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THE USE OF HAMBURGER PARAGRAPH AND SELF-
REGULATED LEARNING ON STUDENT’S WRITING
RECOUNT TEXT (A Quasi-Experimental Study at the Tenth Grade Students of
Perguruan Rakyat 2 Vocational High School)
A Thesis
Presented in the Faculty of Educational Sciences
Completed as Partial Requirement for a Completion of Master Degree
English Department Master Program
Ika Kurniasih
21140140000010
GRADUATE PROGRAM OF ENGLISH DEPARTMENT
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH JAKARTA
STATE ISLAMIC UNIVERSITY
2018 M./1439 H.
vi
ABSTRACT
Ika Kurniasih. The Use of Hamburger Paragraph and Self-Regulated Learning
on Writing Recount Text (A Quasi-Experimental Study at the Tenth Grade
Students of Perguruan Rakyat Vocational High School), 2018.
The goals of this study were to obtain the empirical evidences on the effect
of hamburger paragraph and self-regulated learning on writing recount text at the
tenth grade students of Perguruan Rakyat 2 Vocational High School in academic
year 2017-2018. The study used quasi-experimental method which employed cluster
random sampling. There were two classes taken as sample that each class consists of
30 students. The data were analyzed using Analysis of Variance (ANOVA) and two
ways design with treatment by level 2x2. The Findings showed that: 1) there was
significant difference of writing recount text score between students who were
taught by hamburger paragraph with those that were taught by conventional
strategy, 2) there was significant difference between students with high self-
regulated learning and the students with low self-regulated learning on their writing
score of recount text, 3) there was no interactional effect of hamburger paragraph
and self-regulated learning on student’s writing recount text. Thus, the research
shows that hamburger paragraph and self-regulated learning had some positive
impact on student’s writing recount text.
Keywords: Hamburger Paragraph, Self-Regulated Learning, Writing Recount
Text
vii
ABSTRAK
Ika Kurniasih. Penggunaan Hamburger Paragraph dan Pembelajaran Mandiri
tentang Menulis Teks Recount (Sebuah Penelitian Eksperimen Semu pada
Siswa SMK Kelas X Perguruan Rakyat 2), 2018.
Tujuan penelitian ini adalah untuk memeroleh bukti empiris tentang pengaruh
paragraf hamburger dan pembelajaran mandiri terhadap penulisan teks recount pada
siswa kelas sepuluh Perguruan Rakyat 2 SMK di tahun akademik 2017-2018.
Penelitian ini menggunakan metode quasi-experimental yang menggunakan cluster
random sampel. Ada dua kelas yang diambil sebagai sampel yang masing-masing
kelas terdiri dari 30 siswa. Data dianalisis menggunakan Analysis of Variance
(ANOVA) dan dua cara desain dengan perlakuan berdasarkan level 2x2. Temuan
menunjukkan bahwa: 1) ada perbedaan signifikan menulis teks recount antara siswa
yang diajar menggunakan paragraf hamburger dengan yang diberikan strategi
konvensional, 2) ada perbedaan signifikan antara siswa dengan pembelajaran
mandiri tinggi dengan pembelajaran mandiri rendah terhadap skor menulis teks
recount, 3) tidak ada efek interaksi dari paragraf hamburger dan pembelajaran
mandiri siswa. Dengan demikian, penelitian menunjukkan bahwa paragraf
hamburger dan pembelajaran mandiri memiliki beberapa dampak positif pada
tulisan recount siswa.
Kata kunci: Paragraf Hamburger, Pembelajaran Mandiri, Menulis Teks Recount
viii
ملخص
زوياسيه. استخدام فقزة همبزغز والتعلن الذاتي حىل كتابت الىص القصصي ك إيكا
)شبه بحث تجزيبي عه طالب الصف الثاوي لمدرست بزكىرووان راكياث الثاوىيت
.8102المهىيت(،
هف هزا انبحث إن تحصم انبشاه انتدشبت ع تأثش فقشة هبشغش وانتعهى
انزات نكتابت انض انقصص ف طالب انصف انثا نذسست بشكىسووا
. ستخذو هزا انبحث 7102-7102است ساكاث انثاىت انهت ف انست انذس
، حث أخش انبحث انعشىائت نعقىدت اطشقت شبه تدشبت باستخذاو أخز انعات
طهبت. وتى تحهم 01عه انصف كعت انبحث انشتم كم واحذ يها عه
( وطشقت تصى يع انعالج عه ANOVAانبااث باستخذاو تحهم انتبا )
( وخىد انفشق انهحىظ ف انتأثش 0. وانتائح تذل عه: 7ظشب 7أساس يستىي
ب انطالب انز تى تذسسهى باستخذاو فقشاث انهبشغش وب انز تى تذسسهى
انطالب ب إحصائت دالنت راث فشوق هاك (7باستخذاو باالستشاتداث انتقهذت؛
انكتابت إعادة صىص كتابت حى انزات انتعهى واخفاض انعان انزات انتعهى رو
( الىخذ تأثش انتفاعم ب فقشة هبشغش وانتعهى انزات نهطالب. وهكزا ، شش 0
انبحث إن أ فقشاث انهايبشغش وانتعهى انزات نها بعط انتأثش اإلداب عه
كتابت انض انقصص نهطالب.
كتابت ض قصص. انكهاث األساست: فقشة هبشغش ، انتعهى انزات ،
ix
ACKNOWLEDGMENT
The writer would like to say Alhamdulillahirabbil ‘alamin as her highest
gratitude expression to Allah SWT for blessing, love, opportunity, health, and mercy
to complete her thesis. Peace and salutation be upon to the prophet Muhammad SAW,
his family, his companion and his adherence. This thesis is submitted as the final
requirement in accomplishing the degree of M.Pd, at Master Program of English
Education Faculty of Educational Sciences, Syarif Hidayatullah State Islamic
University Jakarta.
In arranging this thesis, a lot of people have provided motivation, advice, and
support for the writer. In this valuable chance the writer intended to express gratitude
for this work that would not have been possible without the support and help of many
dedicated people.
First of all, great honor and deepest gratitude to her advisor, Dr. Farida Hamid,
M.Pd and Dr. Lia Kurniawati, M.Pd. whose feedback, suggestions, ideas, and their
motivations, are extremely beneficial to the writer. She also conveys special gratitude
to her beloved husband Afif Saedani, S.Pd., her daughter Ikti Zakiyah Afika, her son
Subhan Afi Putra and to her parents Hj. Tatie Suwiti and Murdani Ali. Thanks also to
all my colleagues who always gives support for each other and I always appreciate the
encouragement and goodwill we shared. The writer’s sincere gratitude also goes to:
1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational
Sciences.
2. Dr. Fahriany, M.Pd, the head of master program of English Education Master
Program, Faculty of Educational Sciences.
3. All the lecturers in Master Program of English Department who had
transferred their knowledge, guidance and encouragement.
4. Farrah Vienna, S.ST., M.M., The headmaster of SMK Perguruan Rakyat 2
Pondok Kelapa East Jakarta.
5. All of her friends in Master Program and all of the people who participated in
the process of the thesis that the writer could not mention one by one. May
Allah always bless them all.
