applied in teaching and
learning process.
3. The Further Researcher
This study is expected to give new knowledge to the further researcher to do the
better research of teaching and learning cases.
 CHAPTER II

THEORETICAL FRAMEWORK
This chapter presents and discusses the concept of writing, the concept of
recount text, Computer-Assisted Language Learning, Social Networking Site,
Facebook as Computer-Assisted Language Learning, teaching writing through
Facebook, advantages and disadvantages of using Facebook in teaching writing, peer
assessment in writing, advantages and disadvantages of peer assessment, conceptual
thinking, and relevant previous study.

A. The Concept of Writing

1. Definition of Writing
The definition of writing according to Langan is “Writing is a skill. People
who believe that writing is a „natural gift‟ rather than a learned skill may think they
are the only ones for whom writing is unbearably difficult.”1 It means that people
who think that writing is really hard judge that everyone else‟s writing is easy. On the
other words, that people imply that they simply do not have a talent for writing, while
others do. This attitude shows that they try to avoid writing and while they are
writing, they do not try their best. So, writing is a learned skill that can be learned by
everyone without worrying whether they have talent to do this or not.
As Rosen points out in Hedge‟s book, writing is detached from the wide range
of expressive possibilities in speech. Compared with speech, effective writing
requires a number of things: a high degree of organization in the development of
ideas and information; a high degree of accuracy so that there is no ambiguity of
meaning; the use of complex grammatical devices for focus and emphasis; and a
careful choice of vocabulary, grammatical patterns, and sentence structures to create a
1
John Langan, College Writing Skills with Readings-6th Ed., (New York: McGraw-Hill,
2005), p. 12.

7
 8

style which is appropriate to the subject matter and the eventual readers.2 It can be
said that writing is definitely different with speaking. A writer is unable to exploit all
the devices available to a speaker such as: gesture, body movement, facial expression,
pitch tone of voice, stress, and hesitations. In contrast, a speaker can clarify and
revise ideas as listeners question or disagree directly while a writer cannot.
From Tangpermpoon‟s opinion, writing is known as the most complicated
skill to master for language learners because they need to have several background
knowledge of L2 about the rhetorical organizations, proper language use or specific
lexicon with which they want to deliver to their readers.3 When students write, they
need to have some thoughts or ideas in their head to be expressed in their writing and
it takes some times. From that definition, it can be concluded that writing is a quite
difficult skill to master for language learners.
From all definitions above, it shows that writing is a way for a person to show
their personal thoughts about something, someone, or any other ideas. Not only that
but also it can be as a way to communicate with others if the writer shares their
writing to someone else or public. By writing, someone can enhance their thinking
skill because writing needs well-organized ideas to make it interesting to read by the
readers. Everyone can learn to write because writing is a skill not a natural gift.

2. Teaching Writing Approaches

There are three main approaches according to Tangpermpoon, they are:4
a. Product-Based Approaches
Basically, writing in product-based approaches has served to reinforce L2
writing in terms of grammatical and syntactical forms. Writing in the product-based

2
Tricia Hedge, Resource Book for Teachers: Writing, (New York: Oxford University Press,
1998), p. 5.
3
Thanatkun Tangpermpoon, “Integrated Approaches to Improve Students Writing Skills for
English Major Students”, ABAC Journal 28, No. 2(2008), p.1.
4
Ibid, p. 6.
 9

approach overemphasizes on the importance of grammar, syntax, and mechanics

instead of the writing purpose itself.
b. Process-Based Approaches
Process-based writing is viewed as the way or the whole step from beginning
stage until the ending stage of written product that writers work on their writing
projects. The concept of this approach is an activity in which teachers encourage
learners to see writing not as grammar exercises, but as the discovery of meaning and
ideas. It can be said that the grammar, syntax, and mechanics are not really important
in the first writing but the process of write better step by step is very crucial.
c. Genre-Based Approach
The genre-based approach is the way to language and literacy education that
combines an understanding of genre and genre teaching together in the writing class.
Writing in the genre-based approach is regarded as an extension of the product-
oriented approach since learners have an opportunity to study a wide variety of
writing patterns, for instance, the business letter, the academic report, and the
research paper. Like other writing approaches, the genre-based approach is
increasingly used in the L2 writing classroom due to having certain strengths. The
focus of writing in this approach aims at integrating the knowledge of a particular
genre and its communicative purpose; these help learners to produce their written
products to communicate to others in the same discourse community successfully.

3. Writing Process
Good writing skills are essential for effective communication. Learning to
write well takes time and needs practices. The process of writing can be divided into
the following stages:5

5
John Langan, Exploring Writing: Sentences and Paragraphs-2nd Ed., (New York: McGraw-
Hill, 2010), p.17-31.
 10

a. Prewriting
Prewriting is anything that someone does before he writes a draft of his
document. It includes thinking, taking notes, talking to others, brainstorming,
outlining, and gathering information (e.g., interviewing people, researching in the
library, assessing data).
b. Writing the first draft
In this part, students put their ideas on paper. A draft is where students begin
to record their ideas and add information of their research and experience. At this
time, they write without major attention to punctuation, grammar, or neatness. Some
teachers may refer to this as a rough draft. The purpose of the rough draft is for the
student to focus on his/her ideas and get them on paper without the distraction or fear
of making mistakes in grammar, capitalization, punctuation, or paragraph structure.6
c. Revising
Revising is as much a stage in the writing process as prewriting, outlining,
and doing the first draft. Revising means that you rewrite a paragraph or paper,
building upon what has already been done in order to make it stronger.7 On the other
words, revision is the gaps, clumsy wording, lack of clarity, inadequate detail, and
other problems can be transformed into a solid essay through the process of
reworking.8 Revising can be said as checking or seeing again our own writing or
someone else‟s writing whether there are some mistakes in the structure, spelling,
capitalization, words choice, organization of idea, content, etc.
d. Editing
Editing is the next step after people revised his paper. When editing, someone
have to correct the errors that he/her has made in his/her writing. When someone
believe that he has said what he want to say the way he want to say it, he is ready to
edit their paper to be a better writing than before.
6
George Braine and Claire May, Writing from Sources: A Guide for ESL Students,
(California: Mayfield Publishing Company, 1996), p. 29.
7
Langan, op. cit., p. 33.
8
Barbara Fine Clause, The Student Writer-6th Ed., (New York: McGraw-Hill, 2004), p. 94.
 11

So, there are four processes of writing according to Langan. First, prewriting
is a process that can help someone think about and create some materials of his
writing. Next is writing the first draft. The first draft means the rough draft which
consists of some main ideas and detail information without considering the language
features. Then, revising is checking the writing again in order to make correction. The
final process is editing which the writer must correct their writing.

B. The Concept of Recount Text

There are some genres that should be studied by senior high school students;
one of them is recount text. According to Nafisah and Kurniawan as cited in
Nurohmah‟s article, recount text is a text that retells the sequence of events or
experiences which someone has ever got in the past.9 Anderson and Anderson stated
that recount is “a piece of text that retells past events, usually in the order in which
they happened”.10 It means that the writers or the speakers have to tell again to the
readers or listeners about their activity in the past chronologically.
Even though recount text had been studied since junior high school,
sometimes the students had problems in writing it. It is because in writing recount
text, the students should know the purpose of the text, and be aware in using the
schematic structures and applying language features.

1. The Purpose of Recount Text

The purpose of recount text is to reconstruct past experiences by retelling
events in original sequence.11 It can be said that the writer will tell his or her past
activity in some paragraphs in chronological order.

9
Iin Nurohmah, “An Analysis of Students‟ Recount Text by Using Systemic Functional
Grammar”, Passage 1, No. 2 (2013): 90.
10
Mark Anderson and Kathy Anderson, Text Types in English Type 1, (Australia: Macmillan,
2003), p. 48
11
Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 2003),
p. 20.
 12

Furthermore, it is to provide the audience with a description of what occurred

and when it occurred.12 It shows that the purpose of recount text is to give the
explanation about the process and time of events that happened.

2. The Schematic Structure of Recount Text

The schematic of recount text consists of three parts, namely orientation,
event, and reorientation. The further explanation is as follows:13
a. Orientation, a first paragraph that gives background information about who, what,
where, and when.
b. Event is a series of paragraph that retell the events in the order in which they
happened.
c. Reorientation is a concluding paragraph of all the events that had been told. (not
always necessary)
Hence, the schematic structure of recount text has three sections which the
first paragraph, called orientation, tells the characters who involved in story; what
happened in general, the place where the events happened, and the time of the events.
Next, event tells what happened in sequence. The last is re-orientation as an ending
paragraph.

3. The Language Features of Recount Text

According to Mark Anderson and Kathy Anderson the language features of
recount text are:14
a. Proper noun to identify those involved in the text.
b. Descriptive words to give details about who, what, when, and where.
c. The use of the past tense to retell the events.
d. Words that show the order of events (for example: first, next, then, etc.)

12
Anderson and Anderson, loc. cit.
13
Ibid., p. 50.
14
Ibid.
 13

4. The Sample of Recount Text

This is one example of recount text:15
„The X Files‟

ORIENTATION
„The X Files‟ is one of television‟s most popular shows,
watched each week by millions of people in over sixty countries.
The show was created by Chris Carter, a former magazine
editor, who always wanted to make a cool and scary television
series. His idea for „The X Files‟ came after he saw the results of a
survey that said three out of every hundred Americans believed
that aliens had captured them.
SEQUENCE
OF EVENTS Carter‟s next step was to produce a pilot episode, which
was to be the beginning of the series. When it was shown on
American television it received poor reviews.
After a while the audience grew and „The X Files‟ became
popular with both adults and teenagers. By this time Carter was
able to spend more on production.

RE- „The X Files‟ has been nominated for many awards and
ORIENTATION continues to attract a growing audience.

C. Computer-Assisted Language Learning (CALL)

1. Definition of CALL
Computer assisted language learning (CALL) is both exciting and frustrating
as a field of research and practice. It is exciting because it is complex, dynamic and
quickly changing – and it is frustrating for the same reasons. CALL expanded in
1980‟s and 1990‟s with accessibility of personal computers for language learners.16

15
Ibid. p. 50.
16
Omer Eren, “Students‟ Attitudes towards Using Social Networking in Foreign Language
Classes: A Facebook Example”, International Journal of Business and Social Science 3, No. 20
(Special Issue – October 2012), p. 288.
 14

CALL is defined by Davies as “an approach to language teaching and learning in

which computer technology is used as an aid to the presentation, reinforcement, and
assessment of material to be learned, usually including a sustainable interactive
element".17 In addition, Maley stated that CALL is the newest in the several of
modern language learning aids which began with gramophone.18 So, CALL is a
process that uses a computer and, as a result, it improves learner‟s language.

2. Types of CALL
Types of CALL programs/materials include (from ICT4LT Module 1.4)19:
a. CALL-specific software: applications designed to develop and facilitate language
learning, such as CD-ROMs, web-based interactive language learning
exercises/quizzes (see CD-ROM examples for language learning)
b. Generic software: applications designed for general purposes, such as word-
processors (Word), presentation software (PowerPoint, see an e-book made by
students "Many Moons"), and spread sheet (Excel), that can be used to support
language learning (see examples of using Excel for language learning &
teaching) *Also see Microsoft Office Online Templates)
c. Web-based learning programs: online dictionaries, online encyclopaedias, online
concordances, news/magazine sites, e-texts, web-quests, web publishing, blog,
wiki, social networking sites, etc.
d. Computer-mediated communication (CMC) programs: synchronous - online chat;
asynchronous - email, discussion forum, message board, etc.

