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CHAPTER I

INTRODUCTION

This chapter presents the background of the study, statement of the

problem, objective of the study, research hypothesis, assumption, scope of the

study, significance of the study, and definition of key terms.

1.1 The Background of the Study

English is an international language that is mostly used around the world.

It does have important roles in communication, science, and technology.

Apparently, English is still considered as a difficult subject by the students in

Indonesia for it is not their daily language and a foreign language in this country.

In communication process, students sometimes feel difficult to use English

fluently because they have to think more about the concept of the language before

doing conversation with their friends.

In learning process, students have to understand the four skills of English.

They are reading, writing, listening, and speaking. Students who want to learn

English well, they should be able to master four skills in order to get better

knowledge in learning a language. As one of the four skills, writing has always

occupied a place in most English language course. One of the reasons is that more

and more people need to learn to write English for occupational or academic

purposes. Thus, in terms of students’ need, writing occupies an equal role with the

other language skills. When writing, students could improve their skills and open

their mind more to be poured on a paper such as writing a paragraph, short story,

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novel, a report, etc. In other words, students need to be creative in writing so that

they could build their ability and express the thought through writing.

Among the language skills, writing is still a problem in learning English.

Some students could not express their ideas, thoughts, and feeling into the

grammatically correct English. Thus the readers do not catch the meaning easily.

Mastering writing is a way to learn English well. Because sometimes, the

students’ problem in writing comes from many factors, such as not having much

vocabulary so they could not express their idea well, or teacher’s inappropriate

method to teach writing. Thus, the appropriate method in learning process

especially in writing would give stimulus to the students. They also will be more

confident and do writing.

This study will investigate the concept sentence method in writing process.

The concept sentence method gives a chance to the students to learn English in

group. They should be cooperative in a group when doing the method. The main

problem in writing process is how to avoid the errors in writing. Students could

practice first by grouping and do writing with their friends. It should give a fresh

view how easy it is to write something.

Concept sentence also had been conducted in some previous studies. The

first previous study is from the journal by Elistya Reza Ayu Shantika (2013).

Based on her study, it was shown that teaching writing through concept sentence

can improve the students’ writing ability. The second previous study is conducted

by Nur Muliani (2013) in her article The Influence of “Concept Sentence”

technique toward the Students’ Achievement in Writing Narrative Text, and the
 3

third previous study is conducted by Munirah (2017) in her article The

Effectiveness of Concept Sentence Model toward Writing Skill of Persuasive

Paragraph. Some previous studies above have shown the same objective. It was to

improve students’ writing ability, however, different text. Thus, this study will

also investigate the effectiveness of concept sentence in improving students’

writing ability but it will focus on spoof text because the previous studies do not

investigate yet how effective concept sentence to improve students’ writing ability

of spoof text.

This study will focus on writing spoof text with the social function to share

others a real story whose the ending is funny enough to amuse the audience or

readers. It is one of the narrations that tell us something that really happened in

the past for entertaining purpose. What English people think funny may not be

funny for us. That is why sometimes students do not laugh when they read spoof

texts. It will be better if we learn about western cultures so we could understand

and avoid misunderstanding. And this text is one of the texts that have to be learnt

in senior high school. Spoof text is also given in the second semester of eleventh

grade students of SMA Raudlatul Musthofa Rejotangan, Tulungagung.

Therefore, the researcher will conduct a research entitled “The

Effectiveness of Using Concept Sentence in Improving Students’ Writing Ability

at Eleventh Grade of SMA Raudlatul Musthofa Rejotangan, Tulungagung.”

1.2 Statement of the Problem

Based on the background of the study above, the researcher intends to

investigate the effectiveness of concept sentence in the teaching of writing at

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eleventh grade of SMA Raudlatul Musthofa Rejotangan, Tulungagung. This study

attempts to answer the following research question, “Do students who are taught

by using concept sentence have better writing achievement than those who are not

taught by using concept sentence?”

1.3 Objective of the Study

Based on statement of the problem, the researcher intends to investigate

the effectiveness of using concept sentence in improving students’ writing ability

at eleventh grade of SMA Raudlatul Musthofa Rejotangan, Tulungagung.

1.4 Research Hypothesis

Based on the objective of the study, the researcher builds the hypothesis to

make clear the goal of the research. The hypotheses are:

Null Hypothesis (H0) = there is no significant difference between students

who are taught by using concept sentence method and those students who are not

taught by using concept sentence.

Alternative Hypothesis (H1) = students who are taught by using concept

sentence method will get better achievement in writing than those students who

are not taught by using concept sentence.

