THE EFFECTIVENESS OF USING GUIDED WRITING TOWARD THE STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT TO THE VIII GRADE AT MTs PSM JELI AT THE YEAR 2011/2012

THESIS

By:
DESY EKA ADELINA
3213083046

ENGLISH EDUCATION PROGRAM
DEPARTMENT OF ISLAMIC EDUCATION 
STATE ISLAMIC COLLEGE (STAIN)
 TULUNGAGUNG
2012
THE EFFECTIVENESS OF USING GUIDED WRITING TOWARD THE STUDENT’S ACHIEVEMENT IN WRITING RECOUNT TEXT TO THE VIII GRADE AT MTs PSM JELI AT THE YEAR 2011/2012
THESIS
Presented to
State of Islamic College of Tulungagung In Partical fulfillment of the requirements for the degree of Sarjana Pendidikan Islam In English Education Program

By:
DESY EKA ADELINA
3213083046

ENGLISH EDUCATION PROGRAM
DEPARTMENT OF ISLAMIC EDUCATION 
STATE ISLAMIC COLLEGE (STAIN)
 TULUNGAGUNG
2012
MOTTO
DON’T JUDGE A BOOK BY THE COVER

DEDICATION
This thesis is dedicated to:
1.	My beloved mom (Nurhayati) and dad (Imam Sakroni) who have given me full of love, attention, motivation, and everlasting prayer.
2.	My beloved younger brother (Didid Ahmad Baihaqy) thanks for your spirit and motivation.
3.	My beloved advisor Mrs. Nanik Sri Rahayu, M.Pd thank for your advice, guidance and motivation, so I can finish this thesis
4.	My entire lecturer who have given me guidance and a lot of knowledge.
5.	My beloved boy friend (Brian Dendiatama, S.Kom) thank for your time, though, spirit and motivation.
6.	My beloved close friends D’yumer2 (Desy, Ayu, Munir, Erna and Erlina) who always make me smile, laugh and happy, thanks for your spirit and kindness.
7.	All of my unforgettable friends in TBI-B thanks for giving me support and a wonderful togetherness. 
8.	All of my unforgettable friends in PPL in MTs A-Huda Kedungwaru thanks for your time and spirit
9.	All of my unforgettable friends in KKN Panggungkalak 3 thank a lot for your spirit and kindness.
10.	My loyal motorcycle Honda Supra X AG 5816 TU thank for the loyalty accompany me wherever and whenever I go.  
DECLARATION OF AUTHORSHIP
The undersigned below:
Name			: Desy Eka Adelina
Date of Birth		: Tulungagung, 12th December 1990
NIM			: 3213083046
Department		: Islamic Education Program/ English 
Semester 		: VIII
States that the thesis entitled “The Effectiveness of Using Guided Writing Toward The Student Achievement in Writing Recount Text of Eighth Grade of MTs Psm Jeli,” is truly my original work. It does not any material is previously written or published by another person except those indicated in quotation and bibliography. Due to the fact, I am the only person responsible for the thesis if there is any objection or claim for other.

Tulungagung, 16th June 2012
                                                              The writer

              					 Desy Eka Adelina

ABSTRACT

Adelina, Desy Eka. Registered Student. 3213083046. 2008. The Effectiveness of Using Guided Writing Technique Toward Student’s Achievement in Writing Recount Text to the Eighth Grade at MTs Psm Jeli. Thesis. English Education Program. State Islamic College (STAIN) of Tulungagung.
Advisor: Nanik Sri Rahayu, M.Pd
Keywords: Effectiveness, guided writing in the form of chain writing, Recount text.
English has four skills, they are: listening, speaking, reading and writing. One of those skills is writing, which is an activity that combines word to form meaningful messages that the writer want to express that become meaningful text or sentence. The students need ability how to mix or make the words into the meaningful sentences. Beside that, it must be consecutively in the structure and meaningful content. After knowing the highly complex of writing, teachers need to move how to select the materials and activities to be used in writing class. One of the techniques used in teaching writing is guided writing in the form of chain writing story. Guided writing is used for guiding a learner to write something. One of the possibilities for a guided writing is by the way of chained writing story. Chaining is studying how to relate something to another S-R (stimulus response). The principle of continuity, repeating, reinforcement is very important in the chaining process. In this technique, the students are divided into some groups, one group consist of four or five students. Then, they wrote a simple recount text by using chain writing story. Thus, the students will be able to develop and demonstrate their own idea freely by compose their writing into collaboration in their group in order to contribute to their writing recount text (by using chain writing story).
The formulation of the research problem were: 1) How is the student’s achievement in control class without using guided writing in the form of chained writing story in writing recount text? 2) How is the student’s achievement in experimental class using guided writing in the form of chained writing story in writing recount text? 3) Is there any significant differences achievement in writing recount text between experimental and control class?
The purposes of this study were to: 1) To find out the student’s achievement in writing recount text without using guided writing in the form of chained writing technique. 2) To find out the student’s achievement in writing recount text using guided writing in the form of chained writing technique. 3) To find out whether there is a significant difference scores on achievement of the students in writing recount text between experimental and control class.
Research Method: 1) the research design in this study was pre-experimental design with two-groups pre test and post test design, 2) the population of this study was the eighth grade of MTs Psm Jeli, 3) the sample was all of the population, they are VIIIa class consisting of 27 students, and VIIIb class consisting of 28 students, 4) the research instrument was test, 5) the data analysis was using t-test which is used to analysis the difference students taught with and without guided writing in the form of chain writing story..
The result showed that the students’ mean in pre test and post test on writing recount text in experimental class was 10.703 (poor) and 20.25 (very good). While the students’ mean in pre test and post test on writing recount text in control class were 9.85 (poor) and 14.703 (enough). The Tcount was 5.84, whereas Ttable with significance level 5% was 2.01. So, Tcount was greater than Ttable. 
It means that Ha which states that there is significant effect in using guided writing in the form of chain writing story to teach writing recount text to the eighth grade at MTs Psm Jeli is accepted. Whereas H0 which states that there is no significant effect of using guided writing in the form of chain writing story to teach writing recount text to the eighth grade at MTs Psm Jeli is rejected.
 In other words, guided writing in the form of chain writing story can be used as an alternative to teach writing recount text to the students at Junior High School level. 

ABSTRAK
Adelina, Desy Eka. Nim.3213083046. 2008. The Effectiveness of Using Guided Writing Technique Toward Student’s Achievement in Writing Recount Text to the Eighth Grade at MTs Psm Jeli. Skripsi. Progam Pedidikan Bahasa Inggris. Sekolah Tinggi Agama Islam Negeri (STAIN) Tulungagung                                                                                 Pembimbing: Nanik Sri Rahayu, M.Pd                                                                           Kata Kunci: Effectiveness, guided writing dalam bentuk chain writing, Recount text.
Bahasa inggris mempunyai empat skill, yakni, listening speaking, reading dan writing. Salah satu skillnya adalah writing, writing adalah aktivitas mengkombinasikan kata untuk membentuk pesan yang mempunyai makna yang mana si penulis ingin mengekspresikan sesuatu untuk menjadi teks ataupun kalimat yang bermakna. Di samping itu, teks dan kalimat harus berurutan dalam srukturnya dan isi yang bermakna. Setelah mengetahui tentang kerumitan dalam writing skill, guru perlu untuk memikirkan bagaiman memilih materi dan aktifitas yang akan di gunakan dalam kelas writing. Salah satu tekhnik dalam pengajaran writing adalah guided writing dalam bentuk chain writing story. Guided writing digunakan untuk membantu atau memandu siswa dalam menulis. Salah satu bentuk dari guided writing adalah chain writing story. Chain adalah salah satu cara untuk mempelajari bagaimana menghubungkan sesuatu kepada sesuatu yang lain S-R (Stimulus dan merespon). Prinsip utama dari chain writing story ini adalah kesinambungan, mengulang, dan penguatan dalam proses chain writing. Dalam hal ini, siswa dibagi dalam beberapa grup, satu grup terdiri dari empat atau lima orang. Kemudian, siswa menulis recount teks sederhana dengan menggunakan chain writing story dalam grup masing-masing. Jadi, siswa dapat menginterpretasikan dan dan mengevaluasi tulisan mereka dan bekerja sama di dalam kelompok mereka sebagaimana mereka memberikan kontribusi tulisan mereka dalam penulisan recount teks dengan chain writing story.
Berikut rumusan masalah dalam penelitian ini: 1) Bagaimana pencapaian siswa dalam kelas control tanpa menggunakan guided writing dalam bentuk chain writing story? 2)Bagaiman pencapaian siswa dalam kelas ekperimen yang mana menggunakan  guided writing dalam bentuk chain writing story? 3) Adakah perbedaan yang signifikan dalam pencapaian writing teks atara kelas control dan eksperimen?
Tujuan penelitian dari penelitian ini adalah: 1) untuk mengetauhi pencapaian siswa dalam menulis recount teks tanpa menggunakan guided writing dalam bentuk chain writing story. 2) untuk mengetahui pencapaian siswa dalam menulis recount teks menggunakan guided writing dalam bentuk chain writing story. 3)untuk menemukan apakah ada perbedaan yang signifikan antara kelas control dan eksperimen.
Metode penelitian dalam penelitian ini adalah: 1) rancangan penelitianya menggunakan pre-eksperimen dengan dua-grup pre test and post test, 2) populasi dalam penelitian ini adalah kelas VIII di MTs Psm Jeli, 3) sampel dalam penelitian ini adalah semua populasi tersebut, yakni kelas VIIIa yang terdiri dari 27 siswa dan VIIIb yang terdiri dari 28 siswa, 4) instrument penelitianya adalah menggunakan test, 5) analisis datanya menggunakan t-test yang mana di gunakan untuk menganalsis perbedaan pencapaian siswa yang diajar mengguakan guided writing story dan tanpa menggunakan guided writing in the form of chain writing story.
Hasil menunjukan bahwa rata-rata dalam pre test and post test siswa dalam menulis recount teks di kelas eksperimen adalah 10,703 (kurang) dan 20,25 (sangat bagus). Sedangakan, rata-rata siswa dalam pre test and post test di kelas control adalah 9,85 (kurang) dan 14,703 (cukup). Dalam penelitian ini t-countnya  adalah 5.84 dan t-table dengan signifikan level 5% ditemukan 2.01. Jadi t-count lebih besar dari t-table.
Hal tersebut menunjukan bahwa Ha yang menyatakan adanya efek yang signifikan dalam penggunaan guided writing dalam bentuk chain writing story untuk mengajar writing recount teks di kelas VIII Mts Psm Jeli adalah di terima. Sedangkan, Ho yang menyatakan bahwa tidak adanya efek dalm penggunaan guided writing dalam bentuk chain writing story untuk mengajar writing recount teks di kelas VIII Mts Psm Jeli adalah di tolak.
Dengan kata lain, guided writing dalam bentuk chain writing story sapat digunakan sebagai alternative untuk mengajar writing recount teks pada sisa tingkat SMP/MTs

ACKOWLEDGEMENT

Bismillahirrohmanirrohim
Praise is upon to Allah SWT: The Lord of the Universe, that under his blessing and great guidance. In addition, may Peace and Salution be given to the prophet Muhamad SAW who has taken all human being from he darkness to the lightness I eventually able to complete this thesis as one of the requirements of achieving the degree of Sarjana Pendidikan at English Study Program of State College for Islamic Studies (STAIN).
In accomplishing this thesis, I deservedly would like to acknowledge my deepest appreciation to the following persons who have helped and supported me to finish my thesis:
1.	 Dr. Maftukhin, M.Ag, as the chief of STAIN Tulungagung for his permission to write this thesis.
2.	Arina Shofiya, M.Pd, as the head of English Education Program who has given me some information so the writer can accomplish this thesis.
3.	Nanik Sri Rahayu, M.Pd, as the writer’s thesis advisor, for her invaluable guidance, suggestion and feedback during the completion of this thesis.
4.	Imam Mukhlison, S.Ag as the headmaster of MTs PSM Jeli who has given the writer permission to conduct a research at this school.
5.	Eva Dwi Agustina, S.Pd as the English teacher of MTs Psm Jeli who has given the writer a lot of information especially for the eighth grade as sample.
6.	The Eighh grade of MTs PSM Jeli in the academic year 2011/2012 for the cooperation as the sample of his research.
I would like to express my appreciation and faithful gratitude to my beloved mom, dad, brother and sisters, and also my beloved candidate husband, who voluntary spend their endless love and time for praying, take care of me and support me to finish writing this thesis. 
Finally, researcher hopes the readers could contribute developmental criticism and suggestion to improve this thesis.