17
Mahdi, op.cit., p.192.
18
David Herdisty and Scott Windeatt, CALL: Resource Books for Teachers, (Oxford: Oxford
University Press, 1989), p. 3
19
Davies G., et al., “Introduction to Computer Assisted Language Learning (CALL); Module
1.4 in Davies G. (ed.)”, Information and Communications Technology for Language Teachers
(ICT4LT). Slough: Thames Valley University. 2012. Available at: http://www.ict4lt.org/en/en_mod1-
4.htm, accessed on 23-01-2014.
 15

D. Social Networking Sites

As can be seen above, social networking sites (SNs) is one of CALL types
which involves in web-based learning programs. Rigby said that social networks have
become places where young people spend a considerable part of their lives.20 In these
places, they create identities, make friends, share the idea, and so on. Moreover, Boyd
and Ellison in Harrison and Thomas‟ article define SNs as web-based services that
allow individuals to: 1) construct a public or semi-public profile within a bounded
system, 2) articulate a list of other users with whom they share a connection, and 3)
view and traverse their list of connections and those made by others within the
system.21 Hence, SNs is web sites for everyone who has same interest in particular
things where they can create their own profile, discuss their favourite topic, and
connect by making connections through individual or groups.
The term “same interest” can also be used for “same objective” in foreign
language classes. There are self-expression and social interaction in SNs, some of the
most important contexts for language use, which can be created or imitated by
teachers in foreign language (FL) classrooms to enhance language acquisition. SNs
are also popular among the learners. This makes SNs attractive possible sites for FL
practice.
If the teachers involve the pedagogic material in SNs activities as FL
experiences, students can be more motivated and spend more time on the FL tasks.
Then, it can be used for communicating and connecting with others in the second
language (L2) or FL through a class which learners will become well poised to
establish relationship with other speakers of L2 via SNs in the future and to become

20
Ben Rigby, Mobilizing Generation 2.0: A Practical Guide to Use Web 2.0, (San Francisco:
Jossey Bass, 2008), p. 59.
21
Richard Harrison and Michael Thomas, “Identity in Online Communities: Social
Networking Sites and Language Learning”, International Journal of Emerging Technologies & Society
7, No. 2, (2009), p. 111.
 16

autonomous, lifelong learners.22 SNs therefore are a promising tool for FL education
in their capacity to be used by learners as FL practice.
Teachers may use one or more than one SNs as a media. It depends on the
needs and goal of learning. From various kinds of SNs such as Facebook, MySpace,
Twitter, Path, YouTube, and so on, the writer chose Facebook because it provides a
group application which lets the teachers use the internal elements to manipulate
groups for FL class.

E. Facebook as Computer-Assisted Language Learning (CALL)

In this research, the writer will talk about Social Networking Sites (SNs)
especially Facebook which is included in Web-based learning programs. According
to Stelter‟s definition in Suthiwartnarueput and Wasanasomsithi‟s article, “Facebook
is a one of the most popular social networking sites which allow users to post any
information, chat with friends or other users, and collaborate within the system”.23 It
is also a technological tool which can nurture the student-teacher relationship by
creating positive learning experiences for both parties stated Mazer, Murphy and
Simonds.24 So, Facebook is one of social networking sites that can be used by
everyone all over the world to post any updates or information, share photos, chat or
argue with other users, and also to be a media for learning some subjects or
many things. Students not only have greater chances to collaborate with many people
in the world but also can learn English at the same time if they use Facebook as a tool
for their study by spending time browsing profiles, meeting new people, and
exploring relationships using the English Language.
Students use Facebook primarily for „social searching.‟ That is, students use
Facebook to learn more about a person they have met. It is also used for social and

22
Kara McBride, “Social-Networking Sites in Foreign Language Classes: Opportunities for
Re-creation”, www.slu.edu, Internet, available from
http://www.slu.edu/~kmcbrid8/McBride09_SNS.pdf, accessed 3o September 2014, p. 35.
23
Suthiwartnarueput and Wasanasomsithi, op.cit., p. 195.
24
Eren, op.cit., p. 289.
 17

emotional support and as a resource to find information. According to Rita, Facebook

can have a positive influence in improving learners‟ literacy.25 She explains in her
paper that learners can comment and get a good feedback from others. The
helpfulness comment and peer reviewing can be a strong expert input for learners.
Facebook can be a meaningful environment for learning English for language
learners. There are many applications that are available to use. Facebook is not only
for fun, but also can be a useful site to improve students‟ language skill.

F. Teaching Writing Through Facebook

Teachers can use Facebook as a media to motivate students to write. Facebook
is popular among students that they will find it is fun to practice their writing on this
site. Learners may not realize that they are learning through their everyday routine
which is many of them using Facebook as a media to write their informal writing.
The teacher can ask the students to do writing task as homework since there is not
enough time to practice writing in the classroom.
In Facebook, there is an application named Facebook group. It can be used by
teachers to share materials to the students in a whole class. „FB groups‟ provides a
space where ideas are posted in view of all, to be open to criticism as well as praise. 26
Higher order thinking skills are needed in organizing, synthesizing and analyzing the
ideas whether by individual, peers, or groups in constructing new knowledge. Then,
„FB groups‟ provides ample opportunities for students to practice and improve their
writing skills.27 Students can learn many new sentences from reading their friends‟
comment and they feel obliged to respond them which it can enhance their writing
skill.

25
Rita Inderawati Rudy, “From Classroom to Peer Comment in Facebook: Bridging to
Establish Learners‟ Literacy”,International conference “ICT for language learning”,(Sriwijaya
University Palembang: Pixel, 4th edition , 2011), P. 1.
26
Melor Md. Yunus and Hadi Salehi, “The Effectiveness of Facebook Groups on Teaching
and Improving Writing: Students‟ Perceptions”, International Journal of Education and Information
Technologies Issue 1, (6) 2012, p. 90
27
Ibid.
 18

Undeniably, students often use their social networking account to write some
informal writing to express their ideas or personal thoughts. Strangely, students
considered these types of informal writing as “communication” and not likened to the
“writing” tasks that are given in schools.28 The researcher believes that FB has
potential benefits to improve students‟ writing skills by being the link between
academic “writing” and outside “communication”.

G. Advantages and Disadvantages of Using Facebook in Teaching

Writing
There are some advantages and disadvantages of using Facebook in teaching
writing according to Yunus, Salehi, and Chenzi:29
1. Advantages:
a. Most students now are digital natives, so Facebook engage them by presenting
material in a way that is familiar and comfortable for them.
b. Students can get enough input from Facebook so they will develop students‟
writing skills. In Facebook, teacher‟s notes can be viewed with chronological
order. This is very convenient when preparing lessons that build upon previous
materials taught in the class.
c. Students will have a larger audience when they use Facebook. Working online
fosters a sense of global interaction. Students can communicate with their
teachers and friends by Facebook. This is especially helpful for shy students who
might not otherwise reach out.
d. Facebook allow for multimedia interaction which brings together pictures, videos,
links and so on.

28
Ibid.
29
Melor Md Yunus, Hadi Salehi, and Chen Chenzi, “Integrating Social Networking Tools
into ESL Writing Classroom: Strengths and Weaknesses”, English Language Teaching 5, (8), 2012, p.
44-45
 19

e. Students will take responsibility for their works because they have a larger
audience when they use Facebook. This may empower them and their work and
leads to self-directed learning.
f. Students can read comments for the class as a whole and comments directly and
individually on them. This maximizes feedback and contact with the teacher.
g. Parents can view their children‟s work and progress.

2. Disadvantages:
a. The relationship between teacher and students can somehow be tricky. Teachers
need to realize that even though the environment is virtual, the identity should not
be hidden.
b. It takes time to design, edit and modify digital learning materials for teachers.
Sometimes it is time-consuming and frustrating to search for the materials online.
Moreover, the learners will be encountered with a pool of information with little
control over the quality and accuracy of the content.
c. The learners must have access to computer and internet. Hence, when the
technology is not reliable or the internet is not available, the learners will be faced
with difficulties.
d. Some learners find it so difficult to read the materials online because they are
accustomed to the traditional book-centered approach.
e. Students will spare more time on playing computer games and chatting on-line on
the pretext of doing writing on internet.
f. Writing tasks online will lead students to „copy-paste‟ from the extensive online
resources without thinking.
In conclusion, almost all of things in the world have strengths and weaknesses
and so do Facebook. People can take the good side of this site and avoid the negative
side to support the teaching and learning activities especially in teaching writing.
 20

H. Peer Assessment in Writing

Assessment is a key element in language learning. There are some variants of
assessment in writing. One of them is peer assessment. Referring to Falchikov in
Ako‟s book, “peer assessment requires students to provide either feedback or grades
(or both) to their peers on a product or a performance, based on the criteria of
excellence for that product or event which students may have been involved in
determining”.30 Moreover, Liu and Hansen in Bijami, et.al., emphasized that peer
assessment is sources of information and a medium of interaction that involves
comment and critique for each other‟s‟ writing in both written and oral formats in the
process of writing. It is a way that learners assume roles and responsibilities normally
taken on by a formally trained teacher, tutor, or editor.31 On the other words, in peer
assessment, every student has to give their personal comment, suggestion, and
correction to their friend‟s writing in both written and oral formats based on the
certain criteria of the material.

I. Advantages and Disadvantages of Peer Assessment

As Bijami, et. al., said in their article, there are some advantages and
disadvantages of peer assessment.32 They are:
1. Advantages
a. Peer feedback encourages student to participate in the classroom activity and
make them less passively teacher- dependent
b. Using peer feedback can lead less writing apprehension and more confidence as
well as establish a social context for writing.
c. Peer feedback is beneficial in developing critical thinking, learner autonomy and
social interaction among students.

30
Wāhanga Whakapakari Ako, Assessment Matters: Self-Assessment and Peer Assessment,
(New Zealand: Teaching Development Unit, 2012), p. 10.
31
Maryam Bijami, et.al., “Peer Feedback in Learning English Writing: Advantages and
Disadvantages”, Journal of Studies in Education 3, No. 4 (2013), p. 93.
32
Ibid, p. 94.
 21

d. The practice of peer feedback allows students to receive more individual

comments as well as giving reviewers the opportunity to practice and develop
different language skills

2. Disadvantages
a. Some students believe teacher feedback is more qualified
b. Most peer responses focused on product rather than the processes of writing, and
many students in L2 contexts focused on sentence- level errors (local errors)
rather than on the content and ideas

J. Conceptual Thinking
According to the writer, writing is an activity for expressing someone‟s
personal thought towards something, someone, and so on. Moreover, writing is a skill
that quite challenging for language learners to master because they need to know
some information about the organization of idea, the appropriate language use, the
grammar, etc. EFL learners need a media that they can use for practicing, reviewing,
and discussing their writing with the teachers or the other students without anxiety
and shyness. Therefore, a Facebook may be a new media that they can take
advantages of to learn English and increase their writing skill.
The most successful social networking site is Facebook.33 This Web site has
hundreds of millions of users and it is an enticing way for students to form an online
community. One of the problems, however, is the possibility of privacy infringement
as students get more confident in their English writing skills and become more open
to talk about their private lives online. Not only that, but also students can practice
their English writing skills everywhere. It may be necessary for teachers and students
to discuss some ground rules for using Facebook before starting to use it. Besides,

33
Robert Chatrand, “Social Networking for Language Learners: Creating Meaningful Output
with Web 2.0 Tools”, Knowledge Management & E-Learning: An International Journal 4, No.
1(2012), p. 99.
 22

students can do peer assessment in their friends‟ writing and it can be seen by the
whole students that join on the FB group. It is, however, an excellent way to
communicate as the content that is posted to the site may motivate learners to share
ideas and thoughts that would be very difficult to duplicate in a classroom setting.

K. Relevant Previous Study

The findings of “Effects of Using Facebook as a Medium for Discussions of
English Grammar and Writing of Low-Intermediate EFL Students” by
Suthiwartnarueput and Wasanasomsithi in Electronic Journal of Foreign Language
Teaching showed a statistically significant difference between the mean scores of the
pre-test and the post-test (t = 6.65, p = 0.00). Most common topics of discussion
involved sentence structures, followed by word meanings, parts of speech and then
relative clauses. It was found that English grammar was worth promoting for
discussions on Facebook because there were correlations between the gain scores in
the grammar and writing parts at the significant levels (r = 0.399 in the pre-test and r
= 0.859 in the post-test).34 The students also had positive attitudes toward using
Facebook as a means of learning grammar and writing. As an alternative learning
tool, Facebook provided them a convenient and attractive means to engage in
discussions with the teacher and other users who had better grammatical knowledge.
In addition, “Students‟ Attitudes towards using Social Networking in Foreign
Language Classes: A Facebook Example” by Eren aims to investigate students‟ attitudes
towards use of social networking sites, Facebook in particular, in language
classroom.35 This study was carried out at a university in Gaziantep, Turkey with 48
undergraduate students who were enrolled in one year compulsory English
preparatory class. The research design included a 5 point Likert-type questionnaire
and semi-structured interviews. It was found out that students have a very positive
attitude towards the use of Facebook activity as a supplement to language classroom,
34
Suthiwartnarueput and Wasanasomsithi, op.cit., p. 194.
35
Eren, op.cit., p. 288.
 23

but traditional classroom based language learning still remains a backbone for
language education.
Furthermore, “The Effectiveness of Facebook Groups on Teaching and
Improving Writing: Students‟ Perceptions by Yunus and Salehi indicated that this
study attempted to investigate the students‟ perceptions on the effectiveness of
Facebook (FB) groups for teaching and improving writing.36 The authors saw a need
to carry out this study as it provides a platform to discover pedagogical implications
that would benefit the Y-generation in terms of improving their writing skills in a
Malaysian ESL context. The respondents of this research comprised 43 third year
students completing their bachelor‟s degree in TESL, in the Faculty of Education,
Universiti Kebangsaan Malaysia (UKM). The students‟ perceptions were measured
through a questionnaire comprising 10 close-ended items and 3 open-ended ones.
Respondents were required to participate in a Facebook group created by the
researchers. The Facebook group, called „Write Out Loud‟ was hosted by Facebook
here: http://www.facebook.com/home.php?sk=group_193133474042344&ap=1. The
findings showed that „Facebook groups‟ is an effective tool in improving the
students‟ writing skills, especially in the brainstorming of ideas before the actual
writing. The results of this study may be beneficial to ESL educators in incorporating
ICT into their teaching repertoire.
In contrast, “The Effectiveness of Using ICT (Information Communication
and Technology) on Students‟ English Achievement” by Mardi (a skripsi at UIN
Jakarta) showed that the result of this research using ICT is more difficult than using
non-ICT.37 So, the students‟ English scores taught by using non ICT are better than
those who were taught by using ICT. In other words, the null hypothesis is accepted
or there is no significance influence of using ICT in teaching English. This research
used a Quasi-Experimental study which applied pre-test and post-test in both
36
Yunus and Salehi, op. cit., p. 87.
37
Teni Mardi, “The Effectiveness of Using ICT (Information Communication and
Technology) on Students‟ English Achievement”, Skripsi, (Jakarta: UIN Syarif Hidayatullah, 2011),
not published.
 24

experiment class and control class. He did the research for six meeting by using ICT
when teaching English to the first grade students of SMP Darussalam Ciputat.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents place and time of the study, method of study, population
and sample, techniques of data collecting, technique of data analysing, and statistical
hypothesis.

