the effect of reflective journal writing

THE EFFECT OF REFLECTIVE JOURNAL WRITING

ON STUDENTS’ WRITING ABILITY OF NARRATIVE TEXT

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

Utama in the Academic Year 2016/2017)

A Skripsi

Presented to the Faculty of Educational Sciencies in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (Strata One) in English Education

Firdaus Habibi

1113014000002

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2017

ABSTRACT

Firdaus Habibi. 1113014000002. “The Effect of Reflective Journal Writing on Students‟

Writing Ability of Narrative Text (A Quasi-experimental Study at Tenth Grade Students

of SMA Triguna Utama in Academic Year 2016/2017)”. Skripsi, Department of English

Education, Faculty of Educational Sciences. Syarif Hidayatullah State Islamic University

of Jakarta, 2017.

Advisor I : Ismalianing Eviyuliwati, M. Hum.

Advisor II : Drs. H. Sunardi Kartowisastro, Dipl. Ed.

This research is aimed to obtain the empirical evidence about the effect of reflective

journal writing on students‟ writing ability of narrative text at the tenth grade students of

SMA Triguna Utama Tangerang Selatan.The writer used quasi-experimental research

which classified into a quantitative research. The population of the research was 273

students from six classes. The sample was chosen by using purposive sampling technique

which selected into the experimental class and the controlled class. It consisted of 30

students in each class. Moreover, the writer used the pre-test and the posttest as the

instruments of the research. In the experimental class, the writer taught the reflective

journal writing by using a media named Line Application in teaching writing of narrative

text while in the controlled class, the writer taught the students by implementing the

conventional teaching technique such as asking the students to do the written exercises

and answering 10 reading comprehension questions based on the narrative text given. In

addition, the writer collected the data of this research by following some steps such as

providing the pre-test, providing the treatments during conducted the research, and at the

end of the research, the writer gave the post test. The data of the research were calculated

by using Microsoft Excel 2017 and then would be analysed automatically by using SPSS

version 20 with the significance level of 0.05. Furthermore, the result showed that the

tvalue of posttest (2.071) and gained scores (7.882) were higher than the ttable

(1.667) in the significance level of 0.05. Based on the result, if tvalue was higher

that ttable meant that H0 (null hypotheses) was rejected and Ha was accepted.

Therefore, it could be concluded that reflective journal writing is effective in

improving students„ writing ability of narrative text.

Keywords : Reflective Journal Writing, Writing Ability, Narrative Text

ABSTRAK

Firdaus Habibi. 1113014000002. “The Effect of Reflective Journal Writing on Students‟

Writing Ability of Narrative Text (A Quasi-experimental Study at Tenth Grade Students

of SMA Triguna Utama in Academic Year 2016/2017)”. Skripsi, Department of English

Education, Faculty of Educational Sciences. Syarif Hidayatullah State Islamic University

of Jakarta, 2017.

Pembimbing I : Ismalianing Eviyuliwati, M. Hum.

Pembimbing II : Drs. H. Sunardi Kartowisastro, Dipl. Ed.

Penelitian ini bertujuan untuk mengetahui pengaruh reflective journal writing terhadap

kemampuan menulis naratif teks pada kelas X SMA Triguna Utama Tangerang Selatan.

Penulis menggunakan penelitian experimen semu dan digolongkan sebagai penelitian

kuantitatif. Populasi dari penelitian ini adalah 273 siswa kelas X yang terbagi menjadi 6

kelas. Sampel penelitian dipilih dengan menggunakan teknik purposive sampling yaitu

penulis membagi kelas penelitian menjadi 2, kelas penelitian eksperimen dan kelas

penelitian kontrol. Setiap kelas penelitian terdiri dari 30 orang siswa. Selanjutnya, penulis

menggunakan pre-test dan posttest sebagai instrumen dalam penelitian. Dalam kelas

penelitian eksperimen, penulis mengajar dengan menggunakan reflective journal writing

dengan menggunakan aplikasi Line dalam mengajarkan writing naratif teks. Sedangkan di

kelas penelitian kontrol, penulis menggunakan teknik konvensional dimana penulis

meminta siswa untuk menjawab pertanyaan tertuls dan menjawab 10 pertanyaan reading

comprehension (penguasaan terhadap suatu teks bacaan) sesuai dengan teks naratif yang

diberikan. Adapun tambahannya, penulis mengumpulkan data penelitian ini dengan

mengikuti beberapa step diantaranya adalah menyediakan pre-test, memberikan

perlakuan khusus dengan memberikan reflective journal writing dan memberikan ujian

posttest diakhir penelitian. Data pada penelitian ini selanjutnya akan dihitung dengan

menggunakan Microsoft Excel 2017 dan akan dianalisa dengan menggunakan SPSS versi

20 dengan signifikansi 0.05. Hasil penelitian menunjukkan bahwa nilai tvalue pada post test

(2.071) dan gained scores (7.882) lebih besar dari pada nilai ttable (1.667) dengan level

signifikansi 0.05. Berdasarkan hasil penelitian jika tvalue lebih besar dari ttable maka H0

ditolak dan Ha diterima. Dapat disimpulkan bahwa reflective journal writing sangat

efektif digunakan untuk meningkatkan kemampuan menulis narrative siswa SMA

Triguna Utama Tangerang Selatan.

Kata kunci : Reflective Journal Writing, Writing Ability, Narrative Text

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful.

All praise be to Allah, the Lord of the worlds, who has been giving and

blessing until the writer can finish this research entitled “ The Effect of Reflective

Journal Writing on Students‟ Writing Ability of Narrative Text (A Quasi-

experimental Study at Tenth Grade Students of SMA Triguna Utama in Academic

Year 2016/2017).” Peace and salutation be upon to our Prophet Muhammad who

has brought from the darkness into the lightness.

The writer would like to express his deepest honour and gratitude to his

beloved parents, Suharno, S.Ag., M.H. and Kartiniwati, who always support the

writer to finish this research and give their love and patiently guide to give the

best result. And, thank also to his brother, Ilham Habibi, who motivates him to

finish this research.

The writer realizes that he would never finish this research without the help of

some people around him. Therefore, he would like to express his gratitude to the

advisors, Ms. Ismalianing Eviyuliwati, M. Hum. and Mr. H. Drs. Sunardi

Kartowisastro, Dipl.Ed. for the valuable advice, suggestion, guidance, comments

and support in completing this research paper.

Furthermore, the writer would like to express his gratitude appreciation to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational

Sciences.

2. Dr. Alek, M.Pd., as the Head of the Department of English Education.

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

Education.

4. All lecturers especially those of in the Department of English Education for

the knowledge, motivation, and support for the writer during his study.

5. Drs Sudarmanta, as the Headmaster of SMA Triguna Utama Tangerang

Selatan for the permission and help to conduct this research.

6. Ase Saepul Karim. M. Pd., as the English teacher at the tenth grade of sma

Triguna Utama Tangerang Selatan for his guidance during this research.

7. The students of 10.A and 10.B of SMA Triguna Utama Tangerang Selatan for

the willingness to be the participants in this research.

8. His big family who has supported him in finishing this research.

9. All beloved friends of the Department of English Education A 2013 for the

friendship and support during this study.

10. All his beloved friends of Duta Dewantara 2016, for the support and help

during this study.

11. All his beloved partners at Sahabat Beasiswa for the powerful support and

moodbooster during completing this research.

12. All the people who the names can not be mentioned one by one for the

constribution in finishing this research.

Finally, the writer realizes that this research still has some weakness and

mistakes. Therefore, the writer would mind accepting any constructive

suggestions and critics to make this research better.

Jakarta, July17th

2017

Firdaus Habibi

TABLE OF CONTENT

APPROVAL SHEET............................................................................................ i

ENDORSEMENT SHEET............................................................................................... ii

SURAT KETERANGAN KARYA SENDIRI................................................................ iii

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

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

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

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

LIST OF TABLE............................................................................................................ ix

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

A. Background of the Research................................................. 1

B. Identification of the Problems.............................................. 5

C. Limitation of the Problems................................................... 5

D. Formulation of the Problems................................................ 5

E. Objective of the Research.................................................... 6

F. Significances of the Research.............................................. 6

CHAPTER II: THEORETICAL FRAMEWORK............................................ 7

A. Writing................................................................................ 7

1. Definition of Writing.................................................... 7

2. Writing Ability............................................................. 8

3. Purpose of Writing....................................................... 10

4. Process of Writing........................................................ 11

B. Narrative Text..................................................................... 12

1. Definition of Narrative Text.......................................... 13

2. Generic Structure of Narrative Text.............................. 14

3. Example of Narrative Text............................................ 15

C. Reflective Journal Writing.................................................. 16

1. Understanding of Reflective Journal Writing............... 16

2. Example of Reflective Journal Writing........................ 17

D. Line Application................................................................. 18

E. Previous Studies................................................................. 19

F. Thinking Framework.......................................................... 21

G. Theoretical Hypotheses...................................................... 22

CHAPTER III: RESEARCH METHODOLOGY........................................... 23

A. Place and Time of the Research........................................ 23

B. Research Design................................................................ 23

C. Population and Sample of the Research............................ 25

D. Research Instrument......................................................... 25

E. Technique of Data Collection.......................................... 29

F. Technique of Data Analysis............................................. 30

G. Statistical Hypotheses...................................................... 31

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION..................... 33

A. Research Finding.............................................................. 33

1. The Result of Pre-test of Experimental Class................... 33

2. The Result of Pre-test of Controlled Class....................... 35

3. The Result of Posttest of Experimental Class.................. 36

4. The Result of Posttest of Controlled Class....................... 38

5. Description of the Data in Descriptive Statistics.............. 39

6. The Students‟ Posttest Score in Both Classes.................. 41

7. The Students Gained Scores in Both Classes................... 42

8. Testing Hypotheses.......................................................... 43

B. Discussion........................................................................ 48

CHAPTER V CONCLUSION AND SUGGESTION.................................. 50

A. Conclusion....................................................................... 50

B. Suggestion....................................................................... 50

REFERENCES............................................................................................. 51

APPENDICES.............................................................................................. 54

LIST OF TABLES

Table 2.1 The Narrative Exxample............................................................. 13

Table 3.1 The Research Design.................................................................. 19

Table 3.2 The Scoring Rubric of Narrative Text........................................ 22

Table 4.1 The Pre-test Score of Experimental Class.................................. 28

Table 4.2 The Pre-test Scores of Controlled Class..................................... 30

Table 4.3 Students‟ Posttest Score of Experimental Class......................... 31

Table 4.4 Students‟ Posttest Score of Controlled Class.............................. 31

Table 4.5 The Score of Pre-test................................................................... 34

Table 4.6 The Score of Post-test................................................................. 34

Table 4.7 The Gained Score........................................................................ 37

Table 4.8 The Result of Normality Test Experiment Class........................ 38

Table 4.9 The Result of Normality Test Controlled Class.......................... 39

Table 4.10 The T-Test of Posttest Score....................................................... 39

Table 4.11 The T-Test of Gained Score........................................................ 41

LIST OF APPENDICES

Appendix 1 English Subject Syllabi of English of the Tenth Grade in

SMA Triguna Utama................................................................... 49

Appendix 2 The Lesson Plan in Pre-test......................................................... 60

Appendix 3 The Lesso Plan in Posttest........................................................ 68

Appendix 4 Instrument of the Research for Pre-test..................................... 77

Appendix 5 Instrument of the Research for Post-test................................... 80

Appendix 6 The Complete Score of Pre-test, Posttest and Gained Score in

Experimental Class................................................................... 82

Appendix 7 The Complete Score of Pre-test, Posttest and Gained Score in

Controlled Class..................................,,,,................................ 82

Appendix 8 Normality Test Tables and T –Test Pre-test Output................ 86

Appendix 9 Scoring Rubric for Analytic and Narrative Writing................ 87

Appendix 10 Surat Bimbingan Skripsi.......................................................... 89

Appendix 11 Surat Permohonan Izin Penelitian............................................. 91

Appendix 12 Surat Keterangan sudag Penelitian dari Sekolah.................... 92

CHAPTER I

INTRODUCTION

This chapter presents the general information of the research. It discusses

about background of the research, identification of the problems, limitation of the

problems, formulation of the problem, objective of the research and significances

of the research.

A. Background of the Research

Learning English as a foreign language means that students should master four

basic language skills which are listening, reading, speaking and writing.1 The two

language skills, listening and reading, emphasize students to receive any kind of

information from the sender to the receiver. On the other hand, speaking and

writing focus on producing the language in both spoken and written forms.

Therefore, all of these skills can not be separated because they are interconnected

to each other.

As one of the language skills, writing particularly is needed to be learnt

because of some considerations. Firstly, writing is being the important skill for

academic purposes. Through writing, students can share their ideas and their

knowledge about facts and opinions of what they have received. Thus, the

students also can express their feeling and their experiences to others in written

form. Secondly, writing contributes in fostering students‟ critical thinking. A

research conducted by Quitadamo and Kurtz, entitled Learning to Improve: Using

Writing to Increase Critical Thinking Performance in General Education Biology

has revealed that students who are accustomed to write regularly could gain their

critical thinking performance highly.2 In addition, writing can be used as a tool to

measure the students‟ understanding of the materials given. Giving journals

writing assignment, for instance, will help the students to recall their memory

1Jeremy Harmer, The Practice of English Language Teaching Third Edition, (New York:

Longman Publishing, 2001), pp. 16. 2 Ian J. Quitadamo and Martha J. Kurtz, Learning to Improve: Using Writing to Increase

Critical Thinking Performance in General Education Biology, CBE Life Science Education Vol 6,

2007, pp. 149.

about the materials discussed in the learning process. As a result, students should

master writing to achieve the students‟ academic performance, to foster their

critical thinking and to measure their mastery of the materials given.

