Putri Aisah Nings

THE EFFECTIVENESS OF TEACHING WRITING RECOUNT TEXT BY
USING FACEBOOK
(A Quasi-Experimental Study at Tenth Grade Students of SMA Negeri 4 Kota

Tangerang Selatan)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in a Partial

Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Art) in
English Language Education
By:
PUTRI AISAH NINGSIH

NIM: 1110014000124
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
ABSTRACT
PUTRI AISAH NINGSIH, 2014, The Effectiveness of Teaching Writing

Recount Text by Using Facebook at Tenth Grade Students of SMA Negeri
4 Kota Tangerang Selatan, Skripsi, English Education Department,
Faculty of Tarbiyah and Teachers’ Training UIN Syarif Hidayatullah
Jakarta.
Advisors: Dr. Farida Hamid, M.Pd

Yeni Rahmawati, M.Ed
Key words: Recount Text, Facebook

The objective of this research is to obtain the empirical evidence whether
or not Facebook has good effect in improving students’ writing Recount Text.
This is a quasi experiment research. The experimental group is treated by
using Facebook and the controlled group is treated without Facebook. The writer
took a pre-test that the classes have relatively the same background knowledge in
the research variable and a post-test is to find out the growth of score as
measurement of achievement. The writer used ttest to calculate the data and then
tested hypothesis.
The research finding shows that to > ttable. It means that the test
hypothesis is Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha)
is accepted. The interpretation of data is teaching Writing Recount Text by using
Facebook is more effective that teaching Writing Recount Text without using
Facebook.
i
ABSTRAK
PUTRI AISAH NINGSIH, 2014, The Effectiveness of Teaching Writing Recount

Text by Using Facebook at Tenth Grade Students of SMA Negeri 4 Kota
Tangerang Selatan, Skripsi,Jurusan Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
Dosen Pembimbing: Dr. Farida Hamid, M.Pd

Yeni Rahmawati, M.Ed
Kata Kunci: Recount Text, Facebook

Tujuan penilitian ini adalah untuk mendapatkan bukti empiris apakah
Facebook dapat memberikan dampak yang bagus dalam peningkatan pemahaman
siswa dalam pelajaran Writing Recount Text atau tidak.
Ini adalah penilitian quasi eksperimen. Kelompok eksperimen diajar
dengan menggunakan Facebook dan kelompok kontrol diajar tanpa menggunakan
Facebook. Penulis menggunakan pre-test untuk mengetahui bahwa kedua
kelompok mempunyai latar belakang pengetahuan yang relatif sama dalam
variable penelitian dan post-test untuk menemukan peningkatan nilai sebagai
ukuran prestasi. Penulis menggunakan ttest untuk menghitung dan menghipotesis.
Hasil dari perhitungan penelitian ini menunjukan bahwa to > ttable. Itu
berarti bahwa hipotesis tes adalah Null Hypothesis (Ho) ditolak dan Alternative
Hypothesis (Ha) diterima. Interpretasi data adalah pengajaran Writing Recount
Text dengan menggunakan Facebook leabih efektif daipada pengajaran kosakata
tanpa menggunakan Facebook
ii
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim
In the name of Allah the most gracious, the most merciful
Alhamdulillah, the writer thanks to Allah SWT, The lord of the word. He
always gives strong and favor in completing this “Skripsi” by the title “The
Effectiveness of Teaching Writing Recount Text by Using Facebook” without any
obstacles. Blessing and salvation be upon beloved Prophet Muhammad SAW and
his family, his companions, and his followers.
The writer wants to thank a lot to all people who support and help her.
She realizes without their support and help, she could not be able to finish this
“skripsi”.
In this opportunity, the writer would like to express her gratitude to Dr.
Farida Hamid, M.Pd and Yeni Rahmawati, M.Ed., for their valuable advice,
guidance, dedication, corrections, and suggestions in finishing this “skripsi”.
There are also some people that the writer would like to thank to:
1. Dra. Nurlena, M.A., Ph.D., the Dean Faculty of Tarbiyah and Teachers
Training the State Islamic University Jakarta.
2. Drs. Syauki, M.Pd., the head of English Education Department.
3. ZahrilAnasy, M.Hum., the Secretary of English Education Department.
4. All lecturer of English Education Department who have already taught
the writer during his study at UIN SyarifHidayatullah Jakarta.
5. Suhermin, S. Pd., M. Si., the Headmaster of SMA Negeri 4 Kota
Tangerang Selatan who has allowed the writer to conduct and observe the
research at the school.
6. The writer wants to give her sincerest gratitude to her beloved parents
(M. Sidik and Sariyah) for their support and always pray her until the
Degree of Strata–I (S1), her beloved sister (Erna Rahmawati S.Pd and
RostikaSE.i), and her beloved little sister (Annisa Rizki Mulyasari).
iii
7. Her best friends: Gadis, Saa, Nurul,Tazka, Ade, Rini, Rustini, Wiwin,
Febri, Yusri, Uswah, Ida, Alvi, Tami who always give her support and
courage through these years and thanks for being good friends.
8. Her friends in English Education Department 2010, class A, B, and C.
thanks for giving support, sharing their time and being good friends..
9. All people who have given their help in writing this “Skripsi” that the
writer could not mention it one by one.
The words are not enough to appreciate for their help and contribution in
writing this “Skripsi”, may Allah SWT., the almighty bless them all. Finally, the
writer realizes that this “Skripsi” is not perfect yet. Therefore, the writer would
like to accept critics and suggestion from everyone who reads this “Skripsi”
Finally, the writer expects this “Skripsi” will give valuable information for
development of scientific education and become the inspiration for people who
read it.
Jakarta, November 2014
The writer
iv
TABLE OF CONTENTS
Page
APPROVEMENT SHEET
SURAT KETERANGAN KARYA SENDIRI
ENDORSEMENT SHEET
ABSTRACT .................................................................................................... i
ABSTRAK ...................................................................................................... ii
ACKNOWLEDGEMENTS ........................................................................... iii
TABLE OF CONTENTS ............................................................................... v
LIST OF TABLES ......................................................................................... viii
LIST OF FIGURES ....................................................................................... ix
LIST OF APPENDICES................................................................................ x
CHAPTER I: INTRODUCTION
A. Background of the Study..................................................................... 1

B. Identification of The Problem ............................................................. 4
C. Limitation and Formulation of the Problem ....................................... 5
D. Objectives of the Study ....................................................................... 5
E. Significance of the Study .................................................................... 5
CHAPTER II: THEORETICAL FRAMEWORK
A. Writing ................................................................................................ 7
1. The Definition of Writing ............................................................. 7
2. The Writing Process ...................................................................... 8
v
3. The Purposes of Writing ............................................................... 9
B. Recount Text ....................................................................................... 9
1. The Definition of Recount Text .................................................... 9
2. The Kinds of Recount Text ........................................................... 10
3. The Generic Structures of Recount Text ....................................... 12
4. The Language Feature of Recount Text ........................................ 14
C. Facebook ............................................................................ 15
1. The Definition of Facebook .......................................................... 15
2. The History of Facebook ............................................................... 16
3. The Features of Facebook ............................................................. 17
4. Positive and Negative Influence of Facebook. .............................. 19
D. Facebook as a Medium of Language Learning .................. 21
E. Teaching Recount Text Through Facebook ........................................ 22
F. Advantages and Disadvantages of Using
Facebook in Teaching Writing Recount Text ..................................... 23
G. The Relevant Previous Study ............................................. 24
CHAPTER III: RESEARCH METHODOLOGY
A. Time and Place of the Study ............................................................... 25

B. Method of Study.................................................................................. 25
C. The Population and Sample ................................................................ 25
D. Technique of Data Collection ............................................................. 26
E. Technique of Data Analysis ................................................................ 26
F. Statistical Hypothesis .......................................................................... 31
CHAPTER IV: RESEARCH FINDINGS AND
INTERPRETATIONS
A. Data Description ................................................................................. 33

B. The Test of Hypothesis ....................................................................... 38
C. Data Interpretation ............................................................. 38
vi
CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion .......................................................................................... 40
B. Suggestion ........................................................................................... 40
BIBLIOGRAPHY .......................................................................................... 42
APPENDICES ................................................................................................ 45
vii
LIST OF TABLES
Page
Table 2.1 Example of Generic Structure of Recount Text .............................. 13
Table 3.1 A Scoring Rubric for Writing.......................................................... 27
Table 4.1 The Test Result of Experimental Class ........................................... 33
Table 4.2 The Test Result of Controlled Class ............................................... 34
viii
LIST OF FIGURES
Page
Figure 2.1 The Timeline Profile ...................................................................... 17
ix
LIST OF APPENDICES
Page
Appendix 1 Lesson Plan of Experimental Class (First Meeting) ................... 46
Appendix 2 Lesson Plan of Experimental Class (Second Meeting) .............. 50
Appendix 3 Lesson Plan of Experimental Class (Third Meeting) ................. 55
Appendix 4 Lesson Plan of Experimental Class (Last Meeting) ................... 59
Appendix 5 Lesson Plan of Controlled Class ................................................ 63
Appendix 6 Pre-test ........................................................................................ 78
Appendix 7 Post-test ...................................................................................... 79
Appendix 8 Pre-test Scoring Format of Experimental Class ......................... 80
Appendix 9 Post-test Scoring Format of Experimental Class ........................ 81
Appendix 10 Pre-test Scoring Format of Controlled Class ............................ 82
Appendix 11 Post-test Scoring Format of Controlled Class .......................... 83
Appendix 12 Surat Bimbingan Skripsi .......................................................... 84
Appendix 13 Surat Permohonan Izin Penelitian ............................................ 85
Appendix 14 Surat Keterangan Telah Melakukan Penelitian ........................ 86
Appendix 15 Fungsi Distribusi pada Distribusi Probabilitas t-Student ......... 87
x
CHAPTER I
INTRODUCTION
This chapter presents and discusses background of study, limitation and

formulation of the problem, objective of the study, significance of the study,
method of research, hyphothesis of the research and organization of the writing.
A. Background of the Study

English is an international language spoken in most countries in the world.
It is used as a mean of communication. Many countries use English for many
occasions such as diplomatic, social, education, etc. some countries consider
English as their native language, but in Indonesia English is considered as a
foreign language. As a foreign language, English is not normally used as a
medium of instruction, but English is used in formal setting, such as school
and university. It means that English in Indonesia is not used for daily
interactions, and it is learned in school as one of subjects in school.
Studying English as a foreign language is gradually getting more
important. In Indonesia, English is considered as a first foreign language and
compulsory subject to be taught in high school. One of the aims of teaching
English is developing the ability to communicate. The ability involves the
four skills: listening, speaking, reading and writing.
The writer is mainly focused on writing skill, because writing is
considered the most difficult and complicated language skill to be learned.
Writing needs hard thinking to produce idea, words, sentences, paragraph,
and composition.
Writing is one of the important skills that should be mastered by the
students. In writing, they need to express their feeling in a good way. They
need to express their ideas and emotion creatively, so the reader can
understand their writing.
1
2
Based on Competency Standard in 2013 curricullum, the students are