A. Place and Time of the Study

The writer conducted the research for about five months, starting from July to
December 2014. Then, she took the data at the first year of SMAN 87 Jakarta. The
school is located at Jalan Mawar II, Pesanggrahan-Jakarta Selatan. She chose this
school because the English teachers seldom use social networking sites in teaching
and learning process.

B. Method of Study
The design of this study is quantitative by using quasi-experiment with pre-
test and post-test in which the writer used Facebook when giving some writing
assignments to the tenth grade of SMA Negeri 87 Jakarta.
There were two variables involved in this research. They were Social
Networking site as an independent variable and writing recount text as a dependent
variable. The writer compared the results of two classes of the first year students of
SMA Negeri 87 Jakarta, to know if there are any significant differences in teaching
writing of recount text with and without using Social Networking site (Facebook).
They were experimental class and controlled class. She used Facebook when giving
some assignments in experimental class and she did not use it in controlled class.

25
 26

C. Population and Sample

The experiment was done at the first year of SMA Negeri 87 Jakarta that
involved the process of teaching writing by using Social Networking site; Facebook.
The population of the research was the tenth grade of students SMA Negeri 87. There
are six classes consist of X MIA 1, X MIA 2, X MIA 3, X IIS 1, X IIS 2, and X IIS 3,
so there are 215 students in all.
The sample of research is two classes that are X IIS 2 as controlled class and
X IIS 3 as experimental class. They were chosen by using purposive sampling
technique because of some considerations. There are the same curriculum, subject
material, and the teacher of those classes. Purposive sampling technique, according to
Husaini Usman and R. Purnomo Setiady, is used when the researcher only take the
sample which is suitable with the purpose of the research1. The writer took only 50
students as the sample; 25 students from X IIS 2 and 25 students from X IIS 3.

D. Techniques of Data Collecting

To collect the data, written test was used as an instrument. The test was
divided into two tests, pre-test and post-test. The pre-test was given to the students
before the treatment and the post-test after the treatment. Either in pre-test or in post-
test, students had to write at least there paragraphs about their past experience.
The design used in this quantitative research was a quasi-experimental study
which involved two classes (experimental class and controlled class). This kind of
study allows the researcher to look at the effects of at least one independent
variable and one or more dependent variables.2 Independent variable in experimental
research is also frequently referred to the experimental or the treatment variable. In
this research, the researcher wanted to see whether the treatment made a difference

1
Husaini Usman and Purnomo Setiady, Pengantar Statitika Edisi Kedua,(Jakarta: Bumi
Aksara, 2008), p.186
2
Jack R Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in
Education (Fifth Edition), (New York: McGraw- Hill, 2003), p. 268
 27

or not. As the final, the result of pre-test and post-test are collected and compared.
Some techniques used in collecting data in research are:
1. Pre-test
The writer gave the students pre-test for both experimental class and
controlled class before the lesson to know the students‟ skill of writing recount text.
The pre-test was an essay test which they must tell their past holiday activity in 45
minutes.
2. Treatment
The writer taught recount text in the experimental class and controlled class.
She gave both classes the same materials but with different media in doing some
assignments. The experimental class‟ students used Facebook in writing recount text
task which they had to write, upload, give comments, and interact with the teacher
and the other students. Meanwhile, the controlled class‟ students only wrote and gave
feedback or comments in their book and interacted with the teachers and students
only in the classroom.
3. Post-Test
The next step, the writer gave the post-test to both classes after the lesson
finished. In the post test, learners had to choose one of three topics to write in 45
minutes, they are Junior High School best moment, embarrassing moment, and sad
moment.
The results of pre-test and post-test was collected and compared to know the
effectiveness of using Social Networking site (Facebook) in teaching writing of
recount text.
4. Interview
Finally, three students were interviewed by some questions that consist of
advantages of peer assessment and using FB in teaching writing. The purpose of
interviewing the students was to know whether their activities in Facebook were
beneficial for them or not.
 28

E. Technique of Data Analyzing

Rubric of written test assessment from Arthur Hughes‟ book was used in
assessing students‟ writing test:3

Table 3.1. RUBRIC OF WRITTEN TEST ASSESMENT

No. Aspects Scale Criteria

Few (if any) noticeable errors of grammar of
6
word order.
Some errors of grammar or word order which
5
do not, however, interfere with comprehension.
Errors of grammar or word order fairly
4 frequent; occasional re-reading necessary for
full comprehension.
1. Grammar
Errors of grammar or word order frequent;
3 efforts of interpretation sometimes required on
reader‟s part.
Errors of grammar or word order very frequent;
2
reader often has to rely on own interpretation.
Errors of grammar or word order so severe as to
1
make comprehension virtually impossible.
Use of vocabulary and idiom rarely (if it all)
6 distinguishable from that of educated native
writer.
2 Vocabulary
Occasionally uses inappropriate terms or relies
5 on circumlocutions; expression of ideas hardly
impaired.

3
Arthur Hughes, Testing for Language Teachers-2nd Ed. (UK: Cambridge University Press,
2003), p. 101-102.
 29

Uses wrong or inappropriate words fairly

4 frequently; expression of ideas may be limited
because of inadequate vocabulary.
Limited vocabulary and frequent errors clearly
3
hinder expression of ideas.
Vocabulary so limited and so frequently
2 misused that reader must often rely on own
interpretation.
Vocabulary limitations so extreme as to make
1
comprehension virtually impossible.
Few (if any) noticeable lapses in punctuation or
6
spelling.
Occasional lapses in punctuation or spellings
5 which do not, however, interfere, with
comprehension.
Errors in punctuation or spelling fairly frequent;
4 occasional re-reading necessary for full
3. Mechanics comprehension.
Frequent errors in spelling or punctuation; lead
3
sometimes to obscurity.
Errors in spelling or punctuation so frequent
2 that reader must often rely on own
interpretation.
Errors in spelling or punctuation so severe as to
1
make comprehension virtually impossible.
Fluency (style Choice of structures and vocabulary
4. and ease of 6 consistently appropriate like that of educated
communication) native writer.
 30

Occasional lack of consistency in choice of

5 structures and which does not, however, impair,
overall, ease of communication.
„Patchy‟ with some structures or vocabulary
4
items noticeably inappropriate to general style.
Structures or vocabulary items sometimes not
3 only inappropriate but also misused; little sense
of ease communication.
Communication often impaired by completely
2 inappropriate or misused structures or
vocabulary items.
A „hotch-potch‟ of half-learned misused
1 structures and vocabulary items rendering
communication almost impossible.
Highly organized; clear progression of ideas
6
well linked; like educated native writer.
Material well organized; links could
5 occasionally be clearer but communication not
impaired.
Some lack of organization; re-reading required
Form 4
5 for clarification of ideas.
(organization)
Little or no attempt at connectivity, though
3
reader can deduce some organization.
Individual ideas may be clear, but very difficult
2
to deduce connection between them.
Lack of organization so severe that
1
communication is serious impaired.
 31

SCORE:
Gramm: +Voc: _+ Mech: +Fluency: + Form: =

( )

In analyzing the data, the writer used statistical calculating of t-test to find out
the difference scores of student‟s achievement in teaching writing using Facebook as
a medium compared without using Facebook. Data processing is the step to know the
result of both experimental class using Facebook as variable X and controlled class
without using Facebook as variable Y, and their differences.
The writer used the comparative technique. The comparative technique is an
analysis technique to evaluate hypothesis concerning the differences between two
variables examined statistically.
In the comparative technique, the variables are compared to recognize
whether or not the differences are significant. The writer will use t-test formula that
adapted from Sudijono before using t-test formula; the writer has sought some
formula below4:
1. Determining Mean of variable X, with formula:

M1 =

M1 = the average of gained score (mean of variable X)

= sum of gained score (variable X)
N1 = number of students (variable X)

2. Determining Mean of variable Y, with formula:

M2 =

M1 = the average of gained score (mean of variable Y)

4
Anas Sudijono. Pengantar Statistik Pendidikan, (Jakarta: PT. Grafindo Persada, 2008), p.318.
 32

= sum of gained score (variable Y)

N2 = number of students (variable Y)

3. Determining standard deviation score of variable X, with formula:

√
SD1 =

SD1 = standard deviation of variable X

= sum of squared gained score of variable X
N1 = number of students (variable X)

4. Determining standard deviation score of variable Y, with formula:

SD2 = √

SD2 = standard deviation of variable Y

= sum of squared gained score of variable X
N2 = number of students (variable Y)

5. Determining of standard Error mean of variable X, with formula:

SE M1 =
√

SE M1 = standard error mean of variable X

SD1 = standard deviation of variable X
N = number of students

6. Determining of standard Error mean of variable Y, with formula:

SE M2 =
√

SE M2 = standard error mean of variable Y

SD2 = standard deviation of variable Y
 33

N = number of students

7. Determining standard error from mean of variable X and variable Y, with the
formula:

SE M1-M2 = √

8. Determining t–observation (to) with the formula:

to =

9. Determining t-table (tt) in significant level 5% with degree of freedom (df), with
formula:
df = (N1+N2) – 2
df = degree of freedom
N = number of students

F. Statistical Hypotheses
Hypotheses in the research are basic assumptions of how the result of the
research will be. It is a prediction of a phenomenon. Moreover, in formulating
hypotheses, the researcher has to ensure that the hypothesis is real or based on fact.
There are two kinds of hypotheses:5

1. Ha : “the use of social networking site is effective in teaching writing of recount

text to the tenth grade students of SMA Negeri 87 Jakarta”
2. HO : “the use of social networking site is not effective in teaching writing of
recount text to the tenth grade students of SMA Negeri 87 Jakarta”

5
Ranjit Kumar, Research Methodology -3rd Ed., (London: SAGE Publications Ltd., 2011), p.
85.
 34

The researcher predicts that the use of Social Networking Site is effective in
teaching writing of recount text or there is a significance difference between the X
variable and the Y variable in her research, so she uses the H1 hypothesis.
 CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

A. Research Findings
1. Data Description
The data of students’ achievement was divided into two kinds, namely the
data in experimental class and the data in controlled class, which were gained from
pre-test and post-test that were applied in both of class.
The test was arranged in a blank paper for pre-test and post-test. To know the
result of the test, it will be presented below:

a) The Data of Experimental Class

In the following table is the score of pre-test and post-test in experimental
class.
Table 4.1 The Test Result of Experimental Class
Students Pre-Test Score Post-Test Score Gained Score
1 43 76 33
2 46 76 30
3 70 76 6
4 76 96 20
5 40 76 36
6 70 76 6
7 73 80 7
8 73 90 17
9 76 96 20
10 43 76 33
11 66 86 20
12 60 76 16

35
 36

13 73 93 20
14 83 90 7
15 63 76 13
16 73 86 13
17 76 80 4
18 60 76 16
19 86 93 7
20 83 86 3
21 63 76 13
22 73 80 7
23 70 86 16
24 56 80 24
25 53 83 30
Ʃ 1648 2065 417
Mean 65.9 82.6 16.7