Jakarta, 30 July 2018
x
Table of Contents
COVER PAGE .............................................................................. i ENDORSEMENT SHEET ................................................................................... ii
APPROVAL BY THESIS SUPERVISOR .......................................................... iii
APPROVAL BY THESIS EXAMINER .............................................................. iv
STATEMENT OF ORIGINALITY ..................................................................... v
ABSTRACT ........................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................... ix
TABLE OF CONTENTS ...................................................................................... x
LIST OF TABLES ................................................................................................. xii
LIST OF FIGURES ............................................................................................... xiii
LIST OF APPENDICES ....................................................................................... xiv
CHAPTER I INTRODUCTION ......................................................................... 1
A. Research Background ...................................................................................... 1
B. Identification of Problem ................................................................................. 5
C. Limitation of Problem ...................................................................................... 5
D. Formulation of the Problem ............................................................................. 5
E. The Objective of Study .................................................................................... 5
F. Significance of Study ........................................................................................ 6
CHAPTER II LITERATURE REVIEW ........................................................... 7
A. Writing ............................................................................................................. 7
1. The Notion of Writing ............................................................................... 7
2. The Writing Process .................................................................................. 9
3. Factors in Writing ....................................................................................... 10
4. Types of Writing ........................................................................................ 11
5. Writing Assessment ................................................................................... 12
B. Recount Text .................................................................................................... 15
1. The Scope of Recount Text ....................................................................... 15
2. Language Features of Recount Text .......................................................... 17
3. Types of Recount Text ............................................................................... 22
C. Writing Recount Text........................................................................................ 22
D. Teaching Writing ............................................................................................. 23
1. Teaching Style ........................................................................................... 26
2. Teachers Role ............................................................................................ 26
E. Hamburger Paragraph ..................................................................................... 28
1. Defining Hamburger Paragraph ................................................................. 28
2. The Use of Hamburger Paragraph .............................................................. 31
3. Advantages of Hamburger Paragraph......................................................... 33
xi
F. Conventional Strategy ....................................................................................... 33
G. Self-Regulated Learning .................................................................................. 35
1. Defining Self-Regulated Learning ............................................................. 35
2. Self-Regulated Process .............................................................................. 36
3. Self-Regulated Learning Activities ........................................................... 38
4. Self-Regulated Learning in Writing .......................................................... 40
5. Measuring Self-Regulated Learning ........................................................... 41
6. Advantages of Self-Regulated Learning ..................................................... 42
H. Previous Research ............................................................................................ 43
I. Conceptual Framework ................................................................................... 46
J. Theoretical Hypothesis .................................................................................... 47
CHAPTER III METHODOLOGY .................................................................... 48
A. Research Method ............................................................................................. 48
B. Research Design ............................................................................................... 48
C. The Place and Time of Research ...................................................................... 49
D. Population and Sample ..................................................................................... 49
E. Research Instrument ......................................................................................... 49
F. Technique of Data Collecting .......................................................................... 56
G. Technique of Data Analysis ............................................................................. 57
H. Statistical Hypothesis ........................................................................................ 58
CHAPTER IV FINDINGS AND DISCUSSION ................................................. 59
A. Research Findings ............................................................................................. 59
1. The Data Description .................................................................................. 59
2. The Prerequisites Test for Data Analysis ................................................... 71
3. The Testing of Hypotheses ......................................................................... 73
B. Discussion ......................................................................................................... 75
CHAPTER V CONCLUSION AND SUGGESTION ......................................... 79
A. Conclusion ........................................................................................................ 79
B. Suggestion ......................................................................................................... 80
REFERENCES ..................................................................................................... 81
APPENDICES........................................................................................................ 86
xii
LIST OF TABLES
Page
Table 2.1 The Example of Recount Text Generic Structure .................... 16
Table 2.2 The Example of Word Cover in Subordinate Conjunction ...... 18
Table 2.3 The Example of Word Cover in Adverbial Conjunction ........ 19
Table 2.4 Self-Regulated Process in Writing ........................................... 38
Table 2.5 Level of Self-Regulated Learning ............................................ 42
Table 3.1 Research Design ....................................................................... 48
Table 3.2 Scoring Criteria of Recount Text ............................................. 50
Table 3.3 Validity Test for Scoring Recount ........................................... 52
Table 3.4 Reliability Statistic ................................................................... 53
Table 3.5 Self-Regulated Learning Blue Print ......................................... 54
Table 3.6 Validity Test for Questionnaire................................................ 55
Table 3.7 Reliability Statistic ................................................................... 56
Table 4.1 Descriptive Statistic ................................................................. 59
Table 4.2 Frequency Table HP with High SRL ...................................... 60
Table 4.3 Frequency Table HP with Low SRL ....................................... 61
Table 4.4 Frequency Table CS with High SRL ....................................... 62
Table 4.5 Frequency Table CS with Low SRL ........................................ 64
Table 4.6 Score HP .................................................................................. 65
Table 4.7 Score CS ................................................................................... 67
Table 4.8 Score High SRL ....................................................................... 68
Table 4.9 Score Low SRL ........................................................................ 70
Table 4.10 Normality Test ......................................................................... 72
Table 4.11 Homogeneity Test .................................................................... 72
Table 4.12 ANOVA test ............................................................................. 73
xiii
LIST OF FIGURES
Page
Figure 2.1 The Process of Writing Instruction Model ............................... 24
Figure 2.2 The Picture of Hamburger Paragraph ...................................... 29
Figure 2.3 Four Corners and Diamond in Writing .................................... 31
Figure 2.4 Three Cyclical Phases of Self-Regulatory Process .................. 37
Figure 4.1 Figure HP with High SRL ........................................................ 61
Figure 4.2 Figure HP with Low SRL ........................................................ 62
Figure 4.3 Figure CS with High SRL ........................................................ 63
Figure 4.4 Figure CS with Low SRL......................................................... 65
Figure 4.5 Figure Score HP ....................................................................... 66
Figure 4.7 Figure CS ................................................................................. 68
Figure 4.8 Figure High SRL ..................................................................... 69
Figure 4.9 Figure Low SRL ...................................................................... 71
xiv
LIST OF APPENDICES
Page
Appendix 1 Lesson Plan .............................................................................. 86
Appendix 2 Reading Activity ...................................................................... 90
Appendix 3 Writing Activity ........................................................................ 93
Appendix 4 Scoring Criteria ......................................................................... 96
Appendix 5 SRL Questionnaire .................................................................... 97
Appendix 6 Students’ worksheet .................................................................. 101
Appendix 7 Students’ Activity ...................................................................... 103
Appendix 8 Research Data Instrument ......................................................... 107
1
CHAPTER I
INTRODUCTION
This chapter includes research background, identification of the problem,
limitation of the problem, formulation of the problem, the objective of study, and
significance of study.
A. Research Background
Language is a mean and an essential part of communication in expressing
our ideas which cannot be separated from the basic human needs. As time goes by,
the development of the language is unavoidable as an integral tool among nations
which becomes a concern, the need for mastery of foreign language is increasingly
urgent to keep up with the digital era. One of the foreign languages that attracted
the attention of the government is English, which is known to be widely used in
communications among nations for various aspects of importance and needs. Based
in these considerations the government imposed English as the compulsory subject
school curriculum for junior and high school students.
The government regulations which issued by the Minister of Education and
Culture of the Republic of Indonesia number 60 of 2014 concerning the 2013
curriculum for Vocational High School/Vocational for Madrasah Aliyah
mentioned that English subject is included as the general subject that is taught on
that level that aims to develop attitude competencies, knowledge competencies, and
skills competencies of students as the basis and strengthening of abilities in the life
of a society, nation and state.
The syllabus designed which is listed in the 2013 curriculum is a learning
plan for a subject that includes core competencies, basic competencies, learning
materials, learning activities, assessment, time allocation and learning resources
which is developed by the government. Based on the English syllabus for the level
of Senior High School/Madrasah Aliyah/Vocational High School/Vocational for
Madrasah Aliyah (SMA/MA/SMK/MAK) made by the ministry of education and
culture in 2016 mentioned that, the English competencies that must be achieved in
general is the ability to communicate in three types of texts, those are; 1)
interpersonal, 2) transactional, and 3) functional, both in verbal and in written form,
at the level of informational literacy, to carry out social functions, in the context of
personal, socio-cultural, academic, and professional life by using various forms of
text, with a coherently and cohesively acceptable structure and linguistic elements
appropriately.
