LEMBARrepository.uinjkt.ac.id/dspace/bitstream/123456789/50901...Catatan Penilaian Jurnal oleh Reviewer: Jakarta, 26 Mei 2020 Reviewer 2, Prof. Dr. Ir. Arita Marini, M.E NIDN : 0025026804

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HASIL PENILAIAN SEJAWAT SEBIDANG ATAU PEER REVIEW

KARYA ILMIAH : JURNAL INTERNASIONAL BEREPUTASI

Judul Makalah : Developing the Instrument of Pre-Writing Skill to the First Grade Students of

Elementary School

Penulis Makalah : Fahrurrozi, Sehati Kaban, Ratna Sari Dewi, Reza Rachmadtullah,

Prayuningtyas Angger Wardhani. Uswatun Hasanah

Status Pengusul : Penulis Ketiga

Nama Pengusul : Ratna Sari Dewi

Identitas Jurnal : a. Nama Jurnal : International Journal of Advanced Science And

Technology

Volume 29, No. 06, Tahun 2020

: b. Nomor ISSN : 2207-6360

: c. Penerbit : Science and Engineering Research Support Society

: d. Tahun Terbit : 2020

: e. Jumlah Halaman : 1932 - 1940 (8 Halaman)

Kategori Publikasi Ilmiah √ Jurnal Internasional Bereputasi

(beri pada kategori yang tepat) Jurnal Nasional Terakreditasi

Hasil Penilaian Peer Review :

Komponen Yang Dinilai

Jurnal Nasional Terakreditasi Nilai Akhir yang

Diperoleh (Reviewer) Nilai

Maksimal

Nilai Pengusul

(FITK)

a) Kelengkapan unsur isi jurnal (10%) 4 0.32

b) Ruang lingkup dan kedalaman pembahasan

(30%)

12 0.96

c) Kecukupan dan kemutahiran data/informasi

dan metodologi (30%)

12 0.96

d) Kelengkapan unsur dan kualitas penerbit

(30%)

12 0.96

Total 40 3,2

Catatan Penilaian Jurnal oleh Reviewer:

Jakarta, 26 Mei 2020

Reviewer 2,

Prof. Dr. Ir. Arita Marini, M.E

NIDN : 0025026804

Unit kerja : Fakultas Ilmu Pendidikan, Universitas Negeri Jakarta

International Journal of Advanced Science and Technology

Vol. 29, No. 06, (2020), pp. 1932-1940

1932 ISSN: 2005-4238 IJAST

Copyright ⓒ 2020 SERSC

Developing the Instrument of Pre-Writing Skill to the First Grade Students

of Elementary School

Fahrurrozi1, Sehati Kaban2, Ratna Sari Dewi3, Reza Rachmadtullah4, Prayuningtyas Angger

Wardhani 5, Uswatun Hasanah6

1)2)5)6)Department of Elementary School Teacher Education at Universitas Negeri Jakarta,

Indonesia. Email : [email protected] 3)Department of School Teacher Education at Universitas Islam Negeri Syarif Hidayatullah,

Indonesia. 4)Department of Elementary School Teacher Education at Universitas PGRI Adi Buana,

Indonesia. Email : [email protected]

Abstract

This research aimed to develop the instrument of pre-writing skill to the first grade of Elementary

School. In specific, this research propose to resolve teachers’ problem such as (1) most of students’

writing assignment is not well-structured and only given the example of writing on the white board.,

(2) writing assessment from the teachers still have not met the criteria of assessment standard, (3)

teachers’ ability in developing the instrument that measure students’ pre-writing skill is still low.