					                         Tulungagung, June 16th 2012

								      The writer

								 Desy Eka Adelina
TABLE OF CONTENTS
Cover   		i
Advisor’s Approval Sheet   		ii
Legitimation from Board of Examiners  		iii
Motto   		iv
Dedication   		v
Declaration of Authorship		vi
Abstract  		vii
Acknowledgement .........................................................................................      viii
Table of Content  ..............................................................................................	    ix
List of Tables  ...................................................................................................       x
List of Appendices  ..........................................................................................      xi
CHAPTER I INTRODUCTION
A. Background of the Research   		1
B. Formulation of the Research Problems   		5
C. The Purpose of Study   		6
D. Hypothesis   		6
E. Significance of Study   		7
F. Scope and Limitation of Study .....................................................................      8
G. Definition of Key Terms ..............................................................................      8
H. Research Paper Organization .......................................................................      9
CHAPTER II REVIEW OF THE RELATED LITERATURE
A. Definition of Writing   		11
B. Teaching Writing   		15
C. Recount Text   		19
D. Guided writing in the form of chained writing story		22
E. Technique of teaching writing recount text using guided writing in the form of  chained writing story 		23
F. How to evaluate writing skill. 		25
CHAPTER III METHODOLOGY
A. Research Design   		30
B. Population, sample and sampling   		32
C. Variable		33
D. Place and time of the research		34
E. Data and Data source		34
F. Research Instrument		35
G. Method of Collecting Data 		38
H. Method of data analysis    		40
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Description of Data   		45
B. The Result of Quantitative Data   		46
1.	Control Class		47
a. Pre test of control class		47
b. Post test of Control class		48
2.	Experimental Class		51
a. Pre test of Experimental class		51
b. Post test of experimental class		53
3.	The calculation of t-test		56
a. The calculation of pre test and post test both control and experimental   56      
b. The calculation of t-test  		57
C. Hypothesis Testing 	 	60                            
D. Discussion 		61
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusions   		64
B. Suggestions   		66
BIBLIOGRAPHY   		68
APPENDICES   		70

LIST OF TABLES
Table 2.1 Scoring Guide   		27
Table 2.2 Rating Scale   		29
Table 3.1 Two Sample Pretest-Posttest Design		31
Table 3.2 Scoring Guide  		41
Table 3.3 Rating Scale		42
Table 4.1 Pre test score of Control Class		47
Table 4.2 The interpretation of the Pre Test score in Control Class		48
Table 4.3 Post Test score of Control Class  		49
Table 4.4 The interpretation of the Post Test score in Control Class		50
Table 4.5 Pre Test score of Experimental Class		52
Table 4.6 The interpretation of the Pre Test score in Experimental Class		53
Table 4.7 Post Test Score of Experimental Class		54
Table 4.8 The interpretation of the Post Test score in Experimental Class		55
Table 4.9 The Result of Control class		56
Table 4.10 The Result of Experimental class		57

LIST OF APPENDICES
Appendices
1.	Pre test both control and experimental
2.	Post test both control and experimental
3.	Lesson Plan 1 and 2
4.	Lesson Plan 3 and 4
5.	The students’ work sheet of post test in control class
6.	The students’ work sheet of post test in experimental class
7.	The Distribution of t-table
8.	Research Declaration Letter
9.	Curriculum Vitae
10.	Guidance Card

CHAPTER 1
INTRODUCTION
In this chapter the researcher presents some points related to the this research. Those include (a) background of study, (b) formulation of the research problem, (c) purpose of the study, (d) hypothesis ,(e) significance of study, (f) scope and limitation of study, (g) definition of key terms and (h) organization of study. 
A.	Background of Study
Language is a tool we use to communicate with other people. We encode what we want to say using language which is made up of range of component. They are individual letter, combined letters, word, phrases, clauses, and sentences, (Lindsay and Knight, 2006:27). A language is a system which is operated in communication using, signs, sound, and gesture or written form. It is important to every human to know about language because they always use the language to communicate the ideas or feelings by the use of conversation, gesture or written form. They are able to give information to each other; express their feeling of sad and happy using a language. 
In this time, globalization is familiar term in our daily life. Globalization involved many countries to make cooperation in many sectors. This condition makes each of countries build a relationship to another country in all of sectors, such as, agriculture, education, economic, free-market etc. It is enable the people from every countries to enter our county freely because there is a relation among those countries. Then, language is the basic factor which is used to communicate in this condition. David Block and Deborah Cameron (2002: 1) state that language is the primary medium of human social interaction, and interaction is the means through which social interaction are constructed and maintained. However, language also becomes an obstacle to make a communication in this globalization because the language that used in each country is different. The way how to communicate in this condition is using English language. As a language which is used by more than a half of population in the world, English holds the key as international language. English is a tool of communication among people of the world to get trade, social-cultural, science, and technology goals.  
English language is an international language which is used the human to communicate with other countries in the world as an international language. English competence also an important one in career development, therefore students need to understand and use English to improve their confidence to face global competition. Because of English to be an international language, the government of Indonesia enters the English language on the school’s curriculum. Now days, an elementary school, junior high school, senior high school learn about English. It is important to understand more about English because it can be the opportunities to go International with English. Beside used in science, knowledge, technology and art, English can be tool to get the aim at economic trade, international relation, social culture purpose and education with developing career. That’s why, we should study English.
English has four skills, they are: listening, speaking, reading and writing. One of those skill is writing, which is an activity that combine word to form meaningful messages that the writer want to express that become meaningful text or sentence. When we write, we use graphic symbols: that is, letters or combinations of letters which relate to the sound we make when we speak.  The symbols have to be arranged, according to certain convention to form word and words have to be arranged to form sentences, Byrne (1979: 1). Moreover, the writing skill involved the ability of grammatical, vocabulary and spelling. According to the curriculum (Depdiknas: 2006), the goal of teaching learning at Junior High School is that the students must be able to develop communicative competence in written as well as in spoken to achieve functional literacy level. They are expected to be able to communicate both in spoken and written form to solve problems in their daily lives.
 In this time, curriculum of English material is taught based on the text. One of the texts that has to be learn by the eighth students of Junior High School is recount text. The students have to be able to understand the essence of those texts itself and create a recount text cohesively, meaningful and continuity based on the social function, lexicogrammatical and generic structure of the text. Recount text is one of the material that discussed in that level. The purpose of this text is telling something happened in the past and this text also has the structure, namely orientation, events, and re-orientation. Then, the students need ability how to mix or make the words into the meaningful sentences. Beside it must be consecutively in the structure and meaningful content, it also pay attention to the punctuation. 
After knowing the highly complex of writing, teachers need to move how to select the materials and activities to be used in writing class. To be more interesting, the teachers have to create many ways to explain the English material so that it can be understood by the students. Especially in teaching writing, the teacher must create a way that can make the students be able to make good writing texts.
Some consideration of selecting good materials and activities can help the teacher to make decision of what to do in classroom. So, the teacher must be create the English lesson especially for writing skill is more interesting and creative because writing is one of the difficult and complicated skill. There is no doubt that writing is the most difficult skill for L2 learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable text, Ricards and Renandya (2002: 303). 
Based on the statement above, the teacher select one of the best processes that used to encourage writing development, it is a guided writing technique in the form of chained writing story. The writer choose guided writing in the form of chained writing story as a technique to develop the students’ ability in writing recount text. Through this technique, the teacher gave the opportunity for the students to develop and demonstrate their own idea freely by compose their writing into collaboration in their group by the way chain wring story. Chain story is one way in increasing the ability in writing of the students because it is more interesting, attractive and fun. The practice of writing under a set of rules provided by a teacher. In this Guided writing involves a teacher which is give theme could be used as the story. The aim of this chained writing story is to stimulate and motivate the students’ writing, so they can cooperate with their friends to get some ideas in making recount text coherently, meaningful, continuity and readable text. Then, it also to support learners in their psychologically, togetherness and cognitively difficult activity.
Based on the descriptions above, the writer used guided writing in the form of chained writing story to develop the students’ ability in writing recount text. She assumed that guided writing would help the students to develop and arrange their ideas each other coherently in recount text. Thus, the writer was focused on the students’ recount text writing ability. 
In other words, the writer conducted guided writing in the form of chained writing story as a technique in developing the students’ ability in writing recount text in the level of junior high school, it is MTs Psm Jeli. The writer wants to increase the writing recount text in this level because there is also the material of recount text in the next level that is senior high school. Thus, by learning writing recount text in this level, the students do not find the difficulties in writing recount text in the next level. From the description above the writer tries to make this study entitle: “The Effectiveness of Using Guided Writing Toward The Students’ Achievement in Writing Recount Text at The Eighth Grade of MTs PSM Jeli at The Year 2011/ 2012”. 
B.	Formulation of the Research Problem
Based on the background of the study, the problem of this study is formulated as follows:
1.	How is the student’s achievement in control class without using guided writing in the form of chained writing story in writing recount text?
2.	How is the student’s achievement in experimental class using guided writing in the form of chained writing story in writing recount text?
3.	Is there any significant differences achievement in writing recount text between experimental and control class?
C.	The Purposes of the Study
Based on the research problem, the study is intended to:
1.	To find out the student’s achievement in writing recount text without using guided writing in the form of chained writing technique.
2.	To find out the student’s achievement in writing recount text using guided writing in the form of chained writing technique.
3.	To find out whether there is a significant difference scores on achievement of the students in writing recount text between experimental and control class.
D.	Hypothesis
The are two hypotheses in this study namely, alternative and null hypotheses. The hypotheses are, as follows:
Ha:	There is a significant effect of treatment using guided writing in the writing skill achievement of the second grade students. 
Ho:	There is no a significant effect of treatment using guided writing in the writing skill achievement of the second grade students.

E.	The Significance of the Study
By conducting this study, the writer hopes that the result of this research will be useful for the reader, especially: 
1.	Teacher
Giving a reference to development of teaching learning process especially in writing, which chained writing story, can make the students’ writing will be better. Then, to know the student’s ability in writing then it will give a chance to the teacher to choose the better method of teaching writing.
2.	Students
Giving a contribution to the students how to improve their skill in writing using guided writing inthe form of chained writing story, Hopefully, this study helps the students in getting the target language, improving their writing skill and motivating them to get the best result .
3.	School
The finding is hopefully useful for the school board as informative data in making use guided writing available in schools in the teaching and learning process of writing.
4.	Headmaster
The result of this study will add new experience in teaching and learning English. Then, the headmaster can improve the system of education and add this technique as good reference for their English teacher.

5.	Future Researcher
Giving a profitable description to any further researcher which wants to study the same case, so this study becomes a helpful information and useful reference for the next study. 
F.	Scope and Limitation of The Study
The scope of this study, the writer only focuses the effects of treatment using guided writing in the form of chained writing story in teaching writing of recount text. It is an activity that the students write a paragraph in their groups and continue by the other students in group.
The limitation of this study is conducted only for the eighth grade, they are A and B class that consists of 54 students of MTs PSM JELI in Academic year 2011/2012. Thus, the result of this study only generalized or applied to the target population, specifically to the eighth grade students of MTs PSM JELI, Karangrejo, Tulungagung.
G.	Definition of Key Terms
 There are some terms in this study that should be clarified, as follows:
a.	Writing 
Writing is basically the process of expressing ideas and thoughts of the writer using knowledge of structure and vocabulary to combine the words and the writer’s ideas as a means of communication in the written form.
b.	Recount Text
The text that is telling what happened in the past through sequence events (in order in which the events occurred).
c.	Writing Recount Text
Writing recount text is arranging words became a sentences and set into good paragraph which contain of story past tense which the purpose is to inform and entertain the reader.
d.	Guided writing in the form of chained writing story
-	Guided writing is a strategy that uses the writing process to facilitate student’s learning from text. Guided writing also allow the teacher to provide support for students in constructing meaning, Smith and Bean (1980) .
-	Chaining is studying how to relate something to another S-R (stimulus response). The principle of continuity, repeating, reinforcement is very important in the chaining process. Chaining occur when there is a relation between S-R, because it is happening after another one. Thus, it is based on the contiguity, Djamarah, Zain (2010: 14).
-	Guided writing in the form of chained writing story
Guided writing in the form of chain writing story is when two or more people get together and goes back and forth, adding bits to a story. Each person could write one sentence, one paragraph, or even one page. The story chain strategy gives students the opportunity to demonstrate their understanding of newly learned material.
H.	Research Paper Organization
The organization of the research paper is given in order to make the readers uderstand the main point of this thesis. It will be divided into:
Chapter I is introduction which deals with the background of the study, formulating of the problem, the purposes of the study, the significance of the study, scope limitation of the study, definition of the key terms, research paper organization.
Chapter II is theoretical background or review of literature. It consists of underlying theories that include the definition of writing and the process that consist of writing, the role teacher in teaching writing, recount text, definition of guided writing in the form of chain writing story, teaching guided writing in the form of chain writing story in writing recount text. 
Chapter III is the research method. It covers : research design, population, variable, source of data, techniques of collecting data, instrument, technique of data analysis, hypothesis testing. 
Chapter IV deals with result and discussion of the study that is loaded of result that contain of data presentation, data analysis and hypothesis testing; and discussion.
Chapter V presents the conclusion of the study and suggestion for further study.