As mentioned in the table, it can be clarified that the mean score of pre-test in
experiment class was 65.9, while the mean score of post-test was 82.6. The total
gained score in this class was 417. It can be concluded that there was significant
difference in the pre-test and post-test.
To strengthen the students’ data gained in post-test and to know whether the
advantages of using FB and peer feedback in recount text writing were proven or not,
another data gained in experimental class was from students’ interview. The writer
chose three students from the highest score (student 1), middle score (student 2), and
the lowest score (student 3) to be interviewed. Here are the interview specifications
with the learners’ responses in table as follows:
 37

Table 4.2 Interview Specification and the Students’ Response

No. Interview Specification Students’ Response
1. To know the students’ a. The three of them strongly agreed that
perception about the using media in teaching writing were very
importance of Facebook important.
(FB) in teaching writing of b. After practicing recount text writing by
recount text. using FB, student 1 and 2 said that it
positively affected to their writing skill
and it increased their score but on the
other hand, student 3 did not really get the
positive effect.
2. To know the students’ a. Student 1 and 2 felt interested while
perception about the use of practicing their writing through FB
FB in learning of recount because they could share their writing and
text. read their friends’ writing. Meanwhile,
student 3 felt uncomfortable because he
was lazy to see his FB.
b. FB eased them in learning recount text
because they could learn more either from
their own writing or their classmates’
writing or from interaction through
comment and personal chat with others
and teacher stated student 1 and 2. In
contrast, student 3 believed that paper-
based task and class-based interaction was
more interesting.
c. All of them agreed that learning recount
text through FB as a media gave them
 38

much additional information about

recount text.
3 To know the students’ a. Student 1 thought that peer feedback was
perception about peer really good because it told the mistakes
feedback through FB. that they had made and the excellence of
their writing. Student 2 and 3 said that
they did not really like to give comment to
others.
b. Peer feedback developed their writing
skill because they could correct their
writing into the right form stated student 1
and 2 while student 3 stated it did not
influence his writing skill.
c. They all said it was beneficial in
developing critical thinking, learner
autonomy and social interaction among
students even though the student 3 did not
feel the effect.

From the result of interview above, the highest and middle score student
(student 1 and 2) gave the positive response to the treatment but the lowest score
student (student 3) gave the negative response although he admitted the benefit of
peer feedback through Facebook. It can be concluded that the advantages of using
Facebook as a media in writing and doing peer feedback through Facebook was
beneficial for them.

b) The Data of Controlled Class

In the following table is the score of pre-test and post-test in controlled class.
 39

Table 4.3 The Test Result of Controlled Class

Students Pre-test Post-test Gained Score
1 63 66 3
2 60 70 10
3 50 63 13
4 70 76 6
5 50 76 26
6 76 93 17
7 56 70 14
8 86 96 10
9 46 73 27
10 73 86 13
11 83 90 7
12 73 76 3
13 86 96 10
14 83 96 13
15 66 76 10
16 40 56 16
17 80 80 0
18 80 83 3
19 73 83 10
20 46 70 24
21 60 70 10
22 60 76 16
23 66 80 14
24 73 76 3
25 53 66 13
 40

Ʃ 1652 1943 291

Mean 66 77.7 11.6

The table 4.2 above informs that the mean score of pre-test in control class
was 66, while the mean score of post-test here is 77.7. The total gained score was
291.

2. Data Analysis
Based on pre-test and post-test result scores of both experimental and
controlled classes, the writer used statistic calculation of the t-test formula with the
degree of significance 5% in analyzing the data to know the significant effectiveness
of using Social Networking Site to students’ recount writing.
First, the writer determined the mean of X (experimental class) and Y
(controlled class). To determine the mean of X by using this formula:

M1 =

=
= 16.68
Meanwhile, the writer also determined the mean of Y or controlled class by
using the following formula:

M2 =

= 11.64

To make it clearer, the writer provided the table to show the result of mean of
experimental and controlled class as following:
 41

Table 4.4 Standard Deviation Table

Students X Y x (X-M1) y (Y-M2) x2 y2

1 33 3 16.32 -8.64 266.34 74.64
2 30 10 13.32 -1.64 177.42 2.68
3 6 13 -10.68 1.36 114.06 1.84
4 20 6 3.32 -5.64 11.02 31.80
5 36 26 19.32 14.36 373.26 206.20
6 6 17 -10.68 5.36 114.06 28.72
7 7 14 -9.68 2.36 93.70 5.56
8 17 10 0.32 -1.64 0.10 2.68
9 20 27 3.32 15.36 11.02 235.92
10 33 13 16.32 1.36 266.34 1.84
11 20 7 3.32 -4.64 11.02 21.52
12 16 3 -0.68 -8.64 0.46 74.64
13 20 10 3.32 -1.64 11.02 2.68
14 7 13 -9.68 1.36 93.70 1.84
15 13 10 -3.68 -1.64 13.54 2.68
16 13 16 -3.68 4.36 13.54 19.00
17 4 0 -12.68 -11.64 160.78 135.48
18 16 3 -0.68 -8.64 0.46 74.64
19 7 10 -9.68 -1.64 93.70 2.68
20 3 24 -13.68 12.36 187.14 152.76
21 13 10 -3.68 -1.64 13.54 2.68
22 7 16 -9.68 4.36 93.70 19.00
23 16 14 -0.68 2.36 0.46 5.56
24 24 3 7.32 -8.64 53.58 74.64
25 30 13 13.32 1.36 177.42 1.84
 42

ƩX= 417 ƩY= 291 Ʃx= 0 Ʃy= 0 Ʃx2= Ʃy2=

2351.38 1183.52

After determining the mean of both experimental (X) and controlled class (Y),
the writer determined the Standard Deviation of experimental class by using a
formula as follows:

SD1 = √

= √
=√
= 9.69
To determine the Standard Deviation of controlled class (Y) used this
formula:

SD2 =
√

= √
=√
= 6.88
Next, after knowing the result of both Standard Deviation (X and Y), the
writer calculated the Standard Error Mean of experimental class (X) by using the
formula below:

SE
√
=

=
√
 43

= 1.97
Meanwhile, the formulation below was used to determine the Standard Error
Mean of controlled class (Y):

SE
√
=

=
√
= 1.40
Then, the writer calculated the difference of standard error between mean of
experimental class (X) and mean of controlled class (Y) by using this formula:

SE - =√

=√
=√
= 1.83
The next step is determining tobserved:
–
to =

= 2.75
Finally, the writer calculated ttable (tt) in significance level of 5% with degree
of freedom (df):
df = (N1 + N2) - 2
= (25+25) – 2
= 48
 44

Based on the degree of freedom (df), the writer gained the t-table by the
degree of significance 5% is 1.67

3. Test of Hypotheses
To prove the hypotheses, the data obtained from the experiment class and the
control class was calculated by using t-test formula with the assumption as follows:
t0 > tt : The alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is
rejected. It means that the use of social networking site is effective in teaching
writing of recount text to the tenth grade students of SMA Negeri 87 Jakarta.
t0 < tt : The alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is
accepted. It means that the use of social networking site is not effective in
teaching writing of recount text to the tenth grade students of SMA Negeri 87
Jakarta.

By comparing the values of to = 2.75 and tt = 1.67 or 2.75>1.67, the writer

made the conclusions of the hypothesis that to is bigger than tt. So, the alternative
hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. It means there is
significance difference between the result of using social networking site in teaching
writing of recount text and without using it.

B. Data Interpretation
From the evidence above shows that the alternative hypothesis (Ha) is
accepted and the null hypothesis (H0) is rejected. Therefore, it can be said that
Facebook is effective to be used as a media in writing recount text. It is in line with
the relevant previous study by Surthiwartnarueput and Wasanasomsithi, Yunus and
Salehi, and Omer Eren (see p. 21-22) that Facebook is an effective tool in teaching
and improving writing skill. In addition, this research is in contradiction with Mardi’s
research result that using ICT (Information and Communication Technologies) is
more difficult than using non-ICT.
 45

Furthermore, the writer found advantages that can be taken from using
Facebook as a media in teaching writing of recount text and those are in line with the
advantages that had been written in chapter II. By doing peer feedback in Facebook
group, students were more excited in doing their tasks because they use some social
networking sites every day, students could get some input from their friends or
teacher when they have posted their writing in Facebook, and they took responsibility
for their works because they have a larger audience when they used Facebook. It can
be concluded that students felt comfortable by using Facebook. If students already
have a comfort zone in learning, teacher can teach the material easily. So, besides
they are interested in learning about recount text and practicing their writing skill
through Facebook, they also mastered the material of recount text.
 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion
Writing in foreign language may be not as easy as writing in native language.
It occurred to the students of SMA Negeri 87 Jakarta while the writer taught recount
text. Some problems are they did not know about the vocabulary and grammar rules
until they did not have the idea and even the motivation in writing. Therefore, an
interesting media is needed in teaching and learning of recount text. Facebook is one
of social networking site that well-known among the students. So, the writer chose it
to be used as a media of teaching and learning of recount text.
After conducting an experimental research and referring to the result of the
students’ pre-test and post-test in X IIS 3 (as the experimental class) and X IIS 2 (as
the controlled class) of SMAN 87 Jakarta, the writer saw there is significance
difference between the results of variable X and variable Y. It can be seen from the
value of to is higher than tt; 2.75>1.67. In other words, alternative hypothesis (Ha) is
accepted and null hypothesis (H0) is rejected. Moreover, the interview result showed
positive response about treatment that had conducted. It proved that the experimental
class students got the advantages of the treatment. So, the use of social networking
site is effective in teaching writing of recount text to the tenth grade students of SMA
Negeri 87 Jakarta.

B. Suggestion
After having concluded the result of the research, the writer would give some
suggestions that might be useful for English teacher, students, other researchers, and
school, as follow:
1. For English teacher, it is good to use or to create an interesting media for teaching
and learning in order to motivate the students. One of the media is social

46
 47

networking site. Besides it is interesting for them, it can decrease their anxiety in
interacting with the teacher and students.
2. The writer hopes social networking sites (SNS) can be useful for the students.
Because it can be used not only for sharing, updating status, uploading and
downloading the fun things only but also as a media of foreign language teaching
and learning.
3. The writer needed a longer time during implementing Facebook as a media in
teaching writing of recount text. Hopefully there will be further researcher that
will conduct a better research about other social networking site.
4. For school, it can be better if the computer laboratory can be optimized for
teaching and learning facilities because sometimes the teachers need to use the
internet for media of their students. So, the learning process may be not so boring.
 BIBLIOGRAPHY

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Anderson, Mark and Katy Anderson. Text Types in English Type 1. Australia:
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Bijami, M. “Peer Feedback in Learning English Writing: Advantages and

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Braine, G and Claire May. Writing from Sources: A Guide for ESL Students.
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Chatrand, R. “Social Networking for Language Learners: Creating Meaningful

Output with Web 2.0 Tools”. Knowledge Management & E-Learning: An
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Davies G., Walker R., Rendall H. & Hewer S. “Introduction to Computer Assisted
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Thames Valley University. 2012. Available
at: http://www.ict4lt.org/en/en_mod1-4.htm, accessed on 23-01-2014.

El-Koumy, Abdel S. Teaching and Learning English as a Foreign Language: A

Comprehensive Approach, USA: Educational Resources Information Center
(ERIC). 2004.

Eren, O. “Students’ Attitudes towards Using Social Networking in Foreign Language

Classes: A Facebook Example”. International Journal of Business and Social
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Feiler, J. How to Do Everything: Facebook Application, New York: The McGraw-

Hill Companies, 2008.

Fraenkel, Jack R., and Norman E. Wallen, How to Design and Evaluate Research
in Education- 5th Ed., New York: McGraw- Hill, 2003.

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 49

Harrison, R., and Michael Thomas, “Identity in Online Communities: Social

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Technologies & Society 7, No. 2, (2009): 111.

Hedge, T. Resource Book for Teachers: Writing. New York: Oxford University Press,
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Herdisty, D and Windeatt, S. CALL: Resource Books for Teachers. Oxford: Oxford
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Hughes, A. Testing for Language Teachers-2nd Ed. UK: Cambridge University Press,
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Hyland, K. Second Language Writing. Cambridge: Cambridge University Press,

2003.

Kumar, R. Research Methodology -3rd Ed., London: SAGE Publications Ltd., 2011.

Langan, J. College Writing Skills with Readings-6th Ed. New York: McGraw-Hill,
2005.

Langan, J. Exploring Writing: Sentences and Paragraphs-2nd Ed. New York:

McGraw-Hill, 2010.

Mardi, Teni. “The Effectiveness of Using ICT (Information Communication and

Technology) on Students’ English Achievement”, skripsi, Jakarta: not
pblished, 2011.