1.5 Assumption

Based on the background of the study, the concept sentence has a good

way in teaching writing. It is also a cooperative technique to increase the students’

ability in writing text, thus the researcher has assumption to the result of this

research that concept sentence will increase the students’ writing ability at

eleventh grade of SMA Raudlatul Musthofa Rejotangan, Tulungagung.

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1.6 Scope of the Study

The scope of the study is the concept sentence method in improving

students’ writing skill that is conducted at eleventh grade of SMA Raudlatul

Musthofa Rejotangan, Tulungagung. And for the material, the researcher only

focuses on the spoof text.

1.7 Significance of the Study

From this research, the researcher hopes that the result of this research will

be useful for the teacher, students, and the next researcher. The researcher hopes

that the teacher could use this method as an alternative method of teaching writing

in classroom because it is a kind of fun technique.

It is also expected for the students that they can learn writing in a good

way through concept sentence. Students also would have an appropriate technique

in learning writing.

1.8 Definition of Key Terms

To avoid misunderstanding of the key terms used by the researcher, it is

important to give clarification about the terms used in this study as follows:

a. Concept sentence is a kind of cooperative learning model to make

sentences from a concept given by the teacher of writing.

b. Writing skill is the ability that has to be mastered by the students in

making a text.

c. Spoof text is one of the narratives that tells us something that really

happened in the past time for entertaining purpose for the readers or

the listeners.
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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter concerns with some basic theories related to the study. This

chapter presents introduction of writing, writing process, the teaching of writing,

learning strategy, spoof text, concept sentence technique, and previous studies.

2.1 Introduction of Writing

Writing is a way of gaining control over your ideas and getting them down

on paper. There is nothing mysterious about the process of writing, and you are

able to learn to write effectively and feel confident about your writing if you are

willing to put in time and effort. Everything will come to your mind automatically

and you just need to start writing to express your idea in a paper.

Many people find it necessary to write at one particular place with a

certain color of ink or a special type of keyboard. Having these things may help

you write, but more important than these is developing the ability to concentrate.

Sometimes it will be necessary to tune out everyone and everything in order to

reflect inwardly and recreate situations that you have read or heard about,

experienced, and observed. With total concentration, you can “replay” these

situations and share them with your reader. For instance, if you want to remember

that first day of school long ago when you were six years of age, all you have to

do is close your eyes until a mental picture enters your mind. That room, that

teacher, that moment of fear, happiness, or excitement can be a video played in

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your mind. And from your “mind’s video” you can write your thoughts on paper

to share with your reader.

2.2 Writing Process

Writing is a process through which you discover, organize, and write your

thoughts to communicate with a reader. When you speak, you have tone of voice

and facial expressions to help you get your point across. You also have the chance

to clarify miscommunications quickly. When you write, you have only words and

punctuation to form your message, but you do have the opportunity to organize

your thoughts and words until you are happy with the finished product. The

writing process gives you a chance to compose, draft, rethink, and redraft to

control the outcome of your writing.

The general steps in the writing process include prewriting, organizing

ideas, drafting, revising, editing, and making a final draft. If you use these steps

when you have a writing assignment, you will give yourself an opportunity to

make the most of your time and get your best ideas on paper. At times, you may

repeat a particular step. When you become more comfortable with the writing

process and become a more experienced writer, you may be able to do some steps

in your mind, but skipping important steps is not advisable when you are learning

the writing process.

Each step has different activities that will help you get the ideas from your

mind to the paper in an organized fashion. Prewriting is a way of generating

ideas, narrowing a topic, or finding a direction. Organizing involves sorting ideas

in a logical manner to prepare to write a draft. Drafting is the part of the writing
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process in which you compose sentences in paragraph from to produce the first

copy of your essay. Revising, one of the most important steps in writing a paper,

involves smoothing out your writing, adding more detail, and making other

changes that will help you say what you want to say in the best way. Checking for

mechanical problems and correcting them is editing. Making a final draft and

deciding it’s ready for your intended audience is a step that takes patience and

judgment. Being patient gives you a chance to take a sincere look at your paper

and decide if the essay is in its best form. If not, more revision needs to take place.

2.3 The Teaching of Writing

Traditionally, in curriculum practice, a distinction has been drawn between

the activities which focus on products and the activities which focus on process.

Broadly speaking, a product oriented approach focuses on the end result of the

learning process that is, what the learner is expected to be able to do as a fluent

and competent user of the language. Process approach, on the other hand, focuses

more on the various classroom activities which are believed to promote the

development of skilled language use.

The above concept is also applicable in teaching writing. In the traditional

way of teaching writing, which focuses more on the product, very little attention

is paid to help learners develop their ideas in the process of meaning-making. No

wonder that writing activity becomes dull, dry, and boring. Meanwhile, there has

been a paradigmatic change in the teaching of writing. Attention to the writer as

language learner has led to the second approach—a process approach.