CHAPTER II
REVIEW OF RELATED LITERATURE
In order to sharpen the theoretical framework of this study, this chapter is devoted to review some relevant theories and studies concerning with (a) definition of writing, (b) teaching writing, (c) recount text, (d) guided writing in the form of chained writing story, (e) the technique of teaching writing recount text using guided writing in the form of chained writing story and (f) how to evaluate writing skill.
A.	Definition of Writing
Writing skill is an important part of communication. It can communicate or express their ideas, feeling, thought in written form so, the reader know about what the writer fell, think through writing. According to Byrne (1979: 1) writing can be said to be the act of forming these symbols: making marks on a flat surface of some kind. But writing is clearly much more than the production of graphic symbols, just as speech is more than the production of sounds. The symbols have to be arranged, according to certain conventions, to form words, and words have to be arranged to form sentences. Thus, writing is basically the process of expressing ideas and thoughts of the writer using knowledge of structure and vocabulary to combine the words and the writer’s ideas as a means of communication in the written form. In addition, besides to communicate writing has the general purposes: to inform, to persuade, to express, and to entertain and specific purpose, to be clear, writing should have a specific purpose, Betty Mattix Dietsch (2003: 4).
Writing is one of the most difficult skills that the students should do because it is need the skills how to build the idea, how to arrange the words or sentences so that all of this is meaningful in written communication in order that the reader can understand the message or the information. But John Langan (2005: 12) said that a realistic attitude about writing must build on the idea that writing is a skill. It is like driving typing, or cooking; and, like any skill, it can be learned. So, writing is very an important skill that we should be learn because writing is tool of transferring an information, messages, opinions or to ask questions in written form for the reader so they can organize their thought into language. 
Furthermore, John Langan (2005: 14) said that to communicate effectively, people must constantly adjust their speech to suit their purpose and audience. This same idea is true for writing. When you write for other, it is crucial to know both your purpose for writing and the audience who will be reading your work. Hence, the students can communicate their ideas and their thoughts to others through written form such as letter, message, or invitation for communication however the writer can not produced a writing directly but it is need to think something about what the writer want to write so the result of writing to be good in the structure, punctuation, grammatical, meaningful and coherence, effectively. Betty Mattix Dietsch (2003: 8) states that effective writing is focused, fresh and appropriate. The purpose and organization are clear; words and sentences reflect a sense of style; words mean what they are intended to. Spelling observes standard usage; grammatical structures fit the ideas they house; and punctuation makes relationships clear. 
According to (Langer, 1986) in Makhan L.Tickoo, writing is cognitive activity. In this skill students make an activity that produces something from mind become meaningful a text or sentences. It is important to the writer know the syntactical structure or the smallest components in writing before they start to write. They are:
a.	Word
Word is the combination of letters and a symbol for an object, action, or intention. Another explanation about word is a sound or a combination of sounds, or its representation in writing or printing, that symbolizes and communicates a meaning and may consist of a single morpheme or of a combination of morphemes.
For example: cat, father, market, school.
b.	Phrase
The combination or group of words that have meaning but it is not consist of subject and predicate.
For example: new car, clean house.
c.	Clause
A clause is a group of words that contains subject and verb. There are two kinds of clauses in English: independent clauses and dependent clauses. 
•	Independent clause has one SV (subject and verb) combination and expresses a complete thought. It can be a sentence by itself. A simple sentence is an independent clause
For example: Jakarta has excellent art museums.
•	Dependent clause is an independent clause with a subordinating conjunction added to the beginning of it.
For example: ........because it has excellent art museums......
d.	Sentence
A sentence is a group of words that contains a subject and verb and expresses a complete thought. The sentence is traditionally (and inadequately) defined as a word or group of words that expresses a complete idea and that includes a subject and a verb. Basically, there are four kinds of structure sentences. They are:
•	Simple sentence is a sentence that has one subject and verb combination. For example, I love you
•	Compound sentence is two simple sentences connected by a comma and a coordinating conjunction. This sentences that consists of two independent clauses. For example, I like cartoon movie however I do not like horror movie.
•	Complex sentences has one independent and one or more dependent clause. A comma is needed if the dependent clause comes first. For example, because it was a sunny day, we went to the beach. 
•	Compound complex sentences has two independent and one or more dependent clause. For example, I like cartoon movie but I do not like horror movie eventhought I often watch them.
Writing is also part of the language learning process, we write: to practice the language, to reinforce the language we have learnt, to help memorization, as a way of recording language, as part of being assessed, Cord Lindsay and Paul Knight, (2006: 86). Shortly, writing skill deals with the ability to arrange the graphic system such as letter, words, and sentences of certain language being used in written communication in order that the reader can understand the message or the information.
B.	Teaching Writing
Cord Lindsay and Paul Knight (2006: 3) said that teaching is the teacher’s job to help learners learn. Teaching writing is teaching the students how to express the idea or imagination in writing form. Writing is more than productive skill in the written mode. It is the complicated skill than the other three skills, even for native speakers of language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way. Thus, teacher are able to select a suitable material in writing class, so that materials and technique will be understandable for the students and they can express their idea, thinking into good writing. According to White (1943: 7) Good writing is a product of careful thinking and incorporates the following four characteristics: (a) the appeal to a target audience, (b) A coherent structure, (c) A smooth, detailed development and (d) An appropriate style. Those characteristics almost same with the Nanik Sri Rahayu (Unpublished) state that the elements of good writing is SPA, SPA is an acronym that stands for subject: a subject that you know well and understand, purpose: a clear purpose for writing, and audience: an audience that you have identified, three of the most important elements of good writing. 
Based on the statement above, it is clear that in writing the teacher should guide the students to write or how to express the ides in writing form. In practicing their writing, they have to follow the steps of process writing to make their writing more effective and help the students to write a text become easier. What students do before writing is very important, because the student can be guided to think about a topic in relation to a perceived audience. In this activity of writing involved process writing. Anthony Seow in Richard and Renandya (2002) describes the process approach to teaching writing, which comprises four basic stages, those processes are: planning/prewriting, drafting, revising and editing.
1.	Pre writing
This first stage of writing is simply setting forth ideas in whatever shape or from that is handy for your fragment, lists, or sentences. The purpose of prewriting is to get ideas down on paper (Betty Mattix Dietsch, 2003: 9). This step to generate and build the student’s idea. There are some popular ways generate ideas in prewriting:
-	Brainstorming	: Brainstorming captures ideas as they flit by, either as words, phrases, or fragments. The secret of success in brainstorming is to think fast and forgo criticism. Based on the state of Betty Mattix Dietsch above the students try to write or make a list of every word, every phrases, every idea that come into the students mind quickly.
For example: Topic: How to Have a Successful Garage Sale
1.	Collect used things in good
2.	Conditions
3.	Clean everything
4.	Old dishes
5.	Store them in the garage, Hogue (1996: 35)
-	Free writing	: Within a limited time of 1 or 2 minutes, individual students freely  and quickly write down single words and phrases about topic, Anthony Seow in Richard and Renandya (2002: 316). The students write everything that comes into their head about their chosen topic. Don’t stop to edit, even if you make mistakes. The students do not even have to write complete sentences. Just write everything that comes into the student’s mind and topic.
-	Clustering	: Clustering like listing, is another way to get ideas to write about. Write down every word, phrases that pop into your mind about the topic. However, instead of writing them down in a list, you write them in circles, or bubbles around your topic. 
For example: Topic: My Garden, Hogue (1996: 91)

green

Cool feeling

My garden

flower

trees

peaceful

2.	Drafting
At the drafting stage, the writer focused on the fluency of writing and is not preoccupied with grammatical accuracy or the neatness of the draft Anthony Seow in Richard and Renandya (2002: 317). Thus, after the student generated ideas, they need to write down. In the second stage of writing, you transform ideas into sentences in a semi organized manner so; the writer must be able to develop the ideas to be comprehensive text for the reader based on rough plan in the first stage. Here, the purpose is to let your ideas develop, expand, and form links. Drafting is primarily a stage of discovery and exploration.
3.	Revising
During revision your goal is to rethink ideas, refine, and develop them. You may drastically recognize the draft. During this time, you reshape ideas expanding, deleting, and clarifying. John Langan (2001: 34) revising means rewriting a paper, building on what has already been done, in order to make it stronger. Many students believe that revision is about correcting grammar, spelling and mechanics. While these things are important, revision is primarily concerned with making the ideas clearer.
4.	Editing
Editing is the stage in the writing process where the writer makes changes in the text to correct errors (spelling, grammar, or mechanics). The final stage requires examining ideas, details, words, grammar, and punctuation attending to matters within each sentence. Here the emphasis is not only on accuracy and correctness but also on clarity Betty Mattix Dietsch (2003: 9).
From the description above, guided writing in the form of chained writing story plays the important roles in the four stages of writing.
C.	Recount text
Recount text is one of the text which retell events or experiences in the past. It can be what the writer has done, heard, read and felt and it present the past experiences in order of time or place. Djuharie (2007: 44) said that recount text is a type of text contents reported events, someone activity or the experience of someone. It summarizes the introduction and close with the writer’s subjective feeling concerning the events. The purpose of this text not only telling what happened in the past through sequence events (in order in which the events occurred) but also to inform or to entertain the audience related the past event. There are some kinds of recount text based on the Mukarto, et al (2007)
1)	Personal recount 
A personal recount usually retells an experience in which the writer was personally involved. It list and describes past experiences by retelling events. The purpose of a personal recount are to inform, entertain the audience (listener or readers), or both. 
2)	Procedural recount
A procedural recount records the events such as a science experiment or a cooking experience. It presents the events chronologically (in the order in which they happened). The purpose of procedural recount is to inform listener or readers.
3)	Biographical recount
The purpose of biographical recount is to inform by retelling past events and achievements in a person’s life. It presents the events chronologically (in the order in which they happened).
Generally, recount text has a generic structure, those are: 
1.	Orientation
In this step consist of background of information. The orientation provide or introduce the participants begins by telling the reader who was involved, what happened in that past events, where this events took place and when it happened.
2.	Events
In this structure the writer want to describe what happened in the past in chronological order. So, it is tell the events chronologically. It begins from the first event, followed by the second event to the last event.

3.	Re orientation
The final section concludes the recount by summarizing the events, a closing statement or evaluating the topic’s importance or offering personal comment or opinion.
According to Djuharie (2007) recount text often use language features, those are:
a.	Certain noun as personal pronoun, such as, Seanu Prabu, Djuharie.
b.	Individual participant, it is focuses on particular or specific actors.
c.	Using past tense, using verb past tense, such as, went ran ate, etc.
d.	Using time connective and conjunction to organize the events or used to link clauses within sentences, such as, after, before, after that, etc.
e.	Using action verb that showed an activity or something happened, such as, stayed, climbed, killed, etc.
f.	Using adverb that showed the place, time and manner, such as, yesterday, at home, and slowly, etc.
An exampe of recount text, source from Kistono (2007: 75)
My Tri to Bunaken
Orientation:
Last year I left New Zealand for Bunaken Island. I went there with a group    of New Zealand divers. There were thirteen of us going together. Getting there was not quite easy. 