Based on the syllabus for vocational high school students, English lesson
becomes an integral part in facing the era of modernization, especially for the
students majoring in Computer Network Engineering. The syllabus for vocational
high school students prepares the students to have the basic knowledge of English
as their proficiency in the future. The English learning through the use of some
texts in English aims to guide students to use factual, conceptual and procedural
2
knowledge, which is contextually related to the student‟s interaction in the
surrounding environment.
The English lessons which taught in the high school level are known to
have four language skills, namely; speaking, listening, reading and writing. Those
four language skills are certainly not easily and instantly to be mastered, many
studies have been done by some researchers that try to discover how the students
can go beyond the fourth, or even at least one of the four language skills. The study
that focuses on writing skill has also been done lately, since there is still many
students find it difficult to pour their ideas into written form and most of them
don‟t know how to start their writing.
Writing is one of the four skills that becomes a concern in English since it
will always needed and used in the world of work in modern era. Writing is a
product that is derived from what is in someone‟s mind, as Sokolik stated that
writing is a combination of process and product (Linse, 2005, p. 98). According to
Linse the process refers to the act of gathering ideas and working with them until
they are presented in a manner that is polished and comprehensible to readers. It
means that the process plays a crucial role to produce the writing, besides that some
factors also takes a part to make the writing well organized and understandable by
the readers, so it can be seen from several points of view to get a good writing.
Some various types of texts are taught in the learning writing, some texts
are introduced based on its level with its generic structure, such as narrative,
recount, exposition, argumentation, procedure, news item, descriptive, etc.
Considering that many types of written text are studied by the students, so this
research leads to the type of recount text that are taught in the tenth grade students
which is based on the syllabus for vocational high school.
Recount text is known as a type of text that retell a story, events, and
activities or experienced that occurred in the past. Therefore the aim of this text is
just to entertain and inform the reader, there is no intention to invite the reader to
agree or disagree with the text, and the generic structure of recount text
encompasses orientation, events and reorientation. Meanwhile writing recount text
means the way he/she writes the story in chronological order which based on
his/her past experience and used its organizational structure and the language
features that characterize the text.
Based on the English syllabus a lot of activities or assignments concern on
the writing activity that ask the students to transform their ideas into written form
especially in the level of senior high school, at this point there are many evidences
to show, that students feel difficult to pose their ideas, rewrite and re-informed
some particular information that they get for writing. Some of these difficulties are
how the word is formed, join and well construct, lack of vocabulary mastery is also
one of the obstacle that occur in writing. With these problems, it is expected that
there will be a way out, so the students are able to make their writing become
meaningful by using the right words, phrases and becoming a series of sentences in
a paragraph.
3
Writing activity is known as to be "scary" and "terrible" moment for most
students, because it requires a lot of effort both in terms of the language ability and
the ability to write which possessed by the students, to maintain this problem it is
actually required the creativity of teachers to explain the lesson becomes fun and
exciting, so that the material presented is expected to be understood by the students
easily. Thus the way of teaching with the proper use of media in conveying a
material is inseparable from the learning process which is expected to provide a
clear picture of the concept given
As mentioned above that to get the results in accordance with the criteria in
certain types of writing, there is not only requires certain skills and knowledge on
writing but also the other factors that can affect the student's writing. In this case,
the hamburger paragraph which is believed to have an effect on the students‟
writing. Hamburger paragraph is a writing strategy which is conducted by the
teacher in order to deliver the particular lesson, in this case the strategy in
delivering writing lesson of recount text. Hamburger paragraph is a way of
introducing an essay based on the order of hamburger pieces. Hamburger paragraph
is a descriptive method which is aimed to achieve better writing, the use of the
image of the burger is giving the possibility of a more comprehensible picture in
making writing.
Like many other paragraph, hamburger paragraph is also consist of
introduction, some details, and the conclusion, yet in interesting form, as Kathryn
stated in (Puspitawati, 2017, p. 26) hamburger paragraph is a writing strategy that
visually shows the outline of a good paragraph. It is believed by introducing the
hamburger paragraph the students can find out what components that contained in
the essay as Gunderson & Scotten presents a model of a hamburger as a scaffold
framework which is considered useful to assist Middle School students in
paragraph writing (Puspitawati, 2017).
Smith & Kay mentioned that a hamburger paragraph is a great way to
structure non-fiction writing (Puspitawati, 2017). Hamburger paragraph is an image
of a hamburger that shows some components of the hamburger layer which
encompasses the top bun, filling and the bottom bun. The top bun represents the
introduction or the topic sentence, the filling consists of some details and the
bottom bun covers concluding sentence. By this writing strategy it is assumed that
it can help the students organize their ideas so it can enhance their writing, as
Hatch and Hatch stated that hamburger writing helps writers in organizing the
essay (Puspitawati, 2017).
Meanwhile, other consideration arises within the students itself. The ability
to manage them in the learning process is still needed to be increased. Self-
regulation which is believed can influence the student‟s learning ability. As
Zimmerman stated that self-regulation skill is not a mental or academic skill;
instead, it is a process managed by individual in transforming his/her mental
abilities into academic skill (Emre Ozen & Evin Gencel, 2016).
Bandura, Zimmerman & Moylan see self-regulation as a based on the self-
control ability of individuals in cognitive, affective, and behavioral aspects in
4
various situations, the selection and implementation of appropriate strategies (Emre
Ozen & Evin Gencel, 2016). Thus, being a self-regulate learner, then the students
will be able to maintain their learning targets.
Beshuizen & Steffens; Lyn, Cuskelly, O‟Calaghan & Grey; Zimmerman,;
Zimmerman & Schunk, mention that self-regulation of cognition and behavior are
important aspects of learning and the extent to which school students become self-
regulators of their own learning influences their academic success (Effeney & Nan,
2013). Self-regulated learning comes from the students‟ effort of their wishes to
improve their learning, as stated by Dembo, Junge, & Lynchin that self-regulated
learning is the ability of learners to control the factors or conditions affecting their
learning (Andrade & Evans, 2013, p. 10).
Self-regulated learning which is known to have an important role in
student learning in achieving the target is always use in almost every kind of object
studies, this is based on a statement of Weinstein, Husman, & Dierking, stated that
a good strategy user is a student who identifies the most suitable strategies to use
for a particular task and purpose, knows how to apply those strategies more
effectively, and recognizes the time and place to use them (Malpique, Veiga Simao,
& Frison, 2017, p. 245). Thus, self-regulated learning is believed can influence the
students‟ writing, as Graham, MacArthur, & Fitzgerald proclaim that some
research does put a big concern of understanding how students self-regulate school
writing tasks as a way to substantiate effective writing instruction (Malpique, Veiga
Simao, & Frison, 2017).
In order to write the recount text, many students certainly find some
difficulties, such as composing words into correct sentences, determining the right
verb, changing the verb into the second form and many others, such obstacles
requires some strategies to solve the problem and to get maximum results on
student‟s writing, in this case the both factors mentioned previously are allegedly
able to improve students' ability in writing especially in writing recount text, the
use of hamburger paragraph and the student's self-regulated learning are believed to
have an effect on the student‟s writing on recount text. The hamburger paragraph is
a teaching process which provide an essay or paragraph which into the form of a
hamburger layer, meanwhile self-regulated learning which is believed as the
student‟s self-control for their learning can contribute to their writing activity, thus
the students can prepare what steps and how to do the best way in learning to
improve their writing.
As can be seen on three variables explained above, then the study of writing
cannot be separated from things or factors that related to it, in terms of this research
is the use of hamburger paragraph as the teaching strategy and students‟ self-
regulated learning can be one of the solutions to make some positive changes to
student‟s writing on recount text.
5
B. Identification of the Problem
As described on the background above, some problems can be identified as
follows:
1. The students‟ writing habit is still low in recount text for the tenth grade
students of Perguruan Rakyat 2 vocational high school.