McBride, K. “Social-Networking Sites in Foreign Language Classes: Opportunities

for Re-creation”, www.slu.edu, Internet, available from
http://www.slu.edu/~kmcbrid8/McBride09_SNS.pdf, accessed 3o September
(2014): 35.

Nurohmah, I. “An Analysis of Students’ Recount Text by Using Systemic Functional

Grammar”. Passage 1, No. 2 (2013): 90.

Rigby, B. Mobilizing Generation 2.0: A Practical Guide to Use Web 2.0. San
Francisco: Jossey Bass. 2008.
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Rudy, Rita I., From Classroom to Peer Comment in Facebook: Bridging to Establish
Learners’ Literacy. International conference “ICT for language learning”.
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Suthiwartnarueput, T., and Wasanasomsithi, P. “Effects of Using Facebook as a

Medium for Discussions of English Grammar and Writing of Low-
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English Major Students”, ABAC Journal 28, No. 2(2008), p.1

Usman, H., and Purnomo Setiady. Pengantar Statistika Edisi Kedua. Jakarta: Bumi
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Yunus, Melor Md., and Hadi Salehi. “The Effectiveness of Facebook Groups on
Teaching and Improving Writing: Students’ Perceptions”, International
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Yunus, Melor Md., Hadi Salehi, and Chen Chenzi, “Integrating Social Networking
Tools into ESL Writing Classroom: Strengths and Weaknesses”, English
Language Teaching 5, No.8 (2012): 44-45.
 Appendix 1
Pre-Test
Name:
Class:
Date:
Write a recount paragraph about “My Holiday” minimum 250 words in 45
minutes!

51
 Post-Test
Name:
Class:
Date:
Write a recount text minimum 250 words in 45 minutes about:
a. Junior High School Best Moment
b. Embarrassing Moment
c. Sad Moment
P.S: choose one topic

52
 Appendix 2
KISI – KISI INTERVIEW
No. Indikator
1. Mengetahui persepsi siswa
tentang pentingnya
penggunaan media Facebook
(FB) dalam pengajaran
Recount Text.
2. Mengetahui persepsi siswa
tentang penggunaan media
Facebook dalam mempelajari
Recount Text.
Pertanyaan
Pertanyaan
No.
1. Menurut kamu, apakah 1
dalam pengajaran bahasa
Inggris perlu menggunakan
media? Kenapa?
2. Setelah mempelajari 2
Recount Text dengan
menggunakan Facebook,
apakah ada pengaruh
penggunaan Facebook
terhadap nilai kamu?
1. Bagaimana pendapat kamu 3
ketika belajar Recount Text
dengan menggunakan
Facebook?
2. Apakah Facebook yang 4
digunakan ketika
mempelajari Recount Text
mempermudah atau
mempersulit kamu dalam
memahami pelajaran?
Kenapa?
3. Apakah kamu 5
mendapatkan tambahan
53
 54

informasi atau masukan

setelah meng-upload
tulisanmu di grup FB?
3. Mengetahui persepsi siswa 1. Bagaimana pendapat kamu 6
tentang peer feedback tentang peer feedback
menggunakan Facebook. dalam pembelajaran
recount text ini?
2. Apakah komen atau saran 7
yang kamu dapatkan di FB
berpengaruh terhadap
kemampuan menulis
kamu? Kenapa?
3. Apakah peer feedback 8
bermanfaat dalam
mengembangkan
pemikiran kritis,
kemandirian dalam belajar,
dan berinteraksi dengan
murid-murid lain?
 Appendix 3

INTERVIEW SHEET

Tujuan : Memperoleh informasi mengenai persepsi siswa terhadap

penggunaan Facebook pada saat belajar recount text.

Bentuk : Wawancara bebas

Responden : 3 siswa yang diambil secara purposive dari masing-

masing gained score yang dikelompokkan menjadi 3 (top,
middle, and low).

Nama Siswa : ..........................................................................

Kelas/Semester : ..........................................................................

Pertanyaan :

1. Menurut kamu, apakah dalam pengajaran bahasa Inggris perlu menggunakan

media? Kenapa?
Jawab:
…………………………………………………………………………..…………
……………..………………………………………………………………………
2. Setelah mempelajari Recount Text dengan menggunakan Facebook, apakah ada
pengaruh penggunaan Facebook terhadap nilai kamu?
Jawab:
……………………………………………………………………………………..
……………..………………………………………………………………………
3. Bagaimana pendapat kamu ketika belajar Recount Text dengan menggunakan
Facebook?
Jawab:

55
 56

……………………………………………………………………………………..
……………..………………………………………………………………………
4. Apakah Facebook yang digunakan ketika mempelajari Recount Text
mempermudah atau mempersulit kamu dalam memahami pelajaran? Kenapa?
Jawab:
…………………………………………………………………………………..…
……………..………………………………………………………………………
5. Apakah kamu mendapatkan tambahan informasi atau masukan setelah meng-
upload tulisanmu di grup
FB? Jawab:
……………………………………………………………………………..………
……………..………………………………………………………………………
6. Bagaimana pendapat kamu tentang peer feedback dalam pembelajaran recount
text ini?
Jawab:
……………………………………………………………………………………..
……………..………………………………………………………………………
7. Apakah komen atau saran yang kamu dapatkan di FB berpengaruh terhadap
kemampuan menulis kamu? Kenapa?
Jawab:
……..………………………………………………………………………………
……………..………………………………………………………………………
8. Apakah peer feedback bermanfaat dalam mengembangkan pemikiran kritis,
kemandirian dalam belajar, dan berinteraksi dengan murid-murid lain?
Jawab:
………………………………………………………..……………………………
……………..………………………………………………………………………
 Appendix 4
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Nama Satuan Pendidikan : SMAN 87 Jakarta

Kelas/Semester : X/1
Mata Pelajaran : Bahasa Inggris
Topik : Recount Text
Materi Pokok : Teks recount, lisan dan tulis sederhana, tentang
pengalaman/kegiatan/kejadian/peristiwa.
Alokasi Waktu : 2 x 45 menit (1 kali pertemuan) (pertemuan ke-1)

A. Kompetensi Inti (KI)

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan social dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis, pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
tekmologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.

57
 58

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

 Kompetensi Dasar:

3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
recount tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks
penggunaannya.

4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.

4.14. Menyusun teks recount lisan dan tulis sederhana tentang

pengalaman/kejadian/peristiwa dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan dari teks secara benar dan sesuai
dengan konteks.

 Indikator:

1. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan pada

teks recount tentang pengalaman/kejadian/peristiwa, dengan penuh
percaya diri dan tanggung jawab.

2. Menjelaskan makna yang terkandung dalam teks recount lisan dan tulis
sederhana.

3. Menjelaskan teks berbentuk recount dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan secara tulis dan lisan dengan santun,
percaya diri dan bertanggungjawab.

4. Menyusun teks recount tentang pengalaman/kejadian/peristiwa dengan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
secara benar dan sesuai dengan konteks.
 59

5. Merevisi teks recount tentang pengalaman/kejadian/peristiwa dengan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
secara benar dan sesuai dengan konteks.

C. Tujuan Pembelajaran
1. Peserta didik terampil mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan dari teks recount tentang pengalaman/kejadian/peristiwa, secara
percaya diri, jujur, disiplin, kerjasama dan bertanggungjawab.
2. Siswa dapat menjelaskan makna yang terkandung dalam teks recount lisan dan
tulis sederhana.
3. Siswa mampu menjelaskan teks berbentuk recount dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan secara tulis dan lisan dengan
santun, percaya diri dan bertanggungjawab.
4. Melalui contoh, peserta didik dapat mengaplikasikan struktur dan unsur
kebahasaan dari teks recount tentang pengalaman/kejadian/peristiwa ke dalam
praktik menulis dalam bahasa Inggris.
5. Dengan arahan guru, peserta didik dapat merevisi teks recount karya mereka
dan memberikan balikan kepada karya teman mereka (peer feedback) di grup
Facebook.

D. Materi Pembelajaran
1. Contoh dari recount text
Last week I went to Mount Bromo. I stayed at my friend's house in
Probolinggo, East Java. The house has a big garden with colorful flowers and a
small pool.…….
2. Definisi, fungsi sosial, struktur, dan unsur kebahasaan dari relount text
 Definition: Recount is a piece of text that retells past events, usually in the
order in which they happened.
 60

 Social Function: To give the audience a description of what occurred and

when it occured.
 Structure of Recount Text:
a. Orientation: a first paragraph that gives background information about,
who, what, where, and when.
b. Events: stating a series of paragraphs that retell the events in the order in
which they happened
c. Re-orientation: a concluding paragraph.
 Language Features:
a. Proper nouns to identify those involved in the text
b. Descriptive words to give details about who, what, when, where and
how
c. The use of the past tense to retell the events
d. Words that show the order of the events (for example; first, next, then)

E. Model/Metode Pembelajaran
1. Pendekatan: scientific
2. Metode pembelajaran
a. Demontrasi
b. Penugasan
c. Diskusi grup
d. Tanya jawab

F. Media, Alat, dan Sumber Pembelajaran

1. Media : Power Point Presentation.
2. Alat : Laptop dan LCD, potongan-potongan teks recount, dan lem.
3. Sumber belajar : Buku bahasa Inggris yang relevan dan internet.
 61

G. Kegiatan Pembelajaran
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Pendahuluan  Guru masuk ke kelas dan menyapa menggunakan 10 menit
bahasa Inggris agar English Environment dapat
langsung tercipta di setiap pertemuan, seperti “Good
morning, students.” Dan “How are you today?”
(melatih sikap santun dan peduli).
 Guru menyiapkan peserta didik secara psikis dan fisik
untuk mengikuti proses pembelajaran dengan cara
bermain “The King Said” (permainan sederhana yang
meminta anak melakukan perintah guru atau murid
yang sedang menjadi raja) lalu dilanjutkan dengan
berdoa bersama.
 Guru mengecek kehadiran siswa dengan menanyakan
“Is everyone here?” or “who is absent today?” (menilai
sikap peduli dan jujur).
 Guru mengajukan pertanyaan-pertanyaan yang
mengaitkan pengetahuan sebelumnya dengan materi
yang akan dipelajari seperti: “do you have a story that
happened in past?”
 Guru menyampaikan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai; dan
menyampaikan cakupan materi dan penjelasan uraian
kegiatan sesuai silabus.
 62

Inti Mengamati 75 menit

 Siswa diminta membuat 7 atau 8 kelompok dengan

masing-masing anggota berjumlah 5 s.d 6 orang.
 Secara berkelompok, siswa diminta menyimak contoh-
contoh teks recount tentang
pengalaman/kegiatan/kejadian/peristiwa yang
ditayangkan oleh guru lewat proyektor/LCD.
Mengeksplorasi

 Siswa diminta membaca cepat beberapa contoh teks

recount tersebut.
 Siswa diminta memberikan pendapat tentang jenis atau
genre dari teks yang sudah mereka baca.
Mengamati

 Siswa memperhatikan definisi, fungsi sosial, struktur

teks dan unsur kebahasaan dari teks recount yang
ditayangkan oleh guru lewat proyektor/LCD.
Mengeksplorasi

 Siswa diminta menentukan gagasan pokok, informasi

rinci dan informasi tertentu dari contoh teks recount
yang sudah ditayangkan oleh guru pada awal
pembelajaran.
Menanya

 Dengan arahan guru, siswa mempertanyakan antara

lain perbedaan berbagai teks tentang
pengalaman/kegiatan/kejadian/peristiwa yang ada
 63

dalam bahasa inggris, serta perbedaan teks recount

dalam bahasa inggris dengan yang ada dalam bahasa
Indonesia.
 Siswa mempertanyakan mengenai gagasan pokok
informasi rinci dan informasi tertentu dalam recount.
Mengeksplorasi

 Setiap kelompok diminta menyusun paragraf dari teks

recount yang telah disediakan oleh guru menjadi
paragraf yang beraturan. (sikap kerjasama, jujur,
disiplin, bertanggungjawab)
 Setiap kelompok diminta mengidentifikasi gagasan
pokok, struktur teks dan rangkaian kejadian dari
masing-masing teks.
 Setiap kelompok diminta menulis gagasan pokok dan
daftar rangkaian kejadian di selembar kertas.
Mengasosiasi

 Secara berkelompok, siswa saling menganalisis teks

recount yang telah tersedia dengan fokus pada fungsi
sosial, struktur teks, dan unsur kebahasaan. (sikap
kerjasama)
 Siswa mendiskusikan gagasan pokok informasi rinci
dan informasi tertentu dari teks.
 Siswa memperoleh balikan (feedback) dari guru dan
teman tentang hasil analisis yang disampaikan dalam
kerja kelompok.
 64

Mengkomunikasikan

 Dalam bentuk tugas, siswa diminta memperbaiki atau

menulis kembali teks recount yang sudah mereka buat
minggu kemarin dalam bentuk pretest yang diberikan
oleh guru dengan memperhatikan fungsi sosial,
struktur teks dan unsur kebahasaannya lalu di unggah
di grup Facebook milik guru.
 Siswa dan guru memberikan feedback berupa komentar
dan analisa kesalahan pada tulisan temannya.
Penutup  Dengan arahan guru, siswa menjelaskan apa yang 5 menit
sudah dipahami dari materi hari ini (refleksi)
 Siswa diminta membuat kesimpulan pembelajaran
pada pertemuan ini.
 Guru memberikan umpan balik terhadap proses dan
hasil pembelajaran.
 Guru bersama siswa menutup pertemuan dengan
membaca doa/hamdalah dan salam.