expected to be able to analyze the social function, structure, and language
features of recount text. Besides, they should be able to develop recount text
in the form of work report, history, and personal experiences.1
Based on the writer’s experience, the most difficult skill to learn is writing.
The writer has observed some students in SMA Negeri 4 Kota Tangerang
Selatan about the students’ problems in writing English text. There are three
problems that they have, they are: first, they lack of vocabularies. Second,
they do not know how to make a good sentence. Third, they do not know how
to organize writing.
According to Elanneri Karani, there are four problems encountered by the
students when they are ordered to write a text. They are problems in content,
organizing, vocabulary, and grammar.2 First is content. It means that the
students cannot produce an effective text because they cannot construct the
main idea and supporting detail into a paragraph. Second is organizing. In
organizing, the students cannot organize paragraph into a good text. Third is
vocabulary. Sometimes, the students lack of vocabulary for constucting a
good paragraph, so the students cannot convey their ideas and opinions
smoothly. Fourth is grammar. A good text describes a sentence structure
correctly, and the paragraph has a good order of the words in sentence
sequence. In other word, the students face many problems in writing English
text. Their problems focus on the writing procedures, and they usually lack of
vocabulary and grammar mastery to start writing English text.
These problems can be influenced by some factors. Based on the writer’s
experience while teaching in SMA Negeri 4 Kota Tangerang Selatan, these
problems come from the teaching technique that is used by teacher.
Sometimes, the English teacher uses a boring teaching technique in teaching
writing. The teacher just gives some explanations and exercises from the
1
Kementrian Pendidikan dan Kebudayaan, Kurukulum 2013 Kompetensi Dasar Sekolah
Menengah Atas dan Madrasah Aliyah, 2013, p. 160
2
Elanneri Karani, Area of Problems in Writing Recount Text, Jurnal Pendidikan Inovatif,
Jilid 4, No. 1, September 2008, p. 11
3
textbook. It makes the students less comprehended the material, and the
students cannot produce their own sentence in English in the end of the class.
Some students can consider English subject as a boring class because of the
teaching technique that is used by the teacher.
In this case, the writer suggested Facebook as a medium of instruction in
teaching writing to be more effective. There are some reasons why using
Facebook is really effective for students to write. The first reason is because
Facebook is free. There are many social media, such as Blackberry
Messenger, WhatApps, Twitter, Instagram, and Path that spent a lot of
money, but Facebook is free. The second is because Facebook is flexible.
Facebook can be accessed in anywhere and anytime, and Facebook can also
be accessed through cell phone and computer. This flexibility makes
Facebook more special than other social media. The other reason is that the
students can show and tell what they will talk about. The students can show
some pictures and share it on Facebook, so the others can also see it.3
As the most popular sites in Indonesia, Facebook can be a meaningful
environment for improving students’ writing skill. If some students can make
a new post on Facebook for a day, so it will be effective if they write their
post in English in order to practice English writing. According to Rita,
Facebook can have a positive influence in improving students’ literacy.4 She
states in her paper that the students can comment and get a good feedback
from others. She describes that comment and peer feedback can be a positive
influence for students to learn English. It can be concluded that Facebook can
be a positive influence to improve students’ writing skill on recount text.
When the students can comment to each other, they can take a good response
and feel more open to be a better writer.
3
50 Reasons to Invite Facebook Into Your Classroom,
http://www.onlinecollege.org/2011/07/18/50-reasons-to-invite-facebook-into-your-classroom/,
accessed on January 10, 2014.
4
Rita Inderawati Rudy, From classroom to peer comment in Facebook: bridging to
establish learners’ literacy. International conference “ICT for language learning”, Palembang:
Pixel, 4th edition , 2011. P. 1
4
To help students to solve these problems, it needs another technique in

teaching writing to be more interesting for the students. In this case, the
writer used Facebook as a medium of instruction. As the writer explained
above that there are many advantages in using Facebook for the students, the
writer hoped that Facebook can improve their writing skill.
On Facebook, the students can share their ideas about something. Their
friends can also take a look and give some arguments to each other. Their
vocabulary items will improve if they write it in English. By using peer
feedback, the students learn how to correct their friend’s work. Some
researchers describe that avoiding face-to-face interaction can lower down
students’ anxiety. Even though they write the sentence grammatically
incorrect, they are still confidence to use English on their writing on
Facebook. Furthermore, when the students discuss on Facebook, they do not
have to use their real name, so they can give comment and feedback to each
other without any anxiety. In other hand, the students who might not speak up
can contribute on Facebook where they may be more comfortable.
Sometimes, when teacher asks this kind of students they will not answer the
question because they are not confident enough in class. In other word,
Facebook makes shy students can shine.5
Based on the background above, the writer conducted a research on The
Effectiveness of Using Facebook in Teaching Writing Recount Text. This
research was conducted on tenth grade students of SMA Negeri 4 Kota
Tangerang Selatan
B. Identification of the Problem

Based on the background above, the problems are:
1. Teacher who teaches recount text only use students’ textbook for teaching
recount text.
5
http://www.onlinecollege.org/2011/07/18/50-reasons-to-invite-facebook-into-your-classroom/,
accessed on January 10, 2014.
5
2. Students only do the exercises from textbook. Therefore, it makes

students less comprehended the materials.
3. Many students have Facebook account for updating their status, but they
use Bahasa Indonesia for updating their Status.
4. Students have anxiety in writing English. In other hand, while it comes to
Facebook, they will have confidence in writing English.
5. Teachers usually use traditional technique for teaching writing recount
text.
6. Facebook is assumed to be one of the effective media for teaching writing
recount text.
C. Limitation and Formulation of the Problem

1. Limitation of the Problem
To make the study deeper, the problem which is going to be
discussed in this study is limited to the effectiveness of using Facebook
in teaching writing recount text. This research was conducted on tenth
grade students of SMAN 4 Kota Tangerang Selatan.
2. Formulation of the Problem
In line with the background of the study, the writer formulates the
research question as follows: “Is Facebook effective in teaching writing
recount text on tenth grade students of SMAN 4 Kota Tangerang
Selatan.?”
D. Objective of the Study

The objective of this study is to find out empirical evidence about the
effectiveness of using facebook in teaching writing recount text.
E. Significance of the Study

The result of this study can provide useful information for:
1. Teachers
6
The result of this study is useful for English teachers at Senior High
School level to get information about teaching writing recount text using
Facebook.
2. Students
The result of this research may be able change students’ point of view of
Facebook as a medium in improving writing skill on recoumt text.
Furthermore, this research can help students in improving their skill on
writing recount text using Facebook.
3. Other researcher
For further researchers who are interested in teaching writing recount text
using Facebook at Senior High School level can get the basic information
from this study to do the further research, and also for researcher who
wants to make Facebook as one of variables.
CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents and discusses theory that is connected with the
study. The discussion focusses on writing and Facebook. In writing, it will discuss
about definition of writing, the writing process, and the purpose of writing. In
recount text, it will discuss about definition of text, the definition of recount text,
the kind of recount text and the schematic structures of recount text, the language
features of recount text, and the example of recount text. In Facebook, it will
discuss the definition of Facebook, the advantages of Facebook, the disadvantages
of Facebook. Then, the last is about teaching class using Facebook.
A. Writing
1. Definition of writing
Writing is one of the important skills to master by the students. They use it
to communicate to each other, as means of ideas and emotional expression.
According to Tricia Hedge, writing is about expressing idea that a writer is
unable to express what a speaker able to express, such as gesture, body
movement, facial expression, pitch and tone of voice, stress and
hesitation.1Thus, a writer has to be able to write an effective writing in order
to make a reader understand by developing and organizing ideas, a careful
vocabulary choice, grammatical pattern, and sentence structure to make
which is appropriate to the subject matter and the eventual readers. As far as I
am concerned, writing is the most difficult skill in English. The first reason is
because the writer should master English grammar, and the language use in
writing is completely different from the language use in spoken language.
Another reason is because the word choice in writing is strictly chosen to
make the writer’s idea make sense. In concussion, writing skill is a skill that
1
Tricia Hedge, Resource Books for Teachers Writing, (Hongkong: Oxford university
press, 1988), p. 5
7
8
combines some language competences, such as grammar and vocabulary.

Furthermore, writing is about how the writers convey their idea, so the writer
should be able to understand how to develop and organize the idea.
2. The Writing Process

Writing is not an instant process. It takes time and engages so many
activities. The activities are prewriting, drafting, revising, and editing.
According to Barbara Fine Clouse, in the process of writing, the writers do
not easily move from step to step. The writers sometimes need to double
check before going to the next process, or sometimes they need to move
backward if they have an idea to add in their writing.2
a. Prewriting
Prewriting can be defined as the use of random ideas in developing
text when the writer has lack inspiration. The activities in prewriting
are brainstorming, free writing, collecting data, note taking, outlining.
b. Drafting
Drafting can be defined as writing down some ideas that come into
mind. Then, this draft can be shaped and refined in the next stage.
This first draft is usually rough, which is why it is called the rough
draft.
c. Revising
Revising is a process when writer rework the rough material of the
draft to get it in shape. This process is a time-consuming, difficult part
of the process because the writer should express the ideas in the best
order and in the best way, so the reader can get the writer’s idea.
d. Editing
2
Barbara Fine Clouse, A Troubleshooting Guide Strategies and Process for writers,
(New York: McGraw-Hill, 2005), p. 5-6
9
Editing is the last process of writing. In this process, the writer should
hunt for errors, especially in grammatical errors. The writer should
edit more than once, so the writing can be free of errors.3
3. The Purpose of Writing

Every written text has purpose. Even the text that is written in simple word
such as advertisement has purpose: to persuade the reader to buy the thing
that they sell. According to Tony Stead and Linda Hoyt, there are five
common purposes of writing; they are to instruct, to inform, to persuade, and
to narrate, to response.4
Each purpose of writing has different characteristics, and the example of
the text is also different. Instruction text can usually be found on Recipe text,
Science Experiment, Direction Text, Rules, and so on. Its characteristic is that
there are lists or steps presented in the specific order. Description text, such as
The Body of a Blue Whale is one example of the text which purpose is to
inform. The text such like advertisement, letter, poster, brochure, and debate
are the example of persuading text.5 Its characteristic is that there is writer’s
argument by using supporting fact and evidence. Another purpose of writing
is to narrate. It is where the writer well-developed setting, events, details, and
ending. The last is responding text, and the example is like the text response
to literature, response to academic prompt, and response to personal
communication.
B. Recount Text
1. The Definition of Recount Text
One kind of texts that is learned by Senior High School Students is
recount text. Recount text is one of text types that retells past events.
According to Anderson, a recount is a piece of text that retells pasqt
3
Ibid, p. 5
4
Tony Stead and Linda Hoyt, A Guide of Teaching Nonfiction Writing, (Portsmouth:
Greenwood Publishing Group, 2011), p. 13
5
Ibid, p. 13
10
events, usually in order in which they happened.6 Thus, the special

features of recount text could be found in its sequence of events in which
the past event is written chronologically. The purpose of the text is
usually to give the reader a description of event. Besides, its most
common purposes are to inform and to entertain.
In other word, recount text is one type of texts that retells some
events in the past in order to inform and entertain the reader. Recount text
includes eyewitness account, newspaper report, letter, conversation,
television interviews, and speeches.7
2. The Kinds of Recount Text

According to UC High School Kaleen Writing Handbook 2011,
recount text is classified into three; they are personal recount, factual
recount, and imaginative recount.8
a. Personal Recount
A personal recount is where the writer is recounting the personal
event that they were involved directly. It means that the writer is
actively involved in the activity of the event. The purposes of personal
recount are to inform and to entertain the reader. The example of this
text as follows:
Please Send Me a Card9