Event 1: 
Soon after our arrival at Bunaken, we got a general briefing. It included a description about how to take pictures under water. We were also told what we may and may not do. 
Event 2: 
Then, we began our diving. In our diving, we saw groups of tiny fish. In order to identify them, we need a good guide.without some knowladgeof their habit and behaviour, it would be difficult to identify them. 
Re orientation: 
In summary, the trip was mostly enjoyable. This place is so impressive with its marine life. 
D.	Guided writing in the form of Chained Writing Story
Many ways teachers can do to encourage students to write, the one which may be familiar to teachers is guided writing. Robin Eanes state that the guided writing procedure, designed by Smith and Bean (1980) in Robin Eanes, is a strategy that uses the writing process to facilitate student’s learning from a text. A guided writing is used for guiding a learner to write something. One of the possibilities for a guided writing is by the way of chained writing story. Chaining is studying how to relate something to another S-R (stimulus respons). The principle of continuity, repeating, reinforcement is very important in the chaining process. Chaining occur when there is a relation between S-R, because it is happening after another one. Thus, it is based on the contiguity, Djamarah, Zain (2010: 14). A chain writing story is when two or more people get together and go back and forth, adding bits to a story. Each person could write one sentence, one paragraph, or even one page. The story chain strategy gives students the opportunity to demonstrate their understanding of newly learned material (Bangert-Drowns, Hurley, & Wilkinson, 2004). This technique will help the students to see the sequence of a text which will lead to the understanding of the text. Also this technique will make the students interested in the passage. 
The process involves a small group of students writing a story using the information and the concepts they learn. The process involves a small group of students writing a story using the information and the concepts they learn. The story chain will include a beginning, middle, and a logical ending or the solution to a problem.  By writing out new understandings in a collaborative context, students provide themselves and the teacher a reflection of their developing knowledge (Graham & Perin, 2007).   
Harmer (1991: 329) state writing in groups, whether as part of a long process or as part of  a short game like communicative activity, can be greatly motivating for the students, including as it does, not only writing, but research, discussion, peer evaluation, and group pride in a group accomplishment. Thus, chained writing story allow students to demonstrate their understanding of newly learned material. Story chains also promote the application of content area concepts through writing. Here, the benefits of Chain Writing Story:
Since everyone starts a paper simultaneously, there will be one paper per student,each student will have written each section of a paper, but on seven different papers. Thus, each student must read and understand the previous work on the paper they receive in addition to being able to add to the paper in the proper way. Thus, they are practicing a great deal of their communication skills in this exercise, while getting a chance to be very creative and working in teams to produce a short paper, (Kris Green)
E.	Teaching Writing Recount Text through Chained Writing Story
This Guided writing in the form of chained writing story is an activity in which the students are guided to express their ideas into the written form by giving them a topic or theme which is given by the teacher. Then, the teacher decided how much the students must produce the sentence.
Guided Practice
a.	The writer divided the class into five or six groups that one group consist five or four students. The groups’ task is to write a recount text by using an action chain for the sentence. 
b.	The teacher gave a topic for the students and then gave a chance each of the students in group to produce one paragraph from a generic structure of recount text itself. Then, continue by chain action to another students in group. In this treatment, the writer limited two events for the students
c.	Give the students about 90 minutes to compose their action chains and they must finish the task of recount text from orientation, events, and re orientation by chain writing story. The teacher decide to give two events for them.
d.	Allow students to share their sentences in front of the class.
The students decide the plot, character, situation and events of the story based on the topic then they start chained writing with their friends. Thus, the first step that the teacher do in the class is introdue them the generic structure of recount text and give them an example of the text itself, look into the tenses that they should use during writing. for the task, then the teacher encourage the student to write a chained story in which each student produce the limitation of sentence to create a story. First thing to do is the teacher ask them to recommend a topic that could be used as the story that they going to produce, then they should decide the characters, the orientation, events, and re orientaton of recount text itself of the story then they start the chained writing. This is the  one  of the story produced by the eighth grade students cooperatively.
Each of the students in their group have chance to write one paragraph from each structure and then continue to another student to write the sentences or other structure. Nevertheles, students have to give attention in their writing, it must coherent, understandable, and meaningful. This technique are able to motivate and stimulate the student’s writing, because this technique is more attractive and fun than the other. It is need a good coorperation to make a good writing recount text. 
F.	How to Evaluate Writing Skill
There are some elements that should be attention by the teacher to evaluate student’s writing, such as grammatical, vocabulary, continuity and others. Many of issues that arise for the testing of writing echo themes in earlier sections. They include choices of task type and genre, and decisions about the weighting to be given to the following dimensions:
a.	Grammatical control and mechanical accuracy (spelling and punctuation).
b.	Appropriate level of grammatical complexity according to purpose audience.
c.	Organization and topic development.
d.	Range and appropriateness of vocabulary selection.
e.	Overall impressions of text coherence, (Allison, 1999: 130).
 Writing skills are complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical device but also conceptual and judgemental element. The following analysis attempts to group the many and varied skill necessary for writing good prose into five general components or main areas. Different from Allison, Heaton state that there are five general components in evaluating student’s writing. It is similiar of Allison’s statement that there are some elements ways to evalutae student’s writing. They are:
a.	Language use: the ability to write correct and appropriate sentences;
b.	Mechanical skills: the ability to use correctly those conventions peculiar to the written language – e.g. punctuation, spelling;
c.	Treatment of content: the ability to think creatively and develop thoughts, excluding all irrelevant information;
d.	Stylistic skills: the ability to manipulate sentences and paragraphs, and use language effectively;
e.	Judgment skills: the ability to write in a appropriate manner for a particular purpose with a particular audience in mind, together with an ability to select, organize and order relevant information “J.B. Heaton (1975: 135).
Therefore, the researcher used five aspects of writing to evaluate the students’ ability in writing recount text and in this study the researcher used analytic scoring guide, because by using analytic scoring guide the researcher gets students’ writing achievement completely and specifically also more details scoring so we need to consider from many criteria of writing itself. Here are the analytic scoring guides to asses the students writing achievement based on Cohen (1994: 328-329) in Ida Isnawati (unpublished: 45): 
Table 2.1 Scoring Guide
Content  
5
Excellent	Main ideas stated clearly and accurately, change of opinion clear	
4
Good	Main ideas stated fairly clearly and accurately, change of opinion relatively clear	
3
Averege	Main ideas somewhat unclear and innacurate, change of opinion somewhat weak	
2
Poor	Main ideas not clear or accurate, change of opinion weak	
1
Very poor	Main ideas not at all clear or accurate, change of opinion very weak	

Organization 
5
Excellent 	Well organized and perfectly coherent	
4
Good 	Fairly well organized and generally coherent	
3
Average 	Loosely organized but main ideas clear, logical but incomplete sequencing	
2
Poor 	Ideas disconnected, lacks logical sequencing.	
1
Very poor	No organization, incoherent.	

Vocabulary  
5
Excellent 	Very effective choice of words and use of idioms and word forms	
4
Good 	Effective choice of words and use of idioms and word forms	
3
Average 	Adequate choice of words but some misuse of vocabulary, idioms and word form	
2
Poor 	Limited range, confused use of words, idioms, and word forms	
1
Very poor	Very limited range, very poor knowladge of words, idioms, and word forms.	

Grammar  
5
Excellent	No errors, full control of complex structure	
4
Good 	‘almost no errors, good control of structure	
3
Average 	Some errors, fair control of structure	
2
Poor 	Many errors, poor control of structure	
1
Very poor	Dominated by errors, no control of sturcture.	

Mechanics 
5
Excellent 	Mastery of spelling and punctuation.	
4
Good 	Few errors in spelling and punctuation.	
3
Average 	Fair number of spelling and punctuation errors	
2
Poor 	Frequent errors in spelling and punctuation	
1
Very poor	No control over spelling and punctuation.	

SCORE: 
Content.....+Organization....+Vocabulary....+Grammar....+Mechanic.....=....(total) 
There are limitations of total score here to categories students’ achievement, the maximum total score of writing is 25 and the minimum total score is 5. Only students who get score more than 10 can pass the test. Passing score is scores that have to be reached by students in order to pass the test. The score can be categorized in the table bellow:
Table 2.2 Rating Scale
Score	Criteria	
21 – 25	Very good	
16 – 20	Good	
11 – 15	Enough	
5 – 10	Poor 	

CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research method. It focuses the method used in conducting this study which covers (a) research design, (b) population and sample, (c) variable data, (d) place and time of the research, (e) data source, (f) research instruments, (g) data collecting and (h) method data analysis.
A.	Research Design
Research design is all needed process in planning and conducting a research. The design of this study is conducted of experimental design. According to Ary (1985:26) Experimental research is a scientific investigation in which an investigator manipulates and controls one or more independent variables and observes the dependent variable or variables for variation concomitant to the manipulation of the independent variables. Experimental research can be done in the laboratory, in the class and in the field. In this study, the experimental research will be done in the class with taking students as population. 
This experimental used pre-experimental with two groups pre test – post test design. It deals with two groups; an experimental class and a control class. Appliying the design, the experimental class is the class which gets the treatments by applying guided writing in the form of chained writing technique and the control class is the class which gets the treatments by using the conventional technique. 
The use of control class is aimed at proving whether the increase scores or achievement possibly got by the researcher in the experimental class are really caused by the application of the treatments in the class. Then, both experimental class and control class received the same pre-test and post-test The test which do before treatment called pretest and after treatmentt called posttest. The criteria whether chained writing story can increase the students’ ability in writing recount text was determined by the differences between the scores of post test between experimental and control class. Pre experimental research involved administaring pretest to the dependent variable, applying the experimental treatment X to the experimental class, and administaring post test. 
 The design of this research can be seen at the table bellow: 
Table 3.1 Two Sample Pretest-Posttest Design
		Class	Pretest	Treatment	Posttest	
Experimental
Control	Y1
Y1	X
_	Y2
Y2	

Y1	: Pretest
X	: Treatment
_	: There is no treatment
Y2	: Posttest
The data of this pre experimental design in the form of quantitative. Quantitative data means the data are in numerical form, obtained through counting and measurement, Longman Dictionary (1992: 302). This study intended to investigate the effectiveness of using chained writing story on the student’s achievement of writing recount text at the eighth grade of MTs PSM Jeli at the year 2011/2012. The use of this treatment is aimed at proving whether the increase scores possibly got by the researcher in the experimental class than control class. Thus, the effectiveness of that treatment will be known the significant score when the students taught using chained writing (experimental class) and without using chained writing (control class)
B.	Population and Sample, Sampling
1.	Population 
Gay (1987:102) states that the population is the group of interest to the researcher. In this study, the writer took the population that is all of eighth grade which consist of two classes A and B class, the groups to which sthe writer would like the results of the study to be generalizable. The population of this research was the eighth grade of MTs PSM Jeli that consist of 54 students.
2.	Sample 
A sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population, John W. Creswell, (2008: 152). Sample of this study took from the A that consists of 27 students and B class consists of 27 students of the eighth grade of MTs Psm Jeli.
3.	Sampling
Then, the term “sampling” as used in research refers to the proces of selecting the individuals who will participate (e.g., be observed or questioned in a research study), Fraenkel, Wallen (1996:111). So, sampling is the process of selecting units from a population of interest so that by studying the sample we may fairly generalize our result back to the population from which they were chosen. 
In this study, the writer used total sampling, total sampling is the technique of determining sample which is all of the population is used to be a sample, Sugiyono, (2011: 68). Thus, the sample of this study is the eighth grade of MTs Psm Jeli that all of the population to be a sample, they are A and B class. There were two classes of  eighth grade of MTs PSM Jeli, then  the writer divided into experimental and control classes. The results were A class as the control class and B class as the experimental class. 
Based on the explanation of the English teacher, both of these sample or class has the same criteria:
-	The ability of these classes is homogeneous especially in English competence.
-	These classes have same ability on writing skill
-	The English teacher used the same material of English lesson for these classes. 
C.	Variable
A variable is any characteristic or quality that varies among the members of particular group, Fraenkel, Wallen (1996: 61). In research, this term refers to the measurable characteristics, qualities, traits, or attributes of a particular individual, object, or situation being studied. Researcher often refer to variables by terms dependent and independent variables. 

1.	Independent variable
Independent variable is variable that consequence of or upon antecedent variables. In this study the teaching writing by using guided writing in the form of chained writing story is independent variable.
2.	Dependent variable
Dependent variable is the response or the criterion variable that is presumed to be caused by or influenced by the independent treatment conditions and any other independent variables. In this study the dependent variable is students’ achievement in writing recount text.
D.	Place and Time of The Research
The researcher took this school to conduct a research. It was MTs Psm located in Jeli, Karangrejo, Tulungagung, especially for the students in A and B class in the academic year 2011/2012. The study was done in May 3th up to 24th 2012
E.	Data and Data Source
1.	Data 
The data refers to the kinds of information researchers obtain on the subject of their research, Fraenkel, Wallen (1996: 115). The data of this study was taken from the student’s score of writing recount text in the experimental and control class.
2.	Data Source
According to Arikunto, (2006: 129) states that there are three sources of the data, they are person, place and paper.
•	Person		: Person means that someone who gives the data or information orally. It can be done by giving questions for subject. The source data (person) of this study through headmaster, English teacher, students.
•	Place 		: Place is the resources of data that deals with the place or moving something. Then, it can be done in the room. The writer conducted this study in MTs Psm, Jeli, Karangrejo, Tulungagung, especially in the room of A class and B class. 
•	Paper 		: Paper is the resources of data that deals with the symbol, book or number. The paper of this study was taken from the student’s paper of writing recount text in experimental and control class.
F.	Research Instrument
Research instrument is the tool of collecting data that should be valid and reliable. According to Fraenkel (1996) the device the researcher uses to collect data is called instrument. The instrument in this study is test used writing test. Testing is important for almost all the people involved in the education process. The teacher want to know not only how the learner is progressing, but also how he, the teacher, is succeeding in his job, Johnson (2001: 291). 
Test is a process of measuring student’s knowledge and ability of the students so; the writer should make a good test. A good test must fulfill and consider standardized of test itself. Measuring a good test, there are some aspects to make a good test, those are:  reliability and validity.