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The product approach

In the product-oriented type of teaching writing, the main purpose of the

learners’ writing activity is “to catch grammar, spelling, and punctuation errors”.

In elementary of intermediate level, following this theory, students’ activity is to

write out grammar exercise. These activities are disguised as composition writing;

those are called guided writing. Here, the students are given a short text and

instructed to change all singular nouns to plural nouns or to form present tense to

past tense etc. The students are assumed to be not ready yet to create the texts

themselves; they are only ready to manipulate forms.

Therefore, in the traditional way of teaching writing teachers mostly

concerns with the final product of writing and what the product should look like.

Brown (1994: 320) has mentioned some traditional criteria of good writing.

Compositions, he states, are supposed to “(1) meet certain standards of prescribed

English rhetorical style, (2) reflect accurate grammar, and (3) be organized in

conformity with what be audience would consider to be conventional”. A great

deal of attention, then, is placed on model composition, that students would

emulate and how well a student’s final product is measured against a list of

criteria which include content, organization, vocabulary use, grammatical use, and

mechanical considerations such as spelling and punctuation.

The Process Approach

In the process approach, teaching writing does not mean simply having

students do grammar exercise in writing but students are taught strategies that

should help them to finally reach a decent product. Students have to give more
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focus on process approach because it brings students from their first step to the

end of the product. The process approach encourages students to experiment with

ideas through writing and to share the writing with their classmates and to get

opinion from several people to help them figure out what to say and how to say it.

The result is that writing class is suddenly noisy, may be more noise than even a

conversation class; the students work in groups to write, read each other’s writing,

and comment on it.

The new emphasis on the process writing, however, must be seen in the

prospective of a balance between process and product. “The product is, after all,

the ultimate goal; it is the reason that we go through the process of prewriting,

drafting, revising, and editing” (Brown, 1994: 322). Without that final product

firmly in view, we could quite simply drawn ourselves in a series of revisions.

From the explanation above, it can be said that process is not the end; it is the

means to the end.

Process writing approaches tend to be framed in three stages of writing:

generating ideas, drafting, and revising. Brown (1994) has proposed several

activities in order to encourage the generation of ideas in kind of process writing.

To help the writers, they may include the following activities:

- Reading (extensively) a passage

- Skimming and / or scanning a passage

- Conducting some outside research

- Brain storming

- Listing (in writing individually)

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- Discussing a topic or question

- Instructor-initiated question or probes

- Free writing

2.4 Learning Strategy

Strategies were divided into three main categories, they are cognitive

strategies, socioaffective strategies, and communication strategies. As noted in

table 2.1, metacognitive is a term used in information-processing theory to

indicate an “execute” function, strategies that involve planning for learning,

thinking about the learning process as it is taking place, monitoring of one’s

production or comprehension, and evaluating learning after an activity is

completed. Cognitive strategies are more limited to specific learning tasks and

involve more direct manipulation of the learning material itself. Socioaffective

strategies have to do with social mediating activity and interacting with others.

Note that the latter strategy, along with some of the other strategies listed in table

2.1, are actually communication strategies.

Table 2.1. Learning strategies according to O’Malley et al.

Learning Strategy Description

Metacognitive strategies

Advance organizers Making a general but comprehensive preview of

the organizing concept or principle in an

anticipated learning activity.

Directed attention Deciding in advance to attend in general to a

learning task and to ignore irrelevant distractors

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Selective attention Deciding in advance to attend to specific aspects

of language input or situational details that will

cue the retention of language input

Self-management Understanding the conditions that help one learn

and arranging for the presence of those conditions

Functional planning Planning for and rehearsing linguistic components

necessary to carry out an upcoming language task

Self-monitoring Correcting one’s speech for accuracy in

pronunciation, grammar, vocabulary, or for

appropriateness related to the setting or to the

people who are present

Delayed production Consciously deciding to postpone speaking in

order to learn initially through listening

comprehension

Self-evaluation Checking the outcomes of one’s own language

learning against an internal measure of

completeness and accuracy

Learning Strategies

Repetition Imitating a language model, including overt

practice and silent rehearsal

Resourcing Using a target language reference materials

Cognitive Strategies

Translation Using the first language as a base for

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understanding and/or producing the second