H. Penilaian Hasil Pembelajaran

Penilaian diambil berdasarkan:
1. Tugas: Individu
2. Bentuk instrumen penilaian: Tes tertulis
3. Rincian tugas: Membuat Recount text.
4. Kriterian Penilaian: Analytical Scoring
 65

RUBRIC OF WRITTEN TEST ASSESMENT

No. Aspects Scale Criteria

Few (if any) noticeable errors of grammar of
6
word order.
Some errors of grammar or word order which
5
do not, however, interfere with comprehension.
Errors of grammar or word order fairly
4 frequent; occasional re-reading necessary for
full comprehension.
1. Grammar
Errors of grammar or word order frequent;
3 efforts of interpretation sometimes required on
reader‟s part.
Errors of grammar or word order very frequent;
2
reader often has to rely on own interpretation.
Errors of grammar or word order so severe as to
1
make comprehension virtually impossible.
Use of vocabulary and idiom rarely (if it all)
6 distinguishable from that of educated native
writer.
Occasionally uses inappropriate terms or relies
5 on circumlocutions; expression of ideas hardly
2 Vocabulary impaired.
Uses wrong or inappropriate words fairly
4 frequently; expression of ideas may be limited
because of inadequate vocabulary.
Limited vocabulary and frequent errors clearly
3
hinder expression of ideas.
 66

Vocabulary so limited and so frequently

2 misused that reader must often rely on own
interpretation.
Vocabulary limitations so extreme as to make
1
comprehension virtually impossible.
Few (if any) noticeable lapses in punctuation or
6
spelling.
Occasional lapses in punctuation or spellings
5 which do not, however, interfere, with
comprehension.
Errors in punctuation or spelling fairly frequent;
4 occasional re-reading necessary for full
3. Mechanics comprehension.
Frequent errors in spelling or punctuation; lead
3
sometimes to obscurity.
Errors in spelling or punctuation so frequent
2 that reader must often rely on own
interpretation.
Errors in spelling or punctuation so severe as to
1
make comprehension virtually impossible.
Choice of structures and vocabulary
6 consistently appropriate like that of educated
native writer.
Fluency (style
Occasional lack of consistency in choice of
4. and ease of
5 structures and which does not, however, impair,
communication)
overall, ease of communication.
„Patchy‟ with some structures or vocabulary
4
items noticeably inappropriate to general style.
 67

Structures or vocabulary items sometimes not

3 only inappropriate but also misused; little sense
of ease communication.
Communication often impaired by completely
2 inappropriate or misused structures or
vocabulary items.
A „hotch-potch‟ of half-learned misused
1 structures and vocabulary items rendering
communication almost impossible.
Highly organized; clear progression of ideas
6
well linked; like educated native writer.
Material well organized; links could
5 occasionally be clearer but communication not
impaired.
Some lack of organization; re-reading required
Form 4
5 for clarification of ideas.
(organization)
Little or no attempt at connectivity, though
3
reader can deduce some organization.
Individual ideas may be clear, but very difficult
2
to deduce connection between them.
Lack of organization so severe that
1
communication is serious impaired.

SCORE:
Gramm: +Voc: _+ Mech: +Fluency: + Form: _ =

( )
 68

 Lembar pengamatan sikap peserta didik

No Ber- Santun Kedisi Nilai
. Indikator Tanggun Jujur Dalam Percaya plinan rata-
sikap g Ber- Diri Dalam rata
Nama jawab komunika tugas (huruf)
Peserta didik si
1
2
3
Note: setiap aspek menggunakan skala 1-5

1 = sangat kurang 3 = cukup 5 = amat baik

2 = kurang 4 = baik

Mengetahui: Jakarta, 20 Oktober 2014

Guru Bidang Studi Mahasiswa Peneliti

Eko Ardiawati S. Pd Fenny Yutika Seli

NIP. 197412092008012014 NIM. 1110014000091

 69

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan : SMAN 87 Jakarta

Kelas/Semester : X/1
Mata Pelajaran : Bahasa Inggris
Topik : Recount Text
Materi Pokok : Teks recount, lisan dan tulis sederhana, tentang
pengalaman/kegiatan/kejadian/peristiwa.
Alokasi Waktu : 2 x 45 menit (1 kali pertemuan) (pertemuan ke-2)

I. Kompetensi Inti (KI)

5. Menghayati dan mengamalkan ajaran agama yang dianutnya.
6. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan social dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
7. Memahami, menerapkan, menganalisis, pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
tekmologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
8. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
 70

J. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

 Kompetensi Dasar:

3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
recount tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks
penggunaannya.

4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.

4.14. Menyusun teks recount lisan dan tulis sederhana tentang

pengalaman/kejadian/peristiwa dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan dari teks secara benar dan sesuai
dengan konteks.

 Indikator:

1. Mengidentifikasi tehnik clustering dalam membuat teks recount tentang

pengalaman/kejadian/peristiwa

2. Mengaplikasikan tehnik clustering dalam membuat teks recount tentang

pengalaman/kejadian/peristiwa ke dalam praktik menulis dalam bahasa
Inggris.

3. Menganalisis teks recount dengan fokus pada fungsi sosial, struktur teks, dan
unsur kebahasaan.

4. Merespon pertanyaan dari teks recount karya teman mereka.

5. Memberikan balikan kepada karya teman mereka (peer feedback) di grup

Facebook.
 71

K. Tujuan Pembelajaran
6. Peserta didik terampil mengidentifikasi tehnik clustering dalam membuat teks
recount tentang pengalaman/kejadian/peristiwa, secara percaya diri, jujur,
disiplin, kerjasama dan bertanggungjawab.
7. Melalui contoh, peserta didik dapat mengaplikasikan tehnik clustering dalam
membuat teks recount tentang pengalaman/kejadian/peristiwa ke dalam praktik
menulis dalam bahasa Inggris.
8. Peserta didik dapat menganalisis teks recount dengan fokus pada fungsi sosial,
struktur teks, dan unsur kebahasaan.
9. Siswa mampu menjawab pertanyaan dari teks recount karya teman mereka.
10. Siswa mampu memberikan balikan kepada karya teman mereka (peer
feedback) di grup Facebook.

L. Materi Pembelajaran
1. Contoh clustering technique untuk membuat recount text
My Busy Day

EVENTS
• Last Monday • Those activities
• I spent my time to do • 1st event: I did my presentation's made my day busy.
a lot of activities assignment with my partner
• 2nd event:we went to the
from college to my campus for joining lecture
home. • 3rd event: I had to go home
because my grandmother was in
a bad condition
RE-
ORIENTATION
ORIENTATION
 72

2. Contoh Recount Text

My Busy Day
Last Monday was a busy day for me. I spent my time to do a lot of activities
from college to my home.
First, at the morning, I did my presentation's assignment with my partner, she
was Nurhidayah. It took 3 hours. And then we went to the campus for joining lecture.
But, the lecturer said that our presentation would be started next week. It made us
disappointed. The class was finished at 12.30………………………………………….
…………………………..
M. Model/Metode Pembelajaran
4. Pendekatan: scientific
5. Metode pembelajaran:
e. Demontrasi
f. Penugasan
g. Diskusi grup
h. Tanya jawab
6. Teknik: Clustering Technique

N. Media, Alat, dan Sumber Pembelajaran

1. Media : Power Point Presentation.
2. Alat : Laptop dan LCD.
3. Sumber belajar : Buku bahasa Inggris yang relevan dan internet.

O. Kegiatan Pembelajaran
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Pendahuluan  Guru masuk ke kelas dan menyapa menggunakan 10 menit
bahasa Inggris agar English Environment dapat
 73

langsung tercipta di setiap pertemuan, seperti “Good

morning, students.” Dan “How are you today?”
(melatih sikap santun dan peduli).
 Guru menyiapkan peserta didik secara psikis dan fisik
untuk mengikuti proses pembelajaran dengan cara
bermain “Guess who?” (permainan menebak tokoh
bersejarah masa lalu) dan setelah itu dilanjutkan
dengan berdoa bersama.
 Guru mengecek kehadiran siswa dengan menyebutkan
nama mereka dan mereka yang disebut namanya harus
memberi tahu teman mereka apa yang mereka rasakan
saat ini seperti saat „update status‟ di media sosial.
 Guru me-review tentang materi recount text dengan
cara mengaitkan kepada permainan “Guess who?”
yang dilakukan diawal pertemuan tadi dan mengajukan
beberapa pertanyaan yang berkaitan dengan masa lalu
dan recount text.
 Menjelaskan tujuan pembelajaran atau kompetensi
dasar yang akan dicapai; dan menyampaikan cakupan
materi dan penjelasan uraian kegiatan sesuai silabus.
Inti Mengamati 75 menit

 Siswa mengamati contoh clustering technique untuk

membuat recount text yang diberikan oleh guru
 Siswa menyimak contoh utuh dari teks recount yang
sebelumnya masih dalam bentuk poin-poin pada
clustering technique.
Mengeksplorasi
 74

 Siswa mengidentifikasi gagasan pokok, informasi rinci

dan informasi tertentu dari contoh teks yang baru
diberikan oleh guru.
Menanya

 Dengan arahan guru, siswa mempertanyakan fungsi

dari clustering technique dalam menulis recount text.
(sikap berani dan percaya diri)
 Siswa mempertanyakan mengenai gagasan pokok
informasi rinci dan informasi tertentu dalam recount.
(sikap berani dan percaya diri)
Mengeksplorasi

 Siswa diminta membuat 7 atau 8 kelompok dengan

masing-masing anggota berjumlah 5 s.d 6 orang.
 Siswa diminta membuat satu cerita berdasarkan
pengalaman salah satu temannya dengan menggunakan
tehnik clustering dengan tema “Embarrassing
Moment”. (sikap kerjasama, jujur, disiplin,
bertanggungjawab)
Mengkomunikasikan

 Setiap kelompok diminta membuat 5 pertanyaan

mengenai teks yang mereka buat. (sikap berpikir kritis)
 Siswa mendiskusikan pertanyaan yang paling tepat
untuk teks mereka.
Mengasosiasi

 Secara berkelompok, siswa saling menganalisis teks

recount yang telah mereka buat sendiri dengan fokus
 75

pada fungsi sosial, struktur teks, dan unsur kebahasaan.

(sikap kerjasama)
 Siswa memperoleh balikan (feedback) dari guru dan
teman tentang hasil analisis yang disampaikan dalam
kerja kelompok.
Mengkomunikasikan

 Dalam bentuk tugas, setiap kelompok diminta

mengunggah tulisan mereka beserta pertanyaan-
pertanyaannya ke grup Facebook.
 Sementara kelompok yang lain harus menjawab ke -5
pertanyaan dari kelompok lainnya yang sudah
ditentukan oleh guru dalam bentuk komentar di
Facebook.
 Siswa dan guru memberikan feedback berupa komentar
dan analisa kesalahan pada tulisan temannya.
Penutup  Dengan arahan guru, siswa menjelaskan apa yang 5 menit
sudah dipahami dari materi hari ini (refleksi)
 Siswa diminta membuat kesimpulan pembelajaran
pada pertemuan ini.
 Guru memberikan umpan balik terhadap proses dan
hasil pembelajaran.
 Guru bersama siswa menutup pertemuan dengan
membaca doa/hamdalah dan salam.