2. The students‟ writing ability in recount text is still low.
3. The lacking of the student‟s vocabulary bank.
4. The students‟ ability in forming the words is low.
5. The students have a weakness in grammar knowledge of past tense.
6. The students are assumed having low input in the cognitive aspects of
writing recount text.
7. The students are considered having low score in writing recount text.
C. Limitation of the Problem
As one problem identified above, that teacher seen the students‟ writing on
recount text score was low and it can be caused from every aspects, therefore this
research was concern on the use of hamburger paragraph and the student‟s self-
regulated learning as two independent variables which can be considered as an
effect on writing recount text as dependent variable for the tenth grade students of
Vocational High School at Perguruan Rakyat 2 East Jakarta in the academic year
2017/2018.
D. Formulation of the Problem
Based on the background above, therefore some problems on the effect of
hamburger paragraph and self-regulated learning on student‟s writing recount text
can be formulated as follows:
1. Was there any difference of the students who were given hamburger paragraph
with those who were not given conventional strategy on writing recount text?
2. Was there any difference between high and low self-regulated learning on
student‟s writing recount text?
3. Was there any interactional effect of hamburger paragraph and self-regulated
learning on student‟s writing recount text?
E. Objective of Study
Given those points above, thus the objectives of study can be proposed as
follows:
1. To obtain the empirical evidence about the difference of students who were
given hamburger paragraph with those who were given conventional strategy in
writing recount text.
2. To obtain empirical evidence about the difference between high and low self-
regulated learning on student‟s writing recount text.
3. To obtain empirical evidence about the interactional effect of hamburger
paragraph and self-regulated learning on student‟s writing recount text.
6
F. Significance of Study
The results of this research were expected to provide benefits in the world
of education, both in terms theoretically and practically for students, teachers,
institution. Theoretically the research contribution for the students is to assist them
in improving writing skills especially in writing recount text. As for the teachers is
expected to improve the teaching strategy, which is effective for the students in
accordance with their needs, in order to mastery the language skill, especially in
writing. School institution also can get the new world of teaching and learning
strategy for the development of institutional quality, as well as to improve the
quality of the students‟ writing.
Other benefits practically also felt by the students, teachers and institutions,
by this research the students are given ways how to make correct paragraphs which
introduced with interesting media and involve the students participation in
classroom activity which known as learning by doing. Meanwhile the use of the
self-regulated learning by the students can provide better learning habits and
strengthen their study skills to their work along the process of writing recount
activity.
The teachers can broaden their knowledge, ideas and method as a reference
in teaching strategies in the development of English learning, especially in writing
recount text. The strategy used can bring a good atmosphere in the teaching process
and can establish closeness between teachers and students in a classroom activity.
Meanwhile self-regulated learning gives flexibility on their learning process to
explore his/her ability and utilize many resources in the classroom or in
surrounding environment.
The last is for vocational high school institution, the use of teaching and
learning strategy bring some positive effect to the school, not only giving a space
for the teacher to innovate and create the teaching method in the classroom but also
can provide a good outcome in the future. Thus, it can encourage similar researches
to improve the school quality.
7
CHAPTER II
LITERATURE REVIEW
Based on the research background above and some problem discussed, this
chapter will describe theories about writing, recount text, writing recount text,
hamburger paragraph and self-regulated learning. Some explanation of previous
research, conceptual framework and theoretical hypotheses are also covered.
A. Writing
1. The Notion of Writing
The way we communicate to each other can be done in several ways, rather
in speaking (sound) or writing (in a form). Writing is one of communication which
has long lasting period from one to other generations and gave a permanent record
of information, opinions, feelings, beliefs, arguments, explanations, theories, etc. In
doing the writing involves in juggle everything from grammar, spelling, and
sentence structure, in order to have a good written composition and understandable
by the readers.
According to (Coulmas, 2003, p. 1), writing has several definitions which
encompasses a system of recording language by means visible or tactile marks; the
activity of putting such a system to use; the result of such activity (a text); the
particular form of such a result, a script style such as block letter writing; artistic
composition; a profesional occupation. Those definition refer to how the writing is
formed, which is believed as a result of the ideas transformation into a written
form, which is durable in recording information from time to time and has elements
of art and style in its form, so as to produce some works that can be appreciated.
In defining writing, there are several perspectives given by some experts to
avoid cultural bias, so it is expected represent a universal meaning. Some experts
such as Aristotle, Liu Hsieh, Plato, Zen, Jan Assmann, and Massias have the main
concern on defining writing. Aristotle explains words spoken are symbols of
affection or impression of the soul; written words are symbols of words spoken.
And just as letters are not the same for all men, sounds are not the same either,
although the affections directly expressed by these indications are the same for
everyone, as are the things of which these impressions are images (Coulmas, 2003,
p. 2). Aristotle concerns on the need to clarify the complicated relationship between
things, ideas and words in developing logical thinking rather than on the writing, in
other words writing is the representation of the oral language.
Meanwhile according to Liu Hsieh “When the mind is at work, speech is
uttered; when speech is uttered writing is produced” (Coulmas, 2003, p. 4).
Therefore writing can be defined as the product of the mind. Other thought comes
from Plato, Plato argued that writing is a tool for keeping memories, and regard
writing also includes the communicative function. Furthermore, Zen regard that
writing need a stability of the words, syllables, and letters as an object, since he
believed that every person have their own perspective of writing to be interpreted.
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Jan assmann view of writing as the heart envisages the forms, the tongue
voices them as words, which by demiurgical power, attain a physical existence as
things (Coulmas, 2003, p. 8). From this theory Jan assmann believed that the result
of what is thought can be the act of writing or speaking. Other definition comes
from Massias, he stated that language is as thought, spoken and written, to
communicate with himself and with his present and absent similars. But these
language resolve themselves into a single one, which is limited, written speech. It is
this necessity of writing which gaves it name to grammar, osteology and
framework of discourse (Coulmas, 2003, p. 9). By this statement, writing is the
heart or the essence of the language, which is an amalgamation of a form of speech
that is better poured in the form of writing, so it needs an understanding of many
aspects of writing.
Furthermore, writing in a linguistic perspective as “the tendency of linguists
to base their analyses on writing induced concepts such as phoneme, word, literal
meaning and sentence, while at the same time subscribing to the principle of the
primacy of speech for linguistic inquiry” (Coulmas, 2003, p. 14). This definition
pay an attention on how the writing is built or construct becomes a matter of
concern. I.J. Gelb one of theorist on writing defines writing) as a system of human
intercommunication by means of concentional visible marks (Coulmas, 2003, p.
15). It means that writing as a symbol that seems to function as a language tool for
communication.
Then how about the concept of writing in education, not much different
from the concept given above, but there are some things emphasized in writing
within the scope of education. As Kaplan claimed that in English, writers tended to
develop their thoughts in a linear fashion, advancing a thesis, forwarding
supporting evidence in sequently presented topic sentences, developed in unified
paragraphs (Jozsef, 2001, p. 8). So the uderstanding of writing goes deeper not only
in expressing ideas into written text but also how the ideas are poured and joined
into well-organized text.
Raimes stated that writing is a cognitive and learning experience that help
us to “find out what we want to say” (Jozsef, 2001, p. 16) which means that writing
is a learning process that involves the cognitive abilities and involve his/her
experience to gather all the information and produce the ability of the writer to
make the text organize well and understandable by the readers.
Writing is a poduct of language, as well as speaking, yet there are some
characteristics of writing which listed by Brown (Weigle, 2002, p. 15) as follows:
1) Permanence; Brown mention that writing is permanent and can be read and
reread at anytime.
2) Production time; the writing activity have more time to produce for doing the
plan, review, and revise the words before it is finalized.
3) Distance; written laguage makes the writer and reader are in different time and
space.
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4) Orthography; written language carries a limited amount of information to
enhance the message when compared to spoken language such as the use of
stress, intonation, pitch,volume, pausing, etc.