1.	Reliability 
Based on the Harrison (1983: 10) in Johnson (2001) says that the reliability of a test is its consistency. Thus, reliability is a measure of accuracy, consistency, dependability or fairness of scores resulting from administration of particular examination. According to Heaton, (1975: 162) realibility is a necessary characteristic of any good test: for it to be valid at all, a test must first be reliable as a measuring instrument. 
Actually, the ideal test should be both reliable and valid. In this study, the test is productive skill form, which is writing test. Then, writer did not find the reliability and the writer may have given high construct and face validity at the expense of reliability 
2.	Validity 
Heaton (1975: 159) defines the validity of a test as the extent to which it measures what it is supposed to measure and nothing else. To measure whether the test has a good validity, the researcher analyzed the test from content validity, constructs validity and face validity. 
a.	Construct validity	: Construct validity is capable of measuring certain specific characteristics in accordance with a theory of language behavior and learning, Heaton (1975: 161). It is the process of determining the extent to which test performance can be interpreted in terms of one or more constructs. In this study, the writer administered a writing test and the technique of scoring the students’ writing is based on the five aspects of writing; they are content, organization, vocabulary, grammar, and mechanic.
b.	Face validity		: If a test item looks right to other testers, teacher, moderators, and testees, it can be described as having at least face validity, Heaton, (1975: 159). In this test, there were some aspects that are considered from this test to make a good test based on the face validity. They are:
-	The instruction must be clearly for the students, so the students are able to understand what they should do in that test.
-	In this test, the students of eighth grade were instructed to write a recount text. Thus, the theme which gave by the writer must be suitable with their level. 
-	The consideration of time allocation must be suitable so that the students are able to supposed, when they finished their task before the time was up. 
There are some types of tests described by Hughes, (1989: 9-14) use to measure student ability, such as: proficiency test, achievement test, diagnostic tests and placement test. 
In this study, the writer conducted the achievement test because the writer wants to know the student’s achievement in writing skill of recount text after it is given treatment of chained writing story. Here, tests may be constructed primarily as devices to reinforce learning and to motivate the students or primarily as a means of assessing the student’s performance in the language, Heaton (1975: 5). Thus, the test is the important one in teaching and learning process, it is to know the achievement of the students in learning process.
G.	Method of Collecting Data 
Data collecting method is the method to obtain data. Data of this study is collected by administering test. The data was collected by using two writing tests; pre-test, post-test. The technique of collecting the data was clarified as follows:
1.	Pre-test
A pretest provides a measure on some attribute or characteristic that you assess for participants in an experiment before they receive a treatment, Creswell (2008: 301). At the first meeting, the writer gave pre test to the students both in experimental and control class, (see appendix 1). It was conducted to know the student’s score in writing. This test was given in order to know how far the students’ ability in writing recounts text. It determined the readiness for instructional program, and to diagnosed individual’s specific strengths and weaknesses in writing recount text.
2.	Treatment 
After conducting the pre test, the writer only gave the treatment to the experimental class, in this case the eighth grade students in B class. The writer applied the technique or treatment of using guided writing in the form of chained writing in teaching recount text in experimental class. While in control class, the writer taught recount text writing by using the conventional way. The treatment in experimental class last for 90 minutes. The topics which were discussed by the students in writing recount text in experimental class were ”my vacation” in the first treatment and “travelling” in the second treatment, then the third and the fourth is “my experience” the topic based on book of the Bridge of English Competence 2007 and EOS (English On Sky) then, the topic based on the School Curriculum 2006 for the eighth year of Junior High School students.
In this study, the writer conducted fourth times treatments. There are some steps to conduct a treatment in experimental class. Those are:
a.	The writer divided the class into five or six groups that one group consist five or four students. The groups’ task is to write a recount text by using an action chain for the sentence. 
b.	The teacher gave a topic for the students and then gave a chance each of the students in group to produce one paragraph from a generic structure of recount text itself. Then, continue by chain action to other students in group. In this treatment, the writer limited two events for the students
c.	Give the students about 90 minutes to compose their action chains and they must finish the task of recount text from orientation, events, and re orientation by chain writing story. The teacher decides to give two events for them.
d.	Allow students to share their sentences in front of the class.
3.	Post-test 
A posttest is a measure on some attribute or characteristic that is assessed for participants in an experiment after a treatment, Creswell (2008: 301). The researcher conducted post-test in both experimental class and control class. After conducting the teaching through guided writing in the form of chained writing story as the treatment in experimental class, the writer administered a post-test to the students, (see appendix 2). It was done in order to know the students’ development in writing recount text after having the treatment. The writer conducted the post test to know whether or not the treatment given to the experimental class resulted a significant effect and the achievement of student’s was significantly different than control class.
 Since the data is in the form of students’ ability in writing recount text, the data was collected by using two writing tests; pre-test and post-test. In this study, the writer used test by gave guided writing in the form of chained writing story to measure the students’ writing skill. The test is given through an activity in writing recount text. Each students had to write a recount text in each test. The students’ scores both experimental and control class from pre-test and post-test were analyzed to know the ability whether experimental class which is conducted a treatment has a significant score than control class.
H.	Method of Data Analysis
The method data analysis is a technique to analyze and identify the data used to know the result. Then, the writer used a test to collect the data. After administering the test, they were processed with the following steps:
1.	Coding 
Each of the answer sheets of the students is coded by giving code A1, A2, A3……for control class and B1, B2, B3…….for experimental class.
2.	Scoring 
In this step, the writer give score to the student’s writing by using scoring guide of writing in the following formula below:
3.2 Scoring guide 
Aspek	Uraian	Skor	
Content	-	Main ideas stated clearly and accurately, change of opinion clear
-	Main ideas stated fairly clearly and accurately, change of opinion relatively clear
-	Main ideas somewhat unclear and inaccurate, change of opinion somewhat weak
-	Main ideas not clear or accurate, change of opinion weak
-	Main ideas not at all clear or accurate, change of opinion very weak	5

4

3

2

1
	
Organization 
	-	Well organized and perfectly coherent
-	Fairly well organized and generally coherent
-	Loosely organized but main ideas clear, logical but incomplete sequencing
-	Ideas disconnected, lacks logical sequencing.
-	No organization, incoherent	5
4
3

2
1
	
Vocabulary  
	-	Very effective choice of words and use of idioms and word forms 
-	Effective choice of words and use of idioms and word forms 
-	Adequate choice of words but some misuse of vocabulary, idioms and word form 
-	Limited range, confused use of words, idioms, and word forms
-	 Very limited range, very poor knowledge of words, idioms, and word forms	5

4

3

2

1
	
Grammar	-	No errors, full control of complex structure 
-	almost no errors, good control of structure 
-	Some errors, fair control of structure 
-	Many errors, poor control of structure
-	 Dominated by errors, no control of structure.	5
4
3
2
1
	
Mechanics 
	-	Mastery of spelling and punctuation 
-	Few errors in spelling and punctuation 
-	Fair number of spelling and punctuation errors 
-	Frequent errors in spelling and punctuation 
-	No control over spelling and punctuation	5
4
3
2
1	

Score: 
Content.....+Organization.....+Vocabulary.....+Grammar.....+Mechanic.....=............(total) 
To make easier to interpret the score of the students, the writer considers the interval or rating scale of student’s writing:
3.3 Rating Scale
Score	Criteria	
21 – 25	Very good	
16 – 20	Good	
11 – 15	Enough	
5 – 10	Poor 	

3.	Tabulating 
After scoring the student’s writing, the data will be presented in the form of table.
4.	Analyzing
In the last step, the writer used t-test to ensure the effectiveness of guided writing in the form of chain writing story in writing recount text.
We can see the formula below:
a.	To know the students’ achievement taught without using guided writing in the form of chain writing story, the writer used mean in control  class:
Mean of control class 

Mx = Mean Control
∑X = Deviation from X2 and X1
N1 = The number students of A class
b.	To know the students’ achievement taught using guided writing in the form of chain writing story, the writer used mean in experimental class:
Mean of experimental class

My = Mean Experimental
∑Y = Deviation from Y2 and Y1
N2 = The number students of B class
c.	To know the t-test, the formula is stated by Arikunto (2006:311) as formulated below:

Notes: 
Mx	: Mean of Control Class
MY	: Mean of Experimental Class
∑X2	: The sum of deviation of Control class score
∑Y2	: The sum of deviation of Experimental class score
NX	: The total subject of Control Class
NY	: The total subject of Experimental Class	
t	: The different mean between experimental and control class

d.	Find the formula of  t-table 
Find the Df = (N1 +N2 – 2) with significance level of 5%
When the t-test is bigger than t-table, it means that null hypothesis is rejected.

BAB IV
RESEARCH FINDING AND DISCUSSION
In this chapter, the writer would like to present, (a) the description of the data, (b) the result of quantitative data, (c) the hypothesis testing and the (d)  discussion.
A.	The Description of Data
The writer presented the student’s achivement taught by using chained writing story and taught without chained writing story. Then, the writer presented and analyzed the data through two tests; they were pre test and post test. Those tests conducted to the experimental and control class. The experimental class which is given the treatment by using chained writing story. Then, the control class which is not given the chained writing story. 
In the first meeting, the writer conducted a pre test of writing recount text both in control and experimental class of the eighth grade of the MTs Psm Jeli. Then, the writer found that the student’s achievement both in control and experimental class were under average in writing skill from the result of pre test score in both class.
From the result above, there are some reasons which made the achievement of the students in control and experimental classes were vey low. It is possible that one of the reason is from the teacher, the development of teaching strategy from the teacher are very lack then it is need to the teacher to develop the material from the textbook based on the student’s interest and also teachers are able to use media to motivate and support  in learning activity. The next reason is the student’s motivation in learning English was very low in English subject especially for writing skill.
Thus, the writer offered guided writing in the form of chained writing story to motivate and make the English subject especially in writing skill is more interesting. This way gives a chance to the students in generate their ideas and write continuity and independently by chain with their friend based on the theme that is given by the writer. 
In the processing of giving treatment of this study, the writer divided the eighth grade that consist of A class as control class that taught without chain writing story and B class as experimental class taught using chain writing story. Here, the collected data of the pre test and post test both control and experimental class were described in the form of table below. 
B.	The Result of The Quantitative Data
In this section the writer discussed the quantitave data and is included the tables of the pre test and post test score and the calculation of t-test both experimental and control class. VIII A as control class which is consist of 27 students and VIII B as experimental class that consist of 28 students. It required 60 minutes to administer the pre test and post test. The scores involved five aspects of writing tested.