Postcard always spoil my holidays. Last summer, I went to
Italy. I visited museums and sat in public gardens. A friendly
waiter taught me a few words of Italian. Then he lent me a book. I
read a few lines, bt I did not understand a word. Every day I
6
Mark Anderson and Katy Anderson, Text Types in English 2, (South Yarra: Macmillan.
1997), p. 48
7
Ibid, p. 49
8
University of Canberra, UC High School Kaleen Writing Handbook, (Canberra:
University of Canberra, 2011), p. 26
9
L. G. Alexander, Practice and Progress: An Integrated Course For Pre-intermediate
Students, (England: Longman, 1990), p. 17
11
thought about postcards. My holidays passed quickly, but I did not

sand any cards to my friends. On the last day I made a big decision.
I got up early and bought thirty-seven cards. I spent the whole day
in my room, but I did not write a single card!
b. Factual Recount
A factual recount is a list of record of a certain event. It can be
used to retell the particular incident or event, such as an accident
report, eyewitness, science experience, historical events, and
newspaper report. Its purpose is just to inform the reader about what
was going on in the past. The example of this text as follows:
The X Files10
The X Files is one of television’s most popular shows
watched each week by millions of people in over sixty countries.
The show was created by Chris Carter a former magazine
editor, who always wanted to make a cool and scary television
series. His idea for The X Files came after he saw the result of a
survey that said three of every hundreds Americans believed that
aliens had captured them.
Carter’s next step was to produce a pilot episode, which
was to be the beginning of the series. When it was shown on
American television, it received poor reviews.
After a while the audience grew and The X Files became
popular with both adults and teenagers. By this time carter was
able to spend more on production.
The X Files has been nominated for many awards and
continues to attract a growing audience.
10
Mark Anderson and Katy Anderson, op. cit. , p. 52
12
c. Imaginative Recount
An imaginative recount retells an imaginative story through the
eyes of a fiction character. It means, the event that happened in the
text do not occur in the real life. Its purpose is usually to entertain, and
it usually can be found in textbook.
From those three kind of recount text, it can be seen that there is
one typical characteristic that is the text is retell the event in the past
chronologically. The example of this text as follows:
As It happened11
One very spooky encounter with UFO (unidentified flying
object) occurred in May 1974 involving a couple driving from
Zimbabwe to South America.
As they carefully drove throughout the night they saw a
flashing blue-white light that was going on an off in a slow, steady
rhythm. Shortly after noticing this, the car was covered in a bright
circle of light.
Inside the car it suddenly became very cold. The couple
wrapped themselves in thick blankets and turned on the heater but
they still shivered.
Then their car began to act very strangely. Suddenly the
headlights went off, the brakes failed, the steering wheel locked
and the fuel gauge showed empty. Next the car began speeding up
and raced along the road at 190 kilometers an hour. To one side of
the car, the UFO continued to follow.
The drier and his passenger lost consciousness. When they
awoke they were near the small town of Fort Victoria. The car’s
odometer showed that only 12 kilometers had been traveled, yet
the distance from where they first saw the UFO to Fort Victoria
was 290 kilometers.
11
Ibid., p. 50
13
Although the couple’s description of what happened

contained plenty of details, many people find it hard to believe that
UFOs do exist.
3. The Generic Structures of Recount Text

To make an effective recount text needs standard that is used to
guide a writer to make a good writing. Recount text has several
significant characteristics which the writer may use. The
genericstructures of recount text consist of: orientation, sequence of
events, and reorientation.12
a. Orientation
Recount begins by telling the reader who was involved, what
happened, where the event took place, and when it happened.
Orientation gives reader background information needed to understand
the text, and the reader will recognize about scene setting and context of
the text.
b. Sequence of Events
Event is the main activities that occurred in the story of the text. In
writing recount text, events are ordered in a chronological sequence.
Sometimes, additional detail is added to the text to give some
information for reader.
c. Reorientation
Reorientation is a closing statement that may include elaboration.
Some recount texts also have a concluding paragraph. In this
concluding paragraph, the writer can give his/ her personal comment or
statement, but it is optional one.
12
Lancashire County Council, Primary Framework Support for Writing, non-fiction,
(Lancashire County Council, 2008), p.6-7
14
Table 2.1
Example of Generic Structures of Factual Recount Text
Title The X Files13
Orientation The X Files is one of television’s most
popular shows watched each week by millions of
people in over sixty countries.
Sequence of Events The show was created by Chris Carter a
former magazine editor, who always wanted to
make a cool and scary television series. His idea for
The X Files came after he saw the result of a survey
that said three of every hundreds Americans
believed that aliens had captured them.
Carter’s next step was to produce a pilot
episode, which was to be the beginning of the
series. When it was shown on American television,
it received poor reviews.
After a while the audience grew and The X
Files became popular with both adults and
teenagers. By this time carter was able to spend
more on production.
Reorientation The X Files has been nominated for many
awards and continues to attract a growing audience.
4. The Language Features of Recount Text

There are some language features of recount text, as follows:
a. Usually written in the past tense. Some forms may use simple
present tense, e.g. informal anecdotal storytelling (Just imagine –
I’m in the park and I suddenly see a giant bat flying towards me!).
13
Mark Anderson and Katy Anderson, op. cit., p. 52
15
b. Words that show the order of events (then, next, first, afterwards,
just before that, at last, meanwhile).14
c. The subject of a recount tends to focus on individual or group
participants (third person: they all shouted, she crept out, it looked
like an animal of some kind).
d. Personal recounts are common (first person: I was on my way to
school ... We got on the bus).15
e. Using action verbs and circumstance such as adverb of place and
adverb of time to show the action and detail information of events
that occur in the story.16
C. Facebook
1. The Definition of Facebook
Facebook is one of social networking media. Social networking is
that the use of a website to connect each other who has similar interest,
hobby, school, etc. Since Facebook was invented in 2004 by Mark
Zuckerberg, it has been widespread used in all around the world.
Facebook as one of social media is very usefull for people to
communicate to each other. The Education Foundation of The UK’s
Education Think Tank defines Facebook as a social utility that can
connect us to people, brands, and organizations we care about.17 It means
Facebook is not only to connect people to people, Facebook can also as a
medium to share our feeling, product, brands, and organization.
The Education Foundation of the UK’s Education Think Tank
explores about the usefulness of Facebook as a medium of digital
learning. They explain that many people nowadays can use many digital
14
Ibid., p. 50
15
Lancashire County Council, op. cit., p. 7
16
Goverment of South Australia, Engaging in and Exploring Recount Writing: A
Practical Guide for Classroom Teachers,(Australia: Government of South Australia Department
for Education and Child development, 2012), p.2
17
The Education Foundation, The UK’s Education Think Tank, Facebook Guides for
Educators: A tool for Teaching and Learning, (New Zealand: The Education Foundation, 2013),
P. 2
16
media to communicate to each other even for young people. The people
can use their digital devices through mobile and static devices. This
digital technology can also be accessed in real time, cheap, and flexible.
As a result, this foundation tries to make the education on Facebook more
social.18 It can be concluded that many people use Facebook for many
reasons, and Facebook can be a good medium for teaching and learning.
Many people feel an enjoyment in updating status on Facebook
because other people can see their status and give some argument. This
kind of application is the reason why many people usually use Facebook.
It makes many people can still connected even they feel close to each
other because they can share their feeling and affection. The users can
also post their updates safely with privacy setting. The users have to make
sure that their post is not widely spread,so with the privacy setting, the
users can enforce the audience.19
In term of writing, Facebook has become a media for students to
write, but it is different from the writing that has been done in school. The
students usually use informal language in Facebook, and they unable to
consider writing as an engaging activity. They also cannot recognize that
Facebook can be their medium for improving their writing to become a
better writer. As a result, they write on Facebook with no purpose of
improving their writing skill.
2. The History of Faccebook

Mark Elliot Zuckerberg is the founder of Facebook. He has been
good at programming since he was in elementary school. While he was
studying in Harvard, his talent on programming was outstanding other
than his friends. Mark had made Coursematch.com once in Harvard for
the students to register their courses through online.
18
Ibid, P. 4
19
The Facebook Team, Facebook for Educators and Community Leaders, A Practical
Guide to Help Teens Navigate Facebook, (Facebook Family Safety Center: 2013), p.5
17
Facebook was launced in February, 2014 by Mark Zuckerberg as a

media to connect and interact among Harvard university students.20 Two
weeks after it was launched, half of Harvard University Students have
registered and owned an account in Facebook. At first, Mark wanted to
make Facebook as a social networking among Harvard students, so only
Harvard students could join and access it through their Harvard email id.
However, Mark and the other founders changed their mind. They thought
it was good to make Facebook widespread. Now, Facebook can be
accessed by many people who have an email id
3. The Features of Facebook

Facebook provides many interesting features for its user such as,
teenagers and adult. They like to use Facebook because Facebook make
them easy with the features that Facebook has. The features are Wall,
Profile, Inbox, Photo, Video, Group, Event, Games, Chat, and Blog.
a. Wall is a way to connect to your friends.21 This is the page that gives
some information about the user’s activity. The user can share his
status, so his status can be seen by other users and can be
commented.The Wall section is wildly popular item in Facebook.
Here you can not only leave messages, but you can also leave links or
videos for others.
b. Profile is the general information of the user. Steven Holzner stated
that the Profile is our public face on Facebook.22 In the profile section,
it includes Homepage, Status, Network, and Birthday.23 The newest
feature of Profile section for the user is Timeline, most of the
20
http://en.wikipedia.org/wiki/History_of_Facebook, accessed on November 10, 2014
21
Steven Holzner, Facebook Leverage Social Media to Grow Your Business Marketing,
(New York: Que Publishing, 2009), p. 25
22
Ibid, p. 12
23
Jason Alba & Jesse Stay, I’m on Facebook Now What???, (Califonia: Happy About,
2008), p. 8-9
18
Facebook users have changed their profile setting into Timeline

Profile. The Timeline Profile as follows:
Figure 2.1
The Timeline Profile
c. Inbox or Message is the section where the user can find all of the
messages that people send through Facebook.24This service makes it
possible for the users to send or receive message to or from anyone’s
email address.25 Some people seem to think using the Inbox is better
than using Wall to send message because the user can secretly talk
about everything to his friend on Inbox because the message that is
sent in Inbox cannot be seen by other users.
d. Photo is a section where the photo of the user is appeared. In this
section the user can upload as many photos as they can, and they can
create their photos into an album. Each album consists on sixty photos
as maximum. When the users post a photo or video, share a link, or
24
Jason Alba & Jesse Stay, I’m on Facebook Now What???, (Califonia: Happy About,
2008), p. 11
25
Anne Collier and Larry Magid, A Parents’ Guide to Facebook, (ConnectSafely.org,
2012), p.24
19
write a status update, they can choose the appropriate audience for that
post. It means that the user can choose the audience with whom they
want to share.26
e. The user not only can upload their photos, they also can upload their
video. Furthermore, this Video can be shared and tag to other users.
f. Group is a Facebook page where members can interact with each
other and start discussions.27 In Group, the user can collect and get
some people to join his group to discuss about certain topic. Group
initiated by bloggers or authors, or special interest Groups.28
g. Event is a place to invite your friends into some interesting events. In
Facebook, an event is a free page that publicized an upcoming
occasion of note for your company or group.29It is very effective
because it is very economical and it is not wasting your time.
h. Game is another interesting feature on Facebook. All users can play it
online. The user can also invite his friend to play the same game as he
does.
i. Chatting on Facebook is a real time activity among Facebook users.
Chat is known as instant messaging.30 This feature’s function is very
similar to other messaging program, such as Google Chat, yahoo
Instant Messenger, and MSN Messenger. The users are very
enthusiastic with this feature because it is easy to access. In Chatting,
the user can invite one or more people to join conversation. This
Chatting will connect the users to each other wherever they are.
j. Blog in Facebook is a feature where the user can share other users’
quote or status. This Blog is very useful to share some information
that other users have not known before.
26
The Facebook Team, Facebook for Educators and Community Leaders, A Practical
Guide to Help Teens Navigate Facebook, (Facebook Family Safety Center, 2013), p.5
27
Steven Holzner, Op. cit., p.45
28
Jason Alba & Jesse Stay, Op. cit., p. 18
29
Steven Holzner, Op. cit., p. 101
30
Todd Kesley, Social Networking Site: From Facebook to Twitter and Everything in
Between, (Apress: United States of America, 2010), p. 28
20
4. Positive and Negative Influence of Facebook