5) Complexity; written language tends to be characterized by longer clauses and
more subordinators.
6) Fromality; written language tends to be more formal, since the social and
cultural uses in the writing.
7) Vocabulary; written language tends to contain a wider variety of words, and
more lower-frequency words.
In short, writing is the way for humans to convey the ideas or information
in the form of writing, which the way people in doing writing showed by evidence
that has existed since long time ago. Based on its development, then writing is
differentiated by its purpose, so it affects the techniques, procedures and sentence
structure that will be used in the text later.
2. The Writing Process
Writing is an activity that involved someone‟s idea that poured into written
words and sentences, as Kate stated that writing start with an attention-grabbing
first sentence then you move on to some really interesting stuff in the middle, and
then you bring it all together at the end (Grenville, 2001). Writing activity involves
some process to produce a good writing which cannot be avoided, according to
Kate the process which involved in any kind of witing consist of six steps whih
entails; getting ideas, choosing or selecting the ideas, outlining (making a plan),
drafting (doing a first draft from beginning to end), revising (cutting, adding or
moving parts of the draft where necessary), editing by proofreading for grammar,
spelling and paragraphs (Grenville, 2001).
Harmer also concern on the process which becomes an integral parts of the
writing, Harmer proposed the four basic principles in doing writing, those are
planning, drafting, editing, and final draft (Harmer, 2004, p. 4), as explain below:
1) Planning, this is the first step which common do by the most writers, the
importance of determining and deciding of what topics or ideas that we are
going to write becomes a concern. Firstly, the writer think about the purpose of
the writing, so it can determine the genre of the text, the language use, and the
information given to the reader. Secondly, to whom our writing is made, in this
case is the audience, the level of the reader is influence the style of the language
used (formal or informal), paragraphs structured, etc. Thirdly, the writer
consider the content structure of the text, it means how best to present the
sequence of the facts, ideas, or arguments in the text.
2) Drafting, in drafting the writer try to write all the ideas to make some concepts
on the paper, with less attention to errors in spelling, punctuation and others, in
other words, the writer is supposed to not affarid of making a mistake in his/her
writing, this is a stage when the writer brainstorm all of the ideas.
3) Editing, when the writer finished with the draft then he/she make revisions to
the text that have been created by rereading. Rereading aims to look over at
some words or sentence that must be replaced, added or even omitted. Revising
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can also to find the information which is not clear and bring to confusion and
ambiguity.
4) Final draft, after make the revisions to the draft, the writer make the last
revision to the draft and try to find the mistake and make some corrections for
the language and the structure use until it is ready to be read by the audience.
The explanation of the writing process above is intended for all kinds of
writing, such as e-mails, texting friends, writting shopping list, doing compositions
for English subject (essay), or academic writing (article, thesis, and so on).
In line with the above process of writing theory, Flower and Hayes who
developed a cognitive theory of writing processes, proposed a model based on three
principles (Jozsef, 2001, p. 9), those are:
1. Processes of writing, such as planning, organizing, reviewing and evaluating,
often interact with each other;
2. Writing follows a goal the writer is aware of;
3. Processes are performed differently by experienced and inexperienced writers.
Those three principles above are the research result, that bring to such an
argument and critics on how the validity of the model used, since the result show
that the writing process involved not only the performance of the fourth process in
writing, but also the writers or the model readiness of the classification for
experienced and inexperienced writer, to answer the validity of this theory,
Becatireiter and Scardamalia give a new perspective, instead of bringing together
factors characteristic of novice and expert writers, they suggested that different
models can describe different levels and contexts (Jozsef, 2001, p. 9). By this
statement, then the focus is no longer to measure the validity of beginners or
experts model used as the writer but more to the diversity level of the writers. The
two term models of Experienced and inexperienced writer, bring up to the theory
known knowledge-telling, knowledge-transforming which both consider the three
main factors, those are knowledge of content, knowledge of discourse, and ideas of
a writing assignments.
As can be seen that the result of the writing process is also affected by
many factors, such the writer skills in relation to audience, topic development, and
rhetorical skill which involved the strategy in determine the purpose, organize the
sentences/paragraphs/passage and the word choice.
3. Factors in Writing
For many students good writing is something they believe will never be
able to achieve, grammatical difficulties, lack of vocabulary mastery still become a
major factor in writing English text. However, those difficulties mentioned above is
not only the main factor to make such a good writing, but also a knowledge on how
sentences properly construct to be a good paragraph, the usage of the subjects and
verbs is also become a consideration. For instance, the subject and verbs must be
aligned and commensurate (singular subjects require singular verbs), the reference
of pronouns should not be ambiguous, the consistency of tense in writing (from
present to present), the usage of the correct spelling, punctuation, and capitalization
are required. In order to write basically proper and correct in writing, it should
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consider the coherence, clarity and conciseness of the text (Martinich, 2016, p.
152).
Coherence refers to how the idea flows, the use of word conjunction can
make the ideas, sentences, and paragraphs are become clear connected. The right
selection of connections is very influential to convey the message in the writing
composition becomes comprehensible.
Meanwhile clarity means that the text is clear and understandable by the
reader, according to (National Geographic Learning, p. 46) mentioned that clear
sentences are not vague or indirect, the sentence should be delivered by using
specifically and concise language. In philosophy, the three things that should be
avoided to make the clarity in writing encompass ambiguity, vagueness and
indeterminateness (Martinich, 2016, p. 158). Ambiguous means the word, phrase or
the sentence has two or more meanings, the message delivered is not precise in
meaning which cause a different understanding. Next is vagueness, vagueness refer
to the word choice which is not representative the expression or information given.
Meanwhile indeterminateness means incompleteness of the sentences, a missing
form of a sentence sometimes occur in a written form which lead to imprecision of
meaning. Thus, in (National Geographic Learning, p. 46) mentioned that in order to
improve the clarity should cover the use descriptive (precise) word and the use
clear pronoun references.
. The last is conciseness, conciseness concerns on simplicity of the content,
which means that even though the amount of information provided, yet it can be
presented concisely which aims to attract the readers‟ attention and understanding,
thus it saving their time to read.
As a conclusion, the three basic considerations is must be included in
writing a paragraph, the text should cover the coherence, clarity and conciseness of
a paragraph, so that the aim to have a good writing can be achieved in doing or
practicing the written text in the classroom.
4. Types of Writing
As it is known, there are many types of writing in English with their own
objectives, but basically there are 4 main types of writing, those are expository,
persuasive, narrative, and descriptive. Generally there are two kinds of text those
are a range of story and a factual genre, some texts which include in the range of
stories are:
a. Narrative; this is the kind of writing where we get to tell a story which would
be a personal narrative. The story will use the literary elements like characters,
a setting, a plot and a theme. The linguistic features in the narrative text is use
the active verbs, past tense, conjunction (and, then, after that, next, etc) and the
temporal conjuction such as, once upon a time, one day, long time ago, the use
of personal pronoun (I, we, He, She or They), specific nouns, adjective and
adverbs.
b. News story; factual text which inform the readers events of the day which are
considered newsworthy or important.
c. Exemplum; the text which point to some general values in the cultural context.
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d. Anecdote; to tell a story of an unusual or amusing incident to the readers.
e. Recount; to retell of events for the purpose of informing or entertaining.
f. Spoof; to retell an event with a humorous twist (some jokes sometimes
understandable it depends on the knowledge background of the reader).
Meanwhile some texts which belong to factual genres are:
a. Exposition; the goal is to explain or inform about something as an example if
we asked to write about how to make a rice in a rice cooker or how the one
phenomena can be happened.
b. Procedure; to describe how something is accomplished through a sequence of
actions or steps.
c. Explanation; to explain the processes involved in the information or workings
of natural or socio cultural phenomena.
d. Report; to inform or describe something or phenomena to the reader.
e. Discussion; to present two points of view about an issue.
f. Description; this text is to describe the people or the place, more detail the
description more descriptive the writing. Create the image for readers through
descriptiom so they can step into your story and be a part of it.
g. Review; is a text to critique or evaluate about an art work, book or event for the
audience.
h. Persuasive; when the writter tries to change your minds or your point of view
by reading the text. Using facts and opinions the writer tries to get you to see
things on the writer‟s way.
i. Commentary; to explain the process of some events or topic and to give some
comment of that events or topic.