Research and Development (RnD) is used as the method of the research by using the procedural

instrument development research design. 150 students from the first grade of elementary school in

South Jakarta is chosen as the respondent of the research. The sampling technique that is used in this

research is purposive sampling. Based on the assessment of the expert validator, the result of the

research prove that pre-writing instrument results good validity and reliability. Besides, pre-writing

instrument that consists of 12 items shows 9 valid items and 3 invalid items. Based on the result of

questionnaire that is addressed to the teachers, it describes the structure and the difficulty level of

writing assignments from low difficulties to high difficulties by using assessment rubric. Thus, the

result of the research can be one of the consideration to elementary school teachers especially for the

first grade to identify students’ pre-writing skill.

Keywords: Instrument, pre-writing skill, first grade students, elementary school

INTRODUCTION

Pre-writing is basic writing process that taught first by the teachers to the students. Pre-

writing process is usually coupled with pre-reading process that called as pre-reading and writing

activity [1]. Pre-writing process generally intend to teach young students to write correctly [2].

Nonetheless, pre-writing activity usually done after or parallel with pre-reading activity in first grade

of elementary school. The underlying reason is when the students able to read, they will easier to

write [3], [4].

Writing skill is the ability to express the idea, argument or feeling through written language.

Students’ accuracy in expressing idea have to be supported by the accuracy of language use,

vocabulary, grammatical, and punctuation. Teaching activity in the first grade students of elementary

school, the basic learning is reading and writing skill. Those things are the basic knowledge for

further level. In pre-writing process, teachers’ skill is more focus with full attention to the students.

Besides, teachers also need authentic measurement in assessing pre-writing assignment to the first

grade students [2].


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Authentic assessment is the information collecting process that is done by teachers in term of

the development and the learning achievement of the students. In this case, students are involved

actively in implementing their skill. Authentic assessment is one of right choice as it enables students

to show their competencies. By using authentic assessment, students can enhance their high order

thinking while analyzing, synthesizing, identifying the problem, create solution, and engage the

relation of cause and effect [5], [6].

The assessment can be applied in many aspects of language skills such as speaking, reading,

writing and listening. From those four language skills, the most difficult skill for most of the students

is writing. This skill involves high order thinking because it requires students to express their idea and

creativity in written form. Writing is tool of communication that consist of symbolizing skill in

graphic and express self-feeling [7], [8]. Cognitive ability in children’s mind that combined with fine

psychomotor ability which is activated while writing and will result good and interesting writing.

Writing also can be media to communicate what they know about something [8]–[10]. It is one of

factors that improve reading skill [11]. The lack of writing skill can affect seriously to the job and life

success [12].

Moreover, writing is one of indirect communication that describes mind, feeling, and idea

which is expressed in written language [13]. This skill need more reading practice [14]. Pre-writing

has three components that are procedural knowledge, conceptual knowledge, and generative

knowledge [13], [15], [16]. Children’s writing skill is important to develop their overall literacy [17].

Literacy ability is affected by pre-writing skill [18], [19]. In writing, there are three stages that are

pre-writing writing, and rewriting [9], [10], [15]. Pre-writing stage is the beginning step in writing to

consider important and interesting idea. The idea can come from many reading resources or through

the experience from the writer. Then, the idea will be developed in outline from the general to the

specific.

In first grade of elementary school, students are assumed already have basic writing skill and

can write correctly. Writing in first grade level needs strong base in hand writing, spelling, and

punctuation [20], [21]. The result of writing from first grade students usually can be read clearly

although the hand writing is not really good [18], [20]. Hand writing is complex assignment for first

grade students that make them form the letters, numbers, and other characters which require the

combination cognitive function and fine and gross motor [23], [25]. Writing is viewed as difficult

skill for the first grade students. Based on the result in previous research, most of the first grade

students have not yet master writing skill where the difficulties are around 5% to 33% (Karlsdottir,

2002; Smits-Engelsman et al., 2001). This result rise the arguments from many researchers to conduct

further research relate to this topic.

Based on observation result and interview, there are some matters that is considered difficult

to be done by teachers such as (1) most of students’ writing assignment is not well-structured and

only give the example of writing on the white board, (2) assessment instrument that is used have not

met the criteria of standard assessment, (3) teachers have difficulties in arranging pre-writing

assessment instrument. Thus, the role of assessment instrument is important not only to give feedback

to teachers and students but also can be one of the material to evaluate learning method that used in

writing activity.