Facebook has both negative and positive influence. The positive
influence that the user can get are:
a. Socializing.31 This is one of the positive influences from Facebook.
Sometimes, the user can meet his old friends through Facebook, or he
can meet someone that he has known before.
b. Facebook for business. These days, many people use Facebook not
only for chatting to each other, but they also use Facebook to promote
their products, brands, and institutions. The users need to make a
homepage to share their brands or products on Facebook.
c. Facebook Group.32 There are many groups that the users can join.
They can share information, interest, and hobby in that group. The
member of Facebook group can from many Facebook friends, such as
member of family, schoolmates, a sport club, or any other grouping
that the users desire.
However, Facebook also has negative influence for the users,

especially for students. The negative influences of Facebook as follow:
a. Facebook makes the user addict to use it. He can spend a lot of time
using Facebook, and sometimes he ignore the people around them.
The user prefers to spend time with their friends on Facebook rather
than to communicate with his friend directly. If this condition usually
happens, it can decrease the verbal communication ability of the user
b. The students spend more time to use Facebook rather than to study. it
makes them becoming less responsible to do their homeworks. The
more time they spend on using Facebook, the more irresponsible they
become.
31
Anne Collier and Larry Magid, A Parents’ Guide to Facebook, (ConnectSafely.org:
2012), p.3
32
Ibid, p.23
21
c. If those two bad influences always happen, it causes the decreasing of

students’ achivement. The students become lazy to do their duty from
their school. Their concentration on studying is also decreasing
because they overuse Facebook in their daily life.
D. Facebook as a Medium of Language Learning

There are many websites that demonstrate and guide teachers on how to
use Facebook for classroom teaching and learning process. Facebook with its
many unique features such as online games and chat room can encourage
people to engage and interact with anyone all over the world. However, since
most of features are in English, the users have to understand in order to be
active in using all of the features.
Using media such as Facebook, students can read and listen to a story
before writing and recording their own version of similar story. This media
provides the multiple modalities needed to meet the needs of students with
different learning styles and strategies. The aural, visual, tactile, and
kinesthetic learners have access to a variety of computer-based activities that
are well suited to their preferred learning style.33
Many researchers found out how Facebook can be useful in improving
students’ language learning. In a conceptual paper, Blattner and Fiori
examine how Facebook can provide opportunities to enhance the
“development of socio-pragmatic competence in language learners” and “the
sense of community in language classroom”.34In addition, Alhomod and
Shafi also point out that Facebook can be utilized for improving students’
team based learning. One of the important benefits of team based learning is
that it helps students with developing skill such as possessing excellent
33
Mary Ellen Butler-Pascoe and Karin M. Wiburg, Technology and Teaching English
Language Learners, (USA: Allyn and Bacon, 2003), p. 7
34
G. Blattner, &Fiori, M. Facebook in the language classroom: Promises and
possibilities. Instructional Technology and Distance Learning (ITDL), 6(1), 2009, 17−28, P. 20
22
teamwork in organizing the problems and finding a solution for the

problems.35
From those explanations, it can be concluded that Facebook has many
usefulness for language learning. Facebook can be a medium for improving
students’ language skill. By using a good methodology, Facebook can be
appropriate and have a good impact for language learning.
E. Teaching Recount Text Through Facebook

The writer used some procedures in implementing Facebook in
classroom. They are as following:
a. The teacher created a separate group page. On this page students can find
their classmates and can communicate with them as well as with the
teacher.
b. The teacher built knowledge of the topic.
c. The teacher gave a sample of recount text.
d. The teacher gave some questions to guide students to write recount text.
e. The students wrote their recount text based on their answers on
Facebook.
f. The teacher guided a discussion of recount text they had written and gave
some feedback.
g. The teacher asked students to draft the text, edit and post their text on
group.
h. The students did peer assessment in classroom.
i. The teacher gave the final score of students’ writing.
35
Alhomod, Sami M. and Mohd Mudastir Shafi, Facebook as a Tool to Enhance Team
Based Learning. Saudi Arabia: (IJACSA) International Journal of Advanced Computer Science
and Applications, Vol. 3, No. 12, 2012, p. 52
23
F. Advantages and Disadvantages of Using Facebook in Teaching

Recount Text
When the teacher decides to use Facebook in classroom, some problems
will come up when it is applied. In this case, in teaching recount text by using
Facebook there must be some advantages and disadvantages.
The advantages of using Facebook in teaching writing recount text is that
the teacher can bring the classroom into Facebook because one features of
Facebook is Group, so the teacher can make students join the Facebook
group. As a leading social network, Facebook is believed to be the most ideal
social networks to analyze the possibilities of interaction in classroom
environment.36 The teacher can share the example, pictures, and video about
recount text, so the students can comment and argue in the group. When they
use Facebook, the relationship between teacher and student can also continue
after the course. It creates a social bond between student and teacher by
interaction on Facebook.
However, some students in Indonesia do not currently use Facebook today
because there are many social networking sites around them. It is one of
disadvantages of Facebook in teaching recount text. Social networking sites
such as Blackberry Messanger, WhatApps, Twitter, Instagram, and Path are
commonly used by students. It is hard for teacher to apply Facebook for
teaching recount text even though Facebook is more appropriate for it.
Furthermore, when the teacher shares video or text on Facebook group and
wants a faster feedback, it is hard to make the students online one at a time.
In conclusion, there is always advantage and disadvantage if Facebook is
applied in the classroom. Thus, the teacher should be able to overcome the
problem as well.
36
Joan-Francecs Fondevila-Gascon, Use of Social Networks in Language Learning:
Advantages and Disadvantages, ICT for language learning, 6th edition, p.1
24
G. The Relevant Previous Study

There are many researchers whose study about Facebook as a medium of
language learning. The first researcher is Giyatno. He is from Graduate
School of Sebelas Maret University. His thesis is about “Improving Students’
Writing Skill on Recount Text Using Questioning Technique and Facebook
Media”. He used four stages of questioning technique to teach recount text.
The stages are building knowledge of the field, modeling the text, joint
construction of the text, independent construction of the text. The researcher
used Facebook in the first and second stage, and he applied the questioning
technique also on Facebook. The third stage he had done in classroom by
asking the students some guided questions to be discussed. Finally, the
students made their own text, and had been asked to post it on Facebook. The
result of his research is that questioning technique and Facebook increased
students’ motivation, gave ideas, improved vocabulary mastery, improved
their cooperative with their friends and Facebook creativity. This
improvement can be seen on students’ pre-test and post-test. The average
score of students in pre-test was 64, cycle 1 is 69 and cycle 2 is 79.
The second researcher is Liza Umami. She is from Social Science
Department of State Islamic University Syarif Hidayatullah Jakarta. Her
research is about “Hubungan Penggunaan Facebook Terhadap Kedisiplinan
Belajar Siswa Pada Pembelajaran IPS di MTS Al Husna Lebak Bulus Jakarta
Selatan”. She used observation, questionnaire, interview and documentation
to collect her data. Her research is to know the relationship between Facebook
and students’ discipline in learning Social Science. The result shows that the
Facebook usage among students is relatively good. It means the students
don’t overuse it in their daily life. The students’ discipline is also good
because based on the research result; there is a significant and positive
correlation between the Facebook usage and students’ discipline in leaning
Social Science.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the description of the research method used in this
study. It consists of place and time of the study, method of the study, population
and sample, technique of data collection, technique of data analysis, and statistical
hypotheses.
A. Time and Place of the Study

The research took place at SMA Negeri 4 Kota Tangerang Selatan that is
located on Jl. WR. Supratman Komp. PERTAMINA Pondok Ranji – Ciputat
Timur Kota Tangerang Selatan. The writer conducted this research for one
month. It began from October 1st, 2014 until October 31st, 2014.
B. Method of Study
This research employed a quantitative design of using experiment. In this
research, the students in the experimental class were taught using Facebook
and in the controlled class without using Facebook. In the first meeting, it
was the pre-test distribution. The following meetings were the treatment for
experimental class that is the teaching writing recount text by using
Facebook. In other hand, the controlled class used slide presentation as a
medium of instruction. Then, in the last meeting, the post-test were given to
both classes.
C. The Population and Sample

The writer took an experimental in the tenth grade of SMA Negeri 4 Kota
Tangerang Selatan. The population of this study is 7 classes. Each class has
35 students, so the population is about 245 students. The writer chose XMIA1
class as the experimental class and XMIA4 class as the controlled class. The
25
26
writer chose 20 students from each class as sample of this study. The writer
chose these classes due to the fact that the writer has found the students’
English writing problem in the class. This kind of sampling is usually called
as purposive sampling. Purposive sampling is the use of sample with some
purposes in which the writer has already had.1 The purpose is that to know
whether Facebook is effective for students to write Recount Text or not.
.
D. The Technique of Data Collection
The technique of data collecting is test. The test type is an essay test.
The writer used guided questions for the the students to write. The test was
done for getting the objective data of students’ achievement in teaching
writing recount text by using Facebook. The writer applied two kinds of
test, namely pre-test and post-test.
1. Pre-test
The writer gave pre-test for the students in the first meeting in
order to know the capacity of the students’ competence between the
experimental class and the control class. In the pre-test, the writer
gave the students a topic which was “My Holiday”. The students were
given five guided questions to make a recount text.
2. Post-test
The post-test was given to know the change of understanding
material about recount text after the treatment by using Facebook.
This post-test was used to know the significant difference between the
experimental class which is used Facebook for the treatment and
controlled class which is not used any treatment. In the post-test, the
writer gave the students a topic which was “My School Life”. The
students were given four guided questions to make a recount text.
1
Nana Sudjana, Tuntunan Penyuusnan Karya Ilmiah: Makalah –Skripsi –Tesis –
Disertasi, (Bandung: Sinar Baru, 1988), p. 73
27
E. Technique of Data Analysis

In his book, Ken Hyland states that analytic scoring procedures require
readers to judge a text against a set of criteria seen as important to good
writing. 2 Ken Hyland provides an analytical scoring rubric in his book, and
there are three components presented in the analytical scoring rubric for
writing, are: format and content, organization and coherence, sentence
construction and vocabulary. The writer uses analytic scoring rubric to
analyze the data related to the students’ paragraph writing test of writing
ability. The analytic scoring rubric using as follows:
Table 3.1
An Analytic Scoring Rubric for Writing3
Mark Format and content 40 marks

31-40 Fulfills task fully; correct convention for the assignment
Excellent to task; features of chosen genre mostly adhered to; good
very good ideas/good use of relevant information; substantial
concept use; properly developed ideas; good sense of
21-30 audience
Good to Fulfills task quite well although details may be
average underdeveloped or partly irrelevant; correct genre
selected; most features of chosen genre adhered to;
satisfactory ideas with some development; quite good
use of relevant information; some concept use; quite
11-20 good sense of audience
Fair to poor Generally adequate but some inappropriate, inaccurate or
irrelevant data; an acceptable convention for the
assignment task; some features of chosen genre adhered
2
Ken Hyland, Second Language Writing, (New York: Cambridge University Press,
1996), p.229
3
Ibid, p.243
28
to; limited ideas/moderate use of relevant information;

1-10 little concept use; barely adequate development of ideas;
Inadequate poor sense of audience
Clearly inadequate fulfillment of task; possibly incorrect
genre for the assignment; chosen genre not adhered to;
omission of key information; serious irrelevance or
inaccuracy; very limited ideas/ignores relevant
information; no concept use; inadequate development of
ideas; poor or no sense of audience
Mark Organization and coherence 20 marks
16-20 Message followed with ease; well organized and thorough
Excellent to development through introduction, body and conclusion;
very good relevant and convincing supporting details; logical
progression of content contributes to fluency; unified
paragraph; effective use of transitions and reference
11-15 Message mostly followed with ease; satisfactorily organized
Good to and developed through introduction, body and
average conclusion; relevant supporting details; mostly logical
progression of content; moderate to good fluency;
unified paragraph; possible slight over- or under- use of
transitions but correctly used; mostly correct references
Message followed but with some difficulty; some pattern of
6-10 organization – an introduction, body and conclusion
Fair to poor evident but poorly done; some supporting details;
progression of content inconsistent or repetitious; lack of
focus in some paragraphs; over-or under- use of
transitions with some incorrect use; incorrect use of
reference
1-5 Message difficult to follow; little evidence of organization –
Inadequate introduction and conclusion may be missing; few or no
supporting details; no obvious progression of content;
29
improper paragraphing; no or incorrect use of

transitions; lack of reference to comprehension difficulty
Mark Sentence construction and vocabulary 40 marks