Based on the considerations above, the Ministry of Education and Culture of

Indonesia has implemented the revised curriculum to upgrade the learning

outcomes of the students which called 2013 Curriculum . The characteristic of this

curriculum is a little bit different from the previous one because it integrated the

value of attitude, spiritual, social, and knowledge into the whole skills that

students have.3 Furthermore, it more focuses on how students can learn the

materials independently. Therefore, it will help the students to find their own

ways in learning English and improve the students‟ self regulated learning. To

achieve those goals, the 2013 Curriculum is concerned to develop a number of

potential of the students in order the students can be devout to the God, well-

manned people, creative and being autonomous learners. One of the ways to

develop the students‟ potential is by enhancing the students‟ writing skill. Thus, it

also has been put by the Ministry of Education and Culture of Indonesia into one

of the basic competencies in teaching and learning process.

Writing, particularly, is learnt by senior high school students through various

types of texts. Each of them has different objectives whether it is used to tell the

past events, or to entertain the reader about imaginative stories, or to describe

something or others. Also, those text types are adjusted to the students‟ level. Due

to the importance of writing, the tenth grade students are encouraged to

understand the narrative text. Moreover, it is also stated in the standard

competency 4.15 of the 2013 curriculum “menangkap makna teks naratif lisan

maupun tulisan berbentuk legenda secara sederhana”4 in which students should

comprehend the meaning of narrative text about legend stories writtenly and

spokenly. It means that the students should have good understanding of the

3 The Regulation of Indonesian Government Number 59 Year 2014 about the Curriculum of

2013 for Senior High School Level Section 3 (sdm.data.kemdikbud.go.id) 4 The English syllabus of Curriculum 2013 (English teacher‟s syllabus)

narrative text considering social function, structure of the text and the language

features correctly.

Furthermore, narrative text is aimed to entertain people about the events,

legends, or imaginative stories. It is also intended to put the moral value into the

stories. Nathanson added that narrative text is being the most powerful tool to

grab the students attention in the teaching and learning process. Also, it can be

used to facilitate the students retention and create fun learning by using narrative

text.5 Whereas, writing is not a simple task to do even the students should write a

narrative text. It can be identified by the writer‟s experience during his teaching

internship at SMA Triguna Utama Tangerang Selatan. He found that students had

some problems in creating their writing.

Firstly, the tenth grade students were difficult to find the ideas of their writing.

The students said that they were confused about what should be written. This

happened because the students were not accustomed to write regularly.

Consequently, this problem was similar to the research conducted by Mukti

indicated that the students had limited linguistic resourses, so it would be difficult

for them to express the ideas in a written genre.6 Moreover, Saragih agreed that

the difficulty of writing was caused by the students‟ spending much time to think

about their ideas.7 Because of the students‟ difficulty to organise the ideas in

writing, they needed extra times to transfer their ideas to written form. These

problems also caused the difficulties in writing the narrative text. Secondly, the

students had very limited time to write in the classroom. The time allotment for

each English meeting was only 90 minutes in a week. In fact, the students did not

only write but also did plenty of activities which engage them to participate in the

classroom activities. It means that the teacher should manage the classroom with

various techniques in order to achieve the learning objectives. Based on the

5 Steven Nathanson, Harnessing the Power of Story : Using Narrative Reading and

Writing Across Content Area, Reading Horizons Vol 47 Issue 1, 2006, pp. 2. 6 Ali Mukti, The Effectiveness of Dialogue Journals in Improving the Skill in Writing

Narrative Text, International Journal of English Education (IJEE), 3 (1), 2016, pp. 2. 7 Zulfida Sari Saragih, Improving Students’ Achievement in Writing Narrative text through

Think-Pair-Shair Technique, Journal of English Language Teaching and Learning of FBS

UNIMED Vol 1 No 1, 2012, pp. 3.

writer‟s observation at the school, the students needed more time to write even to

learn English. On the other hand, some steps were needed in organising a good

writing such as choosing a topic, brainstorming, doing research, discovering the

thesis statement, making an outline, writing, revising, editing and proofreading.8

As a result, the additional time is needed in teaching writing.

Because of the importance of writing and those problems in writing, the writer

believes that the students need an appropriate technique to help them in improving

their writing ability. In this research, the writer is interested to examine the

reflective journal writing technique in improving the students‟ writing ability of

narrative text. Based on the previous research by Henter and Simona, the students‟

achievement can be improved and the students‟ awareness of learning strategies

can be raised by using reflective journal writing.9 Therefore, the writer believe

that the usefulness of reflective journal writing can be raised in improving the

students writing abiliy of narrative text.

To differenciate this research to another, Line Application is chosen as the

media to write reflective journal writing of narrtive text. The media is taken

because Line Application can be an active way to have the students respond to the

teachers‟ input, to gain the students‟ awareness of the subject matter with more

detail way in answering and showing the real world interaction and relevance to

the questions.10

So far there is no one who uses Line Application as a media in

writing reflective journal even to help students in fostering their writing ability of

narrative text. On the other hand, some experts have examined the advantages of

journal writing in improving the students‟ writing ability, but they more focus on

the recount text. In fact, none of them use narrative text to examine whether the

reflective journal writing Line Application encourages students in enhanching

their writing ability.

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

Papers, (Slovakia: City University of Seattle, 2009), pp. 4. 9 Ramona Henter & Elena Simona, Reflective Journal Writing as a Metacognitive Skill,

International Conference of Scientific Paper AFASES 2014 Brasov Romania, 2014, pp. 6. 10

Willard G.Van De Gobart, Evaluating Digital Literacy Skills of EFL Thai Students’

Using Line Chat Application, Executive Journal, 2014, pp. 172.

Finally, based on the reason above, the writer would like conduct a research

about The Effect of Reflective Journal Writing on Students’ Writing Ability of

Narrative Text.

B. Identification of the Problems

Based on the background of the research, the writer has identified some

problems which cause the difficulties in teaching and learning narrative text such

as :

1. The tenth grade students of SMA Triguna Utama Tangerang Selatan find

some difficulties in organising their ideas in writing.

2. The students have limited time of writing in the classroom.

3. The students are lack of grammar knowledge.

4. The students are lack of vocabularies.

C. Limitation of the Problems

Based on the problems identified above, the writer limits this research on the

effect of reflective journal writing on students‟ writing ability of narrative text at

tenth grade students of SMA Triguna Utama Tangerang Selatan.

D. Formulatuon of the Problem

Considering the problems of teaching and learning in narrative text which

have been identified above, this research is addressed to answer the following

question :

“Is reflective journal writing effective in improving students’ writing ability

of narrative text ?”

E. Objective of the Research

This research is aimed to obtain the empirical evidence about the effect of

reflective journal writing in improving the students‟ writing ability of narrative

text at the tenth grade students of SMA Triguna Utama Tangerang Selatan.

F. Significances of the Research

1. For English teachers, this research is supposed to be one of the techniques

that can be implemented in the classroom activities in order to gain the

students‟ writing ability of narrative text.

2. For students, reflective journal writing is very useful to improve their writing

ability expecially in writing narrative text. Moreover, it also improve their

critical thinking about memorable events.

3. For further researchers, this study is intended to be one of references for

relevant research.

CHAPTER II

THEORETICAL FRAMEWORK

This chapter reviews the theories related to the research. Then, to support the

research, the writer discusses some previous studies that relevant to the research,

thinking framework of the research and hypothesis of the research.

A. Writing

1. Definition of Writing

Writing becomes one of the productive skills in learning English that are

necessarily to be mastered. It can be a medium for students to share their

knowledge and convey their ideas in their mind. Furthermore, it encourages the

students to express their feeling and intention to the readers in written form. To

create a good writing, it emphasizes the students to have good capabilities in

writing such as understanding of the English grammar, mastering various

vocabularies and so on. Also, the students should know the steps in writing

process, understand organizing the ideas and understand the use of punctuation.

There are some experts who explain the definition of writing. According to

Harmer, writing can defined as “an activity that encourages students to focus on

accurate language use, and provokes language development as the students

resolve problems which the writing puts into their minds”. 11

It indicates that the

students should use appropriate language, considers the accuracy of the words,

and coherence of the writing, Therefore the student needs more time to think what

is supposted to write.

In addition, Saragih stated that writing is a complex of interaction of

cognitive and physical factors that allows for the creation of ideas and information

written symbols and words.12

By creating the ideas through writing. it can be a

11

Jeremy Harmer, How to Teach Writing, (Harlow: Pearson Education Limited, 2004), pp.

31. 12

Zulfida Sari Saragih, Improving Students’ Achievement in Writing Narrative Text through

Think-Pair-Share Technique, Journal of English Language Teaching and Learning of FBS

UNIMED Vol 1 No 1, 2012, pp.2.

social process to communicate with other people such as a note to a friend, a letter

the newspaper, a paper for a professor or a newsletter to a parent.

On the other hand, Richards and Renandya argued that writing skill involves

complex skills such as skills of spelling, punctuation, word choices, and so on. 13

In fact, some barriers in writing often happen because people are diffficult to

generate and organize ideas. After generating the ideas, moreover, the writer

translates these ideas in readable text. Finally, the students should understand the

process of writing well.

Based on the several definition of writing, it can be concluded that writing is

a kind of written communication which is purposed to convey a lot of information

by correct words, grammar accuracy, punctuation and spelling. It can be denied

that the writer should follow the process of writing step by step to get a piece of

good writing. Then, writing is not a simple task to do because it needs complex

skills.

2. Writing Ability

Writing skill is necessary to be learned in learning English beside speaking.

Although both of the skills are classified into the productive skills, writing

contrastly is different from speaking. In speaking skill, the speakers use their

voice such as pitch, stress, and rhythm to convey their ideas. Also, the gestures

and facial expression are needed to express the information clearly. Whereas, In

writing skill, the writer have to rely on the words on the page to express their

meaning. 14

A writer also should consider some aspects in writing. For instances, knowing

the purpose of writing whether to explain something, amuse the readers from the

stories, telling the past events or others. So, the readers will be easier to

understand the information that are conveyed. On the other hand, the writer

should has a good understanding about the content of writing such as the

13

Jack C. Richards and Willy A Renandya, Methodology in Language Teaching an

Anthology of Current Practice, (New York: Cambridge University Press, 2002), pp. 303. 14

Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press,

1983), pp. 4.

relevance to the topic discussed, clarity, originality, logic and so on. It is

committed to keep the writing on the track based on the topic and the reader will

not be confuse about the information.

In order to be understandable to read the writing, the paragraph must flow

easily from one sentence to the next sentences. Sarwono and Purwanto stated that

the use of signaling words in very important to structure the information clearly

and signal exactly what the writer wants to say.15

The signal words can be

identified by adding words first, second, in addition, finally and other signal

words. On the other hand, the cohesion has the significant role in writing process.

A paragraph can be said has cohesion if the sentences fulfill some requirements

such as well structured between one sentence to other sentences, well linked

together and there is no unnecessary repitition. It can be established by making

logical and convenient cohesive devices used to link between sentences in a

paragraph.

In addition, coherence is also the important aspect in writing. The writer

should write the sentences in the paragraph clearly and make the sentences

connect to one another. Hamer adds that when the text is coherent, the reader can

understand at least two things such as the writer‟s purpose and the writer‟s line or

thought. 16

Therefore, the coherence of the writing can be checked by using four

ways. They are repeat the key nouns, use consistent pronouns, use transition

signals to link the ideas, and arrage the writer‟s ideas in logical order

(chronological order, logical devision of ideas and comparison/contrast)

Therefore, there are some aspects that should be considered in writing ability.

They are knowing the purose of writing, having good uderstanding of topic of

writing, having agood comprehension about the content of writing, cohesion and

coherence.

15

Jonathan Sarwono and Yudhy Purwanto, English for Academic Purposes A Successful

Way to Learn Scientific English, (Yogyakarta: CV Andi Offset, 2013), pp. 85. 16

Jeremy Harmer, How to Teach Writing, (Essex: Pearson Education Limited, 2004), pp. 65.

3. Purposes of Writing

Writing is supposted to be an opportunity to explore something that interested

in. Furthermore, the writer is able to choose the topic to be delivered based on the

purpose of writing. Whitaker explains that the most common purposes in writing

are to persuade, analyse/synthesize and inform. 17

a. Persuative Purpose

The purpose of persuative writing is to convince the readers accepting the

writer‟s idea. In this persuative writing, the writer choose a question that should

be answered. Then, the writer answer using strong reasons and evidences, and try

to chance the readers‟ point of view about the topic. Persuative writing

assignments include argumentative and positin paper.

b. Analytical Purpose

Analytical writing often investigate causes, examine effects, evaluate

effectiveness, assess ways to solve problems, find the relationships between

various ideas, or analyse other people‟s arguments. In analytical writing, the

purpose is to explain and evaluate possible answers to the writer‟s question,

choosing the best answers based on the writer‟s criteria. The synthesis part of the

purpose comes in when the writer puts together all the parts and comes up with

the writer‟s answer to the question.

c. Informative Purpose

Informative writing differs from an analytical topic in that the writer does not

push the point of view on the readers, but the writer rather tries to enlarge the

readers‟ view. In informative writing, the writer explains possible answers to the

questions, giving the readers new information about the topic discussed.