As seen above that the four types of the writing text each describes the purpose
of the writer. The types of writing can also be found on the senoir high school level
therefore the research is focus on the recount text since many students have
difficulties on how to make recount text.
5. Writing Assessment
Assessment is one of the important tools to see the students‟ work of their
language ability in the learning process. In order to achieve the language ability
needs an interaction or synergy between language knowledge and strategic
competence. The language knowledge as a communicative function which is
known for its general taxonomy by Bachman and Palmer; and Douglas (Weigle,
2002, p. 42) mention that the components of language ability consist of:
a. Grammatical knowledge; how the words and sentence constructed.
b. Textual knowledge; how the words and sentence construct to form coherent
texts.
c. Functional knowledge; how language is used to achieve communicative
functions.
d. Sociolinguistic knowledge; how to use language appropriately in different
social settings.
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That general taxonomy of language knowledge is some of the standard
aspects that must be possessed in a component of the language, in the hope that by
knowing and mastery the knowledge of the four standard aspects the ability in the
language can be achieved
As mentioned early, that language knowledge cannot be separated with the
strategic competence, strategic competences is some strategies to meet the
communicative goals of the language. Strategic competence has four main
components; those are goal setting, assessment, planning, and control of execution.
As Douglas discussed that goal setting is the way of how to respond the
communicative situation, while in assessment is the way to evaluate whether is true
or false response for the task assigned according to its context in the achievement
of communicative competence, meanwhile planning is the conformity between the
elements of language knowledge with someone‟s background knowledge to
achieve the goal set. The last is control of execution which is the last part to do the
plan that has previously determined what the proper elements of language
knowledge become (Weigle, 2002, p. 43).
Thus, assessment is needed to do the strategic competence of someone‟s
language knowledge. In this case the use of writing assessment, the definition of
writing assessment is the way in measuring one‟s ability in writing. In testing the
writing ability, we have to decide the purpose of the test given. Bachman and
Palmer stated two main purposes for language tests, first is to make inferences
about language ability, second is to make decisions based on those inferences
(Weigle, 2002, p. 40). It means, that the assessment given is to classify what kind
of progress that have been made by the students and to know at what level of
writing they achieved, so that can be determined the best action going forward.
Meanwhile (Hyland, 2003, p. 214) proposed five main reason of why we need to
evaluate the learner in general, those are:
1) Placement
The assessment given is to obtain information about students' abilities,
which aims to find out at what grade or level the student should be.
2) Diagnostic
As its name, that this assessment is as a diagnostic to evaluate learning
progress that has been known for its strength and weaknesses, so an action can
be taken that can give positive change to the student's writing.
3) Achievement
The results of learning writing bring a consequence that the student should
be able to do the writing which is regarded as the achievement or the progress
of the students as a result of learning process.
4) Performance
To perform the particular writing task is one of some assessment reason,
sometime it is usually used in certain institution or work place to know how
well he/she in writing.
5) Proficiency
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As a proficiency test to measure the standardized of his/ her ability in
general, not to specify the certain skill of writing achievement this test is done
to get the certification for workers or students such IELTS or TOEFL.
As seen above that the assessment is done for several reasons, as well as the
writing assessment that aims to determine the progress of students in writing during
or after the learning process implemented, as an evaluation material for the teachers
and students on keep trying to improve students' ability in writing. Thus, it is also
need to be considered to develop a qualified and appropriate test since are needed
to get a reliable and valid test.
According to Bachman and Palmer in order to develop a language test as a
writing assessment, then must be considered the quality of the test, such as,
reliability, construct validity, authenticity, interactive-ness, impact, and practicality.
But it will be difficult to make the six quality get maximum, since different context
and situations in doing the assessment. Therefore Bachman and Palmer build three
guiding principles for considering the qualities of the test construction and
selection (Weigle, 2002, p. 48), as follows:
1) Principle 1: It is the overall usefulness of the test that is to be maximized, rather
than the individual qualities that affect usefulness.
2) Principle 2: The individual test qualities cannot be evaluated independently, but
must be evaluated in terms of their combined effect on the overall usefulness of
the test.
3) Principle 3: Test usefulness and the appropriate balance among the different
qualities cannot be prescribed in general, but must be determined for each
specific testing situation.
Those principles are expected to be a balance between the tasks and the
situation or the contexts in the assessment.
As mentioned before, in making or design the test to be qualified, then it
should consider six things as proposed by Bachman and Palmer, as described
below:
1) Reliability
Reliability involved the consistency of the test, the score obtained will
remain the same, even if implemented on different groups, places, times and
situations by test taker.
2) Construct validity
Construct validity refer to appropriateness of the test to measure what it is
intended to measure.
3) Authenticity
Authenticity means that the writing task must be representative of the type
of writing that examines to the real situation.
4) Interactiveness
Interactiveness defined as the test taker‟s individual characteristics in
accomplishing the test, the characteristic involved the language knowledge and
the strategic competence.
5) Impact
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Impact refer to the effect of the test for the teacher, test taker and the
educational system, the impact is as a reflection of the learning result in order
to give positive feedback for the learning process in the future.
6) Practicality
Practicality means the relationship between the resources required for the
test development and administration and resources that are available for these
activities. Practicality aims to facilitate the taking of tests, by looking at some
resources, such human, material, time designing of task, administering test, and
scoring.
Based on the above explanation, it is expected that tests are made based on
the criteria of quality tests, even though cannot distribute all those things into
perfect test. In making good quality test is not only pay attention to the quality of
the test itself, but also there are factors that must be considered by the test maker in
making test, the teacher as the test maker have to provide some guidance for the
learners to be succeed with their test. As explain in (Nation, 2009, p. 95) the
teacher should facilitate the learners in several ways, those are:
1) The teacher provides the topic that familiar to the learner, as their daily life or
recent activities, so they can have a clear description on what they want to
write.
2) The teacher find a topic which later ask the learner to put them in a group three
or four. By this design they can decide to divide each task and help each other,
so the writing expected to be better rather than they do it by themselves.
3) The teacher can provide a set of picture along with the question, so indirectly
students are directed to make writing compositions based on the guiding
questions.
4) The teacher chooses a topic and lets the students write their ideas flow by
themselves. By this, the student work independently and sometimes ask the
teacher for help on things that are consider to be difficult.
Those kind of designing task not only to provide the learner, but also the
teacher in assessing the students of their writing ability during the learning process,
to choose the one that work best at class.
B. Recount Text
1. The Scope of Recount Text
As we know that many genres of writing, one of them is the genre of recount.
Recount text is so familiar with the high school student, since not only the students
have been introduced and studied this type of text at this level but it also has been
introduced at junior high school students in the ninth grade. At this view, the
student should be able to understand of what recount text is and how the recount
text is created. To move towards those questions, it is good to know what the
recount text is, recount text is a text that retells events or stories based on his/her
experiences that happened in the past. Recount text has a simpler storyline than
narrative text, recount text has no climax-anticlimax and problem-solution in the
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story. Recounts are sequential texts that do little more than sequence a series of
events (Peter Knapp, 2005, p. 224).
Like any other texts, recount text has their own purpose of its text, the aims
of recount text is to provide information and entertaining the reader of the events or
activities that ever experienced by the writer, based on this aims then it will
affecting the sentence compiled and assemble into a paragraph which can be read
and understood by the reader. Thus the generic structure of the recount text
involves orientation, event and reorientation. Those three stages described as
follows:
a. Orientation; in this part, the story start with the mention of place, time and
participant.
b. Events; at this point the writer deliver the content of the story by describing the
series of stories that have been experienced with a clear sequence of events.
c. Reorientation; sometimes stated by the writer to express his/her personal
opinions of the event.