31-40 Effective use of a wide variety of correct sentences; variety
Excellent to of sentence length; effective use of transitions; no
very good significant errors in agreement, tense, number, person,
articles, pronouns and prepositions; effective use of a
wide variety of lexical items; word form mastery;
21-30 effective choice of idiom; correct register
Good to Effective use of a variety of correct sentences; some variety
average of length; use of transitions with only slight errors; no
serous recurring errors in agreement, tense, number,
person, articles, pronouns, and prepositions; almost no
sentence fragment or run-ons; variety of lexical items
with some problems but not causing comprehension
difficulties; good control of word form; most effective
11-20 idioms; correct register
Fair to poor A limited variety of mostly correct sentences; little variety
of sentence length; improper use or missing transitions;
recurring grammar errors are intrusive; sentence
fragments or run-ons evident; a limited variety of lexical
items occasionally causing comprehension problems;
1-10 moderate word form control; occasional inappropriate
Inadequate choice of idiom; perhaps incorrect register
A limited variety of sentences requiring considerable effort
to understand; correctness only on simple short
sentences; improper use or missing transitions; many
grammar errors and comprehension problems; frequent
30
incomplete or run-on sentences; a limited variety of

lexical items; poor word forms; inappropriate idioms;
incorrect register
To analyze the quantitative data, the writer used statistical calculation of

the T-test to determine the result of the research. It is used in order to know the
difference score between the students who were taught recount text by using
Facebook and without using Facebook. The data that have been collected from
the pre-test and post-test then were analyzed by the following steps:4
1. Determining Mean of variable X, with formula:
2. Determining Mean of variable Y, with formula:
3. Determining Standard of Deviation Score of variable X, with formula:
4
Disertasi, (Bandung: Sinar Baru, 1988), p. 141-142
31
5. Determining Standard Error of Mean of Variable X, with formula:
√
6. Determining Standard Error of Mean of Variable Y, with formula:
√
7. Determining Standard Error of Difference of Mean of Variable X and
Variable Y, with formula:
8. Determining to with formula:
9. Determining t-table in significance level 5% with Degree of Freedom

(df):
Variable X: The experiment group
Variable Y: The control group
F. Statistical Hypothesis
1. The statistical hypothesis (Ho): there is no effeciveness value of students’
achievement due to the teaching writing recount text by using Facebook
and without using Facebook for tenth grade students of SMA Negeri 4
Kota Tangerang Selatan
2. Alternative hypothesis (Ha): there is effectiveness value of students’
achievement due to the teaching writing recount text by using Facebook
32
and without using Facebook for tenth grade student of SMA Negeri 4
Kota Tangerang Selatan.
According to the statistical hypothesis, Ha will be accepted if the result of

calculation to (t-observation) is higher that tt (t-table).5 Meanwhile, Ha will be
rejected if the result of calculation to (t-observation) is smaller than tt (t-table).
5
Disertasi, (Bandung: Sinar Baru, 1988), p. 142
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATIONS
This chapter describes the data description, the test of hypothesis and the data
interpretation which are related to research methodology previously.
A. Data Description
The data of students’ achievement divided into two kinds, namely the
data in the experimental class and the data in controlled class, which were
gained from pre-test and post-test that were applied in both of class.
The test was arranged in a blank paper for pre-test and post-test. To
know the result of the test, it will be presented on the table below:
Table 4.1
The Test Result of Experimental Class
Pre-Test score Post-Test score Gained Score

Students X2
x1 x2 X
1 65 75 10 100
2 65 80 15 225
3 60 65 5 25
4 65 85 20 400
5 65 75 10 100
6 55 75 20 400
7 75 95 20 400
8 60 75 15 225
9 70 90 20 400
10 75 90 15 225
11 65 80 15 225
12 70 85 15 225
13 80 85 5 25
33
34
14 65 75 10 100
15 75 90 15 225
16 65 85 20 400
17 70 85 15 225
18 65 85 20 400
19 60 85 25 625
20 70 90 20 400
∑ ∑x1 1340 ∑x2 1650 ∑X 310 ∑X2 5350
M=67 M= 82.5
The table of students’ score in the experimental class showed that the
mean score of pre-test in experimental class is 67, while the mean score of
post-test is 82.5. Total gained score in this class is 310. It can be concluded
that there is significant difference in pre-test and post-test.
Table 4.2
The Test Result of Controlled Class
Pre-Test score Post-Test score Gained Score

Students Y2
Y1 Y2 Y
1 60 72 12 144
2 60 60 0 0
3 57 65 8 64
4 71 72 1 1
5 54 68 14 196
6 70 72 2 4
7 62 64 2 4
8 70 70 0 0
9 60 70 10 100
10 68 69 1 1
35
11 59 67 8 64
12 68 72 4 16
13 60 64 4 16
14 60 63 3 9
15 57 64 7 49
16 60 65 5 25
17 70 72 2 4
18 68 71 3 9
19 77 80 3 9
20 79 80 1 1
∑NY=20 ∑Y1 =1290 ∑Y2=1380 ∑Y=90 ∑Y2=716
M= 64.5 M=69
The table of students’ score in controlled class showed that the mean
score of pre-test in controlled class is 64,5, and the mean score of post test is
69. The total gained score is 90.
From the tables above, the writer can conclude that the experimental
class that used Facebook as a medium in learning writing recount text got
higher score than the controlled class that didn’t use Facebook.
In analyzing the data, the writer used statistic calculation of the t-test
formula with degree of significance 5% and 1% to calculate the data from
pre-test and post-test.
1. Determining Mean of variable X, with formula:
2. Determining Mean of variable Y, with formula:

36
5. Determining Standard Error of Mean of Variable X, with formula:
6. Determining Standard Error of Mean of Variable Y, with formula:
√
37
7. Determining Standard Error of Difference of Mean of Variable X and

Variable Y, with formula:
√
√
8. Determining to with formula:
9. Determining t-table in significance level 5% with Degree of Freedom

(df):
The degree of freedom (df) = 38
The t-table of degree of freedom 48 in significance level 5% is 1. 68.

Comparing t-observation (to=2.76) and t-table (tt = 1.68), we know that to is
higher than tt. The result is as follow.
t-table (tt) at significant level 5% = 1.68
5% = to > tt = 2.76 > 1.68

38
B. The Test of Hypothesis

The writer hypothesis is “there is an effectiveness of using Facebook
in teaching writing recount text”. After calculating the data, the writer tested
his hypothesis based on the statistical hypothesis.
1. If to > tt: The null hypothesis (Ho) is rejected and the alternative
hypothesis (Ha) is accepted. Hence, there is effectiveness of using
Facebook toward students’ writing recount text after Facebook was
applied in the classroom.
2. If to < tt: The null hypothesis (Ho) is accepted and the alternative
hypothesis (Ha) is rejected. Hence, there is no effectiveness of using
Facebook toward students’ writing recount text after Facebook was
The hypothesis criterion states that; if to > tt = Ha is accepted and Ho is

rejected. In other condition, if to < tt = Ha is rejected and Ho is accepted. to is t-
observation and tt is t-table.
The result from calculating the data, is to = 2.76 and tt = 1.68, it means
to is higher than tt in significant level 5%, so the null hypothesis (Ho) is
rejected, and the alternative hypothesis (Ha) is accepted.
C. Data Interpretation
From the data collected, the average score from experimental class
taught by using Facebook is 82.5 and the average score from controlled class
is 69. It means that the average score of the experimental class is higher than
the controlled class.
Based on the result of average score in each class (the experiment
class and the controlled class), it is obtained the t-observation (to) is 2.76, and
the t-table (tt) of df (38) in significant level 5% is 1.68. it means t-observation
(to) is higher than t-table (tt), so the alternative hypothesis is accepted and the
39
null hypothesis is rejected because to > tt. Hence there is effectiveness in

using Facebook towards students’ writing recount text after Facebook was
Based on the analysis of the result, the writer can conclude that
teaching writing recount text by using Facebook is effective. It can be seen
from the result above that t-observation is higher than t-table (t-observation =
2.76 > t-table = 1.68).
CHAPTER V
CONCLUSION AND SUGESTION
This chapter describes the conclusion and some suggestions which are
related to the research findings previously.
A. Conclusion
The writer comes to the conclusion that Facebook is an effective media
in teaching writing recount text. It is really helpful in increasing students’
ability and achievement of writing recount text.
Based on the data analysis, the result shows that t-test (to=2.76) is
higher than t-table (tt = 1.68), so the alternative hypothesis is accepted and the
null hypothesis is rejected. It means teaching writing recount text by using
Facebook is effective in increasing tenth grade learners’ achievement. It can
be concluded that students’ writing recount text is more effective by using
Facebook than except using Facebook.
B. Suggestion
Based on the result of the research, the research would like to give
some suggestions as below:
1. Teachers
Teachers should be more creative in presenting material to create
active learning. The teacher should tell the students that they still can
learn English outside the class. Teachers do need to encourage students
to practice their writing skill in their daily life, especially on Facebook.
By using various technique and media, it hopes that the students’
writing skill on recount text will improve.
2. Students
Students should have good motivation in learning English,
especially English writing. They should realize that learning English
can be everywhere. There are many social media around them and the
40
41
technology is in their hand, so it should make the students more

motivated to learn English. The students are better not to use the social
media just for fun, but they should use it to improve their English
ability, especially in English writing.
3. School
School as a formal institution should provide all the teaching aids
that are needed by the teachers because it is important to make teaching
learning process in the classroom more effective.
42
BIBLIOGRAPHY

http://www.onlinecollege.org/2011/07/18/50-reasons-to-invite-facebook-
into-your-classroom/, accessed on January 10th, 2014.
Alba, Jason & Jesse Stay, I’m on Facebook Now What???, Califonia: Happy
About, 2008
Alexander, L. G., Practice and Progress: An Integrated Course For Pre-

intermediate Students, (England: Longman, 1990), p. 17
Alhomod, Sami M., and Mohd Mudastir Shafi, Facebook as a tool to enhance
team based learning. Saudi Arabia: (IJACSA) International Journal of
Advanced Computer Science and Applications, Vol. 3, No. 12, 2012
Anderson, Mark and Katy Anderson, Text Types in English 2, South Yarra:
Macmillan. 1997
Blattner, G. & Fiori, M. Facebook in the language classroom: Promises and

possibilities. Instructional Technology and Distance Learning (ITDL),
6(1), 2009, 17−28
Butler-Pascoe, Mary Ellen and Karin M. Wiburg, Technology and Teaching

English Language Learners, New York: Allyn and Bacon, 2003
Clouse, Barbara Fine, A Troubleshooting Guide Strategies and Process for

writers, New York: McGraw-Hill, 2005
Collier, Anne and Larry Magid, A Parents’ Guide to Facebook,

ConnectSafely.org, 2012
Fondevila-Gascon, Joan-Francecs, Use of Social Networks in Language Learning:

Advantages and Disadvantages, ICT for language learning, 6th edition
Goverment of South Australia, Engaging in and Exploring Recount Writing: A

Practical Guide for Classroom Teachers, Australia: Government of
South Australia Department for Education and Child development, 2012.
Hedge, Tricia, Resource Books for Teachers Writing, Hongkong: Oxford
university press, 1988
Holzner, Steven, Facebook Leverage Social Media to Grow Your Business