language

Grouping Reordering or reclassifying, and perhaps labeling,

the material to be learned based on common

attributes

Note taking Writing down the main idea, important points,

outline, or summary of information presented

orally or in writing

Deduction Consciously applying rules to produce or

understand the second language

Recombination Constructing a meaningful sentence or larger

language sequence by combining known elements

in a new way

Imagery Relating new information to visual concepts in

memory via familiar, easily retrievable

visualizations, phrases, or locations

Auditory representation Retention of the sound or a similar sound for a

word, phrase, or longer language sequence

Keyword Remembering a new word in the second language

by (1) identifying a familiar word in the first

language that sounds like or otherwise resembles

the new word and (2) generating easily recalled

images of some relationship between the new

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word and the familiar word

Contextualization Placing a word or phrase in a meaningful

language sequence

Elaboration Relating new information to other concepts in

memory

Transfer Using previously acquired linguistic and/or

conceptual knowledge to facilitate a new language

learning task

Inferencing Using available information to guess meanings of

new items, predict outcomes, or fill in missing

information

Socioaffective Strategies

Cooperation Working with one or more peers to obtain

feedback, pool information, or model a language

activity

Question for clarification Asking a teacher or other native speaker for

repetition, paraphrasing, explanation, and/or

examples

Communication Strategies

While learning strategies deal with the receptive domain of intake,

memory, storage, and recall, communication strategies pertain to the employment

of verbal or non-verbal mechanisms for the productive communication of

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information. In the arena of linguistic interaction, it is sometimes difficult, of

course, to distinguish between the two, as Tarone (1983) aptly noted, since

comprehension and production can occur almost simultaneously. Nevertheless, as

long as one can appreciate the slipperiness of such a dichotomy, it remains a

useful distinction in understanding the nature of strategies, especially for

pedagogical purposes.

Some time ago, Faerch and Kasper (1983a, p.36) defined communication

strategies as “potentially conscious plans for solving what to an individual

presents itself as a problem in reaching a particular communicative goal.” While

the research of the last decade does indeed focus largely on the compensatory

nature of communication strategies, more recent approaches seem to take a more

positive view of communication strategies as elements of an overall strategic

competence in which learners bring to bear all the possible facets of their growing

competence in order to send clear messages in the second language. Moreover,

such strategies may or may not be “potentially conscious”; support for such a

conclusion comes from observations of first language acquisition strategies that

are similar to those used by adults in second language learning contexts.

2.5 Spoof Text

Spoof text is one of the narrations that tells us something that really

happened in the past time with the purpose for entertain the readers or the

listeners. It is different from common narrations or a story as like narrative or

recount. Spoof text is lighter and more entertaining than the narrative text. And it

is one of the stories that have a twist. This twist usually appears in the ending of
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the story. It gives a surprise to the readers especially when reading a spoof text

because of the twist. That is why spoof text is unpredictable at the end of story

and has funny effects.

Definition and Social Function of Spoof

The definition of spoof is a text which tells factual story, happened in the

past time with unpredictable and funny ending. Its social function is to entertain

and share the story.

Generic Structure of Spoof

1. Orientation

2. Events

3. Twist

Spoof text has generic structures as any other text. There are three parts in

this text. Those are orientation, events, and twist.

In the part of the orientation which usually in the first paragraph, the

readers will be introduced to the characters who were involved and setting when

time and where place was happened.

In the second part, the events, the writer tells what happened in the

chronological order.

The last part is twist. This is the most important part of the story, because

this part which will make us laugh, this part is unpredictable and the funniest part.

Language Feature of Spoof

There are 4 language features of spoof text, they are:

1. Focusing on people, animals or certain things

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2. Using action verbs; ate, ran, etc

3. Using adverb of time and place

4. Told in chronological order

2.6 Concept Sentence Technique

a. Concept of cooperative learning approach

Cooperative learning is a kind of general term for various small group

interactive instructional procedures. Students work together on academic

tasks in small groups to help themselves and their teammates learn

together. They also have to communicate with their team in order to get

the best conclusion at a problem given. The first benefit of cooperative

learning is, cooperative learning helps students in developing social skills.

The second benefit is, cooperative situations help students learn skills by

working together.

b. Concept sentence as one of cooperative learning approach

Concept sentence is one of many techniques of learning that was

developed from cooperative learning method. It is also a technique of

learning process which the teacher gives some keywords of the material in

a card to the students. After getting the card, students make some

sentences and make it into a paragraph.

Here are some procedures of concept sentence technique for students

in order to improve students’ writing ability:

1. Teacher shows or tells the learning objectives

2. Teacher presents the material

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3. Students are divided into some groups

4. Teacher gives some cards that have some keywords of the material

(four keywords minimally)

5. Every group makes some sentences using the keywords given in the

cards and make it into a paragraph

6. Result of group discussion will be discussed again under guidance of

teacher

7. Teacher and students make a conclusion

2.7 Previous Studies

This research is reflected of the relevant studies that had been conducted in

teaching learning process of English. The previous studies showed that concept

sentence is an effective technique in teaching writing.