1.	Control Class
a.	Pre-Test of Control class
The table below showed the student’s score of pre test in writing recount text from control group. The pre test was administered on May 3rd, 2012  at 11.30-13.00, for VIII A as control class, It required 60 minutes to administer the pre test. The scores based on the five aspects in writing.
Table 4.1 Pre Test score of control class

No.	
Subject	Composition	
		Content	Organi
zation	Vocabulary	Grammar	Mechanic	Total
Score	
1.	A1	2	2	2	1	1	8	
2.	A2	3	2	2	1	1	9	
3.	A3	3	3	3	2	2	13	
4.	A4	3	3	3	2	1	12	
5.	A5	3	3	2	1	1	10	
6.	A6	2	2	2	1	1	8	
7.	A7	3	2	2	1	2	10	
8.	A8 	3	3	2	1	1	10	
9.	A9 	3	3	2	1	2	11	
10.	A10 	2	2	2	1	1	8	
11.	A11	3	2	2	1	1	9	
12.	A12	2	2	2	1	1	8	
13.	A13 	2	3	2	1	2	10	
14.	A14 	3	3	2	1	2	11	
15.	A15 	3	3	2	1	1	10	
16.	A16	3	3	2	2	2	12	
17.	A17 	2	2	2	1	1	8	
18.	A18 	3	2	2	1	1	9	
19.	A19  	3	3	2	1	2	11	
20.	A20 	3	3	2	2	2	12	
21.	A21 	2	2	2	1	1	8	
22.	A22 	3	2	2	2	1	10	
23.	A23 	3	3	2	1	2	11	
24.	A24 	2	2	2	2	2	10	
25.	A25 	2	2	2	1	1	8	
26.	A26 	3	2	2	1	2	10	
27.	A27	3	3	2	1	1	10	

Table 4.2 The interpretation of the Pre Test score in Control Class
No	Subject	Score	Interpretation	
1.	A1	8	Poor	
2.	A2	9	Poor	
3.	A3	13	Enough 	
4.	A4	12	Enough 	
5.	A5	10	Poor 	
6.	A6	8	Poor 	
7.	A7	10	Poor 	
8.	A8 	10	Poor 	
9.	A9 	11	Enough 	
10.	A10 	8	Poor	
11.	A11	9	Poor 	
12.	A12	8	Poor 	
13.	A13 	10	Poor 	
14.	A14 	11	Enough 	
15.	A15 	10	Poor 	
16.	A16	12	Enough 	
17.	A17 	8	Poor 	
18.	A18 	9	Poor 	
19.	A19  	11	Enough 	
20.	A20 	12	Enough 	
21.	A21 	8	Poor 	
22.	A22 	10	Poor 	
23.	A23 	11	Enough 	
24.	A24 	10	Poor 	
25.	A25 	8	Poor 	
26.	A26 	10	Poor 	
27.	A27	10	Poor 	
Total score	         X1 = 266	

The table above showed that the pre test score in control class. Then, based on the rating scale in chapter 2.
b.	Post-test of Control Class
The table below contained the student’s score of post test in writing recount text from control class. The post test was administered on May 24th, 2012  at 11.30-13.00, for VIII A as control class, It required 60 minutes to administer the post test.
Table 4.3 Post Test score of Control Class

No.	
Subject	Composition	
		Content	Organi
zation	Vocabulary	Grammar	Mechanic	Total
Score	
1.	A1	4	3	3	2	2	14	
2.	A2	3	3	3	2	3	14	
3.	A3	4	4	4	4	4	20	
4.	A4	3	3	3	2	3	14	
5.	A5	4	3	3	3	2	15	
6.	A6	3	3	3	3	2	14	
7.	A7	4	4	4	4	4	20	
8.	A8 	3	3	3	2	2	13	
9.	A9 	5	4	4	4	3	20	
10.	A10 	3	3	2	2	2	12	
11.	A11	4	4	3	3	3	17	
12.	A12	3	2	2	2	2	11	
13.	A13 	4	4	4	4	4	20	
14.	A14 	5	5	4	4	4	22	
15.	A15 	2	3	2	2	2	11	
16.	A16	3	3	3	2	2	13	
17.	A17 	3	3	2	2	2	12	
18.	A18 	2	2	2	2	2	10	
19.	A19  	3	2	2	2	2	11	
20.	A20 	2	2	3	3	2	12	
21.	A21 	3	3	2	2	2	12	
22.	A22 	5	4	4	4	4	21	
23.	A23 	3	3	3	2	2	13	
24.	A24 	3	3	3	3	2	14	
25.	A25 	3	3	3	2	2	13	
26.	A26 	3	3	3	3	2	14	
27.	A27	3	3	3	3	3	15	

Table 4.4 The interpretation of the Post Test score in Control Class
No	Subject	Total
Score	Interpretation	
1.	A1	14	Enough	
2.	A2	14	Enough 	
3.	A3	20	Good 	
4.	A4	14	Enough  	
5.	A5	15	Enough 	
6.	A6	14	Enough 	
7.	A7	20	Good 	
8.	A8 	13	Enough 	
9.	A9 	20	Good 	
10.	A10 	12	Enough 	
11.	A11	17	Good 	
12.	A12	11	Enough 	
13.	A13 	20	Good 	
14.	A14 	22	Very good 	
15.	A15 	11	Enough 	
16.	A16	13	Enough 	
17.	A17 	12	Enough 	
18.	A18 	10	Poor 	
19.	A19  	11	Enough 	
20.	A20 	12	Enough 	
21.	A21 	12	Enough 	
22.	A22 	21	Very good 	
23.	A23 	13	Enough 	
24.	A24 	14	Enough 	
25.	A25 	13	Enough 	
26.	A26 	14	Enough 	
27.	A27	15	Enough 	
Total score	X2 = 397	

Based on the table above, it showed pre test and post test score of control group. The total score of pre test of control grop were 266, while the total score of post test were 397.  From the result above it showed there was different score between pre test and post test score of control group about 131.

2.	Experimental Class
a.	Pre-Test of Experimental class
The pre-test in experimental class was administered on May 5th  at 11.30-13.00 for VIII B as experimental class that consist of 28 students but there was one of the student that absent since the writer conducted a research from the first meeting until the last meting in this class. It required 60 minutes to administer the pre test. It is same with the control class, the scores of the five aspects of writing tested.

4.5 Pre Test score of Experimental Class 

No.	
Subject	Composition	
		Content	Organi
zation	Vocabulary	Grammar	Mechanic	Total
Score	
1.	B1	2	2	2	1	1	8	
2.	B2	3	2	2	1	1	9	
3.	B3 	2	2	2	1	1	8	
4.	B4 	2	2	2	2	2	10	
5.	B5 	3	3	2	1	1	10	
6.	B6 	3	2	2	2	2	11	
7.	B7  	2	2	2	2	2	10	
8.	B8	3	3	2	2	2	12	
9.	B9 	2	3	2	2	2	11	
10.	B10	3	3	3	1	2	12	
11.	B11	2	2	2	1	1	8	
12.	B12	4	3	3	1	2	13	
13.	B13	2	2	2	1	2	9	
14.	B14	3	3	1	1	1	9	
15.	B15  	2	2	2	1	1	8	
16.	B16 	2	2	2	1	1	8	
17.	B17	3	3	2	1	1	10	
18.	B18	3	3	3	2	2	13	
19.	B19 	3	3	2	1	1	10	
20.	B20	3	3	2	2	2	12	
21.	B21	2	2	2	2	2	10	
22.	B22	5	4	4	4	3	20	
23.	B23	3	3	3	3	3	15	
24.	B24	3	3	3	1	1	11	
25.	B25	3	2	2	1	2	10	
26.	B26	2	2	2	2	2	10	
27.	B27	3	3	2	2	2	12	
28.	B28	-	-	-	-	-	-	

4.6 The interpretation of the Pre Test score in Experimental Class
No	Subject	Total
Score	Interpretation	
1.	B1	8	Poor 	
2.	B2	9	Poor  	
3.	B3 	8	Poor 	
4.	B4 	10	Poor   	
5.	B5 	10	Poor 	
6.	B6 	11	Enough 	
7.	B7  	10	Poor  	
8.	B8	12	Enough 	
9.	B9 	11	Enough  	
10.	B10	12	Enough 	
11.	B11	8	Poor 	
12.	B12	13	Enough 	
13.	B13	9	Poor  	
14.	B14	9	Poor  	
15.	B15  	8	Poor  	
16.	B16 	8	Poor  	
17.	B17	10	Poor  	
18.	B18	13	Enough 	
19.	B19 	10	Poor 	
20.	B20	12	Enough 	
21.	B21	10	Poor  	
22.	B22	20	Good 	
23.	B23	15	Enough 	
24.	B24	11	Enough 	
25.	B25	10	Poor	
26.	B26	10	Poor  	
27.	B27	12	Enough 	
28.	B28	-	-	
Total score	Y1 = 289	

b.	Post Test of Experimental  Class
The next table contained the student’s score of post test in writing recount text from experimental class after using guided writing in the form of chain writing story. The post test was administered on May 16th, 2012 at07.00-08.30, It required 60 minutes to administer the post test.
4.7 Post Test Score of Experimental Class

No.	
Subject	Composition	
		Content	Organi
Zation	Vocabulary	Grammar	Mechanic	Total
Score	
1.	B1	4	4	4	3	3	18	
2.	B2	4	4	4	4	4	20	
3.	B3 	5	4	4	4	4	21	
4.	B4 	5	5	4	4	4	22	
5.	B5 	4	4	4	4	4	20	
6.	B6 	5	4	4	4	4	21	
7.	B7  	4	4	4	4	4	20	
8.	B8	5	4	4	3	3	19	
9.	B9 	5	5	5	5	3	23	
10.	B10	5	5	4	4	4	22	
11.	B11	5	4	3	4	3	19	
12.	B12	5	5	4	4	4	22	
13.	B13	5	4	3	4	3	19	
14.	B14	5	4	4	4	4	21	
15.	B15  	4	4	4	4	4	20	
16.	B16 	5	4	3	3	3	18	
17.	B17	5	4	4	4	3	20	
18.	B18	4	4	4	4	3	19	
19.	B19 	4	4	4	3	3	18	
20.	B20	5	4	4	4	2	19	
21.	B21	4	4	4	4	4	20	
22.	B22	4	4	4	4	4	20	
23.	B23	5	5	4	4	3	21	
24.	B24	5	4	4	4	3	20	
25.	B25	5	4	4	4	4	21	
26.	B26	5	5	4	4	4	22	
27.	B27	5	5	5	5	2	22	
28.	B28	-	-	-	-	-	-	

4.8 The interpretation of the Post Test score in Experimental Class
No	Subject 	Total
Score	Interpretation	
1.	B1	18	Good 	
2.	B2	20	Good	
3.	B3 	21	Very good 	
4.	B4 	22	Very good	
5.	B5 	20	Good	
6.	B6 	21	Very good	
7.	B7  	20	Good	
8.	B8	19	Good	
9.	B9 	23	Very good	
10.	B10	22	Very good	
11.	B11	19	Good 	
12.	B12	22	Very good	
13.	B13	19	Good  	
14.	B14	21	Very good	
15.	B15  	20	Good 	
16.	B16 	18	Good 	
17.	B17	20	Good 	
18.	B18	19	Good 	
19.	B19 	18	Good 	
20.	B20	19	Good 	
21.	B21	20	Good 	
22.	B22	20	Good 	
23.	B23	21	Very good 	
24.	B24	20	Good 	
25.	B25	21	Very good 	
26.	B26	22	Very good	
27.	B27	22	Very good	
28.	B28	-	-	
Total Score	Y2 = 547	

Based on the table above, it showed pre test and post test score of experimental class. The total score of pre test of control grop were 289, while the total score of post test were 547. From the result above it showed there was different score between pre test and post test score of control group about 258.

3.	The Calculation of T-test
a.	The Calculation of pre test and post test in control and experimental class
4.9 The Result of Control class

No.	
Subject	CONTROL CLASS	
		Pre Test (X1)	Post Test (X2)	X = (X2-X1)	X2	
1.	A1	8	14	6	36	
2.	A2	9	14	5	25	
3.	A3	13	20	7	49	
4.	A4	12	14	2	4	
5.	A5	10	15	5	25	
6.	A6	8	14	6	36	
7.	A7	10	20	10	100	
8.	A8 	10	13	3	9	
9.	A9 	11	20	9	81	
10.	A10 	8	12	4	16	
11.	A11	9	17	8	64	
12.	A12	8	11	3	9	
13.	A13 	10	20	10	100	
14.	A14 	11	22	11	121	
15.	A15 	10	11	1	1	
16.	A16	12	13	1	1	
17.	A17 	8	12	4	16	
18.	A18 	9	10	1	1	
19.	A19  	11	11	0	0	
20.	A20 	12	12	0	0	
21.	A21 	8	12	4	16	
22.	A22 	10	21	11	121	
23.	A23 	11	13	2	4	
24.	A24 	10	14	4	16	
25.	A25 	8	13	5	25	
26.	A26 	10	14	4	16	
27.	A27	10	15	5	25	
Total Score	∑ X1 = 266	∑ X2 = 397	∑ X= 135	∑ X2= 917	