17

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

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

4. Process of Writing

To create a piece of good writing, the writer should follow various processes

of writing. Bullock stated that there are six main processes of writing:18

a. Generating Ideas and Text

The prominent process that a writer should do is generating the idea. This

process determines the purpose of writing whether to explain about something or

telling a story or describe an object. Moreover, the writer also should consider

about what are going to write even writing an academic journal, a job application,

a motivation letter, a sonnet or an essay. Some strategies can help the writer to

generate the ideas. For instance, exploring about what he/she knows about the

topic generally or giving questions to consider a subject in new ways.

b. Drafting

The writer should write out a draft after generating the ideas. Commonly, the

writer make a free writing, some notes, lists, outlines or other kind of informal

writing. This can be a guideline for the writer to avoid explaining the information

which are out of the topic. In addition, Harmer argued that a draft is the first

version of a piece of writing. 19

c. Assessing Draft of Writing

The writer should assess what has been written after writing the draft. It is

used to measure whether the writing is appropriate with the topic or not. The best

way to assess draft of writing is highlighting useful patterns in different colors.

The writer can use color coding each of these, sentence by sentence, phrase by

phrase. Furthermore, Richards and Willy said that the writer also should check

grammar, spelling, punctuation, diction, sentence structure, and accuracy of

supportive textual material. Therefore, the writer are able to sign which sentences

or parts that should be revised.

18

Richard Bullock, The Norton Field Guide to Writing, (United States of America, W. W.

Norton &Company Inc, 2006), pp. 193-223. 19

Op Cit,Harmer. pp.4.

d. Revising

Revising means that the writer should rewrite what has been already done.

Revision should take place on several levels from global (whole-text issues) to

particular (the details). This process allows the writer to use the time efficiently

and dealing with the larger aspects of writing. Revising also requires the writer to

examine the thesis and match with the purpose of the writing. Then the writer also

should read from the beginning of the text to the end of the text carefully. Another

thing that should be awared is making sure that the first paragraph introduce the

topic, provide any needed contextual information and providing a satisfying

conclusion at the last paragraph.

e. Editing

Editing is the stage when the writer works on the details or the paragraphs,

sentences, words, and punctuation to make the writing as clear, precise, correct

and effective as possible. Editing makes the writer aware to check error and

mistakes in grammar, punctuation, usage and spelling.

f. Proofreading

The final stage of writing process is proofreading. It is used to ensure that the

message of writing is conveyed and related to the topic. In this stage, the writer

should read carefully to check every word, and every punctuation mark.

B. Narrative Text

A text is one of the important parts in learning English. It is aimed to deliver

a lot of information based on the purpose of the text and its context. Anderson and

Anderson stated that text can be divided into several types such as descriptive

text, narrative text, procedure text, report text, exposition text, recount text,

explanation text, and so on. 20

Each of text type has different objectives whether

to describe something or objects, extertaining readers about imaginative stories or

legends, explaining the procedure, telling the past events, explaining something

and others. Those text types also are learned by the students of junior high school

20

Mark Anderson Kathy Anderson, Text Type in English 2, (Australia: Macmillan Aducation

Australia PTY LTD, 2003), pp. 2

and senior high school based on their levels. Furthermore, to increase the

students‟ understanding of the texts, the Ministry of Education and Culture of

Indonesia attaches those text types as the basic competencies that should be

achieved in 2013 Curriculum. Because of the importance of learning those text

type, the writer explores more about narrative text in this research.

1. Definition of Narrative Text

Understanding of narrative text is included to the learning objective that

should be achived by the tenth grade students for the second semester. Narrative

text itself is a kind of text which is purposed to tell a story to the readers. It also

presents a view of the world that used to entertain or informs the readers or

listeners. 21

It consists of series of stories such as humour, romance, crime, real-

life fiction, historical fiction, mystery, fantacy, science fiction, diary-novels, and

adventure. Furthermore, those stories are organised with the cronological order

that the readers will be easier to understand the story. Sometimes, the writer also

used the flash back order to tell the story. The story in narrative text started with a

conflict or problems that faced by the main characters. In narrative text, it is called

with orientation of story which tells about the problems happen during the story.

After that, the writer tells about the sequence of events cronologically. At the end

of the story, the characters of the story can find a solution of the problems

happens. Not only to entertain the readers, narrative text also gives moral values

to the readers. 22

The readers will know the lesson that should be taken from the

stories whether to respect everyone in the world, respect parents and so on.

Therefore, the readers can learn from what have been delivered in the story. From

the explanation, it can concluded that narrative text is used to amuse the readers

form the story.

21

Ibid, pp.6 22

Pardiyono, Teaching Genre-based Writing, (Yogyakarta: Andi Publisher, 2007), pp. 93.

2. Generic Structure of Narrative Text

Narrative text consists of a systematic structure that people can be easier to

understand a story. According to Anderson and Anderson, there are five generic

structures of narrative text, such as:

a. Orientation

Orientation of the story is the first part in narrative text. This part introduces

some important information related to the story. Also, in this paragraph the

narrator tells to the audience about who is in the story, when it is happening,

where it is happening and what is going on. These information are told clear and

breafly. Therefore, by telling the orientation the readers will understand about the

background information .

b. Complication

Then, after telling the orientation of the story, the narrator continues to tell the

complication of the story. This part shows how the narrator start to narrate about

something that will begin a chain of events. These events will affect one or more

of the characters. In other word, the complication can be said as the trigger of the

story.

c. Sequence of Events

This is the part where the narrator tells how the characters react to the

complication. It includes their feelings and what they do. This event can be told in

chronological order (the order in which they happen) or with flashbacks. The

audience is given the narrator‟s point of view.

d. Resolution

After narrating the chronological events of the story, the narrator tells about

the solution of the problems happen. It means that complication is sorted out or

the problems.

e. Coda

The last part in narrative text is known as coda. The narrator sets up coda if

there is to be a moral or massage to be learned from the story. 23

23

Anderson and Anderson, op cit.

3. Example of Narrative Text

As mentioned earlier that narrative text has different structure to other text

types. Then, to make people understand about the narrative text, the writer gives

an example of narrative text. Here is the example of narrative text which is

adapted from English book for tenth grade students entitled When English Rings

the Bells.24

Table 2.1

The Lagend of Malin Kundang

A long time ago, in a small village near the beach in West Sumatra, a woman

and her son lived. They wre Malin Kundang and her mother. Her motherHer

mother was a single parent because Malin Kundang's father had passed away

when he was a baby. Malin Kundang had to live hard with his mother. Malin

Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch

fish. After getting fish he would bring it to his mother, or sold the caught fish in

the town. (Orientation)

One day, when Malin Kundang was sailing, he saw a merchant's ship which

was being raided by a small band of pirates. He helped the merchant. With his

brave and power, Malin Kundang defeated the pirates. The merchant was so

happy and thanked to him. In return the merchant asked Malin Kundang to sail

with him. To get a better life, Malin Kundang agreed. He left his mother alone.

(Complication) Many years later, Malin Kundang became wealthy. He had a huge ship and

was helped by many ship crews loading trading goods. Perfectly he had a

beautiful wife too. When he was sailing his trading journey, his ship landed on a

beach near a small village. The villagers recognized him. The news ran fast in the

town; “Malin Kundang has become rich and he is here”.An old woman ran to the

beach to meet the new rich merchant. She was Malin Kundang‟s mother. She

wanted to hug him, released her sadness of being lonely after so long time.

Unfortunately, when the mother came, Malin Kundang who was in front of his

well dressed wife and his ship crews denied meeting that old lonely woman. For

three times her mother begged Malin Kundang and for three times he yelled at

her. At last Malin Kundang said to her "Enough, old woman! I have never had a

mother like you, a dirty and ugly woman!" After that he ordered his crews to set

sail. He would leave the old mother again but in that time she was full of both

sadness and angrer. (Sequence of Event)

24

Utami Widiati, Zuliati Romlah dan Furaidah, When English Rings the Bell for Tenth Grade

Students Semester 2, (Jakarta, Kementerian Pendidikan dan Kebudayaan Republik Indonesia,

2014), pp. 64.

Finally, feeling enraged, she cursed Malin Kundang that he would turn into a

stone if he didn't apologize. Malin Kundang just laughed and really set

sail.Suddenly at hunderstorm came. His huge ship was wrecked and it was too late

for Malin Kundang to apologize. He was thrown by the wave out of his ship. He

fell on a small island. It was really too late for him to avoid his curse. Suddenly,

he turned into a stone. (Resolution)

C. Reflective Journal Writing

1. Understanding of Reflective Journal Writing

Generally, a reflective journal writing requires the students to map of the

students‟ progress and changes in their thinking about a subject or a topic or about

the learning journey in which the students are engaged in.25

Also, feflective

journal writing can be used as one of the techniques to assess the students‟

understanding of the learning materials. It allows the students to think critically

through different cognitive processes such as prediction, brainstroming, reflection

and questioning.26

Also, the reflective journal writing encourages students to

express their ideas, thinking and curiousity about the world around them.

Reflective journal writing can be refered to “written documents that students

create as they think about various concepts, events, or interactions over the period

of time for the purposes of gaining insights into self-awareness and learning”.27

Additionally, the students would be asked to write in regular entries that

given by the teacher which would then have to be submitted and assessed using

the rubric of narrative text writing. The students should answer the questions

given from the journal entries. In this research, the reflective journal writing is

used to examine the students‟ understanding of narrative text given to improve

their writing ability. Steven and Cooper also support that reflecive journal writing

also help the teacher as well. The teacher who assigns the students‟ reflective

journal writing often see an increase in participation from their students, and

participating in the classroom activities and discussions. Also, the teacher can

25

https://www.uts.edu.au/sites/default/files/reflective_journal.pdf 26

Nawar M. Al Rawahi and Sulaiman M. Balushi, The Effect of Reflective Science Journal

Writing on Students’ Self-Regulated Learning Strategies, International Journal of Environment and

Science Education, 10 (3), 2015, pp. 367-379. 27

Ahmad Zamri Mansor, Reflective Learning Journal Using Blog, Procedia Social and

Behaviour Sciences 18, 2011,pp. 507.

https://www.uts.edu.au/sites/default/files/reflective_journal.pdf

know the concepts that students undersatnd based on the text given and which

concept should be revised. It can be concluded that reflective journal writing can

be one of the useful technique to improve the students‟ writing ability.

2. Example of Reflective Journal Writing

Here is the example of reflective journal writing written by the tenth grade

students of SMA Triguna Utama Tangerang Selatan.

Table 2.2

The Example of Reflective Journal Writing

The High Score The Lower Score

The Medium Score

D. Line Application

The importance of teaching English through Information and Communication

Technology is developed. Many teachers have used various technologies to

support teaching and learning process in the classroom activities. Moreover, by

using the technology, the teaching and learning process can take place anywhere

and any time. According Nuijs and Reynold, the ICT can help the students‟

learning by presenting the various information, assessing and handling

information, modelling and controlled, interactivity, and extending the school to

the pupil‟s home. 28

Furthermore, by using ICT the teacher can download various

teaching resources from worksheets and resources materials to ready made

lessons.

One of the technologies that used for teaching writing is Line Application. It

is the most popular application that young people are using. Line application

28

Daniel Muijs and David Reynold, Effectivve Teaching Evidence and Practice Second

Edition, London: SAGE Publication Ltd, 2006, pp. 222-224.

makes the relationship between teachers and students closely and they can work

together and monitor they respond the questions. 29

Additionally, Line application

also can be used a a media to improve the students writing ability.

E. Relevant Previous Studies

The writer adds some previous studies that are relevant to the research. Those

previous studies are needed to support this research and also to prove that the

other researchers have conducted the research. The first previous study which

related to the research was conducted by Nawar Rawahi and Sulaiman Al-Bulushi

entitled The Effect of Reflective Science Journal Writing on Students’ Self-

Regulated Learning Strategies. This research was conducted at a public female

school in the Ad Dakhiliyah region in Oman. Furthermore, it is aimed to

investigate the effectiveness of reflective science journal writing on students‟ self

regulated learning strategies at tenth grade. The two researchers used pre-post

controlled group quasi-experimental design. In addition, the sample consisted of

sixty two tenth grade students consisting of thirty two students in experimental

group and thirty students in the controlled group. The result of the research

showed that the experimental group significanly outperformed the controlled

group. This result revealed that reflective journal writing can improve self

regulated strategies if it is encouraged by science teachers and in science

textbooks. 30

Another relevant study related to the way students‟ improving their writing

was using mobile E-learning. Moreover, the writer used Line Application as a

media in improving the students‟ writing of narrative text. This study was about

Mobile Learning to Improve Writing in ESL Teaching which was done by Heydy

Selene Robles Noriega. The researcher analysed the students‟ writing during eight

weeks course and completed it with an interview. In this research, the writer

29

Willard G. Van De Gobart, Evaluating Digital Literacy Skills of EFL Thai Students’ Using

Line Chat Application, Executive Journal, 2014, pp. 169. 30

Nawar M. Al Rawahi and Sulaiman M. Balushi, The Effect of Reflective Science Journal

Writing on Students’ Self-Regulated Learning Strategies, International Journal of Environment and

Science Education, 10 (3), 2015, pp. 367-379.

investigated the relation to linguistic patterns and genre characteristics presented

before and after checking the podcast. Based on the research, the result showed

that students were quite receptive to using Line Application to do their

assignments and could be the active way to have the students respond to the

teachers‟ input. However, the teacher might be well prepared to participate with

the students based on a shared networking aspect to the lessons. In addition, the

effectiveness of employing the social media system such as Line Application in

learning activities had become a common thread in the education vis-vis digital

technology discourse. Finally, the mobil learning is effective way to improve the

students‟ writing skill. 31

The last previous study that related to the research is conducted by Ali Mukti

entitled The Effectiveness of Dialogue Journal in Improving te Skill in Writing

Narrative Text in 2016. This research focuses on investigating the effect of

dialogue journals technique in improving the students‟ skill in writing narrative

text. The researcher was intented for the twelveth grade of science students of

MAN 3 Malang. Then, a quasi-experimental with non-randomized controlled

group was used in this research. The study was involved two intact groups of

students. The experimental group was given weekly journal writing, while the

controlled group followed the regular writing. At the end of the treatment, a

writing text on narrative was assigned and the students‟ works were scored using

ESL Composition Profile. The result of analysis using ANOVA indicated that not

all of the mean score of writing components aspects was significantly different.