The first previous study about concept sentence is from the journal by

Elistya Reza Ayu Shantika (2013). Based on her study, it was shown that teaching

writing through concept sentence can improve the student’s writing ability. It is

proved by the improvement of the students’ mean score. The researcher used a

descriptive qualitative research and applied classroom action research which

required for steps, namely: planning, acting, observing, and reflecting. The subject

of the research consisted of eight male students and twenty two female students.

In addition, the students also feel interested, enthusiastic, motivated, and easy in

writing class. They also feel easy to express their ideas because the teacher gives

some keywords to help students make sentences into a paragraph.

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The second previous study is conducted by Nur Muliani (2013) in her

article The Influence of “Concept Sentence” technique toward the Students’

Achievement in Writing Narrative Text. This research used one group pretest-

posttest design and quantitative research method. The population was 270

students but the sample was 30 students. The data of this research was collected

by giving the writing tests about narrative text (pretest-posttest) to the students

and then analyzed by using t-test formula. Based on the analysis, the t observed

was higher than t table. Thus, teaching writing by using concept sentence

technique was effective to improve students’ writing ability.

The third previous study is conducted by Munirah (2017) in her article The

Effectiveness of Concept Sentence Model toward Writing Skill of Persuasive

Paragraph. The result of her study showed that the students’ skill to write

persuasive paragraph was in good category. Based on 30 students, it revealed that

2 students did not get the minimum completeness criteria score and 28 students

reached the score or above KKM score. Therefore, it also indicates that students’

are able to write persuasive paragraph with the average score reaching above the

average criteria.
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CHAPTER III

RESEARCH METHOD

This chapter discusses research design, variables, teaching procedures,

instructional materials, time allocation, population and sample, research

instrument, validity, reliability, data collection, pre testing, treatment, treatment to

the experimental group, treatment to the control group, post testing, data analysis,

and hypothesis testing.

3.1 Research Design

The research design used by the researcher was quasi experimental design

in the form nonrandomized control group, pretest-posttest design. Quasi-

experimental designs were similar to randomized experimental designs in that

they involved manipulation of an independent variable but differ in that subjects

were not randomly assigned to treatment groups. Because the quasi-experimental

design did not provide full control, it was extremely important that researchers be

aware of the threats to both internal and external validity and considers these

factors in their interpretation.

So that to discover the effectiveness of concept sentence technique in

teaching writing of spoof text, the researcher used two classes to be observed.

They were experimental and control group. Thus, we could compare performance

between the two groups on pretest and posttest measures. The difference between

experimental and control group was at the independent variable. There was not

treatment to the control group as independent variable. The table of

nonrandomized control grout, pretest-posttest design could be seen as follow:

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Table 3.1 Nonrandomized Control Group, Pretest-Posttest Design

Group Pretest Independent Variable Posttest

E Y1 X Y2

C Y1 _ Y2

3.1.1 Variables

This research consisted of two variables. They were independent variable

and dependent variable. The independent variables were variables selected by the

researcher to determine their effect on or relationship with the dependent variable.

Here, the variables of the study were:

1. The independent variable was concept sentence as the teacher’s

technique to teach the students’ writing

2. The dependent variable was the students’ writing ability

3.1.2 Teaching Procedures

Here, the researcher used product approach. In the product approach, the

main purpose of the learner’s writing activity was to catch students’ organization;

logical development of ideas; grammar; punctuation, spelling, and mechanics; and

style and quality of expression. The researcher wanted to investigate the

effectiveness of concept sentence in writing spoof text. Thus, the teaching

procedure of the research used the steps of concept sentence technique for it was

the technique to measure the students’ writing ability in experimental group.

Concept sentence was a technique of learning that gives student some

cards that had some keywords of the material. After getting the cards, students

made some sentences and made it into a paragraph. The steps are:
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1. Teacher showed or told the learning objectives

2. Teacher presented the material

3. Students were divided into some groups

4. Teacher gave some cards that had some keywords of the material

5. Every group made some sentences using minimal four the keyword of

material and made it into a spoof text

6. Result of group discussion would be discussed again under guidance

of teacher

7. Teacher and students made a conclusion

3.1.3 Instructional Materials

The instructional materials for this study, the researcher used spoof text as

the material that was taught to the students. Here was the instructional material:

Follow the instruction to prepare writing a spoof text.

 Think of a funny incident that happened to you

 Here are some questions to help you add necessary and interesting

information to your story

1. Who was involved in your story?

2. Where did it happen?

3. When did it happen?

4. What are the important events in the story?

 Now you are ready to use your notes to write your first draft

 Follow the rhetorical steps of spoof texts: orientation, events, and

twist
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3.1.4 Time Allocation

The time allocation needed to conduct the research was six meeting in

each class. Six meetings to the experimental group and also six meetings to

control group was used to get the whole score and the treatment in each classes.