4.10 The Result of Experimental class

No.	
Subject	EXPERIMENTAL CLASS	
		Pre Test (Y1)	Post Test (Y2)	Y = (Y2-Y1)	 Y2	
1.	B1	8	18	10	100	
2.	B2	9	20	11	121	
3.	B3 	8	21	12	144	
4.	B4 	10	22	12	144	
5.	B5 	10	20	10	100	
6.	B6 	11	21	10	100	
7.	B7  	10	20	10	100	
8.	B8	12	19	7	49	
9.	B9 	11	23	12	144	
10.	B10	12	22	10	100	
11.	B11	8	19	11	121	
12.	B12	13	22	9	81	
13.	B13	9	19	10	100	
14.	B14	9	21	12	144	
15.	B15  	8	20	12	144	
16.	B16 	8	18	10	100	
17.	B17	10	20	10	100	
18.	B18	13	19	6	36	
19.	B19 	10	18	8	64	
20.	B20	12	19	7	49	
21.	B21	10	20	10	100	
22.	B22	20	20	0	0	
23.	B23	15	21	6	36	
24.	B24	11	20	9	81	
25.	B25	10	21	11	121	
26.	B26	10	22	12	144	
27.	B27	12	22	10	100	
28.	B28	-	-	-	-	
Total Score	∑ Y1 = 289	∑ Y2 = 547	∑ Y= 257	∑ Y2= 2623	

b.	The Calculation of t-test
We can find the mean of pre test and post test from control and experimental class with the formula below:

1.	Mean of pre test score of Control class
	
2.	Mean of post test score of Control class
             
3.	Mean of pre test score of Experimental class
	
4.	Mean of post test score of Experimental class

5.	Mean of Control class                                                                                              
6.	Mean of Experimental class                                                                                   
7.	Control Class

         
	
       917 
        242	

8.	Experimental Class

                        =  
        = 
        = 
        = 
Then, we can enter that value above into the formula of t below: 

5.84
The minus mark here is not an algebra mark. Therefore, with t= - 5.84, it could be read as 5.84
To know the degree of freedom, we can find the result from the formula below:
Df	= (N1 + N2 – 2)
	= (27 + 27 – 2)
	= 52
The value of Df is 52 and then we can find the t table based on the degree of freedom. The value of 52 can not be found in the t table, so the Df that nearest with 52, that is 50. Then, the Df 50 was gained the t table score in significance level of 5 % so that t-table 50 = 2.01, (Sudijono, 2010: 405). Based on the statistical analysis using t-test, it shows that t-table = 2.01 and t-count = 5.84, it means that (t-count > t-table).
C.	Hypothesis Testing
From the data analysis it could be identify that: 
e.	When the value of t-count > t-table in N=27, with the significance level 5%. It means that HO (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted.
f.	When the value of t-count < t-table in N=27, with the significance level 5%. It means that HO was accepted and Ha was rejected.
Therefore, the H0 (Null Hypothesis) is rejected; in the other hand Ha (Alternative Hypothesis) is received. It can be concluded that there was a significant effect of using guided writing in the form of chained writing story toward student’s achievement in writing recount text of the eighth grade of students at MTs Psm Jeli. 
D.	Discussion
Based on the research method in chapter III. In this research, the teaching and learning process was divided into three steps both in experimental and control class. First step is preliminary study by which the writer conducted a preliminary study to know the student’s writing ability by administering pre test. The second step was given treatment by using guided writing in the form of chained writing story in experimental class and conventional way (without using guided writing in the form of chained writing story) to the control class. After getting treatment both in experimental and control class, the writer conducted post test to know the achievement the student’s score in writing recount text after get the treatment.
The table above showed that mean of pre test and post test in writing recount text of control class taught without using guided writing in the form of chained writing story were 9.85 which is interpreted poor and post test were 14.703 which is interpreted enough with 27 students. Hence, the difference of both scores was 4.85.
Meanwhile, the mean of pre test and post test in writing recount text of experimental class taught by using guided writing in the form of chained writing story were 10.703 which is interpreted poor and post test were 20.25 that interpreted very good with 27 students. Then, the difference of both scores was 9.54.
The mean of pre test in the experimental class were 10.703 and the mean of pre test in control class were 9.85 with the difference score about 0.85. From the result, we could know that the pre test score of experimental class were higher than control class. Meanwhile, the mean of post test score of experimental class were 20.25 and the mean of post test in control class were 14.703 with the difference score about 5.54, it also showed that the post test score of experimental class were higher than control class.
Therefore, the mean of control class were 5 and the mean of experimental class were 9.51 and the difference score both of those class were 4.51. In addition, the higher mean score were gained by the experimental class which gets the treatment using guided writing in the form of chain writing story.
Based on the result of statistical analysis using t-test, the result of t-count is 5.849. Then, the writer considered the degree of freedom (Df), Df = (NX + NY-2) with the df is 52. The writer consulted to the score “t” at the significance level of 5%. By comparing the “t” that the writer has got in calculation t-count = 5.849 and the value of “t” on the t-table with the significance 5% and the value of df = 52, it can be fount that t-table = 2.01. It is known that t-count is bigger than t-table. 
Because the t-count is bigger than t-table so, the alternative hypothesis (Ha) is accepted and the null hypothesis (HO) is rejected. It means that there is diffrence writing score between experimental and control class of the eighth grade of MTs Psm Jeli at the year 2011/2012. Based on the explanation above, there is a significance effect using guided writing in the form of chained writing story toward student’s achievement in writing recount text. In the other words, student’s score of the students who were taught by using chained writing story was better than those students who were taught without using chained writing story. 
Based on the research finding, chained writing story surely shows the real effectiveness, because it can help the students to improve their writing ability also motivate and stimulate the students to write story. It also helps the students to build their ideas to write a recount text.
Thus, it was in agreement with the theory of (Bangert-Drowns, Hurley, & Wilkinson, 2004) states that a chain writing story is when two or more people get together and go back and forth, adding bits to a story. Each person could write one sentence, one paragraph, or even one page. The story chain strategy gives students the opportunity to demonstrate their understanding of newly learned material. This technique will help the students to see the sequence of a text which will lead to the understanding of the text. Also this technique will make the students interested in the passage. 

CHAPTER V
CONCLUSION AND SUGGESTION
Based on the results of the study on the previous chapter, in this chapter the writer would like to draw conclusions and suggestion for the reader.
A.	Conclusion
Some conclusions that could be drawn from the explanation in the previous chapter, those are:
1.	The Students’ Achievement on writing recount text without using guided writing in the form of chained writing story (Control Class).
According to the result of data analysis, the pre test score of the students in control class were 266 with the mean 9.85 and post test score of this class were 397 with the mean 14.703. It showed that the difference of both mean of pre tet and post test score were 4.853.
2.	The Students’ Achievement on writing recount text using guided writing in the form of chained writing story (Experimenal Class). 
Meanwhile, the pre test score in writing recount text of the students in experimental class were 289 and the mean was 10.703 and for post test score of the students score in experimental class were 547 with the mean 20.25. It could be concluded that the mean of pre test and post test of experimental class were 10.703 and 20.25. Hence the difference of both sores was 9.547
3.	The result of the analysis showed that t-count is 5.84 and the t-table at 5% level of significance is 2.01. It means that the value of t-test was higher than the t-table (t-count 5.84 > t-table 2.01) with the degree of freedom (df) 52 and the significance level of 5%. It means that, there is any significance difference of the eighth grade at MTs Psm Jeli in writing achievement taught using guided writing in the form of chained writing story. 
Finally, related with the explanation above, it means that the Null Hypothesis (HO) is rejected and then the alternative hypothesis (Ha) is accepted. From that result implied which guided writing in the form of chained writing story used in teaching writing skill to the eighth grade level of MTs Psm Jeli is effective. This technique is effective when followed these steps:
In this study, there are some steps to conduct this technique effective. Those are:
1.	The writer divided the class into five or six groups that one group consist five or four students. The groups’ task is to write a recount text by using an action chain for the sentence. 
2.	The teacher gave a topic for the students and then gave a chance each of the students in group to produce one paragraph from a generic structure of recount text itself. Then, continue by chain action to another students in group. In this treatment, the writer limited two events for the students
3.	Give the students about 90 minutes to compose their action chains and they must finish the task of recount text from orientation, events, and re orientation by chain writing story. The teacher decide to give two events for them.
4.	Allow students to share their sentences in front of the class.
B.	Suggestion
Considering the result of this study, the writer would like to give some suggestions. They are as follows:
1.	For the Students
The students should improve their writing intensively. Students are able to make a group with their friends to increase their writing ability by using chained writing story. This way also makes a good cooperation with their friends in group and fun in learning activity.
2.	For English Teacher
English teacher should apply and encourage their students in writing practice use Guided writing in the form of chained writing story as on of the ways to develop the students’ recount text writing ability. Chained writing story can help the students build the ideas related to the topic and it also helps the students to write coherently.
3.	For Next Researcher
a.	The future researcher who wants to conduct the study should consider all things related to this research. They should find the weakness and the strength of this study so that they can conduct the better research and gain valid result
b.	In this research, the researcher conducted guided writing in the form of chained writing story to help students in Junior High School, especially in recount text. Other researchers can conduct this technique on different level of students. It can be at Senior High School and other text except recount text.

BILBLIOGRAPHY 
Allison. 1999. Language Testing and Evaluation. Singapore: Singapore University Press
Arikunto, Suharsimi. 2006. Prosedure Penelitian Suatu Pendekatan Praktik. Jakarta: P.T Rineka Cipta 
Block, David and Cameron, Deborah. 2002. Globalization and Language Teaching. New York: St Edmundsbury Press
Byrne, Donn. 1979. Teaching Writing Skill. Four Strong: Printing Company
C, Richard, Jack. 2002. Methodology in Language Teaching. Cambridge: Cambridge Press
D, White, Fred. 1943. The Writer’s Art. America: Wadsworth Publishing Company
Dietsch, Betty, Mattix. 2003. Reasoning & Writing Well. New York: Mc Graw Hill
Djamarah, Syaiful, Bahri. 2010. Strategi Belajar Mengajar. Jakarta: Rineka Cipta
Djuharie,  Otong Setiawan. 2007. Genre.  Bandung:  CV.Yrama Widya
Donald, Ary. 1985. Introduction to Research in Education. America: CBS College Publishing
Eanes, Robin. Content Area Literacy. Texas: An International Thompson Publishing Company
Gay, L, R. 1992. Educational Research. New York: Macmillan Publishing Company
Hammer, Jeremy. 1991. The Practice of English Language Teaching. New York: Longman.
Heaton, J, B. 1989. Writing English Language Tests. Hongkong: Longman
Hedge, Tricia. 2003. Teaching and Learning in the Language Classroom. New York: Oxford
Hogue, Ann. 1996.  First Steps in Academic Writing. Wesley Publishing Company, Inc
Isnawati, Ida. Instruction Evaluation 1. Unpiblished
Johnson, Keith. 2001. An Introduction to Foreign Language Learning and Teaching. Pearson Education
Langan, John. 1942. College Writing Skill. McGraw-Hill
Lindsay, Cora with Knight, Paul. 2006. Learning and Teaching English. New York: Oxford
R. Fraenkel, Jack. 1996. How to Design and Evaluate Research in Education. America: Acid Free Paper
Rahayu, Nanik Sri. Modul Praktikum Writing II. Unpublished
Sukardi, 2003. Metodologi Penelitian Pendidikan . Jakarta: Bumi Aksara
Sudijono, Anas. 2010. Pengantar Statistik Pendidikan. Jakarta. Rajawali Press
W, Creswell, John. 2008. Educational Research. Pearson Education Inc. 
http://www.vrml.k12.la.us/graphorgan/18strat/strat/State_18/statehtm/storychains_state.htm
http://alexagrave.blogspot.com/2011/05/writing-prompt-2-chain-stories.html
http://www.sjfc.edu/dotAsset/518432.pdf

APPENDICES

Appendix 1
PRE-TEST 
Experimental and Control Class
Subject			: English
Skill			: Writing
Material 		: Recount Text
Class/Semester	: VIII/II
Time Allocation	: 60 minutes
Instruction:	
1.	Write your name and your class clearly on the paper.
2.	Use your time adequately.
3.	Work individually.
Direction: 
1.	Make a recount text that consists of orientation, events and re-orientation.
2.	Write your text in the form of Past tense.
3.	Write your recount text by choosing the topic given below and use your own technique in writing recount text.
-	Sad Experiences
-	Visiting the house of your friends 

Good luck!!!
Appendix 2
POST-TEST 
Experimental and Control Class
Subject			: English
Skill 	 		: Writing
Material 		: Recount Text
Class/Semester	: VIII/II	
Time Allocation	: 60 minutes
Instruction:
1.	Write your name and your class clearly on the paper.
2.	Use your time adequately.
3.	Work individually.
Direction: 
1.	Make a recount text that consists of orientation, series of events and re-orientation.
2.	Write your text in the Past tense form.
3.	Write your text by choosing the topic given below to write the recount text.
-	Happy experiences 
-	Going camping