However, the mean score of holistic aspects was significantly different. Therefore,

it could be concluded that the dialogue journal employed as the additional activity

in helping the students to improve the writing narrative text. 32

Referring to the three relevant previous studies stated above, it can be said

that many researches focus on reflective journal writing which have been

conducted by experts. Based on the previous researches the reflective journal

31

Heydy Sciene Robles Noriega, Mobile Learning to Improve Writing in ESL Teaching,

TEFLIN Journal Volume 27 Number 2, 2016, pp. 182-201. 32

Ali Mukti, The Effectiveness of Dialogue Journals in Improving the Skill in Writing

Narrative Texts, International Journal of English Education (IJEE), 3 (1), 2016, pp. 1-14.

writing helps the students in their leaarning process. To develop this research, the

writer examine the evidence of reflective journal writing in improving the

students‟ writing ability of narrative text. On the other hand, to make this research

different to other researches, the writer choose the narrative text to examine the

effect of reflective journal writing in improving the students‟ writing ability. so

far there is no one who use narrtive text in writing reflective journal writing.

Moreover, the writer uses Line Application as the media to write reflective journal

writing. Line Application is the proper media because it more optimize our time

in the classroom activities, no need to spend a lot of time to make the students

understand the materials. Those previous studies showed that the researcher still

used conventional media to write. So far, there is no researcher who uses Line

Application as a media in writing reflective journal writing of narrative text.

F. Thinking Framework

Based on the background of the research, it can be denied that teaching

writing expecially in senior high school needs more effort to make students

understand how to create a piece of good writing. It is a kind of language skill

that emphasizes students to have a good comprehension about grammatical rules

and vocabularies. Also, the students should organise their ideas into a written

form. However, the tenth grade students in SMA Triguna Utama Tangerang

Selatan still face some problems in learning English writing such as difficulties in

finding the ideas of writing, the limit ation of time in writing, the limitation in

understanding of English grammar, and the limitation of vocabularies mastery.

As stated on the relevant previous studies above, it can be seen that the

reflective journal writing can be an appropriate technique in improving students‟

writing ability of narrative text.

G. Theoretical Hypothesis

Based on the theories and problem of writing that have been presented, the

writer proposes the hypothesis as follows:

1. Null hypothesis (H0): There was no significant effect of using reflective

journal writing on students‟ writing ability of narrative text at the tenth grade


2. Alternative Hypothesis (Ha): There was significant effect of using reflective

journal writing on students‟ writing ability of narrative text at the tenth grade


The writer uses some criteria to test the hypotheses of the research, such as:

1. If the t-test result > t-table with the significance level of 0.05 of if the Sig (2-

tailed) < 0.05, them H0 (Null Hypothesis) is rejected. I shows that the mean

scores of the experimental class are higher than the mean scores of controlled

class. Therefore, the reflective journal writing gives effect in improving the

students‟ writing ability of narrative text.

2. If the t-test result < t-table with the significance level of 0.05 of if the Sig (2-

tailed) > 0.05, them H0 (Null Hypothesis) is accepted. It shows that the mean

scores of the experimental class are lower than the mean scores of controlled

class. Therefore, the reflective journal writing does not give effect in

improving the students‟ writing ability of narrative text.

CHAPTER III

RESEARCH METHODOLOGY

This chapter is intended to explain about methodology of the research clearly.

There are seven parts discussed in this chapter such as place and time of the

research, research design, population and sample of the research, research

instrument, technique of data collection, technique of data analysis, and statistical

hypothesis.

A. Place and Time of the Research

The writer conducted the research at SMA Triguna Utama Tangerang Selatan

which is located on Jl. Ir.H. Juanda KM. 2 Ciputat Timur, Tangerang Selatan.

Then, to investigate the effect of reflective journal writing on students‟ writing

ability of narrative text, this research was carried out for six months started from

January to June 2017.

B. Research Design

This research was classified into a quantitative research. Comparing to

another type of research, it emphasized the reseachers to use statistical procedure

that provided the information discussed in the research questions or hypotheses.33

On the other hand, the information showed in the statistical data could help the

researchers to analyse the data, relate the variables and compare the groups. A

quantitative research, moreover, focused on the possible cause and its effect

between the independent variable and dependent variable.34

The writer examined

two variables, the independent variable and the dependent variable. They were

reflective journal writing as the independent variable and the students‟ writing

ability of narrative text as the dependent variable.

33

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

Quantitative and Qualitative Research Fourth Edition, (United States of America: Pearson

Education, Inc, 2012) pp. 15. 34

Ibid., pp. 295.

Specifically, a quasi-experimental design was used in the research. This

research design required to select the students who would represent the population

of the research. Then, after selecting the students, they would be assigned to the

experimental class and controlled class. The writer considered to choose the

students in both experimental class and controlled class based on the students‟

scores while learning English in SMA Triguna Utama Tangerang Selatan.

In addition, the writer provided pre-test and post-test to both groups. Also, the

writer gave different treatments to the students in order to obtain the significant

results between the experimental class and the controlled class. Providing a pre-

test to the students was useful for them to examine their background knowledge

and their writing ability. Meanwhile, giving a post-test was important to examine

whether the reflective journal showed the effect in improving the students‟ writing

ability of narrative text or not. In this research, the students should write the

reflective journal writing on Line Application.Furthermore, the design of this

research could be explained by the table below 35

Table 3.1

Quasi-Experimental Design : Pre-test and Post-test Design

Time

Selected control

group

Pre-test No treatment given

(The writer asked the

students to do the

written exercises by

using Line Application

and answered 10

reading comprehension

questions based on the

narrative text given)

Post-test

Selected

experimental

group

Pre-test Experimental treatment

(The writer used the

reflective journal

writing by using Line

Application in teaching

writing of narrative text)

Post-test

35

Ibid, pp. 310.

C. Population and Sample of the Research

The population of this research was the whole students of SMA Triguna

Utama Tangerang Selatan on the second semester of academic year 2016/2017.

Each of grade divided into two classes from XA, XB, XI IPA, XI IPS, XII IPA

and XII IPS. Therefore, there were 273 (two hundreds and seventy three) students

altogether who had been become the population of this research.

To choose the sample of the research, the writer used purposive sampling

technique which selected the students into experimental class and controlled class.

Based on the English test result, most of the students of 10B got lower scores

rather than those of 10A. Consequently, class 10B, consisting of 30 students, were

chosen to be the experimental class and class 10A consisting of 30 students were

chosen to be the controlled class.

D. Research Instrument

The process of collecting the data involved a written test as the instrument of

the research. According to Brown,”a test should be given to measure a person‟s

ability, knowledge or performance in a given domain”.36

In this research, the

writer used pre-test and post-test as the written test. The pre-test was intended to

know the students‟ writing ability before the treatment given. While the post-test

was given to measure whether the reflective journal writing had a significant

effect toward the students‟ writing ability of narrative text or not.

In addition, the topics between pre-test and post-test were different. For the

pre-test, the students were instructed to read a passage entitled Issumboshi for

about thirty minutes. Then, after reading the passage, they were allowed to write

a reflective journal writing based on the guided questions. To examine the

students‟ writing ability of narrative test after the treatments, the writer chose a

passage entitled The Legend of Malin Kundang for the post-test. Therefore, the

procedure in writing the reflective journal was similar to the pre-test procedure.

36

H. Douglas Brown, Language Assessment Principles and Classroom Practices,

(California: Longman, 2003), pp. 3.

The reflective journal also should follow the writing guideline and answering the

questions stated. The reflective journal format was attached in Table 3.2

Table 3.2

The Reflective Journal Writing Format

My Reflective Jornal Writing

The title of the story :

Name :

Class :

Date :

After reading the passage (based on the title during the test), please kindly to write

the reflective journal based on these questions given.

1. During the hands-on-story entitled (based on the title), what information did

you observe ?

2. Which part did you like from the story ? Why did you like that part ?

3. Which part did you dislike based on the story ? Why did you dislike that part ?

4. What have you learned from the story ?

5. How is your feelig after reading the story ?

Furthermore, before conducting the pre-test, the writer did a pilot study.This

step was carried out to explain about how to write reflective journal writing

correctly. Then, the writer showed to the students an example of reflective journal

writing in order to gain the students‟ understanding about what should they do in

this research. Moreover, a validity also was needed in providing the test. Hughes

stated that validity was used to measure accurately what it was intended to be

measured.37

To measure the test given, the writer used content validity. Narrative

texts would be the main part of the test and it was related to the school syllabus.

The analysis could be checked in the appendix.

37

Arthur Hughes, Testing for Language Teachers, (New York: Cambridge University

Press,1989). pp.22.

The writer also provided the specific scoring to assess the students‟ writing

performance. Regarding the use of scoring, it would serve the strenghts and the

weaknesses of the students in writing reflective journal. In this research, the

scoring of the writing was adapted from PARCC (Partnership for Assessment of

Readiness of Collage and Careers) which specifically assessed the students‟

writing ability of narrative text.38

There were 4 criteria showed to analysed the

students‟ writing ability of narrative text such as development of ideas,

organization, clarity of language ans knowledge of language and conventions.

The detail rubric showed in the Table 3.3

Table 3.3

The Scoring of Writing Narrative Text

Construct

Measure

Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Written

Expression

Development

of Ideas

The student

response adresses

the prompt and

provides effective

and comprehensive

development of the

claim, topic and or

narrative ellement

by using clear and

convincing

reasoning, details,

text based

evidence, and/or

description; the

development is

consistently

appropriate to the

task, purpose, and

audience.

The student

response

addresses the

prompt and

provides effective

development of

the claim, topic

and/or narrative

elements by using

clear reasoning,

details, text-based

evidence, ad/or

description; the

development is

somewhat

appropriate to the

task, purpose, and

audience.

The student

response

addresses the

prompt and

provides effective

development of

the claim, topic

and/or narrative

elements by using

some reasoning ,

details, text-based

evidence and/or

description; the

development is

somewhat

appropriate to the

task, purpose, and

audience.

The student

response

addresses the

prompt and

provides

effective

development of

the claim, topic

and/or narrative

elements

minimally by

using limited

reasoning,

details, text-

based evidence

and/or

description; the

development is

limited in its

appropriateness

to the task,

purpose and/or

audience.

The student

response is

underdeveloped

and therefore

inappropriate to

the task, purpose

and/or audience

38

PARCC (Partnership for Assessment of Readiness of Collage and Careers), Expanded

Scoring Rubric for Analytic and Narrative Writing Grade 6-11, 2015. (www.parcconline.com)

Accessed on Tuesday, June 13th

2017 05.00 PM.

http://www.parcconline.com/

Writing

Expression

Organization

The student

response

demonstrates

purposeful

coherence, clarity,

and cohesion and

also includes a

strong introduction,

conclusion, and a

logical, well

executed

progression of

ideas, making it

easy to follow the

writer‟s progression

of ideas.

The student

response

demonstrates a

great deal of

coherence, clarity

and cohesion, and

a logical

progression of

ideas, making it

fairly easy to

follow the

writer‟s

progression of

ideas.

.The student

response

demonstrates

some coherence,

clarity, and/or

cohesion, and

includes an

introduction,

conclusion, and

logically grouped

ideas, making the

writer‟s

progression of

ideas usually

discernible but

not obvious.

.The student

response

demonstrates

limited

coherence,

clarity and/or

cohesion,

making the

writer‟s

progression of

ideas somewhat

unclear.

The student

response

demonstrates a

lack of

coherence,

clarity and

cohesion

Written

Expression

Clarity of

Language

The student

response

establishes and

maintains an

effective style,

while attending to

the norms and

conventions of the

discipline. The

response uses

precise language

consistently,

including

descriptive words

and phrases,

sensory details,

linking and

transitional words,

words to indicate

tone, and/or domain

specific

vocabulary.

The student

response

establishes and

maintains an

effective style,

while attending to

the norms and

conventions of

the discipline.

The response uses

mostly precise

language,

including

descriptive words

and phrases,

sensory details,

linking and

transitional

words, words to

indicate tone,

and/or domain-

specific

vocabulary.

The student

response

establishes and

maintains a

mostly effective

style while

attending to the

norms and

conventions of the

discipline. The

response uses

some precise

language,

including

descriptive words

and phrases,

sensory details,

linking nad

transitional verbs,

words to indicate

tone and/or

domain specific

vocabulary.

The student

response has a

style that has

limited

effectiveness,

with limited

awereness of the

norms of the

discipline. The

response

includes limited

descriptions,

sensory details,

linking or

transitional

words, words to

indicate tone or

domain-specific

vocabulary.

The student

response has an

inappropriate

style. The

students writing

shows little to

no awareness of

the norms of the

discipline. The

response

includes little to

no precise

language.

Knowledge of

Language and

Conventions

The student

response

demonstrates

command of the

conventions of

standard English

consistent with

effectively edited

writing. Though

there may be a few

minor errors in

grammar and

usage, meaning is

clear throughout

the response

The student

response

demonstrates

command of the

conventions of

standard English

consistent with

edited writing.