The first meeting was for pretest and the last meeting for posttest. The researcher

got 2 x 45’ for teaching English in each class.

3.2 Population and Sample

The population of this study was the second year students of SMA

Raudlatul Musthofa Rejotangan, Tulungagung. The researcher chose it because

they had gotten many materials about writing texts before and spoof text was

taught in this year.

The sample of this study was the students for science program at the

second year in SMA Raudlatul Musthofa Rejotangan, Tulungagung. There were

two classes chosen, science programs A for experimental group and science

program B for control group. There were 33 students of science program A and 36

students of science program A

The reason why researcher chose science program was the same ability of

both classes. Thus, the researcher did the homogeneity test through spss to both

classes.

Table 3.2 Test of Homogeneity of Variances

test

Levene Statistic df1 df2 Sig.

1,152 1 67 ,287
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From the table 3.2, the result of homogeneity test showed significance .287

that was higher than .05. Thus, the students’ ability between the experimental and

control group was almost the same.

3.3 Research Instrument

The researcher used test as the instrument. There were two tests employed,

they were pretest and posttest. Pretest was used to measure the basic ability of the

students’ achievements before doing treatment while posttest was used to measure

the ability of students after treatment. The researcher took the result of the posttest

as a data to know how far the significance of concept sentence technique

improved students’ writing ability on spoof text.

The questions of pretest and posttest were the same. While giving pretest

and posttest to the experimental and control group, the researcher measured their

score by looking at the scoring system constructed by formula.

3.3.1 Validity

The researcher used a formula to count the validity of the test. Before

conducting the research, the researcher did the writing test to the students of

eleventh grade as the equivalent level of the two groups that will be observed. The

researcher did the writing test to XI IPA – A class of students of science program

A. The two ranges of scores counted to get the correlation coefficient by using a

formula named Pearson product-moment (Pearson product-moment correlation

coefficient) in SPSS.

The result of the test given to the XI IPA – B class then used to count the

significance of the test. The significance value would be the standard for the
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researcher to apply the test or not to the experimental and control group. The

result of the validity that was counted through SPSS could be seen on the table

below:

Table 3.3 Validity

Correlations

X1 X2 X3 X4 X5 X6

Pearson Correlation 1 ,918** ,771** ,797** ,759** ,928**

X1 Sig. (2-tailed) ,000 ,000 ,000 ,000 ,000

N 31 31 31 31 31 31
Pearson Correlation ,918** 1 ,728** ,665** ,702** ,877**
X2 Sig. (2-tailed) ,000 ,000 ,000 ,000 ,000
N 31 31 31 31 31 31
Pearson Correlation ,771** ,728** 1 ,811** ,838** ,913**
X3 Sig. (2-tailed) ,000 ,000 ,000 ,000 ,000
N 31 31 31 31 31 31
Pearson Correlation ,797** ,665** ,811** 1 ,891** ,916**
X4 Sig. (2-tailed) ,000 ,000 ,000 ,000 ,000
N 31 31 31 31 31 31
Pearson Correlation ,759** ,702** ,838** ,891** 1 ,922**
X5 Sig. (2-tailed) ,000 ,000 ,000 ,000 ,000
N 31 31 31 31 31 31
Pearson Correlation ,928** ,877** ,913** ,916** ,922** 1

X6 Sig. (2-tailed) ,000 ,000 ,000 ,000 ,000

N 31 31 31 31 31 31

**. Correlation is significant at the 0.01 level (2-tailed).

Table 3.2 showed that the result of the computation was valid. It could be

seen from the significance (2-tailed) values were 0.000 with the level of

significance 0.01. It was lower than 0.01. Thus, it had enough evidence to receive

the validity of the test.

3.3.2 Reliability
 26

The researcher used inter-rater reliability to measure the reliability of the

test. Thus, researcher got the scores from two different examiners. Then, the

scores were counted by using a formula named Cronbach’s Alpha through SPSS.

The result of reliability could be seen on the table below:

Table 3.4 Reliability

Reliability Statistics

Cronbach's N of Items
Alpha
,813 2
From the table 3.3 we could see the value of Cronbach’s Alpha is 0.813. It

was more than 0.80. It meant that the test or question used by researcher had high

reliability and the data produced from the instrument was reliable.

3.4 Data Collection

The researcher used tests for data collection. The steps were pretest,

treatment, and posttest. The researcher gave pretest for getting the first scores.

Second was treatment. After doing pretest, researcher did treatment in six

meetings to teach using concept sentence method. The last was posttest. The

researcher gave posttest to get scores and measure the ability of students’ writing

that had been taught by using concept sentence technique.