Here is an example of recount text which adopted from https://bahasa-
inggris-ku.blogspot.co.id (as taken from Ready to Write, 2003)
Table 2.1
The Example of Recount Text Generic Structure
My Day Title
I had a terrible day yesterday Orientation
First, I woke up an hour late because my
alarm clock is not working. Then I was
in such a hurry that I burned my hand
when I was making breakfast. After
breakfast, I got dressed so quickly that I
forgot to wear socks.
Next, I ran out of the house trying to get
the 9:30 bus, but of course I missed it. I
wanted to take a taxi, but I didn‟t have
enough money.
Finally, I walked three miles to my
school only to discover that it was
Sunday!
Events
I hope I never have a day as the one I
had yesterday Reorientation
The generic structure above is the stage or part that is inseparable in the
character of writing recount text, this kind of structure is what distinguishes one
text with another text, so it can be easier for the writer to write the text.
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2. Language Features of Recount Text
As well as other text, recount text also has different language features from
other texts, which is tailored to the purpose of the writing, those are the use of
action verb, the use of simple past tense, conjunction and time connectives, the use
of adverb and adverbial phrase, here is the explanation:
1) Action verb of past event
The use of an action verb is one of the core factor in the making of
sentences in this text, it is based on the purpose of writing a recount text which is to
convey and deliver the information of the past event or experience, therefore the
verb changes should be made based on past formation. The change of verb
formation occurs on the first form of the verb into a second form, as examples,
arrive-arrived, visit-visited, go-went, buy-bought, etc.
Some of the verb change into regular and irregular verb, regular verb means
that the change of verb form is only added (-d or –ed) at the end of the word, which
is easier for students to remember, but the changes that occur are not just in the
regular form but also in the irregular verbs with the verb change undergoes a
different form with the first verb, it becomes difficult if the students don‟t know the
rules, so this is what should be master by the students.
2) Simple past tense
The use of the simple past tense for the sentence is a must as an integral part
of a text recount. The changes occur in the sentence for examples:
a. She goes to the swimming pool today
She went to the swimming pool yesterday (past time).
b. He gets an accident tonight.
He got an accident last night (past time).
c. They are here now.
They were at here two weeks ago (past time).
d. She is happy now.
She was happy (past time).
As seen in the examples above, the underline word of point a and b is the
action verb of the second form as explain at the first point (known as a verbal
sentence). Meanwhile in the point c and d the change occurred on the underline
word which calls to be (popular with nominal sentence).
The transformation of to be is important for students to remember, because
if the students do not master this, so they cannot do and finish it correctly. This is
what must be concern in the learning process.
3) Conjunction and time connectives
According to some explanation above, that recount text is a text that retells
the events or experiences that occurred in the past, then there is a sequence of
stories in the text, so to make the stories to be a unified, it is needed the existence
of conjunction and time connectives.
Conjunction is one of the eight parts of speech that is a word or group of
words that has a function as a link between two words, phrase, clause or paragraph.
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Conjunction may provide an explanation, exception, consequence, disagreement
and so on, of the ideas expressed. There are several classifications of the
conjunction to facilitate their use in the text, those are coordinate conjunction,
correlative conjunction, subordinate conjunction, and adverbial conjunction. Some
explanation as follows:
a. Coordinate conjunction
Coordinate conjunction is a word that combined two words, phrase or
clause which has the same grammatical structure. Coordinate conjunction consist
of seven words, those are but, or, nor, for, so, and, yet which as a link of the main
clause with phrase, word or second clause. As for examples:
a) I wanted to take a taxi, but I didn‟t have enough money.
b) You can go by train or bus from here.
c) She doesn‟t like travelling nor hanging around with her friends.
d) They get rush in doing the task for they are running out of time.
e) Andi likes to have many kinds of pet at home, so he must spend a lot of money
to take care of them.
f) He loves to play basket and volley ball.
g) Dina wants to go travelling with her friends, yet she has to finish her homework
immediately.
b. Correlative conjunction
Correlative conjunction is connecting words used in pairs which aims to
connect, join or relate some words, phrase or clause which bring the same interests
in the sentence. Thus, it needs to notice the structure of the sentence in accordance
with the grammar element of the previous sentence. Correlative conjunction is also
called paired conjunction, here are some examples which common used in a
sentence:
a) She is as pretty as her mom.
b) I attend the workshop from eight to ten in the morning.
c) He is not only handsome but also generous to his friend.
d) If you study hard, then you will get the result later.
e) I would rather ride bicycle than go on foot.
c. Subordinate conjunction
Subordinate conjunction connects the idea between dependent clauses with
main clause. Subordinate conjunction is closely related to the relationship of time,
place and contrast. As described as follows:
Table 2.2
The Example of Word Cover in Subordinate Conjunction
Subordinate conjunction
Time Place Contrast
before where although
after wherever whereas
as soon as even if
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Subordinate conjunction
Time Place Contrast
once while
since
when
whenever
until/till
As
while
To be more clear how the words construct, let see the following example,
Subordinate conjunction as a time;
a) Before going to bed, she turns off the lamp.
b) After have breakfast, I got dressed.
c) As soon as they finish the assignment, I will collect it to the lecturer.
d) While I was taking a bath, someone was knocking at the door.
e) You can borrow my bike whenever you need.
Subordinate conjunction related to place;
a) Tina knows where Dian lives now.
b) We should obey the school rule wherever we study.
Subordinate conjunction in contrast;
a) She continue the study although comes from poor family.
b) My mom like cooking whereas my father likes reading newspaper.
c) Even if she comes late, she still can enter Biology class.
d. Adverbial conjunction
Adverbial conjunction is a word that connect two independent clauses to be
a compound sentence, furthermore it also become an adverb which explain the
second clause. Adverbial conjunction can be as an addition, contrast, result, and
time sequence. Some words that belong into those categories are as follows:
Table 2.3
The Example of Word Cover in Adverbial Conjunction
Adverbial Conjunction
Addition Contrast Result Time Sequence
besides on the other hand consequently first, second and
so on
furthermore rather hence last
moreover however, yet therefore next
Also in spite of that,
nevertheless,
despite that,
nonetheless,
notwithstanding
so then
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Here are some examples to describe the adverbial conjunction in a sentence.
As an addition;
a. That old man is very rich, also he has orphanages to help abandoned children.
b. The government spends a lot of money for the bridge construction, besides it
needs periodic maintenance for the future.
c. Eleventh grade students must improve their motivation in learning, moreover
they have to do a lot of exercises for UN preparation.
As a contradiction;
a. He has good intelligent, yet he is so arrogant.
b. She always get the first rank, in spite of that she never take a course.
c. He has two cars in the garage always take public transportation to the office,
rather he always take public transportation to the office.
As a result;
a. They came late at school, consequently they couldn‟t enter the classroom.
b. He likes to collect antiques, hence he likes to travel around the world searching
for antiques.
As time sequence;
a. First, I woke up an hour late because my alarm clock is not working.
b. Next, I ran out of the house trying to get the 9:30 bus.
c. Finally, I walked three miles to my school.
Time connectives is also has the same function as conjunction, that is the
word or phrase that connects one clause (sentence) with another clause (sentence)
or one paragraph with the next paragraph. Relating to the time connectives the most
common words used such as a minute later, the next week, in the meantime,
meanwhile, on the following day, at length, after a short time, next, after,
thereafter, presently and so on.