Good luck!!
Appendix 3
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan	: Mts/SMP
Mata Pelajaran 	: Bahasa Inggris
Kelas/Semester	: VIII/II
Pertemuan ke -	: 1,2 - (Treatment)
Hari/Tanggal		: Selasa/Rabu, 8/ 9 Mei 2012
A.	Standar Kompetensi
12.	Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
B.	Kompetensi Dasar
12.2 Menggungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk  berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative.
C.	Indikator
1.	Siswa mampu memahami makna dan langkah retorika teks tulis fungsional pendek dan esai sederhana berbentuk recount 
2.	Siswa mampu membuat atau menulis teks berbentuk recount 
3.	Siswa mampu menerapkan simple past tense dalam teks berbentuk recount
D.	Tujuan Pembelajaran
Di akhir kegiatan pembelajran, siswa diharapkan mampu:  
1.	Memahami dan merespon konsep teks berbentuk recount text
2.	Mengungkapkan teks tulis fungsional pendek berbentuk recount dengan benar secara tertulis
3.	Membuat kalimat dengan menggunakan simple past tense dalam teks fungsional berbentuk recount

E.	Materi Pembelajaran
a.	Example of recount text.
My Vacation
Title	My Tri to Bunaken	
Orientation	Last year I left New Zealand for Bunaken Island. I went there with a group    of New Zealand divers. There were thirteen of us going together. Getting there was not quite easy. 	
Event 1	Soon after our arrival at Bunaken, we got a general briefing. It included a description about how to take pictures under water. We were also told what we may and may not do. 	
Event 2	Then, we began our diving. In our diving, we saw groups of tiny fish. In order to identify them, we need a good guide. Without some knowledge of their habit and behavior; it would be difficult to identify them. 	
Reorientation	In summary, the trip was mostly enjoyable. This place is so impressive with its marine life. 	

b.	Using the Simple Past tense

+ 	S + V2 + O
-	S + did not + V1 + O
?	Did + S + V1 + O?

	

Example: 		 + We watched TV last night
			        _ We did not watch TV last night
			        ? Did we watch TV last night?
F.	Alokasi Waktu
 2 x 45 menit
G.	Metode Pembelajaran
1.	Ceramah
2.	Praktik
H.	Kegiatan Pembelajaran
Kegiatan 	Kegiatan Siswa	Langkah-langkah/ Prosedur	Intruksi	
A.	Look at an example text

B.	Writing Activity 
(Making a Group)	-	T

-	S-Text

-	S-T
(S-S)

-	S-T

-	S-T

-	S-S

-	T-S

-	T-S	•	Untuk pertemuan pertama guru memberikan contoh dari recount text yang bertujuan untuk mengingatkan siswa pada recount text
•	Murid melihat contoh recount text dan kemudian mengidentifikasi structure recount text dari contoh text tersebut.
•	Memeriksa jawaban secara bersama-sama dan dapat saling bertukar jawaban dengan teman sebangku
Jawaban: 
Paragraph 1
Last year I left New Zealand for Bunaken Island. I went there with a group    of New Zealand divers. There were thirteen of us going together. Getting there was not quite easy. (Orientation)
Paragraph 2
Soon after our arrival at Bunaken, we got a general briefing. It included a description about how to take pictures under water. We were also told what we may and may not do. (Event 1)
Paragraph 3
Then, we began our diving. In our diving, we saw groups of tiny fish. In order to identify them, we need a good guide. Without some knowledge of their habit and behavior; it would be difficult to identify them. (Event 2)
Paragraph 4
In summary, the trip was mostly enjoyable. This place is so impressive with its marine life. (Re-Orientation)
•	Guru menginformasikan pada murid untuk membentuk kelompok, satu kelompok terdiri dari 4 atau lima orang siswa.
•	Guru menginstrusikan pada semua siswa untuk membuat teks recount sederhana  dengan chain writing di dalam group atau kelompok masing-masing.
•	Murid membuat recount teks dengan chain writing di dalam kelompok. Yang mana setiap siswa menulis satu paragraph dari recount teks kemudian setelah satu paragraph itu selesai, siswa memberikan lembar kertasnya kepada siswa/teman yang ada di sampingnya di kelompoknya tersebut. Kemudian siswa berikutnya melanjutkan paragraph yang sudah di tuliskan oleh siswa sebelumnya, begitu seterusnya sampai siswa menyelesaikan recount teks. 
•	Guru memberikan tema yang sama pada semua siswa yaitu “Vacation”.

•	Guru memberikan dua events dalam kegiatn ini yang di maksudkan agar lebih efektif.	-	Look at the example of recount text

-	Let’s find the structure of recount text from this example.
-	Let’s check the answer together.

Now, make a group, one group consist of four or five students.

I want you to make a simple recount text by using chain writing

Ok, now work in your group.

Then, now write down your recount text by chain writing in your group cooperatively

I give you the theme “My Vacation to the first meeting and Travelling to the second meeting”

Please, just make two events
	
I.	Sumber dan Media Pembelajaran
Sumber Belajar
Bahasa Inggris kelas VIII: Kistono, Ismukoco, Esti Tri Andayani, Albert Tupan. 2007. The Bridge English Competence.Jakarta. Yudhistira
J.	Penilaian 

Rubrik Penilaian membuat teks recount 
Aspek	Uraian	Skor	
Content	-	Main ideas stated clearly and accurately, change of opinion clear
-	Main ideas stated fairly clearly and accurately, change of opinion relatively clear
-	Main ideas somewhat unclear and inaccurate, change of opinion somewhat weak
-	Main ideas not clear or accurate, change of opinion weak
-	Main ideas not at all clear or accurate, change of opinion very weak	5

4

3

2
1
	
Organization 
	-	Well organized and perfectly coherent
-	Fairly well organized and generally coherent
-	Loosely organized but main ideas clear, logical but incomplete sequencing
-	Ideas disconnected, lacks logical sequencing.
-	No organization, incoherent	5
4
3

2
1
	
Vocabulary  
	-	Very effective choice of words and use of idioms and word forms 
-	Effective choice of words and use of idioms and word forms 
-	Adequate choice of words but some misuse of vocabulary, idioms and word form 
-	Limited range, confused use of words, idioms, and word forms
-	 Very limited range, very poor knowledge of words, idioms, and word forms	5

4

3

2

1
	
Grammar	-	No errors, full control of complex structure 
-	almost no errors, good control of structure 
-	Some errors, fair control of structure 
-	Many errors, poor control of structure
-	 Dominated by errors, no control of structure.	5
4
3
2
1
	
Mechanics 
	-	Mastery of spelling and punctuation 
-	Few errors in spelling and punctuation 
-	Fair number of spelling and punctuation errors 
-	Frequent errors in spelling and punctuation 
-	No control over spelling and punctuation	5
4
3
2
1	

SCORE: 
Content....+Organization.....+Vocabulary.....+Grammar....+Mechanic.....=....(total)

Tulungagung, 8 Mei 2012
Mengetahui:
Guru Bahasa Inggris							Mahasiswa

Eva Dwi Agustina, S.Pd					Desy Eka Adelina
									321308304

Appendix 4
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan	: Mts/SMP
Mata Pelajaran 	: Bahasa Inggris
Kelas/Semester	: VIII/II
Pertemuan ke -	: 3, 4 - (Treatment) 
Hari/Tanggal		: Sabtu/Selasa,b12/15 Mei 2012
A.	Standar Kompetensi
12.	Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
B.	Kompetensi Dasar
12.2 Menggungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk  berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative.
C.	Indikator
4.	Siswa mampu memahami makna dan langkah retorika teks tulis fungsional pendek dan esai sederhana berbentuk recount 
5.	Siswa mampu membuat atau menulis teks berbentuk recount 
6.	Siswa mampu menerapkan simple past tense dalam teks berbentuk recount
D.	Tujuan Pembelajaran
Di akhir kegiatan pembelajran, siswa diharapkan mampu:  
4.	Memahami dan merespon konsep teks berbentuk recount text
5.	Mengungkapkan teks tulis fungsional pendek berbentuk recount dengan benar secara tertulis
6.	Membuat kalimat dengan menggunakan simple past tense dalam teks fungsional berbentuk recount
E.	Materi Pembelajaran
c.	Recount text.
•	Orientation
In this step consist of background of information. The orientation provide or introduce the participants begins by telling the reader who was involved, what happened in that past events, where this events took place and when it happened.
•	Events
In this structure the writer want to describe what happened in the past in chronological order. So, it is tell the events chronologically. It begins from the first event, followed by the second event to the last event.
•	Re orientation
The final section concludes the recount by summarizing the events, a closing statement or evaluating the topic’s importance or offering personal comment or opinion

d.	Using the Simple Past tense

+ 	S + V2 + O
-	S + did not + V1 + O
?	Did + S + V1 + O?

	

Example: 		 + We watched TV last night
			        _ We did not watch TV last night
			        ? Did we watch TV last night?
F.	Alokasi Waktu
 2 x 45 menit

G.	Metode Pembelajaran
3.	Ceramah
4.	Praktik

H.	Kegiatan Pembelajaran
Kegiatan 	Kegiatan Siswa	Langkah-langkah/ Prosedur	Intruksi	
A.	Writing Activity 
(Making a Group)	-	S-T

-	S-T

-	S-S

-	T-S

-	T-S	•	Guru menginformasikan pada murid untuk membentuk kelompok, satu kelompok terdiri dari 4 atau lima orang siswa.
•	Guru menginstrusikan pada semua siswa untuk membuat teks recount sederhana  dengan chain writing di dalam group atau kelompok masing-masing.
•	Murid membuat recount teks dengan chain writing di dalam kelompok. Yang mana setiap siswa menulis satu paragraph dari recount teks kemudian setelah satu paragraph itu selesai, siswa memberikan lembar kertasnya kepada siswa/teman yang ada di sampingnya di kelompoknya tersebut. Kemudian siswa berikutnya melanjutkan paragraph yang sudah di tuliskan oleh siswa sebelumnya, begitu seterusnya sampai siswa menyelesaikan recount teks. 
•	Guru memberikan tema yang sama pada semua siswa di pertemuan (treatment 2) yaitu “My Experience”.
•	Guru memberikan dua events dalam kegiatn ini yang di maksudkan agar lebih efektif.	Now, make a group, one group consist of four or five students.

I want you to make a simple recount text by using chain writing

Ok, now work in your group.

Then, now write down your recount text by chain writing in your group cooperatively

I give you the theme “My Experience”

Please, just make two events

B.	Sumber dan Media Pembelajaran
Sumber Belajar
Bahasa Inggris kelas VIII: Kistono, Ismukoco, Esti Tri Andayani, Albert Tupan. 2007. The Bridge English Competence.Jakarta. Yudhistira
C.	Penilaian 

Rubrik Penilaian membuat teks recount 
Aspek	Uraian	Skor	
Content	-	Main ideas stated clearly and accurately, change of opinion clear
-	Main ideas stated fairly clearly and accurately, change of opinion relatively clear
-	Main ideas somewhat unclear and inaccurate, change of opinion somewhat weak
-	Main ideas not clear or accurate, change of opinion weak
-	Main ideas not at all clear or accurate, change of opinion very weak	5

4

3

2
1
	
Organization 
	-	Well organized and perfectly coherent
-	Fairly well organized and generally coherent
-	Loosely organized but main ideas clear, logical but incomplete sequencing
-	Ideas disconnected, lacks logical sequencing.
-	No organization, incoherent	5
4
3

2
1
	
Vocabulary  
	-	Very effective choice of words and use of idioms and word forms 
-	Effective choice of words and use of idioms and word forms 
-	Adequate choice of words but some misuse of vocabulary, idioms and word form 
-	Limited range, confused use of words, idioms, and word forms
-	 Very limited range, very poor knowledge of words, idioms, and word forms	5

4

3

2

1
	
Grammar	-	No errors, full control of complex structure 
-	almost no errors, good control of structure 
-	Some errors, fair control of structure 
-	Many errors, poor control of structure
-	 Dominated by errors, no control of structure.	5
4
3
2
1
	
Mechanics 
	-	Mastery of spelling and punctuation 
-	Few errors in spelling and punctuation 
-	Fair number of spelling and punctuation errors 
-	Frequent errors in spelling and punctuation 
-	No control over spelling and punctuation	5
4
3
2
1	

SCORE: 
Content.....+Organization.....+Vocabulary.....+Grammar.....+Mechanic..........(total) 

Tulungagung, 12 Mei 2012
Mengetahui:
Guru Bahasa Inggris							Mahasiswa

Eva Dwi Agustina, S.Pd					Desy Eka Adelina
								3213083046