After getting the data, the researcher used analytic scoring in which as

many as five categories of writing are scored because classroom evaluation of

learning was best served through analytic scoring. Brown and Bailey (1984)

designed an analytic scoring scale that specified five major categories and a

description of five different levels in each category, ranging from “unacceptable”

to “excellent”. The categories were organization; logical development of ideas;

 27

grammar; punctuation, spelling, and mechanics; and style and quality of

expression. The analytic scoring scale specified five major categories and a

description of five different levels in each category, ranging from “unacceptable”

to “excellent”. The analytic scoring could be seen on the table below:

Table 3.5 Analytic scale for rating composition tasks

20 – 18 17 – 15 14 – 12 11 – 6 5–1
No Excellent to Good to Adequate to Unacceptable- College-level
Good Adequate Fair not work
I Organization: Appropriate Adequate title, Mediocre or Shaky of Absence of
Introduction, tittle, effective introduction, scant minimally introduction or
Body, and introductory and conclusion; introduction or recognizable conclusion; no
Conclusion paragraph, topic body of essay is conclusion; introduction; apparent
is stated, leads acceptable, but problems with organization can organization of
to body; some evidence the order of barely be seen; body; severe
transitional may be lacking, ideas in body; severe problems lack of
expressions some ideas the with ordering of supporting
used; aren’t fully generalizations ideas; lack of evidence; writer
arrangement of developed; may not be fully supporting has not made
material shows sequence is supported by the evidence; any effort to
plan (could be logical but evidence given; conclusion weak organize the
outlined by transitional problems of or illogical; composition
reader); expressions may organization inadequate (could not be
supporting be absent or interfere effort at outlined by
evidence given misused organization reader)
for
generalizations;
conclusion
logical and
complete
II Logical Essay addresses Essay addresses Development of Ideas Essay is
development the assigned the issues but ideas not incomplete; completely
of ideas: topic; the ideas misses some complete or essay does not inadequate and
Content are concrete and points; ideas essay is reflect careful does not reflect
thoroughly could be more somewhat off thinking or was college-level
developed; no fully developed; the topic; hurriedly work; no
extraneous some extraneous paragraphs written; apparent effort
material; essay material is aren’t divided inadequate to consider the
reflects thought present exactly right effort in area of topic carefully
content
III Grammar Native-like Advanced Ideas are getting Numerous Severe grammar
fluency in proficiency in through to the serious grammar problems
English English reader, but problems interfere greatly
grammar; grammar; some grammar interfere with with the
correct use of grammar problems are communication message, reader
relative clauses, problems don’t apparent and of the writer’s can’t understand
prepositions, influence have a negative ideas; grammar what the writer
modals, articles, communication, effect on review of some was trying to
verb forms, and although the communication; areas clearly say;
tense reader is aware run-on sentences needed; difficult unintelligible
sequencing; no of them; no or fragments to read sentence
fragments of fragments or present sentences structure
run-on sentences run-on sentences
IV Punctuation, Correct use of Some problems Uses general Serious Complete
spelling, and English writing with writing writing problems with disregard for
mechanics conventions: left conventions or conventions but format of paper; English writing
and right punctuation; has errors; parts of essay conventions;
margins, all occasional spelling not legible; paper illegible;
needed capitals, spelling errors; problems errors in obvious capitals
paragraphs left margin distract reader; sentence missing, no
indented, correct; paper is punctuation punctuation and margins, severe
 28

punctuation and neat and legible errors interfere final spelling

spelling; very with ideas punctuation; problems
neat unacceptable to
educated readers
V Style and Precise Attempts Some Poor expression Inappropriate
quality of vocabulary variety; good vocabulary of ideas; use of
expression usage; use of vocabulary; not misused; lacks problems in vocabulary; no
parallel wordy; register awareness of vocabulary; concept of
structures; OK; style fairly register; may be lacks variety of register or
concise; register concise too wordy structure sentence variety
good

3.4.1 Pre Testing

Researcher did pre testing from try out and pretest. They would give

scores that were needed by researcher to measure the validity, reliability, and

early knowledge about students’ writing ability in recount text. Researcher would

give test to a class to try out the test. After getting the validity and reliability of

the test, researcher used the valid and reliable test to be tested in experimental and

control class. From the data, the researcher would be able to improve the students’

achievement in treatment steps. The time of try out and pretest was different for

the purpose was different.

3.4.2 Treatment

In treatment, researcher used concept sentence technique to teach writing

for experimental group in eleventh class of SMA Raudlatul Musthofa Rejotangan,

Tulungagung. The steps of concept sentence technique had been made before

doing treatment in class.