Marketing, New York: Que Publishing, 2009
Hyland, Ken, Second Language Writing, New York: Cambridge University Press,
1996
Karani, Elanneri, Area of Problems in Writing Recount Text, Jurnal Pendidikan

Inovatif, Jilid 4, No. 1, September 2008
Kementrian Pendidikan dan Kebudayaan, Kurukulum 2013 Kompetensi Dasar

Sekolah Menengah Atas dan Madrasah Aliyah, 2013
Kesley, Todd, Social Networking Site: From Facebook to Twitter and Everything
in Between, Apress: United States of America, 2010
Lancashire County Council, Primary Framework Support for Writing, non-fiction,

Lancashire County Council, 2008.
Rudy, Rita Inderawati, From classroom to peer comment in Facebook: bridging

to establish learners’ literacy. International conference “ICT for
language learning”, Palembang: Pixel,4th edition, 2011.
Stead, Tony and Linda Hoyt, A Guide of Teaching Nonfiction Writing,

Portsmouth: Greenwood Publishing Group, 2011.
Sudjana, Nana,Tuntunan Penyuusnan Karya Ilmiah: Makalah –Skripsi –Tesis –

Disertasi, Bandung: Sinar Baru, 1988
The Education Foundation, The UK’s Education Think Tank, Facebook Guides
for Educators: A tool for Teaching and Learning, New Zealand: The
Education Foundation, 2013
The Facebook Team, Facebook for Educators and Community Leaders, A

Practical Guide to Help Teens Navigate Facebook, Facebook
FamilySafety Center, 2013
University of Canberra, UC High School Kaleen Writing Handbook, Canberra:
University of Canberra, 2011
46
Appendix 1: Lesson Plan of Experimental Class (First Meeting)

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
EXPERIMENTAL CLASS
A. IDENTITAS
Satuan Pendidikan : SMA Negeri 4 Kota Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/Ganjil
Aspek/Skill : Writing
Pertemuan 1
Alokasi Waktu : 2 x 45 menit
Jenis Teks : Teks Recount
Tahun Pelajaran : 2014/2015
B. KOMPETENSI DASAR
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount
berbentuk laporan kerja dan uraian peristiwa bersejarah, sesuai dengan konteks
penggunaannya.
4.8 Menangkap makna teks recount lisan dan tulis, tentang laporan kerja dan uraian
peristiwa bersejarah.
4.9 Menyusun teks recount lisan dan tulis, tentang laporan kerja dan uraian peristiwa
bersejarah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks
C. INDIKATOR
Siswa mampu:
1. Menyebutkan fungsi dari Facebook
2. Membuat akun Facebook
3. Menyebutkan fungsi dari Facebook grup
4. Mengaplikasikan Facebook sebagai media pembelajaran Bahasa Inggris
47
D. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menyebutkan fungsi dari Facebook
2. Membuat akun Facebook
3. Menyebutkan fungsi dari Facebook grup
4. Mengaplikasikan Facebook sebagai media pembelajaran Bahasa Inggris
E. MATERI PEMBELAJARAN
Mengenal fungsi dan manfaat dari penggunaan Facebook untuk media pembelajaran
F. Model/Metode Pembelajaran
1. Pendekatan: scientific
2. Strategi: observe – practice.
3. Metode: communicative learning.
G. Kegiatan Pembelajaran
Alokasi
Kegiatan Deskripsi Kegiatan
Waktu
Pendahuluan  Mengucapkan salam dan langsung menyapa menggunakan 10 menit

bahasa Inggris agar English Environment dapat langsung
tercipta di pertemuan pertama.
 mengkondisikan kelas, mengawali proses belajar mengajar
dengan membaca do’a bersama-sama. (untuk melatih
ketaatan dalam beribadah)
 Kemudian dilanjutkan dengan menanyakan kabar siswa
serta mengecek daftar hadir dan menanyakan siapa yang
tidak hadir. (melatih sikap peduli dan jujur)
48
 Jika memungkinkan, guru dapat bertanya tentang kabar

mereka ke beberapa anak secara individual untuk
memastikan bahwa peserta didik dapat merespon perkataan
guru.
 Guru bertanya apakah mereka semua mempunyai akun
facebook
 Guru bertanya untuk apa mereka menggunakaan facebook
 Guru meminta siswa untuk masuk ke lab. komputer
Inti Observing
 Guru menampilkan contoh teks reount yang ditulis di

Facebook
Questioning
 Guru bertanya tentang pengalaman siswa menulis di

Facebook
 Siswa bertanya tentang manfaat Facebook grup sebagai
media pembelajaran Bahasa Inggris
Experimenting
 Guru meminta siswa untuk membuat akun Facebook

 Guru mengundang siswa untuk join di facebook grup
yang dibuat oleh guru
 Guru memulai percakapan di facebook
 Siswa diminta untuk mencocokan gambar sesuai dengan
pertanyaan yang diberikan oleh guru 70 menit
49
Associating
 Siswa diminta untuk membuat kalimat dalam bertuk past

tense yang berkaitan dengan gambar yang diberikan
Communicating
 Guru membuka forum diskusi yang berkaitan dengan

penggunan past tense dalam bentuk kalimat.
 Guru merefleksikan apa yang mereka pelajari hari ini

Penutup
 Guru mengingatkan kembali bahwa pelajaran bahasa
inggris akan menggunakan Facebook dalam beberapa 10 menit
pertemuan mendatang
 Guru meminta siswa untuk berpartisipasi karena guru
akan memberikan reward dalam setiap pertemuan bagi 3
komentar terbaik
Mengetahui, Jakarta, 22 September 2014

Guru Bid.Studi Peneliti
Ibni Affan, S.Pd Putri Aisah Ningsih

50
Appendix 2: Lesson Plan of Experimental Class (second Meeting)

(RPP)
EXPERIMENTAL CLASS
A. IDENTITAS
Pertemuan 2
B. KOMPETENSI DASAR
penggunaannya.
C. INDIKATOR
Siswa mampu:
1. Menyebutkan definisi dari recount teks
2. Menyebutkan ciri-ciri dari recount text
3. Menyebutkan struktur umum yang digunakan dalam recount text
51
4. Membuat kalimat dalam bentuk past tense
1. Menyebutkan definisi dari recount teks
2. Menyebutkan ciri-ciri dari recount text
3. Menyebutkan struktur umum yang digunakan dalam recount text
Mengenal definisi, ciri-ciri, dan struktur umum yang digunakan dalam membuat recount text
Contoh recount text
Last week, I and my friends (go)1. to Tidung Island. I (stay) 2.
there for two days. We rent an inn. In the first day, my friend and I (dive) 3.
in the diving spot. The sea (be) 4. very blue. We (feed) 5.
the fish when we were diving there. It (be) 6. really interesting, and
it (be) 7. really fun. After that, we (ride) 8. doughnut boat, and
we (jump) 9. from “Jembatan Cinta”. When the dark came out, we went
back to the inn. We (make) 10 barbeque for dinner.
My first day in Tidung Island was really amazing. It was really fun here. I hope
the next day will be more interesting.
Susunlah teks recount diatas menjadi sebuah teks yang benar
52
Alokasi
Waktu

guru.
 Guru memberi pertanyaan dalam bentuk past tense “what
did we learn in the previous meeting”
 Guru meminta siswa menjawab pertanyaan tersebut dalam
bahasa inggris
Inti Observing
 Guru menampilkan contoh dari teks recount
Questioning
53
 Guru bertanya tentang language feature yang digunakan

dalam recount text
 Siswa bertanya tentang struktur umum yang digunakan
dalam membuat recount text
Experimenting
 Guru memberikan teks recount yang rumpang

 Siswa diminta untuk mengisi bagian yang rumpang
dengan menggunakan kata kerja yang benar
Associating 70 menit
 Siswa diminta untuk bekerja sama dalam menyelesaikan

tugas yang diberikan oleh guru
Communicating
 Siswa diminta untuk membacakan teks recount tersebut

di depan kelas

Penutup
54
 Guru mengingatkan kembali tentang definisi dan struktur 10 menit

umum dalam menyusun teks recount
 Guru mengingatkan siswa kembali bahwa guru akan
mengadakan kuis yang diupload di Facebook grup.
 Guru meminta siswa untuk berpartisipasi karena guru
akan memberikan reward bagi 3 komentar terbaik


55
Appendix 3: Lesson Plan of Experimental Class (Third Meeting)

(RPP)
EXPERIMENTAL CLASS
A. IDENTITAS
Pertemuan 3
B. KOMPETENSI DASAR
penggunaannya.
C. INDIKATOR
Siswa mampu:
2. Membuat list dalam bentuk past tense
3. Menyusun draff kasar untuk membuat recount teks
56

2. Membuat list dalam bentuk past tense
3. Menyusun draff kasar untuk membuat recount teks
Mengenal feature yang digunakan dalam membuat recount text
Membuat list dalam bentuk past tense. Buatlah list tentang kegiatan kamu pada waktu
liburan.
“what did you do last holiday?”
1. I went to Bandung
2. I swam in Water park
3. I spent my time in the library
4. I went to the mall
“what were you doing while you were there?”
“what was your special moment while you were there?”
“How did you feel while you were there?”
Alokasi
Waktu

57

guru.
bahasa inggris
Inti Observing
 Guru meminta salah satu siswa menceritakan pengalaman

mereka pada saat liburan.
 Siswa lainnya diminta untuk mendengarkan pengalaman
yang disedang diceritakan oleh temannya.
Questioning
 Guru bertanya dalam bahasa Inggris.

Where did you go last weekend?
What were you doing while you were there?
What was your special moment while you were
there?
How did you feel while you were there?
58
 Siswa bertanya kata kerja apa yang harus dipakai untuk

menjawab pertanyaan tersebut
70 menit
Experimenting
 Siswa diminta untuk menjawab pertanyaan tersebut
Associating

Communicating
 Guru meminta siswa untuk saling memberikan

pendapat tentang tulisan temannya
 Guru meminta siswa untuk menyusun jawaban mereka
dalam bentuk paragraf sehingga menjadi teks recount.

Penutup
 Guru mengingatkan kembali tentang definisi dan struktur
umum dalam menyusun teks recount 10 menit
 Guru memberikan apresiasi terhadap siswa yang sudah
aktif dalam Facebook


59
Appendix 4: Lesson Plan of Experimental Class (Last Meeting)

(RPP)
EXPERIMENTAL CLASS
A. IDENTITAS
Pertemuan 4
B. KOMPETENSI DASAR
penggunaannya.
C. INDIKATOR
Siswa mampu:
1. Menyusun teks recount
2. Membuat teks yang berbentuk recount
3. Mengevaluasi kesalahan pada teks recount
60
1. Menyusun teks recount
2. Membuat teks yang berbentuk recount
3. Mengevaluasi kesalahan pada teks recount
Mengenal feature yang digunakan dalam membuat recount text
Membuat list dalam bentuk past tense. Buatlah list tentang kegiatan kamu pada waktu
liburan.
“what did you do last holiday?”
1. I went to Bandung
2. I swam in Water park
3. I spent my time in the library
4. I went to the mall
Alokasi
Waktu

61

guru.
bahasa inggris
Inti Observing
 Guru bertanya pada siswa apa saja yang sudah mereka

pelajari tentang recount teks
 Siswa diminta pendapat mereka tentang pembelajaran
bahasa inggis dengan menggunakan Facebook
Questioning

Where was your junior high school?
What were your experiences while studying there?
What was your special moment while studying there?
How was your junior high school life?
 Siswa bertanya kata kerja apa yang harus dipakai dalam
menjawab pertanyaan tersebut.
62
Experimenting 70 menit
 Siswa diminta menjawab pertanyaan tersebut
Associating

Communicating

 Guru meminta siswa untuk menyusun jawaban mereka
dalam bentuk paragraf sehingga menjadi teks recount.