There may be a

few distracting

errors in grammar

and usage, but

meaning is clear.

The student

response

demonstrates

inconsistent

command of the

conventions of

standart English.

There are a few

patterns of errors

in grammar and

usage that may

occasionally

impede

understanding.

The student

response

demonstrates

limited

command of the

conventions of

standart English.

There are

multiple errors

in grammar and

usage

demonstrating

minimal control

over language.

There are

multiple

distracting

errors in

grammar and

usage that

sometimes

impede

understanding

The student

response

demonstrates

little to no

command of the

conventions of

standart English.

There are

frequent and

varied errors in

grammar and

usage,

demonstrating

little or no

control over

language. There

are frequent

distracting

errors in

grammar and

usage that often

impede

understanding

E. Technique of Data Collection

The writer collected the data by giving pre-test, giving different treatments in

experimental class and controlled class and giving post-test for investigating the

effect of reflective journal writing on students‟ writing ability of narrative text.

Meanwhile, giving different treatment was useful to obtain the significant result

between experimental class and controlled class.

During the treatment, the writer asked the students in the experimental class

to write reflective journal writing based on the guided questions. After they wrote

the reflective journal writing, they should submit their assignments on Line

Application. Whereas, the students in the controlled class were asked to do written

exercises and answered the questions based on the narrative text given. At the end

of the research, the writer gave post-test to examine the result whether the

reflective journal writing showed the significant effect on students‟ writing ability

of narrative text or not.

F. Technique of Data Analysis

The process of analysing the data were carried out after the writer collected

all the data of the research. The data of the tests in this research were calculated

by using Microsoft Excel 2007. After that, all of the data would be analysed

automatically by using SPSS (Statistic Product and Statistic Solution) version 20

with the significance level of 0.05. Those are some steps in analysing the data of

the research:

1. Preliminary Analysis

Preliminary analysis was the first step that should be done after collecting all

of the data of the research. It was useful to know whether the data were qualified

or not by using t-test to test the hypothesis. In this step, the normality test and the

homogenity test were analysis.

a. Normality Test

Normality test was one of the important requirements that might be followed

in analysing the data of the research. It was done to examine if the distribution of

data which had been collected was normal or not. The analysis of normality test in

this research used Kolmogorov Swirnnov and Shapiro Wilk by using SPSS

version 20 software. Then, if the normality score was more than 0.05, it could be

said that the data distribution were normal. On the contrary, if the score of

normality test showed less than 0.05, it could be said thar the data distribution

were not normal. The steps to check the normality test as follows :39

1. Open SPSS version 20 software program

2. Click variable view and complete these coloumns :

a. Name: write class in the first row. This is to indicate and differenciate

between the experimental class and the controlled class. Write score in

the second row

b. Type coloumn is numeric

39

www.spssindonesia.com/uji-normalitas-kolmogorov-smirnov-spss.html. Accessed on

Tuesday, June 13th

2017 10.00 PM.

http://www.spssindonesia.com/uji-normalitas-kolmogorov-smirnov-spss.html

c. Width coloumn is filled with 8

d. Decimal is changed from 2 to 0

e. Label coloumn is left blankValue coloumn is none

f. Missing coloumn is none

g. Coloumn is filled with 8

h. Align coloumn is right

i. Measure coloumn is unknown

j. Role coloumn is filled with input

3. Click data view, in score coloumn, compute”1” as representing experimental

class and “2” representing the controlled class.

4. In score coloumn, compute score of each class

5. Click analyse >> Descriptive Statistcs >> Explore

6. Fill in the dependent list with pre-test score andd then fill in the factor list of

class.

7. Click plots >> checklist normality plot with test, histograms, power

estimation >> Conti

b. Homogenity Test

Homogenity test was used to test whether the data from the two groups had

the same variant in orther that the hypothesis could be tested by t-test. Like

normality test, this kind of test also used SPSS version 20 software. The steps

were same like those of normality test.

After analysing the normality test and the homogenity test and

G. Statistical Hypothesis

This research was aimed to obtain the empirical evidence about the effect of

reflective journal writing through Line Application in improving the students‟

writing ability of narrative text at the tenth grade students of SMA Triguna Utama

Tangerang Selatan. The writer identified the statistical hypothesis that can be seen

as follows:

1. Null Hypothesis (H0)

The hypothesis could be identified as the null hypothesis if the reflective

journal writing through Line Application did not give the significant effect in

improving the students‟ writing ability of narrative text at the tenth grade students

of SMA Triguna Utama Tangerang Selatan.

2. Alternative Hypothesis (Ha)

The hypothesis could be identified as the alternative hypothesis if the

reflective journal writing through Line Application showed the significant effect

in improving the students‟ writing ability of narrative text at the tenth grade


Then, the criteria of the hypothesis were showed as follows:

1. If t-test (t0) < t-table (tt) in the significant degree of 0.05, H0 (null hypothesis)

was rejected. ] meant that the rates of the means score of the experimental class

are higher than the controlled class. The reflective journal writing through Line

Application gave the effect on the students‟ writing ability of narrative text.

2. If t-test (t0) > t-table (tt) in the significant degree of 0.05, H0 (null hypothesis)

was accepted. It could be said that the rates of the mean score of the experimental

class were same as or lower than the controlled class. The reflective journal

writing through Line Application did not give the effect on the students‟ writing

ability of narrative text.

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter is intended to answer the research questions for this research.

The writer explains the description of the data in describtive statistics, the t-test

result in the hypotheses testing and the interpretation of the data.

A. Research Findings

1. Result of Pre Test of Experimental Class

The writer conducted the pre-test to the subject of the research. It is used to

measure students‟ writing ability in narrative text before the treatment given. The

data showed as follows:

Table 4.1

Students’ Pre-test Scores of Experimental Class

Number of the Students Pre-test

1 15

2 35

3 40

4 5

5 10

6 15

7 10

8 45

9 65

10 60

11 35

12 55

13 40

Number of Students Pre-test

14 25

15 25

16 30

17 75

18 40

19 30

20 25

21 50

22 40

23 15

24 55

25 10

26 20

27 40

28 5

29 20

30 45

TOTAL 980

MEAN 32.67

Based on the data above, the mean score of pre-test that achieved by the

students is 32.67. This means that there are still many students who has poor

knowledge and understanding about how to write reflective journal writing.

2. Result of Pre-test of Controlled Class

Table 4.2

Students’ Pre-test Scores of Controlled Class


1 45

2 20

3 75

4 20

5 10

6 55

7 65

8 80

9 60

10 15

11 35

12 5

13 60

14 80

15 75

16 20

17 55

18 55

19 75

20 50

21 45

22 75


23 65

24 65

25 75

26 60

27 70

28 80

29 55

30 25

TOTAL 1520

MEAN 50.67

On the contrary to the experimental class, the students in the controlled class

have good understanding in writing ability. It indicate that the students ability in

developing ideas have been increased. Whereas, there are some students who get

the lower score which is 5.

3. Result of Posttest of Experimental Class

Table 4.3

Students’ Posttest Scores of Experimental Class

Number of the Students Posttest

1 55

2 65

3 70

4 40

5 45

6 50

7 45


8 75

9 75

10 70

11 60

12 70

13 75

14 50

15 55

16 70

17 85

18 70

19 65

20 40

21 75

22 65

23 70

24 60

25 10

26 50

27 70

28 45

29 60

30 65

TOTAL 1800

MEAN 60.0

The posttest is given to the students in both classes after the treatments given.

The students‟ mean score is getting increase from 32. 67 to 60.00. In addition the

students who get the lower score can be minimalized which only one students

who get 10 on the post-test.

4. Result of Posttest of Controlled Class

Table 4.4

Students’ Posttest Scores of Controlled Class


1 30

2 10

3 70

4 45

5 35

6 40

7 60

8 70

9 65

10 20

11 40

12 5

13 70

14 70

15 60

16 40

17 55

18 65

19 70


20 40

21 55

22 80

23 20

24 60

25 75

26 50

27 60

28 70

29 60

30 20

TOTAL 1510

MEAN 50.33

Because there is no special treatment given to the controlled class,

unfortunately some students get low scores.The mean score between pre-test and

the posttest in controlled class is descent which is from 50.67 to 50.33.

5. Description of the Data in Descriptive Statistics

After the students wrote reflcetive journal writing through Line Application,

then their assignments were assessed by using a writing rubric which was adapted

from PARCC (Partnership for Assessment of Readiness of Collage and Careers). In

particular, this rubric is used specifically for assessing writing narrative text. The

following tables shows the students‟ score in both pre-test and posttest.

Table 4.5

The Score of Pre-Test

Score Experimental Class Controlled Class

Freq. F(%) Freq. F(%)

5- 60 = Low 27 90 16 53.3

60-70 = Medium 2 6.67 6 20

71-80 = High 1 3.3 8 26.67

81-90 = Very

High

- 0 - 0

Max 75 80

Min 5 5

Mean Score 32.67 50.67

Based on the data showed, it can be seen in table 4.1 above that the maximum score

of experimental class is 75 and the maximum score of controlled class is 80. In addition,

the minimum score in the experimental class and the controlled class are 5. Furthermore,

the data reveals that 90% students get low scores in the experimental class and 53%

students get low scores in the controlled class. It means that most of the students in the

two classes still had poor knowledge about how to write reflective journal writing. and

less understanding about narrrative text. Although most of them got low scores in the pre-

test, there were some students who got score 60-70. 6.67% students in the experimental

class and 20% of studenrs who got medium scores in controlled class. Those students had

standard knowledge and understanding of writing reflective journal but their writing skill

still need to be improved. Then, only a few of students got high scores between 71 to 80

in writing reflective journal. It was represented by one student from the experimental

class and eight students in the controlled class. Therefore, there must be an effort to

improve the students‟ ability in writing reflective journal of narrative text.

Furthermore, there were no students who achive the score more than 75 in the

experimental class and score 80 in the controlled class. Based on table showed obove, the

mean score of the experimental class was 32.67 and the mean score of the controlled class

was 50.67. As the result, the mean scores indicate that the experimental class obtained

lower mean score than the controlled class.

The data show that t (58)= -3.248, p= 0.002 or tvalue (-3.248) < ttable (1.667) proved no

significant difference between the experimental class (M=32.67 SD=18.557) and the

controlled class (M= 50.67 SD= 24.023). Therefore, the students in the two classes had

same ability before the treatment. Thus, the complete score of the pre-test and the t-test

result are provided in the appendix.

6. The Students’ Posttest Score in both Classes

Table 4.6

The Score of Posttest



5- 60 = Low 11 36.67 15 50

60-70 = Medium 14 46.67 15 50

71-80 = High 4 13.33 - -

81-90 = Very

High

1 3.33 - -

Max 85 80

Min 10 5

Mean Score 60 50.33

The posttest was carried out after the writer gave the treatments for about four times.

Table 4.2 shows the maximum score in the experimental class is 85 and the maximum

score in the controlled class is 80. On the other hand, the minimum scores between the

experimental class and the controlled class indicate a number which is not too different.

The experimental class gets 10 for the minimum score and the controlled class get 5 for

the minimum score. Furthermore, the data shows 36% of the students got low scores in

the experimental while 50% of the students in controlled. It reveals that the students‟

writing ability reflective journal of narrative text has been improved after giving the

treatments. Because there is no a specific guidance to write reflective journal writing

through Line Application, there are still many students in the controlled class gain their

scores.

Moreover, the medium scores, between 60 to 70, were achieved by 15 students in the

controlled class and there were no students get more than 70 in the controlled class. it

happened because the students were not asked to write the reflective journal writing of

narative text. It is different to the students in the experimental class. Because the students

were given many treatments to write reflective journal, so their writing ability could be

achieved. It can be seen that 36.67% of the students gain the medium score in the

experimental class while 50% of the students gain the medium score in the controlled

class. Also, the table above clarify that there is no students in the controlled class who can

get the score above 80. On the other hand, the difference mean scores between the

experimental score (60) and the controlled class (50.33) were not too different. Thus, it

can be concluded that the students‟writing ability in the experimental class was improved

which the mean score of posttest (60) shows higher than the pre-test (32.67). The detail

posttest scores can be seen in the appendix.

7. The Students Gained Scores in both Classes

The writer analyse and calculate the students‟ gained scores in both classes after

calculating the pre-test scores and the posttest scores. The following table shows the

gained scores in the two classes experimental class and controlled class.

Table 4.7

The Gained Scores



-15-0 2 6.67 16 53.33

1-10 3 10 11 36.67

11-20 5 16.67 1 3.33

21-30 9 30 2 6.67

31-40 10 33.33 -

41-50 - - -

51-60 1 3.33 -

Max 55 25

Min -5 -15

Mean Score 10.75 0.8333

Based on table 4.3 above, there wete many students in the two classes who get zero

scores even minus scores. It means that their posttest scores were lower than their pre-

test. Additionally, the maximum gained score in the experimental class is 55 and the

maximum gained score in the controlled class is 25. On the other hand, the minimum

gained score showed in the experimental class is -5 and the minimum score showed in the

controlled class is -15. The persentage of gained score 31-40 in the experimental class is

33.33%. On the contrary, some of the students in the controlled class get score between

-15 to -5 which is 53.33%.

From the persentage, it can be seen that there are a significant mean scores between

the experimental class (10.75%) and the controlled class (0.83%). Based on the these

gained scores, the writer reveals that the students in the experimental class had more

gained score rather than the controlled class. . Therefore, the reflective journal writing

through Line Application helped the students to improve their understand of narrative

text. The complete score are provided in the appendix.