P. Penilaian Hasil Pembelajaran

Penilaian diambil berdasarkan:
1. Tugas: Kelompok
 76

2. Bentuk instrument penilaian: Tes tertulis

3. Rincian tugas: Membuat Recount text.
4. Kriterian Penilaian: Analytical Scoring

RUBRIC OF WRITTEN TEST ASSESMENT

No. Aspects Scale Criteria

Few (if any) noticeable errors of grammar of
6
word order.
Some errors of grammar or word order which
5
do not, however, interfere with comprehension.
Errors of grammar or word order fairly
4 frequent; occasional re-reading necessary for
full comprehension.
1. Grammar
Errors of grammar or word order frequent;
3 efforts of interpretation sometimes required on
reader‟s part.
Errors of grammar or word order very frequent;
2
reader often has to rely on own interpretation.
Errors of grammar or word order so severe as to
1
make comprehension virtually impossible.
Use of vocabulary and idiom rarely (if it all)
6 distinguishable from that of educated native
writer.
2 Vocabulary Occasionally uses inappropriate terms or relies
5 on circumlocutions; expression of ideas hardly
impaired.
4 Uses wrong or inappropriate words fairly
 77

frequently; expression of ideas may be limited

because of inadequate vocabulary.
Limited vocabulary and frequent errors clearly
3
hinder expression of ideas.
Vocabulary so limited and so frequently
2 misused that reader must often rely on own
interpretation.
Vocabulary limitations so extreme as to make
1
comprehension virtually impossible.
Few (if any) noticeable lapses in punctuation or
6
spelling.
Occasional lapses in punctuation or spellings
5 which do not, however, interfere, with
comprehension.
Errors in punctuation or spelling fairly frequent;
4 occasional re-reading necessary for full
3. Mechanics comprehension.
Frequent errors in spelling or punctuation; lead
3
sometimes to obscurity.
Errors in spelling or punctuation so frequent
2 that reader must often rely on own
interpretation.
Errors in spelling or punctuation so severe as to
1
make comprehension virtually impossible.
Choice of structures and vocabulary
Fluency (style
6 consistently appropriate like that of educated
4. and ease of
native writer.
communication)
5 Occasional lack of consistency in choice of
 78

structures and which does not, however, impair,

overall, ease of communication.
„Patchy‟ with some structures or vocabulary
4
items noticeably inappropriate to general style.
Structures or vocabulary items sometimes not
3 only inappropriate but also misused; little sense
of ease communication.
Communication often impaired by completely
2 inappropriate or misused structures or
vocabulary items.
A „hotch-potch‟ of half-learned misused
1 structures and vocabulary items rendering
communication almost impossible.
Highly organized; clear progression of ideas
6
well linked; like educated native writer.
Material well organized; links could
5 occasionally be clearer but communication not
impaired.
Some lack of organization; re-reading required
Form 4
5 for clarification of ideas.
(organization)
Little or no attempt at connectivity, though
3
reader can deduce some organization.
Individual ideas may be clear, but very difficult
2
to deduce connection between them.
Lack of organization so severe that
1
communication is serious impaired.
SCORE:

Gramm: +Voc: _+ Mech: +Fluency: + Form: =

 79

( )
 Lembar pengamatan sikap peserta didik
No Ber- Santun Kedisi Nilai
. Indikator Tanggun Jujur Dalam Percaya plinan rata-
sikap g Ber- Diri Dalam rata
Nama jawab komunika tugas (huruf)
Peserta didik si
1
2
3
Note: setiap aspek menggunakan skala 1-5

1 = sangat kurang 3 = cukup 5 = amat baik

2 = kurang 4 = baik

Mengetahui: Jakarta, 20 Oktober 2014

Guru Bidang Studi Mahasiswa Peneliti

Eko Ardiawati S. Pd Fenny Yutika Seli

NIP. 197412092008012014 NIM. 1110014000091

 80

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan : SMAN 87 Jakarta

Kelas/Semester : X/1
Mata Pelajaran : Bahasa Inggris
Topik : Recount Text
Materi Pokok : Teks recount, lisan dan tulis sederhana, tentang
pengalaman/kegiatan/kejadian/peristiwa.
Alokasi Waktu : 2 x 45 menit (1 kali pertemuan) (pertemuan ke-3)

Q. Kompetensi Inti (KI)

9. Menghayati dan mengamalkan ajaran agama yang dianutnya.
10. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan social dan alam serta
dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
11. Memahami, menerapkan, menganalisis, pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
tekmologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
12. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
 81

R. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

 Kompetensi Dasar:

3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
recount tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks
penggunaannya.

4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.

4.14. Menyusun teks recount lisan dan tulis sederhana tentang

pengalaman/kejadian/peristiwa dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan dari teks secara benar dan sesuai
dengan konteks.

 Indikator:

1. Menjelaskan fungsi tehnik clustering dalam menulis teks recount tentang

pengalaman/kejadian/peristiwa

2. Menganalisis teks recount dengan fokus pada fungsi sosial, struktur teks, dan
unsur kebahasaan.

3. Menulis teks recount secara individu

4. Memberikan balikan kepada karya teman mereka (peer feedback) di grup

Facebook.

S. Tujuan Pembelajaran
11. Peserta didik terampil mengidentifikasi tehnik clustering dalam menulis teks
recount tentang pengalaman/kejadian/peristiwa, secara percaya diri, jujur,
disiplin, kerjasama dan bertanggungjawab.
 82

12. Melalui contoh, peserta didik dapat menggunakan tehnik clustering dalam
membuat teks recount tentang pengalaman/kejadian/peristiwa ke dalam praktik
menulis dalam bahasa Inggris.
13. Menulis teks recount secara individu dan di unggah di Facebook
14. Dengan arahan guru, peserta didik dapat menganalisis teks recount karya teman
mereka
15. Siswa dapat memberikan balikan kepada karya teman mereka (peer feedback) di
grup Facebook.

T. Materi Pembelajaran
1. Contoh clustering technique untuk membuat recount text
My Holiday was Fantastic

EVENTS
• Last summer • The places made
• I visited some great •1st event: I went to the me feel at home
places cleveland but I have to go
• 2nd event: Hollywood home
•3rd event: Newyork
city
RE-
ORIENTATION
ORIENTATION

2. Contoh Recount Text

My Holiday was Fantastic
Last summer I got a fantastic holiday. I visited some great places.
 83

I went to an airport and was going to fly to Cleveland. I was spending there
two days. I liked to see some Cleveland Cavaliers basketball matches.
Then I went to Hollywood. Hollywood is a famous district in Los Angeles,
California, United States. It had become world-famous as the center of the film
industry. Four major film companies – Paramount, Warner Bros., RKO and Columbia
– had studios in Hollywood. I did not want to leave but I had to.
After that, I went to New York City. I visited the Statue of Liberty. I went
from the bottom of Manhattan to the top of the crown. That was very amazing.
The places made me feel at home but I have to go home. Next time I would
return to them.

U. Model/Metode Pembelajaran
3. Pendekatan: scientific
4. Metode pembelajaran:
i. Demontrasi
j. Penugasan
k. Diskusi grup
l. Tanya jawab
5. Tehnik: Clustering Technique

V. Media, Alat, dan Sumber Pembelajaran

7. Media : Power Point Presentation.
8. Alat : Laptop dan LCD.
9. Sumber belajar : Suara guru, internet, buku.
 84

W. Kegiatan Pembelajaran
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Pendahuluan  Guru masuk ke kelas dan menyapa menggunakan 10 menit
bahasa Inggris agar English Environment dapat
langsung tercipta di setiap pertemuan, seperti “Good
morning, students.” Dan “How are you today?”
(melatih sikap santun dan peduli).
 Menyiapkan peserta didik secara psikis dan fisik untuk
mengikuti proses pembelajaran dengan cara
menceritakan tentang kisah sukses beberapa orang
yang menggunakan media social dalam karirnya
(memotivasi mereka untuk belajar dan melihat sisi baik
dari media social) dan dilanjutkan dengan beroda
bersama.
 Guru mengecek kehadiran siswa dengan menanyakan
“Is everyone here?” or “who is absent today?” (menilai
sikap peduli dan jujur).
 Guru me-review tentang materi minggu kemarin
dengan cara membahas kesalahan-kesalahan dalam
penulisan recount text siswa.
 Menjelaskan tujuan pembelajaran atau kompetensi
dasar yang akan dicapai; dan menyampaikan cakupan
materi dan penjelasan uraian kegiatan sesuai silabus.

Inti Mengamati 75 menit

 Siswa mengamati salah satu contoh recount text yang

dibuat oleh teman mereka minggu kemarin yang
 85

ditampilkan di slide.
 Siswa menyimak penjelasan dari kelompok yang
membuat tulisan tersebut tentang penjelasan struktur
dari teks yang mereka buat.
Mengeksplorasi

 Siswa mengidentifikasi gagasan pokok, informasi rinci

dan informasi tertentu dari contoh teks tersebut.
Menanya

 Dengan arahan guru, siswa mempertanyakan fungsi

dari clustering technique dalam menulis recount text.
(sikap berani dan percaya diri)
 Siswa mempertanyakan mengenai gagasan pokok
informasi rinci dan informasi tertentu dalam recount.
(sikap berani dan percaya diri)
Mengeksplorasi

 Siswa, secara individu, diminta membuat satu cerita

berdasarkan pengalaman mereka sendiri dengan topik
“Favorite Moment” (sikap jujur, disiplin,
bertanggungjawab)
Mengasosiasi

 Siswa saling menganalisis teks recount yang telah

mereka buat sendiri dengan fokus pada fungsi sosial,
struktur teks, dan unsur kebahasaan.
 Siswa memperoleh balikan (feedback) dari guru dan
teman tentang hasil analisis yang disampaikan dalam
kerja kelompok.
 86

Mengkomunikasikan

 Dalam bentuk tugas, setiap siswa diminta mengunggah

tulisan mereka ke grup Facebook.
 Siswa yang lain harus mengomentari dan menyukai
tulisan teman mereka di Facebook.
 Guru memberikan feedback berupa komentar dan
analisa kesalahan pada tulisan temannya.
 Siswa juga diberikan tugas tambahan oleh guru di grup
Facebook tentang analisa kesalahan beberapa teks
recount yang diunggah.
Penutup  Dengan arahan guru, siswa menjelaskan apa yang 5 menit
sudah dipahami dari materi hari ini (refleksi)
 Siswa diminta membuat kesimpulan pembelajaran
pada pertemuan ini.
 Guru memberikan umpan balik terhadap proses dan
hasil pembelajaran.
 Guru bersama siswa menutup pertemuan dengan
membaca doa/hamdalah dan salam.

X. Penilaian Hasil Pembelajaran

Penilaian diambil berdasarkan:
1. Tugas: Individu
2. Bentuk instrumen penilaian: Tes tertulis
3. Rincian tugas: Membuat Recount text.
4. Kriterian Penilaian: Analytical Scoring
 87

RUBRIC OF WRITTEN TEST ASSESMENT

No. Aspects Scale Criteria

Few (if any) noticeable errors of grammar of
6
word order.
Some errors of grammar or word order which
5
do not, however, interfere with comprehension.
Errors of grammar or word order fairly
4 frequent; occasional re-reading necessary for
full comprehension.
1. Grammar
Errors of grammar or word order frequent;
3 efforts of interpretation sometimes required on
reader‟s part.
Errors of grammar or word order very frequent;
2
reader often has to rely on own interpretation.
Errors of grammar or word order so severe as to
1
make comprehension virtually impossible.
Use of vocabulary and idiom rarely (if it all)
6 distinguishable from that of educated native
writer.
Occasionally uses inappropriate terms or relies
5 on circumlocutions; expression of ideas hardly
2 Vocabulary impaired.
Uses wrong or inappropriate words fairly
4 frequently; expression of ideas may be limited
because of inadequate vocabulary.
Limited vocabulary and frequent errors clearly
3
hinder expression of ideas.
 88

Vocabulary so limited and so frequently

2 misused that reader must often rely on own
interpretation.
Vocabulary limitations so extreme as to make
1
comprehension virtually impossible.
Few (if any) noticeable lapses in punctuation or
6
spelling.
Occasional lapses in punctuation or spellings
5 which do not, however, interfere, with
comprehension.
Errors in punctuation or spelling fairly frequent;
4 occasional re-reading necessary for full
3. Mechanics comprehension.
Frequent errors in spelling or punctuation; lead
3
sometimes to obscurity.
Errors in spelling or punctuation so frequent
2 that reader must often rely on own
interpretation.
Errors in spelling or punctuation so severe as to
1
make comprehension virtually impossible.
Choice of structures and vocabulary
6 consistently appropriate like that of educated
native writer.
Fluency (style
Occasional lack of consistency in choice of
4. and ease of
5 structures and which does not, however, impair,
communication)
overall, ease of communication.
„Patchy‟ with some structures or vocabulary
4
items noticeably inappropriate to general style.
 89

Structures or vocabulary items sometimes not

3 only inappropriate but also misused; little sense
of ease communication.
Communication often impaired by completely
2 inappropriate or misused structures or
vocabulary items.
A „hotch-potch‟ of half-learned misused
1 structures and vocabulary items rendering
communication almost impossible.
Highly organized; clear progression of ideas
6
well linked; like educated native writer.
Material well organized; links could
5 occasionally be clearer but communication not
impaired.
Some lack of organization; re-reading required
Form 4
5 for clarification of ideas.
(organization)
Little or no attempt at connectivity, though
3
reader can deduce some organization.
Individual ideas may be clear, but very difficult
2
to deduce connection between them.
Lack of organization so severe that
1
communication is serious impaired.