Penutup
 Guru mengingatkan kembali tentang definisi dan struktur
umum dalam menyusun teks recount 10 menit
 Guru memberikan apresiasi kepada siswa yang sudah
aktif dalam Facebook


63
Appendix 5: Lesson Plan of Controlled Class

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
WRITING
CONTROLLED CLASS
A. IDENTITAS
Satuan Pendidikan : SMA NEGERI 4 Kota Tangerang Selatan
Mata Pelajaran : Bahasa Inggris Peminatan
B. KOMPETENSI DASAR
penggunaannya.
bersejarah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
C. INDIKATOR
Siswa mampu:
1. Menentukan ciri kebahasaan teks recount
2. Menyebutkan ciri kebahasaan teks recount
3. Menuliskan kembali teks recount dengan kata-kata sendiri
4. Merancang teks recount dengan menggunakan teknik clustering
5. Menyusun teks recount disesuaikan dengan pengalaman pribadi
6. Mengkoreksi teks recount dengan cara penilaian teman sejawat
64
7. Mengevaluasi teks recount
1. Menentukan ciri kebahasaan teks recount
2. Menyebutkan ciri kebahasaan teks recount
3. Menuliskan kembali teks recount dengan kata-kata sendiri
4. Merancang teks recount dengan menggunakan teknik clustering
5. Menyusun teks recount disesuaikan dengan pengalaman pribadi
6. Mengkoreksi teks recount dengan cara penilaian teman sejawat
7. Mengevaluasi teks recount
1. Ciri kebahasan teks recount.
2. Vocabulary items related to personal recount:
Past tense, action verb Chronological connection Pronoun

Went next I
Watched Then She
Arrived First, second, third.. He
Ate afterward They
Visited At last We
Stayed meanwhile You
3. Contoh teks recount dengan menggunakan teknik clustering

My Holiday in Bali
Orientation
When I was 2nd grade of senior high school, my friends and I went to Bali. We
were there for three days. I had many impressive experiences during the vacation.
Event 1
First day, we visited Sanur Beach in the morning. We saw the beautiful sunrise
together. It was a great scenery. Then, we checked in to the hotel. After prepared
65
our selves, we went to Tanah Lot. We met so many other tourists there. They
were not only domestic but also foreign tourists.
Event 2
Second day, we enjoyed the day on Tanjung Benoa beach. We played so many
water sports such as banana boat, jetsky, speedboat etc. We also went to Penyu
island to see many unique animals. They were turtles, snakes, and sea birds. We
were very happy. In the afternoon, we went to Kuta Beach to see the amazing
sunset and enjoyed the beautiful wave.
Event 3
The last day, we spent our time in Sangeh. We could enjoy the green and shady
forest. There were so many monkies. They were so tame but sometimes they
could be naughty. We could make a close interaction with them. After that, we
went to Sukowati market for shopping.
Re-orientation
That was my lovely time. I bought some Bali T-Shirt and souvenirs.
Orientation Where: Bali
When: 2nd
grade of senior
My holiday
First day: sanur

Events
Second day: Tanjung
reorientation Benoa beach
Last day: Sangeh

Feeling
4. Memberikan tugas teks recount

 Mengisi bagian yang rumpang pada teks recount yang telah diberikan
Last week, I (go) to Mount Bromo. I (stay) at
my friend’s house in probolinggo, east Java. The house has a big garden with
colorful flower and small pool. In the morning, my friend and I (see)
66
Mount Batok. The scenery (be) very beautiful. We (ride)

on horseback. It (be) scary, but it (be) fun. Then,
we (go) to get a closer look at the mountain. We (take) pictures
of the beautiful scenery there. After that we (take) a rest and
(have) lunch under a big tree. Before we (get) home, we (go)
to the zoo at Wonokromo. We (go) home in the afternoon.We
(be) very tired. However I think it (be)
really fun to have a holiday like this. I hope my next holiday will be more
interesting.
 Buatlah skema clustering untuk membuat teks recount

 Buatlah teks recount sesuai skema clustering yang telah dibuat
5. Memberikan pekerjaan rumah yang harus dijawab lewat facebook
Buatlah paragraf recount dengan menggunakan pertanyaan-pertanyaan dibawah
ini:
1. Where did you go last holiday?
2. What were you doing while you were travelling there?
3. What was your special moment while you were there?
4. How did you feel while travelling there?
F. METODE PEMBELAJARAN/TEKNIK
3. Metode colaborative learning.
G. LANGKAH-LANGKAH KEGIATAN
PERTEMUAN PERTAMA
Alokasi
Waktu
Pendahuluan  Mengucapkan salam dan langsung menyapa 10 menit

menggunakan bahasa Inggris agar English Environment
67
dapat langsung tercipta di pertemuan pertama.

 mengkondisikan kelas, mengawali proses belajar
mengajar dengan membaca do’a bersama-sama. (untuk
melatih ketaatan dalam beribadah)
Inti Observing
 Guru menampilakan sebuah teks recount kepada siswa
Questioning
 Dengan arahan guru siswa dipancing untuk bertanya

apa yang menjadi bagian penting dari teks recount,
seperti orientasi, event dan reorientasi yang ada dalam
teks tersebut.
 Dengan bimbingan dan arahan guru, siswa
mempertanyakan tentang struktur kebahasaan dari teks
recount.
Experimenting
 Guru membagi siswa menjadi beberapa kelompok

 Guru memberikan latihan soal yaitu mengisi bagian 70 menit
yang rumpang pada paragraf yang berbentuk recount

dengan menggunakan simple past tense.
 Setiap kelompok diminta mendiskusikan jawaban dari
teks recount (kerja sama)
68
 Setelah selesai diskusi, guru mengambil pekerjaan

siswa lalu menukar pekerjaan mereka dengan
kelompok lain
Associating
 Siswa diminta untuk mendiskusikan dan mengkoreksi

hasil diskusi kelompok lain (sikap ingin tahu)
Communicating
 Setelah selesai, siswa diminta untuk mempresentasikan

hasil kerja kelompoknya, dengan membacakan teks
recount yang sudah mereka selesaikan.
 Setelah mengikuti kegiatan pembelajaran pada

Penutup
pertemuan ini, siswa ditanya bagaimana perasaannya
(REFLEKSI) 10 menit
 Siswa diminta intuk mereview kembali materi dengan
secara singkat dan rinci serta membuka sesi tanya-
jawab.
 Guru bertanya apa pengertian dari teks recount, jenis-
jenis teks recount, struktur umum dan cara
mengembangkan paragraf recount
 Siswa diberi tugas untuk membuat cerita recount
berdasarkan pertanyaan-pertanyaan yang dibuat oleh
guru
 Sebelum kelas berakhir, guru mengajak murid untuk
berdoa bersama-sama serta mengucapkan salam.
69
PERTEMUAN KEDUA
Alokasi
Waktu

Inti Observing
 Guru menampilakan gambar yang menunjukan tentang

teknik clustering
Questioning
 Dengan arahan guru siswa dipancing untuk bertanya apa

itu teknik clustering
Experimenting
 Siswa diminta untuk membuat skema cluster untuk

membuat teks recount
Associating
 Siswa diminta untuk berkerjasama dalam membuat

70
paragraf recount dengan skema cluster yang sudah

mereka buat
70 menit
Communicating
 Siswa diminta untuk menceritakan teks recount yang

mereka telah buat didepan kelas
 Siswa diminta untuk mengumpulkan skema cluster dan
hasil tulisan mereka kepada guru

Penutup
(REFLEKSI) 10 menit
jawab.
berdoa bersama-sama serta mengucapkan salam
PERTEMUAN KETIGA
71
Alokasi
Waktu
 Mengucapkan salam, berdo’a bersama dan absensi

Pendahuluan 10 menit
 Memberi motivasi belajar
 Memberi brainstorming berupa pertanyaan yang sesuai
dengan materi yang akan disampaikan seperti :
 Menyampaikan cakupan materi dan penjelasan uraian
kegiatan sesuai silabus.
 (Yaitu materi tentang menyusun teks recount lisan
maupun tuisan tentang sesuatu kejadian yang bersejarah
dengan melihat struktur kebahasaan, dan fungsi sosialnya)
Inti Observing
 Guru meminta siswa untuk membacakan teks recount

yang sudah meeka buat di depan kelas
 Guru memberi pertanyaan apakah penggunaan tata bahasa
dalam teks mereka sudah benar
Questioning
 Dengan bimbingan dan arahan guru, siswa

mempertanyakan apa pengertian dari orientasi, event dan
reorientasi dalam teks recount
Experimenting
 Siswa diminta untuk menukar teks mereka dengan teks

teman sebangkunya
 Siswa diminta untuk mengoreksi apakah teks yang
mereka pegang sudah benar secara struktur
72
kebahasaannya 70 menit
Associating
 Siswa diminta untuk mendiskusikan bersama temannya

apakah teks yang telah mereka buat sudah sesuai
dengan kriteria yang telah diberikan guru.
 Siswa diminta untuk memberi penilaian
Communicating
 Siswa diminta untuk mempersentasikan hasil

pekerajaan temannya yang menjelaskan hasil koreksi
yang telah ia buat untuk temannya
 Siswa diminta untuk mengembalikan teks yang mereka
pegang ke temannya lagi
 Guru meminta siswa untuk melakukan evaluasi dengan
tulisan mereka.

Penutup
(REFLEKSI) 10 menit
jawab.
73
PERTEMUAN KEEMPAT
Alokasi
Kegiatan Deskripsi Kegiatan Wakt
u

memastikan bahwa peserta didik dapat merespon
perkataan guru.
 Guru meminta siswa menjawab pertanyaan tersebut
dalam bahasa inggris
Inti Observing
 Guru bertanya pada siswa apa saja yang sudah mereka

pelajari tentang recount teks
Questioning

74
Where was your junior high school?

What were your experiences while studying there?
What was your special moment while studying
there?
How was your junior high school life?
 Siswa bertanya kata kerja apa yang harus dipakai
dalam menjawab pertanyaan tersebut.
Experimenting
70 menit
 Siswa diminta menjawab pertanyaan tersebut
Associating
 Siswa diminta untuk bekerja sama dalam

menyelesaikan tugas yang diberikan oleh guru
Communicating

 Guru meminta siswa untuk menyusun jawaban
mereka dalam bentuk paragraf sehingga menjadi teks
recount.