7. Testing Statistical Hypotheses

After showing the normality and the homogenity test, and having the normality

distributed and homogenous data, the data can be analysed by using t-test in order to

determine the effect of reflective journal writing through Line Application on students‟

writing ability of narrative text as the intervention. Before, testing the hypotheses, the

first thing that should be done is testing the normality of the test in both the pre-test and

the posttest.

Table 4. 8

The Result of Normality Test of Pre-test Experimental Class

One-Sample Kolmogorov-Smirnov Test

Students PretestExperimentalClass

N 30 30

Normal Parametersa,b

Mean 15,50 32,67

Std. Deviation 8,803 18,557

Most Extreme Differences

Absolute ,070 ,096

Positive ,070 ,096

Negative -,070 -,087

Kolmogorov-Smirnov Z ,383 ,526

Asymp. Sig. (2-tailed) ,999 ,944

Exact Sig. (2-tailed) ,996 ,920

Point Probability ,000 ,000

a. Test distribution is Normal.

b. Calculated from data

Table 4.9

The Result of Normality Test of Pre-test Controlled Class

The table 4.8 and table 4.9 show that Sig value of the pre-test of the

experimental class is 0.996. It means thar the sig value of the pre-test is bigger

that sig α (0.996 > 0.05). Therefore, the samples of both classes are from normal

distributed population .

Then, the writer used the posttest and the gained scores for t-test. The result of t-test

was used to test the statistical hypotheses, answer the research question, and as the

conclusion of the research. The t-test result can be seen as follows:

Table 4.10

The T-Test Result of Posttest Scores

After the treatmentsduring the research, the t-test of post test shows that t

(58)= 2.071, p= 0.043. It indicated that there was a significant different between

the experimental class (M= 60, SD= 15.143) and the controlled class(M= 50.33,

SD= 20.592).

The table above shows an information about tvalue which is 2.071 with the Sig.

(2-tailed) 0.043. Then, the tvalue is compared to the ttable.to know whether the

reflective journal writing through Line Application is effective to improve the

students‟ writing ability of narrative text or not. The ttable is taken from the

requirement which has been the standard in analysing the data. The ttable shows

1.667 with 70 as the degree of freedom (df) in the significance level 0.05 0r 0.95.

The comparison shows that tvalue (2.071) > ttable (1.667) and the Sig (2-tailed) is

0.043 < 0.05. It means that the reflective journal writing through Line Application

is effective to improve the students‟ writing ability of narrative text.

To add the data of posttest, the t-test also was done to the gained scores in the

two classes which are experimental class and the controlled class. The result is

refer to the Table 4.11

Table 4.11

The T-test Result of Gained Scores

Based on the data above, the result is t(58)= 7.882, p= 0.00. It indicates that there

was a significant difference between the experimental class (M= 26.17, SD= 13.562) and

the controlled class (M= 0.83, SD= 11.225). The result also shows that tvalue (7.882) > ttable

(1.667) and the Sig. (2tailed) is 0.00 <0.05. Thus, it can be said that the reflective

journal writing through Line Application is effective to improve the students‟

writing ability of narrative text. Furthermore, the writer proposes the statistical

hypotheses in this research. There statistical hypotheses are explained as follows:

a. H0 (Null Hypotheses)= the reflective journal writing through Line Application

is not effective to improve the students‟ writing ability of narrative text.

b. Ha (Alternative Hypotheses)= the reflective journal writing through Line

Application is effective to improve the students‟ writing ability of narrative

text.

In addition, the criteria of the statistical hypotheses to test the hypotheses are:

a. If t-test result > t-table with the significance level of 0.05 or if the Sig. (2-

tailed) < 0.05, then H0 (null hypothesis) is rejected. It means that the mean

scores of the experimental class are higher than the mean scores of the

controlled class. Thus, it indicates that the reflective journal writing through

Line Application is effective to improve the students‟ writing ability of

narrative text.

b. If t-test result < t-table with the significance level of 0.05 or if the Sig. (2-

tailed) > 0.05, then H0 (null hypothesis) is accepted. It means that the mean

scores of the experimental class are the same or lower than the mean scores of

the control class. Thus, it indicates that the reflective journal writing through

Line Application is not effective to improve the students‟ writing ability of

narrative text.

Based on the calculation of the t-test which has been verify detailled, the

result of the posttest in both classes shows that the tvalue (2.071) and the gained

score (7.882)are higher thab the ttable (1.667) in the significance level of 0.05. To

sum up, the tvalue > ttable which means that H0 (null hypothesis) is rejected and Ha

(alternative hypothesis) is accepted. It means that the mean scores of the

experimental class are higher than the mean scores of the controlled class. Thus, it

indicates that the reflective journal writing through Line Application is effective

to improve the students‟ writing ability of narrative text.

2. Discussion

After collecting the data of the research and analysing all of them by using

SPSS 20, the writer attained several information that supported the research.

Teaching and learning about narrative text was performed well. The students

enjoyed to learn English with various activities in the classroom. However, the

students‟ writing ability was still need to be improved. The pre-test scores proved

that many students got very minimum score for their reflective journal writing of

narrative text. In the pre-test, the mean score of the experimental class indicated

32.67 while the mean score of the controlled class indicated 50.67. Based on the

means scores in both experimental class and the controlled class, it can be seen

that the experimental class got the lover score rather that the controlled croup.

Then, to improve the students‟ writing ability of narrative text the writer asked

the students to write reflectivve journal writing through Line Application.

During the treatments, the reflective journal writing through Line Application

was implemented in the experimental class to improve their writing ability of

narrative text. In adiition, the writer gave the treatments to the students in the

experimental class for about five weks. The writer used reflective journal writing

as a technique in teaching and learning in the experimental class. Before asking

the students to create a reflective journal writing and submitting to Line

Application, the writer introduced and gave the explanation about reflective

journal writing. Also, the writer provided with a sample of reflective journal, its

generic structures and others.On the other hand, the students in the controlled

class were taught with conventional technique which means that the students

should do the written exercises through Line Application and answered 10

reading comprehension questions based on the narrative text given.

In the experimental class, the reflective journal writing was written in Line

Application and the students should answer several journal entries based on the

narrative text given. The students were allowed to read a passage of narrative text

before writing the reflective journal writing. The themes of narrative text were

about legends of Issumboshi, Malin Kundang, Garlic nad Onion, The Legend of

Toba Lake and others. From the reflective journal entries, it was emphasize the

students to think critically and understand of the story. Then, the students can

reflect what he/she got from the text. On the contrary, the writer did not ask the

students in the controlled class to write the reflective journal writing. The student

were asked to read a passage of narrative text then they should answer 10 reading

question base don the text given. It could be deny that the studeets in both classes

had the same understanding of narrative text and also dealing with writing

difficulties such as getting difficulties in organizing the ideas, having limited

vocabularies, getting difficulties in understanding of grammar correctly and

others. Then, after giving the treatment, the writer conducted a posttest in both of

improvement which students‟ writing ability of narrative text.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

This research was conducted in a quasi-experimental study with the purposes

to know whether or not reflective journal writing is effective in improving

students„ writing of narrative at the tenth grade students of SMA Triguna Utama

Tangerang Selatan on the data description, statistical calculation, and hypotheses

testing, explained in the chapter four, it was found that the tvalue in both posttest

(2.071) and gained scores (7.882) are higher than the ttable (1.667) in the

significance level of 0.05. Thus, t-test result > t-table which means that the H0

(null hypothesis) is rejected and Ha (alternative hypothesis) is accepted. In other

words, reflective journal writing is effective in improving students„ writing ability

of narrative text.

B. The Suggestion

Based on the conclusion stated above, some suggestions can be made for

those who are interested in this particular field:

1. Teachers should be more creative in teaching and delivering lessons by

introducing new learning varieties and alternatives such as writing a reflective

journal writing in learning narrative text so students become more interested and

engaged.

2. Teachers should implement different techniques and strategies to help

students improve their skills and create such activity that can help students

practice and use the lesson learned at the classroom so they will have better

understanding about it.

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PARCC (Partnership for Assessment of Readiness of Collage and Careers),

Expanded Scoring Rubric for Analytic and Narrative Writing Grade 6-11,

2015. (www.parcconline.com) Accessed on Tuesday, June 13th

2017

05.00 PM.

www.spssindonesia.com/uji-normalitas-kolmogorov-smirnov-spss.html. Accessed

on Tuesday, June 13th

2017 10.00 PM.

http://www.parcconline.com/

http://www.spssindonesia.com/uji-normalitas-kolmogorov-smirnov-spss.html

APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Triguna Utama

Kelas/Semester : X/ 1

Mata Pelajaran : Bahasa Inggris

Topik : Issumboshi (Narrative Text)

Alokasi Waktu : 4 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam baik dalam jangkauan pergaulan

dan keberadaannnya.

3. Memahami pengetahuan (faktual, konseptual dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, terkait

fenomena dan kejadian tampak mata.

4. Mencoba mengolah, dan menyaji dalam ranah konkret (menggunakan,

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

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

dengan yang dipelajarai di sekolah dan sumber lain yang sama dengan sudut

pandang teori.

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi

interpersonal dengan guru dan teman.

2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dengan melaksanakan komunikasi transaksional dengan guru dan teman.

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta damai

dalam melaksanakan komunikasi fungsional

3.11 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks

naratif sederhana berbentuk cerita rakyat rakyat, sesuai dengan konteks

penggunaannya.

4.16 Menangkap makna teks naratif lisan dan tulis berbentuk cerita rakyat,

sederhana.

C. Indikator Pencapaian Kompetensi

1.1.1 Siswa dapat mengungkapkan rasa syukur atas kesempatan belajar bahasa

Inggris dan manfaat dari hasil belajar bahasa Inggris.

2.1.1 Siswa dapat menyelesaikan tuga-tugas bahasa Inggris yang diberikan guru

tepat waktu baik tugas yang bersifat individual, berpasangan maupun tugas

kelompok.

2.2.1 Siswa dapat menyelesaikan tugas yang menjadi bagiannya dalam tugas

kelompok tepat waktu.

2.2.2 Siswa dapat datang tepat waktu pada saat jam pelajaran bahasa Inggris

maupun pada saat mengerjakan tugas kempok di uar jam pelajaran.

2.2.3 Siswa dapat menyelesaikan tugas yang menjadi bagian dalam kerja kelompok

maupun individu.

2.3.1 Siswa dapat datang tepat waktu pada saat mngerjakan tugas kelompok di luar

jam pelajaran.

3.11.1 Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita rakyat

(teks narratif)

3.11.2 Siswa dapat mengidentifikasi setting (latar) cerita.

3.11.3 Siswa dapat mengidentifikasi konflik/ masalah yang ada dalam cerita

3.11.4 Siswa dapat menjelaskan solusi yang ada dalam cerita

3.11.5 Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita

3.11.6 Siswa dapat mengidentifikasi penggunaan kata kata khusus dalam cerita

3.11.7 Siswa dapat menganalisis penggunaan bentuk kata kerja tertentu dalam cerita

4.16.1 Siswa dapat menjawab pertanyaan terkait dengan teks cerita rakyat yang

dibaca.

4.16.2 Siswa dapat menceritakan kembali suatu cerita rakyat yang dibaca baik

secara lisan maupun tulisan

D. Materi Pembelajaran

Teks narratif tentang Issumbosi

Issumboshi

Once upon a time, there was an old couple who did not have a child. They lived in

a small house near the village forest. “Please give us a child,” they asked God

everyday. One day, from the household Shinto Altar, they heard a cute cry, Waa!

Waa!”

They looked and saw a crying baby who looked just like a little finger. “This child

must be a gift from God. Thanks to God!”

We will call this child „Issumboshi‟,‟‟they said. They raised Issumboshi with mch

care but Issumboshi never grew bigger. “Hey, Issumboshi, do you want to be

eaten by a frog ?” Issumboshi was alwas being bullied by the children of the

village and often went home feeling unhappy. Grandmother would make some big

rice balls and encourage him. “Eat a lot, and grow up quickly,” Grandmother said.

One day, Issumboshi said, “I will go to the capital to study and become a

respectable person. Then, I will come back.” Grandfather and grandmother were

worried about him, but Issumboshi‟s mind would not be changed. At once they

began to prepare for this trip.

Issumboshi sheathed a needle sword in a straw case, put on a cup for a sedge hat,

and started out with a chopstick ataff in high spirits.

“I am going now,” Issumboshi said.

“Is he safe ? With such a small body ?”

Grandfather and grandmother asked as they saw him off. Issumboshi went on the

trip with a big wish in a small body

.............

At last Issumboshi reached the capital city and anchored under the bridge. Then

he climbed up to the railing and viewed the town.

“There is a fine palace over there. I shall ask them at once.” At long last

Issumboshi arrived at the palace.

“Excuse me, but I want to meet the feudal lord.”

“The lord come to the door, “What? Who‟s there ?”

“Here I am, at your feet.”

“Oh, how small! Why do you want to meet me ?

“Please let me be your retainer.”

“I wonder if your very small body can do anything.”

“I‟ll stay in your pocket and guard you from you from all harm.” When

Issumboshi said so, a bee came buzzing by. “Yhaa!” Issumboshi yelled, stabbing

the bee.

“Bravo” I employ you. It would be good if you become the Princess‟s man.”

“Oh! What a cute fellow he is! said the princess, putting Issumboshi on her palm.

“ I will defend you upon my life,” said Issumboshi.

The princess liked Issumboshi and she taugh him reading, writing, and various

studies. Further, Issumboshi, practiced fencing very hard in order to be strong.