Study relate to research and development of pre-writing instrument to the first grade of

elementary school students is rarely conduct even though this is important to measure the level of

students’ achievement in pre-writing. Similarly, some of researches who discuss about pre-writing

skill are Kristen McMaster, Amy Kunkel, Jaehyun Shin, 2017 [29]. The research stated that

instrument of pre-writing assessment should have the guideline of standard assessment so that make

teachers easier to evaluate students works. Then, Larkin, 2014 [6], said that pre-writing assessment


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instrument for the first grade students of elementary school give positive effect because it makes

teachers easier to get the information continuously and comprehensive about the process and the

result of pre-writing activity that achieved by the students. Moreover, other researchers like Dinehart,

2015 [25], homas et al., 2020 [18], Puranik & Lonigan, 2014 [15], Puranik et al., 2018 [16], Zhang &

Quinn, 2018 [17] show the importance of pre-writing skill in elementary level. This will have

implication on researchers’ interest to develop valid instrument in measuring pre-writing to the first

grade students. In this research, developed instrument is adjusted with students’ characteristics in

cognitive aspect and fine motor and also integrated with national curriculum. Pre-writing instrument

will be developed in structured writing assignment with the difficulties level from low difficulty to

high difficulty. It is also added by valid assessment rubric and reliable so it can be the consideration to

the teacher in identifying students’ pre-writing skill.

METHOD

Research design

This research is aimed to develop the instrument of pre-writing skill to the first grade students

of elementary school. The research used mix method research with procedural instrument

development research design. According to Koskey, et al., (2018) [30] instrument development

research is the research that result the product with some phases in order to result empirical

instrument that can be used as the measurement. Then, the researchers explain the procedures of the

instrument development research by breaking down every phase that will conduct in the research.

Research procedure

The research procedure is the result of synthesizing and based on the theory of pre-writing

instrument development research. The developing items process to make some forms of test consist of

three phases that are (1) test designing phases such as determining purpose of the test, determining

tested competencies, determining of tested material, arranging blue print of test, writing test items,

test validity, revising test items and assembling test, and arranging scoring guideline; (2) trial test

such as determining trial subject, doing trial test, analyzing result data; and (3) test assembling. The

procedures of the research is broken down in following figure:

Figure 1. Research procedure development instrument of pre-writing skills to the first grade students

of elementary schools

Respondent

The respondent of the research is 150 first grade students who come from 15 elementary school

in South Jakarta. The research uses purposive sampling technique to select the respondents. The

selection is based on the distance and population that makes representative respondents.

Research Data Analysis Techniques

Data collection is done while the process of developing instrument by testing the worthiness of

the instrument which is developed through validity from experts and practitioners. After developing

the instrument, the researchers take the data of assessment result from experts in instrument validation

form by using content validity ratio (CVR) and content validity index (CVI). The next step is


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analyzing the data statistically to know the validity and reliability value and also KMO test and

Bartlett’s Test, Variance Explained.

Validity test of instrument is done to show dependability of the developed instrument of this

research. Validity test is used as the measurement that show dependability instrument of research. The

development can be assumed as valid if the instrument is really appropriate to answer indicators of the

instrument. The calculation of validity test used Statistical Package for the Social Science (SPSS) and

Microsoft Office Excel. After gaining the data, the researchers compare the result with r-r-table.

RESULTS

This research aimed to develop pre-writing instrument in elementary school. The development

of instrument is done by some phases such as pre-writing, planning, formulating idea, doing hand

writing with scribbles, straight lines, spelling, and revising ideas. First phase is validity and reliability

test by using SPSS 24. The instrument that is developed in this research is 12 items. Based on the data

of validity test, the item is stated as valid if t-count > t-table. Based on the result of validity test, there are

9 items valid from 12 items. The next test is reliability test. Cronbach's Alpha shows .971 and can be

conclude that data reliability are categorized high.