3.4.2.1 Treatment to the Experimental Group

The treatment to the experimental group was conducted in four meetings.

The researcher used concept sentence technique to teach writing in this group and

followed the steps of concept sentence to get the data of students.

 29

In the first meeting, the researcher gave explanation about writing

especially writing spoof text and explained about the generic structure of spoof

text. The researcher also gave the example of spoof texts so that students could

imagine how to make a good spoof text in English.

In the second meeting, researcher explained about simple past tense

because spoof text was a kind of story that happened in past time.

In the third meeting, the researcher followed the instruction of concept

sentence to improve students’ writing ability in spoof text. The steps were:

1. Teacher showed or told the learning objectives

2. Teacher presented the material

3. Students were divided into some groups

4. Teacher gave some cards that had some keywords of the material

(four keywords minimally)

5. Every group made some sentences using the keywords given in the

cards and made it into a paragraph

6. Result of group discussion would be discussed again under

guidance of teacher

7. Teacher and students made a conclusion

In the fourth meeting, the researcher also followed the steps of concept

sentence but at the third step, students had to write a spoof text individually. The

steps were:

1. Teacher showed or told the learning objectives

2. Teacher presented the material

 30

3. Students prepared to write a spoof text individually

4. Teacher gave some cards that had some keywords of the material

(four keywords minimally)

5. Every student made some sentences using the keywords given in

the cards and made it into a paragraph

6. Result of group discussion would be discussed again under

guidance of teacher

7. Teacher and students made a conclusion

3.4.2.2 Treatment to the Control Group

The treatment of control group did not use concept sentence technique,

however, the researcher also taught in this class by using steps that English

teacher there usually used. The treatment of control group was conducted in four

meetings also.

In the first meeting, the researcher gave explanation about writing

especially writing spoof text and explained about the generic structure of spoof

text. The researcher also gave the example of spoof texts so that students could

imagine how to make a good spoof text in English.

In the second meeting, researcher explained about simple past tense

because spoof text was a kind of story that happened in past time.

In the third meeting, the researcher asked students to write spoof text

individually according to the examples that had been given before. After finishing

the writing process, the researcher chose some students to read their text.
 31

In the last meeting, the researcher asked students to write spoof text

individually again according to the examples that had been given before. After

finishing the writing process, the researcher chose some students to read their text

one by one.

The teacher only gave examples of spoof text and explained about the

generic structure and simple past tense then asked the students to do writing. The

researcher did steps that already used by English teacher there because it would be

compared by the treatment of experimental class.

3.4.3 Post Testing

The researcher did post testing after doing treatment by using concept

sentence technique. At this part, researcher did test again for the last time to get

the score and then compared between the first test in kind of pretest and posttest.

3.5 Data Analysis

The researcher used ANCOVA (Analysis of Covariance) to analyze the

data from pretest and posttest statistically. By nonrandomized design, the main

purpose of ANCOVA was to adjust the posttest means of differences among

groups on pretest, because such differences were likely to occur with intact group.

The researcher used SPSS (Statistical Program for Social Science) to calculate the

writing score of experimental and control group because it would be easier and

getting valid and reliable result. The last was making conclusion.

3.6 Hypothesis Testing

Based on the data and technique that is used by researcher to improve

students’ writing ability in spoof text, researcher could get hypothesis testing to
 32

this study that concept sentence technique would improve students’ writing ability

of spoof text at eleventh class of SMA Raudlatul Musthofa Rejotangan,

Tulungagung.
 33

REFERENCES

Ary, Donald. 1979. Introduction To Research In Education. The United States of

America: Holt, Rinehart and Winston, Inc.

Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom

Practices. The United States of America: Pearson Education, Inc.

Brown, H. Douglas. 2007. Principles of Language Learning and Teaching. Fifth

Edition. The United States of America: Pearson Education, Inc.

Brown, H. Douglas. 2007. Principles of Language Learning and Teaching.

Fourth Edition. The United States of America: Pearson Education, Inc.

Muliani, Nur. 2013. The Influence of “Concept Sentence” Technique toward the
Students’ Achievement in Writing Narrative Text. (Online),
(www.kim.ung.ac.id, accessed on December 2016).

Munirah. 2017. The Effectiveness of Concept Sentence Model toward Writing Skill
of Persuasive Paragraph. Theory and Practice in Language Studies,
(Online), Vol 7, No 2, pp. 112-121,
(http://dx.doi.org/10.17507/tpls.0702.04, accessed on December 2016)

Reza Ayu Shantika, Elistya. 2013. Improving Writing Ability through Concept
Sentence for the Eleventh Grade Students of SMAN 1 Tunjungan Blora in
2012/2013 Academic Year. Unpublished thesis. Universitas
Muhammadyah Surakarta.