One day the Princess went out to worship at the Kiyomizu Temple. Suddenly

there was a strong wind, and some demons appeared. The leader of the demons

tried to grab the princess. “Help me!” She screamed. Issumboshi tried to help her,

but the demon caught him and trew him into his mouth. Issumboshi, who was

swallowed, jabbed and jabbed the demon‟s stomach. The demon rolled over and

spat out Issumboshi.

Issumboshi jumped at the demon and stabbed his eyes. The remaining demons

were frightened. They run away in great haste, but one demon, who was left

behind, trembled while holding the magic hammer.

“Do you want me to stab your eyes, too ?” Issumboshi asked.

“Please, don‟t. This is a magic hammer that will grant you a wish. I give it to you,

so please spare me.” And saying this, he ran off in a hurry.

“Thank you, Issumboshi. You have save my life,” the Princess said.

“Princess, please wave this magichammer and make a wish that I may become

big,” said Issumboshi, The princess waved it and asked, “ May Issumboshi

become big!”

And then, strengely, before her eyes, Issumboshi began to grow. He grew into a

nice young man. They went back to the palace and the princess asked the King to

let her marry Issumboshi.

The Princess and Issumboshi then got married, and they invited grandfather and

grandmother to live with them in the palace. They lived happily ever after.

Struktur Teks :

(1) Pengenalan tokoh dan setting

(2) Komplikasi terhadap tokoh utama

(3) Solusi dan akhir cerita

Unsur Kebahasaan :

(1) Kata-kata terkait karakter, watak, dan setting dalam cerita rakyat

(2) Modal auxiliary verbs.

(3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan

(4) Rujukan kata

E. Media, Alat, dan Sumber Pembelajaran

1. Media

- Power point presentation

- Rekaman untuk listening

- Film

- Gambar

2. Alat/Bahan

- Loud speaker laptop

- Computer

- LCD

3. Sumber Belajar

- Buku cerita kumpulan cerita rakyat

- Audio CD/VCD/DVD

- Suara guru

F. Langkah-langkah Kegiatan Pembelajaran

Pertemuan Pertama

Kegiatan Alokasi Waktu

Pendahuluan

Guru mengucapkan salam (greeting) ketika masuk ke

kelas

Guru menyapa dan menanyakan keadaan para siswa saat

jam pe lajaran dimulai (How are you today?/Are you

happy?/Are you OK?/Are you ready to study English

today ?)

Guru mengajak para siswa untuk berdo‟a terlebih dahulu

sebelum memulai pelajaran

Guru mengabsen kehadiran para siswa

Guru memutarkan video motivasi berdurasi 3 menit

untuk memberikan semangat agar siswa giat belajar

Guru menjelaskan tentang tujuan pembelajaran atau

kompetensi dasar yang akan dicapai

10 Menit

Inti

Mengamati

Guru membagikan text narrative berjudul Issumboshi

Siswa di berikan waktu selama 30 menit untuk

membaca teks tersebut dan mencari arti dari kata-kata

yang tidak dipahami.

Siswa mendiskusikan karakter dan setting cerita

berdasarkan cerita

Siswa mengamati nilai moral dari cerita rakyat Jepang

yang berjudul ISSUMBOSHI

Siswa belajar menemukan gagasan utama, informasi

rinci dan informasi tertentu dari cerita rakyat yang

berjudul ISSUMBOSHI.

Siswa membuat daftar cerita rakyat yang pernah

didengar atau dibaca

Mengumpulkan Informasi

Guru memberikan selembar kertas yang berisi prompt

of reflective journal writing

Siswa diminta untuk menuliskan hal-hal yang telah

mereka dapakan dari teks Issumboshi berdasarkan

guided questions yang diberikan oleh guru

70 menit

Penutup

Siswa dan guru melakukan refleksi terhadap kegiatan

pembelajaran dan manfaat-manfaatnya.

Siswa dan guru memberikan umpan balik terhadap proses dan

hasil pembelajaran

Siswa memperhatikan informasi tentang rencana

pembelajaran untuk pertemuan selanjutnya

Guru menutup pembelajaran dengan mengucapkan Hamdalah

Guru mengucapkan salam dan meninggalkan kelas

10 menit

1. Jenis/Teknik Penilaian

Sikap (melalui rubric pengamatan sikap selama pembelajaran)

Pengetahuan: tes tertulis

Keterampilan: reading aloud, keterampilan mengembangkan draf,

project.

2. Bentuk instrumen

Instrumen penilaian sikap

N

o

Nam

a

Sikap Keteranga

n Tanggungjawa Pedul Kerjasam Cinta

b i a dama

i

1.

2.

3.

4.

5

Keterangan:

Skala penilaian sikap dibuat dengan rentang antara 1 s.d 5

1 = sangat kurang;

2 = kurang konsisten;

3 = mulai konsisten;

4 = konsisten;

5 = selalu konsisten

Mengetahui Ciputat, April

2017

Kepala Sekolah Guru Mata

pelajaran

Drs. Sudarmanta Firdaus Habibi

Issumboshi

Once upon a time, there was an old couple who did not have a child. They

lived in a small house near the village forest. “Please give us a child,” they

asked God everyday. One day, from the household Shinto Altar, they heard a

cute cry, Waa! Waa!”

They looked and saw a crying baby who looked just like a little finger. “This

child must be a gift from God. Thanks to God!”

We will call this child ‘Issumboshi’,’’they said. They raised Issumboshi with

mch care but Issumboshi never grew bigger. “Hey, Issumboshi, do you want

to be eaten by a frog ?” Issumboshi was alwas being bullied by the children of

the village and often went home feeling unhappy. Grandmother would make

some big rice balls and encourage him. “Eat a lot, and grow up quickly,”

Grandmother said.


respectable person. Then, I will come back.” Grandfather and grandmother

were worried about him, but Issumboshi’s mind would not be changed. At

once they began to prepare for this trip.

Issumboshi sheathed a needle sword in a straw case, put on a cup for a sedge

hat, and started out with a chopstick ataff in high spirits.



Grandfather and grandmother asked as they saw him off. Issumboshi went

on the trip with a big wish in a small body

.............

At last Issumboshi reached the capital city and anchored under the bridge.

Then he climbed up to the railing and viewed the town.




“The lord come to the door, “What? Who’s there ?”





“I’ll stay in your pocket and guard you from you from all harm.” When

Issumboshi said so, a bee came buzzing by. “Yhaa!” Issumboshi yelled,

stabbing the bee.

“Bravo” I employ you. It would be good if you become the Princess’s man.”

“Oh! What a cute fellow he is! said the princess, putting Issumboshi on her

palm.


The princess liked Issumboshi and she taugh him reading, writing, and

various studies. Further, Issumboshi, practiced fencing very hard in order to

be strong. One day the Princess went out to worship at the Kiyomizu Temple.

Suddenly there was a strong wind, and some demons appeared. The leader of

the demons tried to grab the princess. “Help me!” She screamed. Issumboshi

tried to help her, but the demon caught him and trew him into his mouth.

Issumboshi, who was swallowed, jabbed and jabbed the demon’s stomach.

The demon rolled over and spat out Issumboshi.

Issumboshi jumped at the demon and stabbed his eyes. The remaining

demons were frightened. They run away in great haste, but one demon, who

was left behind, trembled while holding the magic hammer.


“Please, don’t. This is a magic hammer that will grant you a wish. I give it to

you, so please spare me.” And saying this, he ran off in a hurry.


“Princess, please wave this magichammer and make a wish that I may

become big,” said Issumboshi, The princess waved it and asked, “ May

Issumboshi become big!”

And then, strengely, before her eyes, Issumboshi began to grow. He grew into

a nice young man. They went back to the palace and the princess asked the

King to let her marry Issumboshi.

The Princess and Issumboshi then got married, and they invited grandfather

and grandmother to live with them in the palace. They lived happily ever

after.

My Reflective Journal Writing

The title of Story :

Name :

Class :

1. What is ypur opinion about the story ?

2. Based on the story you have read, what information did you observe ?

3. Which part did you like from the text ? Why did you like that part ?

4. Which part did you dislike based on the text ? Why did you dislike the

part ?

5. What is the main conclusion of the text ?

6. How is your feeling after treading this story ?

APPENDIX 3

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Triguna Utama

Kelas/Semester : X/ 1

Mata Pelajaran : Bahasa Inggris

Topik : Malin Kundang (A Narrative Text)v

Alokasi Waktu : 2 x 45 menit

1. Kompetensi Inti (KI)

Menghargai dan menghayati ajaran agama yang dianutnya

Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara efektif

dengan lingkungan sosial dan alam baik dalam jangkauan pergaulan dan

keberadaannnya.

Memahami pengetahuan (faktual, konseptual dan prosedural) berdasarkan rasa

ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, terkait fenomena

dan kejadian tampak mata.

Mencoba mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar dan mengarang) sesuai dengan yang dipelajarai di

sekolah dan sumber lain yang sama dengan sudut pandang teori

2. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

1.1 Mensyukuri kesempatan dapat

mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi

internasional

1.1.1 Mengungkapkan rasa syukur atas

kesempatan dapat belajar bahasa

Inggris

2.3 Mengembangkan perilaku tanggung

jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan

komunikasi fungsional

2.3.1 Melakukan hal-hal yang dikatakan akan

dikerjakan tanpa diingatkan orang lain

2.3.2 Mengakui ketika membuat kesalahan

2.3.3 Tidak menyalahkan orang lain atas

tindakannya sendiri

3.10 Menganalisis fungsi sosial, struktur

teks, dan unsur kebahasaan pada teks

naratif sederhana, sesuai dengan

konteks penggunaannya.

3.10.1 Mengidentifikasi fungsi sosial teks

naratif

3.10.2 Mengidentifikasi struktur teks naratif

3.10.3 Mengidentifikasi unsur kebahasaan

teks naratif

4.15 Menangkap makna teks naratif lisan

dan tulis berbentuk cerita pendek

sederhana.

4.15.1 Menceritakan kembali isi teks naratif

dengan kata-kata sendiri

4.15.2 Menentukan struktur teks naratif

dengan benar

4.15.3 Melengkapi teks naratif rumpang

dengan kosakata yang tepat

4.15.4 Menjawab pertanyaan berkaitan

dengan isi teks naratif tepat

3. Tujuan Pembelajaran

Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:

1. Mengungkapkan rasa syukur atas kesempatan dapat belajar bahasa Inggris

2. Melakukan hal-hal yang dikatakan akan dikerjakan tanpa diingatkan orang

lain

3. Mengakui ketika membuat kesalahan

4. Tidak menyalahkan orang lain atas tindakannya sendiri

5. Mengidentifikasi fungsi sosial teks naratif

6. Mengidentifikasi struktur teks naratif

7. Mengidentifikasi unsur kebahasaan teks naratif

8. Menceritakan kembali isi teks naratif dengan kata-kata sendiri

9. Menentukan struktur teks naratif dengan benar

10. Melengkapi teks naratif rumpang dengan kosakata yang tepat

11. Menjawab pertanyaan berkaitan dengan isi teks naratif dengan tepat

b. Materi Pembelajaran

Fungsi sosial :

Narative text is used to amuse, entertain and to deal with problematic events

which lead to a crisis or turning point of some kind, which in turn finds a

resolution.

Language features of narative text:

Using specific participants such as the name of person, place, etc.

Using past tense

Using adjective: beautiful, poor, wicked, old, etc.

Using time connectives: since then, many years later, one day, etc.

Using action verbs, verbal, and mental processes

Direct and indirect speeches are often used

Topik :

Legenda rakyat

c. Metode Pembelajaran

1. Discovery based learning

d. Media, Alat, dan Sumber Pembelajaran

1. Media

Powerpoint, audio

2. Alat

Laptop, LCD, loudspeaker, spidol/boardmarker

3. Sumber Pembelajaran

a. Doddy, A., Sugeng, A., Effendi. 2008. Developing English Competencies.

Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional. Halaman: 27

b. Priyana, J., Riandi, Mumpuni, A. P. 2008. Interlanguage: English for Senior

High School. Jakarta: Grasindo. Halaman: 75.

e. Langkah-Langkah Kegiatan Pembelajaran

Kegiatan Pendahuluan (10 menit)

Guru memberi salam;

Guru memeriksa kehadiran siswa;

Guru memberi motivasi belajar siswa secara kontekstual sesuai

manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari;

Guru mengajukan pertanyaan antara pengetahuan sebelumnya dengan

materi yang akan dipelajari;

Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang

akan dicapai;

Guru menyampaikan cakupan materi dan uraian kegiatan.

Kegiatan Inti (60 menit)

Mengamati

Peserta didik diberikan waktu 30 menit untuk membaca text narrative

yang telah ditentukan topiknya,

Peserta didik memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaanpada text narrative Malin Kundang

Guru membimbing peserta didik untuk memahami contoh yang telah

disajikan.

Bereksplorasi

Guru membagikan lembaran pertanyaan reflective journal writing.