Next test is the worthiness test of a variable which is carried out by the KMO and Bartlett's Test.

The test is carried out to determine the worthiness of pre-writing variable. KMO and Bartlett's Test

results can be seen in table 1 below and KMO Bartlett's Test:

Table 1. KMO and Bartlett’s Test

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .622

Bartlett's Test of Sphericity Approx. Chi-Square 296.686

Df 36

Sig. .000

Table 1 KMO and Bartlett's Test shows that the number of KMO Measure of sampling

Adequacy (MSA) is 0.622. Because the value is 0.622 ('> 0.5). It shows the adequacy of the sample.

The KMO and Bartlet's test (at the chi-square value) is .622 with a significance value of 0,000. This

shows that there is a correlation between variables and is worthiness for further process. Furthermore,

Anti-image matrices below is to find out which variables can be further processed and which can be

issued.

Table 2. Anti-image matrices

Item_

1

Item_

2

Item_

3

Item_

4

Item_

5

Item_

6

Item_

7

Item_

8

Item_

9

Anti-image

covariance

Item_1 .138 .006 -.004 -.012 .021 .022 .000 -.121 -.016

Item_2 .006 .810 -.069 -.250 .054 -.072 .057 -.015 -.111

Item_3 -.004 -.069 .906 .111 -.119 .134 .085 .002 .074


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Item_4 -.012 -.250 .111 .667 -.306 -.057 .012 .008 .032

Item_5 .021 .054 -.119 -.306 .706 .019 .009 -.035 -.116

Item_6 .022 -.072 .134 -.057 .019 .801 -.238 .019 -.113

Item_7 .000 .057 .085 .012 .009 -.238 .869 -.021 -.044

Item_8 -.121 -.015 .002 .008 -.035 .019 -.021 .132 -.044

Item_9 -.016 -.111 .074 .032 -.116 -.113 -.044 -.044 .685

Anti-image

correlation

Item_1 .595a .018 -.011 -.040 .068 .065 .001 -.899 -.053

Item_2 .018 .637a -.080 -.340 .072 -.089 .067 -.046 -.149

Item_3 -.011 -.080 .524a .143 -.149 .157 .096 .005 .093

Item_4 -.040 -.340 .143 .569a -.446 -.079 .016 .027 .048

Item_5 .068 .072 -.149 -.446 .621a .025 .012 -.114 -.167

Item_6 .065 -.089 .157 -.079 .025 .594a -.286 .059 -.153

Item_7 .001 .067 .096 .016 .012 -.286 .615a -.062 -.057

Item_8 -.899 -.046 .005 .027 -.114 .059 -.062 .596a -.146

Item_9 -.053 -.149 .093 .048 -.167 -.153 -.057 -.146 .853a

A. Measures of sampling adequacy(msa)

In table 2, Anti-image Matrice above, specifically in the (anti Image Correlation) section, a

number marked (a) indicates the size of MSA of a variable. Item variables 1.595, item 2.637, item

3.524, item 4.569, item 5 that is .621, item 6 that is .594, item 7 that is .615, item 8.596. Item 9.853.

MSA value of each variable> 0.5 then all variables can be processed.

Table 3. Initial Eigenvalue, Variance Percentage, and Cumulative Percentage in each component

Total Variance Explained

Component

Initial Eigenvalues

Total % of Variance Cumulative %

1 2.663 29.592 29.592

2 1.575 17.503 47.095

3 1.356 15.069 62.164

4 .866 9.619 71.784

5 .837 9.305 81.089

6 .673 7.476 88.565


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7 .546 6.064 94.629

8 .413 4.584 99.213

9 .071 .787 100.000

Extraction Method: Principal Component Analysis.