Penutup
jawab. 10 menit
75
H. SUMBER BELAJAR DAN MEDIA PEMBELAJARAN

A. Sumber Belajar
a. Buku teks “English for Senior High School” (Tim Masmedia Buana Pustaka,
Kurikulum 2013)
b. Kurikulum 2013 Bahasa Inggris (grade X)
c. Syllabus SMA (grade X)
B. Media Pembelajaran
a. Hand out
b. Paragraph recount
c. LCD
I. PENILAIAN
a. Teknik : Tes tulis
b. Bentuk : Tertulis
c. Instrumen : Terlampir
J. PEDOMAN PENILAIAN
d. Rubrik Penilaian
Mark Format and content 40 marks
31-40 Fulfills task fully; correct convention for the assignment task;
Excellent to features of chosen genre mostly adhered to; good ideas/good use
very good of relevant information; substantial concept use; properly
developed ideas; good sense of audience
21-30 Fulfills task quite well although details may be underdeveloped or
Good to average partly irrelevant; correct genre selected; most features of chosen
genre adhered to; satisfactory ideas with some development; quite
good use of relevant information; some concept use; quite good
sense of audience
11-20 Generally adequate but some inappropriate, inaccurate or irrelevant
Fair to poor data; an acceptable convention for the assignment task; some
features of chosen genre adhered to; limited ideas/moderate use of
76
relevant information; little concept use; barely adequate

development of ideas; poor sense of audience
1-10 Clearly inadequate fulfillment of task; possibly incorrect genre for the
Inadequate assignment; chosen genre not adhered to; omission of key
information; serious irrelevance or inaccuracy; very limited
ideas/ignores relevant information; no concept use; inadequate
development of ideas; poor or no sense of audience
Mark Organization and coherence 20 marks
16-20 Message followed with ease; well organized and thorough
Excellent to development through introduction, body and conclusion; relevant
very good and convincing supporting details; logical progression of content
contributes to fluency; unified paragraph; effective use of
transitions and reference
11-15 Message mostly followed with ease; satisfactorily organized and
Good to average developed through introduction, body and conclusion; relevant
supporting details; mostly logical progression of content;
moderate to good fluency; unified paragraph; possible slight over-
or under- use of transitions but correctly used; mostly correct
references
6-10 Message followed but with some difficulty; some pattern of
Fair to poor organization – an introduction, body and conclusion evident but
poorly done; some supporting details; progression of content
inconsistent or repetitious; lack of focus in some paragraphs; over-
or under- use of transitions with some incorrect use; incorrect use
of reference
1-5 Message difficult to follow; little evidence of organization –
Inadequate introduction and conclusion may be missing; few or no supporting
details; no obvious progression of content; improper
paragraphing; no or incorrect use of transitions; lack of reference
to comprehension difficulty
77
Mark Sentence construction and vocabulary 40 marks

31-40 Effective use of a wide variety of correct sentences; variety of
Excellent to sentence length; effective use of transitions; no significant errors
very good in agreement, tense, number, person, articles, pronouns and
prepositions; effective use of a wide variety of lexical items; word
form mastery; effective choice of idiom; correct register
21-30 Effective use of a variety of correct sentences; some variety of length;
Good to average use of transitions with only slight errors; no serous recurring
errors in agreement, tense, number, person, articles, pronouns, and
prepositions; almost no sentence fragment or run-ons; variety of
lexical items with some problems but not causing comprehension
difficulties; good control of word form; most effective idioms;
correct register
11-20 A limited variety of mostly correct sentences; little variety of
Fair to poor sentence length; improper use or missing transitions; recurring
grammar errors are intrusive; sentence fragments or run-ons
evident; a limited variety of lexical items occasionally causing
comprehension problems; moderate word form control; occasional
inappropriate choice of idiom; perhaps incorrect register
1-10 A limited variety of sentences requiring considerable effort to
Inadequate understand; correctness only on simple short sentences; improper
use or missing transitions; many grammar errors and
comprehension problems; frequent incomplete or run-on
sentences; a limited variety of lexical items; poor word forms;
inappropriate idioms; incorrect register


78
Appendix 6: Pre-test
PRE-TEST
Name :
Class :
tittle : My Camping Activities
1. Where did you go last weekend?

2. What were you doing while you were camping there?
3. What was your special moment while you were camping there?
4. How did you feel while camping there?
5. How did you feel after the activities ended?
Make a recount text by answering the guided questions above.

79
Appendix 7: Post-test
POST-TEST
Name :
Class :
Tittle : My School Life
1. Where was your junior high school?

2. What were your experiences while studying there?
3. Whatwas your special moment while studying there?
4. How was your junior high school life?
Make a recount text by answering the guided questions above.

80
Appendix 8: Pre-test Scoring Format for Experimental Class
Pre-test Scoring Format for Experimental Class
Pre-test Scoring Format

No Name Sentence Total
Format and Organization Constrution and
Content and Coherence Vocabulary
1 Alifa Rahma Nursita 30 10 25 65
2 Rizky Hidayat 20 15 30 65
3 Fuad Syarif H 20 20 20 60
4 Almadinah Putri 20 15 30 65
5 Safirul Akrom 15 15 35 65
6 Anggita Suci 20 10 25 55
7 Adinda Ramadina 30 10 35 75
8 Billy Taymiya 25 10 25 60
9 Afifah Nur Amalia 30 15 25 70
10 Nasya Meta Anzela 30 15 30 75
11 Nashifa Shabira 30 15 20 65
12 Dedi Setiawan 30 10 30 70
13 Daffa Yudha Mahreza 30 20 30 80
14 Rizky Maulana 35 10 20 65
15 Felix Theosanto 30 10 35 75
16 Arina Khairu Ummah 35 15 20 65
17 Aulia Rizqiatillah 30 15 25 70
18 Septiani Karlina Dewi 30 10 25 65
19 Rimba Raflesia 30 10 20 60
20 Keken Bella Hendrawati 30 10 30 70
81
Appendix 9: Post-test Scoring Format for Experimental Class
Post-test Scoring Format for Experimental Class
Post-test Scoring Format

No Name Format Sentence Total
Organization
and Constrution and
and Coherence
Content Vocabulary
1 Alifa Rahma Nursita 35 20 15 75
2 Rizky Hidayat 30 20 30 80
3 Fuad Syarif H 30 15 25 65
4 Almadinah Putri 35 20 30 85
5 Safirul Akrom 35 20 20 75
6 Anggita Suci 35 20 30 75
7 Adinda Ramadina 35 20 35 95
8 Billy Taymiya 30 10 35 75
9 Afifah Nur Amalia 35 20 35 90
10 Nasya Meta Anzela 35 20 35 90
11 Nashifa Shabira 40 20 20 80
12 Dedi Setiawan 35 20 30 85
13 Daffa Yudha Mahreza 30 20 35 85
14 Rizky Maulana 35 20 20 75
15 Felix Theosanto 35 20 35 90
16 Arina Khairu Ummah 35 20 30 85
17 Aulia Rizqiatillah 30 20 35 85
18 Septiani Karlina Dewi 35 20 30 85
19 Rimba Raflesia 35 20 30 85
20 Keken Bella Hendrawati 35 20 35 90
82
Appendix 10: Pre-test Scoring Format for Controlled Class
Pre-test Scoring Format for Controlled Class
Pre-test Scoring Format

No Name Format Sentence Total
Organization
and Constrution and
and Coherence
Content Vocabulary
1 Feby Febriansyah 20 15 25 60
2 Warih Navy Lestari 25 10 25 60
3 Dinda Oktarino Saputri 25 12 20 57
4 Mayla Mayang Sari 30 16 25 71
5 Novi Efrianti 20 14 20 54
6 Bintang Putra 35 10 25 70
7 Windi Wulandari 25 17 20 62
8 Putri Septianingsih 25 15 30 70
9 Bayu Baidlowi 20 10 30 60
10 Sahara Sofie Wardani 18 20 30 68
11 Diaz nadya ratri 25 14 20 59
12 Nanda Vindi Amy 28 20 20 68
13 Retno Laelasari 20 15 25 60
14 Ivene Aleyda Nizma 25 15 20 60
15 Lita Kartika Sari 25 12 20 57
16 Fani Putri Alifa 15 20 25 60
17 Yolanda Olivia 25 20 25 70
18 Aulia Rahma 30 13 25 68
19 Bryan Adha 35 20 22 77
20 M. Samy 35 14 30 79
83
Appendix 11: Post-test Scoring Format for Controlled Class
Post-test Scoring Format for Controlled Class
Post-test Scoring Format

No Name Format Organization Sentence Total
and and Constrution and
Content Coherence Vocabulary
1 Feby Febriansyah 27 15 30 72
2 Warih Navy Lestari 20 15 25 60
3 Dinda Oktarino Saputri 25 10 30 65
4 Mayla Mayang Sari 25 17 30 72
5 Novi Efrianti 30 18 20 68
6 Bintang Putra 30 17 25 72
7 Windi Wulandari 30 14 20 64
8 Putri Septianingsih 35 10 25 70
9 Bayu Baidlowi 35 15 20 70
10 Sahara Sofie Wardani 35 14 20 69
11 Diaz nadya ratri 25 12 30 67
12 Nanda Vindi Amy 35 17 20 72
13 Retno Laelasari 20 14 30 64
14 Ivene Aleyda Nizma 25 15 23 63
15 Lita Kartika Sari 25 14 25 64
16 Fani Putri Alifa 30 15 20 65
17 Yolanda Olivia 30 17 25 72
18 Aulia Rahma 35 16 20 71
19 Bryan Adha 35 15 30 80
20 M. Samy 30 15 35 80

Putri Aisah Nings

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Putri Aisah Nings

Uploaded by

Copyright:

Available Formats

THE EFFECTIVENESS OF TEACHING WRITING RECOUNT TEXT BY

(A Quasi-Experimental Study at Tenth Grade Students of SMA Negeri 4 Kota

Presented to the Faculty of Tarbiyah and Teachers Training in a Partial

PUTRI AISAH NINGSIH

DEPARTMENT OF ENGLISH EDUCATION

PUTRI AISAH NINGSIH, 2014, The Effectiveness of Teaching Writing

Advisors: Dr. Farida Hamid, M.Pd

Key words: Recount Text, Facebook

PUTRI AISAH NINGSIH, 2014, The Effectiveness of Teaching Writing Recount

Dosen Pembimbing: Dr. Farida Hamid, M.Pd

Kata Kunci: Recount Text, Facebook

In the name of Allah the most gracious, the most merciful

Jakarta, November 2014

SURAT KETERANGAN KARYA SENDIRI

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

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

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

LIST OF FIGURES ....................................................................................... ix

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

CHAPTER II: THEORETICAL FRAMEWORK

CHAPTER III: RESEARCH METHODOLOGY

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

CHAPTER IV: RESEARCH FINDINGS AND

A. Data Description ................................................................................. 33

CHAPTER V: CONCLUSION AND SUGGESTION

Table 2.1 Example of Generic Structure of Recount Text .............................. 13

Table 3.1 A Scoring Rubric for Writing.......................................................... 27

Table 4.1 The Test Result of Experimental Class ........................................... 33

Table 4.2 The Test Result of Controlled Class ............................................... 34

Figure 2.1 The Timeline Profile ...................................................................... 17

Appendix 1 Lesson Plan of Experimental Class (First Meeting) ................... 46

Appendix 2 Lesson Plan of Experimental Class (Second Meeting) .............. 50

Appendix 3 Lesson Plan of Experimental Class (Third Meeting) ................. 55

Appendix 4 Lesson Plan of Experimental Class (Last Meeting) ................... 59

Appendix 5 Lesson Plan of Controlled Class ................................................ 63

Appendix 6 Pre-test ........................................................................................ 78

Appendix 7 Post-test ...................................................................................... 79

Appendix 8 Pre-test Scoring Format of Experimental Class ......................... 80

Appendix 9 Post-test Scoring Format of Experimental Class ........................ 81

Appendix 10 Pre-test Scoring Format of Controlled Class ............................ 82

Appendix 11 Post-test Scoring Format of Controlled Class .......................... 83

Appendix 12 Surat Bimbingan Skripsi .......................................................... 84

Appendix 13 Surat Permohonan Izin Penelitian ............................................ 85

Appendix 14 Surat Keterangan Telah Melakukan Penelitian ........................ 86

Appendix 15 Fungsi Distribusi pada Distribusi Probabilitas t-Student ......... 87

This chapter presents and discusses background of study, limitation and

A. Background of the Study

Based on Competency Standard in 2013 curricullum, the students are

To help students to solve these problems, it needs another technique in

B. Identification of the Problem

2. Students only do the exercises from textbook. Therefore, it makes

C. Limitation and Formulation of the Problem

D. Objective of the Study

E. Significance of the Study

combines some language competences, such as grammar and vocabulary.

2. The Writing Process

3. The Purpose of Writing

events, usually in order in which they happened.6 Thus, the special

2. The Kinds of Recount Text

Please Send Me a Card9

thought about postcards. My holidays passed quickly, but I did not

Although the couple’s description of what happened

3. The Generic Structures of Recount Text

4. The Language Features of Recount Text