Siswa menyiapkan aplikasi Line yang ada di handphone

Selanjutnya siswa menuliskan hasil pemahaman yang telah mereka

dapatkan dari text narrative tersebut

Guru memberi waktu kepada siswa untuk menuliskan reflective journal

writing lalu mengirimkannya ke aplikasi line guru

Kegiatan Penutup (10 menit)

Guru dan peserta didik melakukan refleksi terhadap kegiatan

pembelajaran dan manfaat-manfaatnya;

Peserta didik dan guru memberikan umpan balik terhadap proses dan

hasil pembelajaran;

Guru memberikan penugasan berupa tugas mandiri yang ada dalam buku

pegangan siswa;

Guru menyampaikan informasi tentang rencana kegiatan pembelajaran

untuk pertemuan berikutnya;

Guru dan peserta didik mengucapkan salam perpisahan.

f. Penilaian

1. Penilaian Sikap Spiritual

a. Teknik Penilaian : Tertulis b. Bentuk Instrumen : Learning Journal c. Kisi-kisi :

No. Sikap/nilai Butir

Instrumen

1. Menulis learning log tentang kesyukuran

berkesempatan belajar Bahasa Inggris

Lampiran 1

d. Instrumen : lihat Lampiran 1

e. Rubrik Penilaian Sikap Spiritual :

No. Indikator Skor

1. Menggunakan 8 kata positif dan dua diantaranya adalah kata “God” dan “Thank”

5


4


3

4. Menggunakan 4 kata positif tanpa kata “God” dan “Thank” 2

5. Menggunakan kurang dari 4 kata positif tanpa kata “God” dan “Thank”

1

f. Pedoman Penskoran :

Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap :

Predikat Nilai Kompetensi

Pengetahuan Keterampilan Sikap

A 4 4 SB

A- 3.66 3.66

B+ 3.33 3.33 B

B 3 3

B- 2.66 2.66

C+ 2.33 2.33

C C 2 2

C- 1.66 1.66

D+ 1.33 1.33 K

D- 1 1

2. Penilaian Sikap Sosial

a. Teknik Penilaian : Penilaian sejawat (antar teman)

b. Bentuk Instrumen : Lembar Peer Assessment

c. Kisi-kisi :

No. Sikap/nilai Butir Instrumen

1. Memberikan penilaian terhadap diri

sendiri tentang nilai santun

Lampiran Penilaian

Sikap 1-3




A 4 4 SB

A- 3.66 3.66

B+ 3.33 3.33

B B 3 3

B- 2.66 2.66

C+ 2.33 2.33

C C 2 2

C- 1.66 1.66

D+ 1.33 1.33 K

D- 1 1

3. Penilaian Pengetahuan

a. Tehnik Penilaian : tes lisan

b. Bentuk Instrumen : uraian bebas

c. Kisi-kisi :

No. Kisi-kisi Pencapaian Indikator Butir

Instrumen

1. Disajikan sebuah text audio berbentuk naratif,

siswa dapat menyebutkan fungsi sosial/ tujuan

text naratif

Nomer 1

2. Disajikan sebuah text audio berbentuk naratif,

siswa dapat mengidentifikasi struktur teks naratif

(orientation, complication, resolution) dan unsur

kebahasaan teks naratif (language feature)

Nomer

2 & 3

d. Instrumen: lihat Lampiran 3

e. Pedoman penskoran: Setiap jawaban benar diberi skor 1




A 4 4 SB

A- 3.66 3.66

B+ 3.33 3.33

B B 3 3

B- 2.66 2.66

C+ 2.33 2.33

C C 2 2

C- 1.66 1.66

D+ 1.33 1.33 K

D- 1 1

1. Rubrik Penilaian Writing

NO ASPEK YANG DINILAI SKOR

1

Grammar dan vocabulary (leksikogramatika)

Menggunakan tatabahasa yang benar dan kosakata yang tepat

Menggunakan tata bahasa dan kosakata yang ter Kadang kurang tepat,

tetapi tidak mempengaruhi makna

Menggunakan tata bahasa dan kosakata yang kurang tepat dan

mempengaruhi makna

Menggunakan tata bahasa dan kosakata yang sulit/tidak dapat

dimengerti

Sulit memproduksi kata-kata diam

4

3

2

1

0

2

Manajemen Wacana Genre

Memilih genre yang tepat untuk judul yang dipilih dengan struktur

teks yang maksimal

Memilih genre yang kurang jelas untuk judul yang dipilih dengan

struktur teks yang minimal

Pilihan genre (tujuan komunikatif) tidak jelas

Tulisan tidak berstruktur

Menulis kata-kata secara acak, hampir tidak bermakna

4

3

2

1

0

3

Kejelasan makna

Mengungkapkan berbagai makna secara jells dan efektif

Mengungkapkan berbagai makna secara jelas

Mengungkapkan makna , tetapi sesekali kurang jelas

Mengungkapkan makna, tetapi sulit dipahami

Menulis secara acak, makna hilang

4

3

2

1

0

4

Hubungan antar gagasan

Menunjukkan kelancaran hubungan antar gagasan

Menunjukkan transisi hubungan antar gagasan

Hubungan antar gagasan kurang jelas

Hubungan antar gagasan kacau

Gagal merealisasikan gagasan

4

3

2

1

0

2. Aspek Keterampilan

No. Butir Sikap Deskripsi Perolehan

skor

1.

Melakukan tindak

komunikasi yang

tepat

5 = Selalu melakukan kegiatan komunikasi yang tepat

4 = Sering melakukan kegiatan komunikasi yang tepat

3 = Beberapa kali melakukan kegiatan komunikasi yang tepat

2 = Pernah melakukan kegiatan komunikasi yang tepat

1 = tidak pernah melakukan kegiatan komunikasi yang tepat

Mengetahui Ciputat, April 2016

Kepala Sekolah Guru Mata Pelajaran

Drs Sudarmanta Firdaus Habibi

APPENDIX 4

INSTRUMENT OF THE RESEARCH FOR PRE-TEST

Read the text carefully !

Issumboshi

Once upon a time, there was an old couple who did not have a child. They lived in

a small house near the village forest. “Please give us a child,” they asked God

everyday. One day, from the household Shinto Altar, they heard a cute cry, Waa!

Waa!”

They looked and saw a crying baby who looked just like a little finger. “This child

must be a gift from God. Thanks to God!”

We will call this child „Issumboshi‟,‟‟they said. They raised Issumboshi with mch

care but Issumboshi never grew bigger. “Hey, Issumboshi, do you want to be

eaten by a frog ?” Issumboshi was alwas being bullied by the children of the

village and often went home feeling unhappy. Grandmother would make some big

rice balls and encourage him. “Eat a lot, and grow up quickly,” Grandmother said.


respectable person. Then, I will come back.” Grandfather and grandmother were

worried about him, but Issumboshi‟s mind would not be changed. At once they

began to prepare for this trip.

Issumboshi sheathed a needle sword in a straw case, put on a cup for a sedge hat,

and started out with a chopstick ataff in high spirits.



Grandfather and grandmother asked as they saw him off. Issumboshi went on the

trip with a big wish in a small body

.............

At last Issumboshi reached the capital city and anchored under the bridge. Then

he climbed up to the railing and viewed the town.




“The lord come to the door, “What? Who‟s there ?”





“I‟ll stay in your pocket and guard you from you from all harm.” When

Issumboshi said so, a bee came buzzing by. “Yhaa!” Issumboshi yelled, stabbing

the bee.

“Bravo” I employ you. It would be good if you become the Princess‟s man.”

“Oh! What a cute fellow he is! said the princess, putting Issumboshi on her palm.


The princess liked Issumboshi and she taugh him reading, writing, and various

studies. Further, Issumboshi, practiced fencing very hard in order to be strong.

One day the Princess went out to worship at the Kiyomizu Temple. Suddenly

there was a strong wind, and some demons appeared. The leader of the demons

tried to grab the princess. “Help me!” She screamed. Issumboshi tried to help her,

but the demon caught him and trew him into his mouth. Issumboshi, who was

swallowed, jabbed and jabbed the demon‟s stomach. The demon rolled over and

spat out Issumboshi.

Issumboshi jumped at the demon and stabbed his eyes. The remaining demons

were frightened. They run away in great haste, but one demon, who was left

behind, trembled while holding the magic hammer.


“Please, don‟t. This is a magic hammer that will grant you a wish. I give it to you,

so please spare me.” And saying this, he ran off in a hurry.


“Princess, please wave this magichammer and make a wish that I may become

big,” said Issumboshi, The princess waved it and asked, “ May Issumboshi

become big!”

And then, strengely, before her eyes, Issumboshi began to grow. He grew into a

nice young man. They went back to the palace and the princess asked the King to

let her marry Issumboshi.

The Princess and Issumboshi then got married, and they invited grandfather and

grandmother to live with them in the palace. They lived happily ever after.

REFLECTIVE JOURNAL WRITING

After you read the passage please answer these questions and make into a

paragraph ! Write at least 150 words.


Name :

Class :

7. What is your opinion about the story ?

8. Based on the story you have read, what information did you observe ?

9. Which part did you like from the text ? Why did you like that part ?

10. Which part did you dislike based on the text ? Why did you dislike the part

?

11. What is the main conclusion of the text ?

12. How is your feeling after reading this story ?

APPENDIX 5

INSTRUMENT OF THE RESEARCH FOR POSTTEST

Read this narrative text carefully !

THE LEGEND OF MALIN KUNDANG

A long time ago, in a small village near the beach in West Sumatra, a woman

and her son lived. They were Malin Kundang and her mother. Her mother was a

single parent because Malin Kundang's father had passed away when he was a

baby. Malin Kundang had to live hard with his mother.

Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to

catch fish. After getting fish he would bring it to his mother, or sold the caught

fish in the town.

One day, when Malin Kundang was sailing, he saw a merchant's ship which

was being raided by a small band of pirates. He helped the merchant. With his

brave and power, Malin Kundang defeated the pirates. The merchant was so

happy and thanked to him. In return the merchant asked Malin Kundang to sail

with him. To get a better life, Malin Kundang agreed. He left his mother alone.

Many years later, Malin Kundang became wealthy. He had a huge ship and was

helped by many ship crews loading trading goods. Perfectly he had a beautiful

wife too. When he was sailing his trading journey, his ship landed on a beach near

a small village. The villagers recognized him. The news ran fast in the town;

Malin kundang has become rich and now he is here

An old woman ran to the beach to meet the new rich merchant. She was

Malin Kundang‟s mother. She wanted to hug him, released her sadness of being

lonely after so long time. Unfortunately, when the mother came, Malin Kundang

who was in front of his well dressed wife and his ship crews denied meeting that

old lonely woman. For three times her mother begged Malin Kundang and for

three times he yelled at her. At last Malin Kundang said to her "Enough, old

woman! I have never had a mother like you, a dirty and ugly woman!" After that

he ordered his crews to set sail. He would leave the old mother again but in that

time she was full of both sadness and angriness. Finally, enraged, she cursed

Malin Kundang that he would turn into a stone if he didn't apologize. Malin

http://thevanilablue.blogspot.co.id/2010/05/legend-of-malin-kundang.html

Kundang just laughed and really set sail.In the quiet sea, suddenly a thunderstorm

came. His huge ship was wrecked and it was too late for Malin Kundang to

apologize. He was thrown by the wave out of his ship. He fell on a small island. It

was really too late for him to avoid his curse. Suddenly, he turned into a stone.

My Reflective Journal Writing


Name :

Class :

Date :

1. During the hands-on-story entitled The Legend of Malin Kundang, what

information did you observe ?

2. Which part did you like from the story ? Why did you like that part ?

3. Which part did you dislike based on the text ? Why did you dislike that part ?

4. What have you learned from the story of the Legend of Malin Kundang ?

5. How is your feeling after reading this story ?

APPENDIX 6

The Complete Scores of Pre-Test, Posttest and Gained Scores in Experiment

Class

Number of the

Students Pre-test Posttest Gained Score

1 15 55 40

2 35 65 40

3 40 70 30

4 5 40 35

5 10 45 35

6 15 50 35

7 10 45 35

8 45 75 25

9 65 75 -5

10 60 70 10

11 35 60 15

12 55 70 15

13 40 75 20

14 25 50 25

15 25 55 30

16 30 70 40

17 75 85 10

18 40 70 30

19 30 65 35

20 25 40 15

21 50 75 25

22 40 65 25

23 15 70 55

24 55 60 5

25 10 10 0

26 20 50 30

27 40 70 30

28 5 45 40

29 20 60 40

30 45 65 20

TOTAL 980 1800 785

MAX 75 85 55

MIN 5 10 -5

MEAN 32.666.7 60.0 10.7555556

APPENDIX 7

The Complete Scores of Pre-Test, Posttest and Gained Scores in Controlled

Class

Number of the

Students Pre-test Posttest Gained Score

1 45 30 -15

2 20 10 -10

3 75 70 -5

4 20 45 25

5 10 35 25

6 55 40 -15

7 65 60 5

8 80 70 -10

9 60 65 5

10 15 20 5

11 35 40 5

12 5 5 0

13 60 70 10

14 80 70 10

15 75 60 -15

16 20 40 20

17 55 55 0

18 55 65 10

19 75 70 -5

20 50 40 -10

21 45 55 10

22 75 80 5

23 15 20 5

24 65 60 -5

25 75 75 0

26 60 50 -10

27 70 60 -10

28 80 70 -10

29 55 60 10

30 25 20 -5

TOTAL 1520 1510 25

MAX 80 80 20

MIN 5 5 -5

MEAN 50.6666667 50.33 0.83333

APPENDIX 8

Normality Test Tables and T-test Pre-test Output

1. Pre-test of Experimental Class

One-Sample Kolmogorov-Smirnov Test

Students PretestExperimentalClass

N 30 30

Normal Parametersa,b

Mean 15,50 32,67

Std. Deviation 8,803 18,557

Most Extreme Differences

Absolute ,070 ,096

Positive ,070 ,096

Negative -,070 -,087

Kolmogorov-Smirnov Z ,383 ,526

Asymp. Sig. (2-tailed) ,999 ,944

Exact Sig. (2-tailed) ,996 ,920

Point Probability ,000 ,000

a. Test distribution is Normal.

b. Calculated from data

2. Post Test of Experimental Class

3. Pre-test Controlled Class

4. Posttest Controlled Class

the effect of reflective journal writing

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