The Total Variance Explained table above shows that there are 10 factors contracted to 3

factors. Each eigenvalue factor> 1. Factor 1 eigenvalue is 2.663 with variance (29.592%), Factor 2

eigenvalue is 1.575 with variance (17.503%), Factor 3 eigenvalue is 1.356 with (15.335%) and Factor

4 eigenvalue is 1.142 with variance (17.503%), Factor 3 eigenvalue is 1.356 with (15.356%) and

Factor 4 eigenvalue is 1.142 with variance (17.503%) (11.422%). The sum of the three extracted

factors is 61,164.

DISCUSSION

Drafting of instrument items in pre-writing begin with formulating the learning purpose

clearly. Purpose of learning will help teacher to assess the students accurately related to the material

that is taught [31]. Level of practicalities used to know how teachers and students using instrument in

learning process of pre-writing. To know whether developed instrument that used is practical or not,

test is conducted on 150 first grade students of elementary school who comes from 15 elementary

school in South Jakarta. Analysis toward teachers’ response questionnaire shows that developed pre-

writing skill instrument is practical to learning process. Most of teachers stated that developed

instrument in this research is quite different with other instruments and very easy to implement in

learning process.

This instrument consists of several topics including (a) do correct habit in writing such as the

technique of holding a pencil and sitting position when writing (b) copying (letters, words, sentences)

[13], (c) writing letters (words, and simple sentences) with loose letters, (d) write a few simple

sentences (3-5 words) with joint writing, (e) write sentences dictated by the teacher correctly, and (f)

write neatly sentences with joint writing [4], [18 ]. In addition, the instrument also includes writing

learning techniques such as copying, writing in the air, composing, completing, writing smoothly,

dictation, and composing. All preliminary writing assignments are structured in accordance with the

cognitive and motor development of first grade elementary students [32], [24].

Pre-writing assignment provided on this instrument is structured based on the difficulty level

from low difficulties to high difficulties [33], [34]. This is because pre-writing skill requires good

visual, auditory, memory and eye and hand coordination so that they must be trained from an early

age with correct direction [35], [36]. The task of pre-writing on the instrument is very helpful for

students in practicing structured pre-writing. Based on observations, it is obtained that the description

of activities that students can carry out pre-writing assignment in accordance with the steps of the

existing activities on the instrument. In addition, students feel interested and enthusiastic and actively

involved in doing various tasks with various levels of difficulty. This is because the assessment

instruments provide more detailed and clear stages in helping students master pre-writing skills.

Therefore, it can be concluded that the initial writing assessment instrument that was developed was

practically used in the first grades.

In addition, pre-writing instrument also contain of assessment rubric that can be used as a

reference for teachers to identify students’ pre-writing skill. The development of pre-writing

instrument is based on authentic assessment which is a form of assessment of student participants'

learning outcomes based on their ability to apply the knowledge they have from the real life around


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them [37], [38]. This statement shows that in authentic assessment, students are actively and

realistically involved in evaluating their own abilities. With pre-writing skills instrument, students can

develop their innovative and creative attitudes because they have the opportunity to develop

themselves, foster a more positive attitude towards school, learning activities and themselves. This

positive attitude will affect students' thinking patterns, so as to increase positive achievement [39],

[40].

Thus, the instrument of pre-writing skill that developed by the researchers is categorized as

very well to become the assessment instrument that is valid and reliable to be implemented in

elementary school especially to the first grade students.

CONCLUSION

Based on the development and trial test of developed pre-writing instruments, it is proven that

the use of assessment instrument in measuring students’ pre-writing skill is categorized as very well.

Those result can be seen from the observation result that implemented the assessment by the teacher,

teacher responses, and observations about the use of instruments and interviews that have been

conducted. These results illustrate that the pre-writing skills instrument can be used as a reference for

teachers in carrying out the process of learning and can identify students' mastery on what their

achieved in writing.

ACKNOWLEDGMENT

The researcher is grateful to all those who have helped in completing this research from the

preparation of the concept to the final report

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