SCORE:
Gramm: +Voc: _+ Mech: +Fluency: + Form: =

( )
 90

 Lembar pengamatan sikap peserta didik

No Ber- Santun Kedisi Nilai
. Indikator Tanggun Jujur Dalam Percaya plinan rata-
sikap g Ber- diri Dalam rata
Nama jawab komunika tugas (huruf)
Peserta didik si
1
2
3

Note: setiap aspek menggunakan skala 1-5

1 = sangat kurang 3 = cukup 5 = amat baik

2 = kurang 4 = baik

Mengetahui: Jakarta, 20 Oktober 2014

Guru Bidang Studi Mahasiswa Peneliti

Eko Ardiawati S. Pd Fenny Yutika Seli

NIP. 197412092008012014 NIM. 1110014000091

 Appendix 5

Treatment through Facebook

1. The First Treatment

a. Instruction of the task

91
 92

b. Students’ writing
 93

2. The Second Treatment

 94

3. The Third Treatment

 Appendix 7

INTERVIEW SCRIPT

STUDENT 1

1. Q: Menurut kamu, apakah dalam pengajaran bahasa Inggris perlu menggunakan

media? Kenapa?
A: Ya, perlu miss. Agar pembelajaran lebih menarik dan ga ngebosenin.

2. Q: Setelah mempelajari Recount Text dengan menggunakan Facebook, apakah

ada pengaruh penggunaan Facebook terhadap nilai kamu?
A: Iya miss, saya hamper tiap hari mainan socmed. Notfi FB saya selalu nyala
kalo ada temen-temen yang post di grup. Saya jadi suka lihat-lihat dan belajar dari
situ juga. Jadi, nilai saya lebih baik miss.

3. Q: Bagaimana pendapat kamu ketika belajar Recount Text dengan menggunakan

Facebook?
A: menarik miss. Jadi kayak curhat tentang pengalaman pribadi kita dan bias
dilihat sama temen-temen sekelas.

4. Q: Apakah Facebook yang digunakan ketika mempelajari Recount Text

mempermudah atau mempersulit kamu dalam memahami pelajaran? Kenapa?
A: mempermudah soalnya dalam grup kan kita nanya ke temen-temen atau miss
sendiri, bias lewat postingan temen atau chat pribadi dan itu bias dilakukan diluar
kelas. Saya jadi lebih paham tentang recount text miss.

5. Q: Apakah kamu mendapatkan tambahan informasi atau masukan setelah meng-

upload tulisanmu di grup FB?

99
 100

A: Iya miss dari komen atau saran temen-temen dan karena terhubung lewat
internet, kadang saya searching lewat google juga sih miss tentang recount nya
hehe.

6. Q: Bagaimana pendapat kamu tentang peer feedback dalam pembelajaran recount

text ini?
A: peer feedback itu bagus miss soalnya saya bias ngoreksi tulisan temen-temen
dan temen-temen bias ngoreksi tulisan saya. Jadi, lebih tahu kesalahan dan
kekurangan masing-masing.

7. Q: Apakah komen atau saran yang kamu dapatkan di FB berpengaruh terhadap

kemampuan menulis kamu? Kenapa?
A: berpengaruh miss, dari komen atau saran yang dikasih temen-temen, saya jadi
bias ngedit tulisan saya dengan format yang bener.

8. Q: Menurut kamu, apakah peer feedback bermanfaat dalam mengembangkan

pemikiran kritis, kemandirian dalam belajar, dan berinteraksi dengan murid-murid
lain?
A: menurut saya sih iya miss. Dari peer feedback, semua murid kan wajib komen,
jadi semua harus baca dan mencari kesalahan dari tulisan temen-temennyua dan
memunculkan pertanyaan kalo ada yang ga dimengerti. Selain itu juga murid ga
terlalu bergantung sama koreksian dari gurundan banyak interaksi juga mengenai
pelajaran.

STUDENT 2

1. Q: Menurut kamu, apakah dalam pengajaran bahasa Inggris perlu menggunakan

media? Kenapa?
 101

A: Perlu lah miss. Bosen kalo Cuma duduk liatin papan tulis doing.

2. Q: Setelah mempelajari Recount Text dengan menggunakan Facebook, apakah

ada pengaruh penggunaan Facebook terhadap nilai kamu?
A: ada miss walaupun ga naik banyak sih hehe. Tapi saya jadi lebih ngerti karena
baca postingan temen-temen dan komen-komennya juga.

3. Q: Bagaimana pendapat kamu ketika belajar Recount Text dengan menggunakan

Facebook?
A: seru miss, tulisan saya jadi bias dilihat temen-temen.

4. Q: Apakah Facebook yang digunakan ketika mempelajari Recount Text

mempermudah atau mempersulit kamu dalam memahami pelajaran? Kenapa?
A: mempermudah karena banyak belajar dari kesalahan temen-temen atau
kesalahan saya sendiri yang di share di FB.

5. Q: Apakah kamu mendapatkan tambahan informasi atau masukan setelah meng-

upload tulisanmu di grup FB?
A: Iya miss. Misalnya saya gak tau vocab yang ada di tulisan temen, saya cari di
kamus. Trus kalo saya ga ada ide untuk nulis, saya bisa baca baca dulutulisan
temen-temen yang ada di FB.

6. Q: Bagaimana pendapat kamu tentang peer feedback dalam pembelajaran recount

text ini?
A: sebenernya saya orang yang males ngoreksi atau kasih komen ke tulisan temen
saya miss soalnya saya ga pede miss orangnya haha
 102

7. Q: Apakah komen atau saran yang kamu dapatkan di FB berpengaruh terhadap

kemampuan menulis kamu? Kenapa?
A: berperngaruh miss walaupun saya ga begitu pede mengomentari tulisan temen
saya, tapi saya berterima kasih ke temen-temen yang udah komen ke tulisan saya.
Jadi, saya bisa memperbaiki di tugas berikutnya.

8. Q: Menurut kamu, apakah peer feedback bermanfaat dalam mengembangkan

pemikiran kritis, kemandirian dalam belajar, dan berinteraksi dengan murid-murid
lain?
A: Iya miss.

STUDENT 3

1. Q: Menurut kamu, apakah dalam pengajaran bahasa Inggris perlu menggunakan

media? Kenapa?
A: perlu miss, belajar jadi lebih menarik.

2. Q: Setelah mempelajari Recount Text dengan menggunakan Facebook, apakah

ada pengaruh penggunaan Facebook terhadap nilai kamu?
A: perasaan saya ga terlalu ngaruh sih miss.

3. Q: Bagaimana pendapat kamu ketika belajar Recount Text dengan menggunakan

Facebook?
A: ribet miss harus online, saya jarang maenan FB miss paling bbman doing.

4. Q: Apakah Facebook yang digunakan ketika mempelajari Recount Text

mempermudah atau mempersulit kamu dalam memahami pelajaran? Kenapa?
A: mempersulit miss mending ngerjain tugas di buku aja deh sama nanya-nanya
di kelas.
 103

5. Q: Apakah kamu mendapatkan tambahan informasi atau masukan setelah meng-

upload tulisanmu di grup FB?
A: Iya miss dari baca tulisan temen-temen yang di upload kadang saya tanya-
tanya juga sih miss sama dia-nya. Jadi saya dapat tambahan ilmu. Misalnya saya
ga ngerti gimana bikin recount text yang bener, trus vocab yang sesuai, dll.

6. Q: Bagaimana pendapat kamu tentang peer feedback dalam pembelajaran recount

text ini?
A: saya ga bisa ngasih feedback miss ke temen-temen jadi kadang seadanya aja.
Saya juga malu miss dikomentarin.

7. Q: Apakah komen atau saran yang kamu dapatkan di FB berpengaruh terhadap

kemampuan menulis kamu? Kenapa?
A: perasaan tulisan saya begitu-begitu aja miss. Ga ada pengaruh deh kayaknya
haha.

8. Q: Menurut kamu, apakah peer feedback bermanfaat dalam mengembangkan

pemikiran kritis, kemandirian dalam belajar, dan berinteraksi dengan murid-murid
lain?
A: sebenernya sih bermanfaat miss tapi kayaknya ga berlaku untuk saya deh miss.
 Appendix 8
Pre-test Score of Experimental Class
Students’ Total
Grammar Vocabulary Mechanics Fluency Form
Number Score
1 2 3 2 3 3 43
2 3 2 3 2 4 46
3 4 5 5 4 3 70
4 4 5 4 5 5 76
5 2 1 5 2 2 40
6 4 3 5 4 5 70
7 4 5 5 4 4 73
8 4 4 5 4 5 73
9 6 4 4 5 4 76
10 4 2 3 3 1 43
11 4 5 5 3 3 66
12 3 4 5 4 2 60
13 5 4 6 4 5 80
14 5 5 5 5 5 83
15 4 3 5 4 3 63
16 4 4 5 4 5 73
17 4 5 4 5 5 76
18 4 4 3 3 4 60
19 5 5 5 5 6 86
20 4 5 6 5 5 83
21 4 3 5 4 3 63
22 4 5 4 4 5 73
23 4 4 5 4 4 70
24 3 2 5 4 3 56
25 2 3 4 4 3 53

104
 105

Post-test Score of Experimental Class

Students’ Total
Grammar Vocabulary Mechanics Fluency Form
Number Score
1 4 5 5 4 5 76
2 4 5 5 5 4 76
3 4 5 4 5 5 76
4 6 6 6 6 5 96
5 5 5 4 5 4 76
6 4 4 5 5 5 76
7 4 5 5 5 5 80
8 6 5 5 6 5 90
9 6 6 6 6 5 96
10 4 4 5 5 5 76
11 5 6 5 5 5 86
12 4 5 4 5 5 76
13 6 5 6 5 6 93
14 6 5 5 5 6 90
15 5 5 5 4 4 76
16 5 5 6 5 5 86
17 4 5 6 4 5 80
18 4 4 6 4 5 76
19 5 5 6 6 6 93
20 5 5 6 5 5 86
21 3 4 6 5 5 76
22 4 5 6 4 5 80
23 5 5 6 5 5 86
24 4 4 5 6 5 80
25 6 6 5 6 6 83
 106

Pre-test Score of Controlled class

Students’ Total
Grammar Vocabulary Mechanics Fluency Form
Number Score
1 3 4 4 4 4 63
2 4 4 4 3 3 60
3 3 3 4 2 3 50
4 3 4 5 4 5 70
5 3 4 3 2 3 50
6 4 5 4 5 5 76
7 3 3 4 3 4 56
8 5 5 5 5 6 86
9 3 3 4 4 4 46
10 5 4 5 4 4 73
11 4 5 4 6 6 83
12 4 4 4 5 5 73
13 6 5 6 4 5 86
14 5 5 6 5 4 83
15 3 4 4 4 5 66
16 3 2 2 3 2 40
17 5 4 6 4 5 80
18 5 4 5 5 5 80
19 4 5 5 4 4 73
20 3 2 3 3 3 46
21 5 3 4 3 3 60
22 4 3 4 3 4 60
23 5 4 3 4 4 66
24 4 4 4 5 5 73
25 4 3 4 4 3 53
 107

Post-test Score of Controlled Class

Students’ Total
Grammar Vocabulary Mechanics Fluency Form
Number Score
1 4 4 3 4 5 66
2 4 4 4 4 5 70
3 4 4 4 3 4 63
4 5 4 5 5 4 76
5 6 3 4 5 5 76
6 5 6 6 5 6 93
7 5 3 4 5 4 70
8 6 6 6 5 6 96
9 4 3 5 5 5 73
10 6 5 4 5 6 86
11 5 5 6 5 6 90
12 4 4 5 5 5 76
13 6 6 5 6 6 96
14 6 6 6 5 6 96
15 5 4 4 5 5 76
16 4 2 4 4 3 56
17 6 5 4 4 5 80
18 5 5 5 5 5 83
19 4 5 6 5 5 83
20 4 4 5 4 4 70
21 5 4 5 3 4 70
22 5 5 5 4 4 76
23 4 5 5 4 6 80
24 5 4 4 5 5 76
25 4 3 5 4 4 66