4) Adverb and adverbial phrase
The last feature in recount text is adverb and adverbial phrases, as it is
known that adverb is included in the eight parts of speech. Adverb is defined as a
word that provides an explanation of the verbs or adjectives, or another adverb in
the sentence, that explain of how, where, when, and how many time of the event
occurred. Meanwhile adverbial phrase known as a group of words which consist of
adverb with qualifier, or group of words which consist of prepositional phrase and
infinitive phrase which has a function as an adverb. Adverbial phrase has similar
aims as an adverb, which is to explain a verb or an adjective in the sentence.
Adverb and adverbial phrase have many kinds of types which based on their
function, kinds of adverb which common used are adverb of time, adverb of
manner, adverb of degree, adverb of modality, adverb of frequency, and adverb of
place. But before we go further on the types of adverb, let‟s consider the use of
adverbs to explain verb, adjective and to describe another adverb. As an example
below:
otherwise thus after all/at last
accordingly
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a. Adverb which explaining verb: I completely satisfy with your work. This
sentence describe the word satisfy as a verb, and the word completely as an
adverb, the writer wants to inform that he/she really satisfy with the work.
b. Adverb for explaining adjective: The movie was really scary. The sentence
inform that the movie was very frightening, the word of scary is an adjective, so
the adverb of really modifies the scary.
c. Adverb use to describe another adverb: The market is quite far from here. The
word of far is as an adverb and the word of quite is also as an adverb which
explain that the market is not too far or too close to where he/she was at that
time.
Besides those three basic uses of an adverb in the sentence, many more
kinds of adverb as mentioned above which have their own function in the sentence,
for more explanations let see the following description:
a. Adverb of time is an adverb that states when an event occurred, such as now,
today, later, after, before, yesterday, tomorrow, etc.
Example: She came to my place yesterday.
b. Adverb of manner is an adverb that tell us about the way in which something
was done, such as carefully, cheerfully, randomly, automatically, manually and
many more.
Example: She washed the dishes automatically.
c. Adverb of degree or intensifiers is an adverb that states of how and what the
level activities or event, in other words is an adverb that extent the action, the
words consist of absolutely, really, certain, completely, heartily, barely, very,
quite, so, etc.
Example: She feels really guilty about the incident
d. Adverb of modality is an adverb which states the level of confidence or
sureness of something or event. The words are likely, maybe, probably, and
others.
Example: They maybe on the way to campus.
e. Adverb of frequency is an adverb which tells how often an event or activity
takes place or occurs, such as always, often, sometimes, rarely, etc.
Example: He sometimes comes to his grandmother‟s house.
f. Adverb of place is an adverb which tells the place or direction of an event or
activity occurred. The words are here, there, somewhere, inside, everywhere,
etc.
Example: Oh god! the cat is hiding inside the car engine.
As illustrated, there are so many types of adverbs that mentioned above
which explain the verb or adjective that are related to the sentence. Then what
about adverbial phrase, same as an adverb, adverbial phrase is also used to describe
verbs, adjective or other adverbs, which can occupy various positions in a sentence,
so what can be distinguishes between adverb and adverbial phrase is the number of
words, that is not only a single adverb but consist of two words or more which
usually called by phrases, such as extremely quickly, very gently, as long as,
quickly enough and so on.
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3. Types of Recount Text
As defined above that recount text is a text that delivered a story which
happened in the past time and covered the wh-questions (what, who, where, when,
and why of the story) which aims to inform and entertain the reader with its generic
structure (orientation, event and reorientation), and the language features of the
text.
According to Robpuffer in bpghsenglish101.wikifoundry.com, the story or
the event usually can be personal and factual as the types of a recount as explained
below:
a. Personal recount
Personal recount is a recount text that retells an event or activity that
happened based on the writers experience, or in other words it is a story
involving the writer in it, as an example telling of his/her holiday.
b. Factual recount
Factual recount is a text that reports a story based on facts, as
bpghsenglish101.wikifoundry defined that factual recount is used to record
details and facts of a particular event which the writer has not necessarily been
involved in. Factual recount usually found in a news story, science experiment,
and a report.
Although the type of recount text is divided into two types, but the text
given is in the same sequence and also some other regulations that apply to recount
texts that distinguish only the contents of the story.
C. Writing Recount Text
Writing activity becomes one of the four language skills that students must
possess based on the English syllabus for vocational and senior high school, it is
mentioned that the English learning through the use of some texts which is
intended to train students to think and develop the factual, conceptual and
procedural of their language abilities and knowledge which is contextually related
to their lives so it can be beneficial in the future.
On the above consideration, the learning of various types of texts is taught
in several different classes which are adjusted to the students‟ needs and the text
difficulties. As one type of the texts taught in the tenth grade students namely
recount text, recount text is one of some text which is chosen, since it is a text that
deliver some information in the form of story which is based on his/her experience,
this text is closely related to the lives of students, so that the learning can be carried
out contextually, as (Department for Education and Skills , 2001) mentioned that
recount writing is often seen as the easiest non-fiction text type to teach, since
recount are organized chronologically, like a story. Meanwhile, the text learned
must be presented in writing, yet this skill is hard to achieve, some obstacles such
choosing the right vocabulary or word in the sentence, proper use of verbs based on
the time of occurrence and difficulty in develop and organize the ideas into a
paragraph.
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Accordingly, writing recount text is a short story of past experience which
is written in chronological order which consist of orientation, event and
reorientation as its generic structure, the concern on the language use also takes a
part of the writing activity as a characteristic of writing recount text. Writing
recount text aims to inform some series of the events which happened by the writer,
the story delivered can be sad, fun, etc. It is depending on the events that have been
experienced by the writer.
Writing recount text is consist of some paragraph which based on its
generic structure as explained before, like any other text, the basic part of a
paragraph entails topic sentence, controlling idea, supporting idea and concluding
sentence (National Geographic Learning, p. 40).
In writing recount text the process involved also based on Harmer theory
which consist of planning, drafting, editing and the final draft. The process is
carried out to produce a written form which organize and understandable by the
reader.
D. Teaching Writing
Teaching strategy is involved with the way in which we deliver the material
with a technique deemed appropriate to the learning objectives to be conveyed,
while the scope of teaching to write according to (Hyland, 2003, p. 2) divided into
several focus those are: language structure, text functions, themes or topics,
creative expression, composing processes, content, genre and contexts of writing.
The description as follows:
a. Focus on language structure
According to Silva that this view which focus on language structure is come
from the behaviorist learning theories of second language teaching in the era of
1960‟ (Hyland, 2003, p. 3), which seen writing as a product constructed from
the writer command of grammatical and lexical knowledge that is imitating and
manipulating the models in this case is the teacher. As the result the writing
involved of how the writing is formed with full attention on grammar and
language pattern.
There are some steps in doing this activity, first is familiarization which is
certain grammar and vocabulary are taught to the students through a text,
second is controlled writing namely manipulate fixed pattern done by the
students which based on the substitution tables, third is guided writing means
imitate the text‟s model, fourth is free writing means develop the writing using
his/her own patterns. This kind of focus brings to the form of exercises
involving the formation of sentences and changes in the form of verbs which
focus on lexical and syntax only while ignoring the content and the context of
the language itself.
b. Focus on text functions
Instead of focusing on the structure, the text function cannot be ignored, the
topic sentences, supporting sentences and transitions are developed by the type
and purpose of the text which leads to the formation of sentences based on its
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function, this focus means that the language delivered is not only how it is
formed but also pay attention to the communication aspect.
c. Focus in creative expression
Other focus is on directing the students to make free writing in expressing
the idea, so it can generate some creative ideas. Teachers give the pre-writing
activities to open the students‟ mind, then write down the idea just flow away,
while the next teacher‟s task is just watching and letting them to write, as
Straub said in (Hyland, 2003, p. 9) that writing is an act of discovering
meaning, a willingness to engage with students‟ assertions is crucial and
response is a central means to initiate and guide ideas.
d. Focus on the writing process
Teaching writing can also focus on the process which is intended to direct
the students on what steps should be taken to perform writing. Many types of
processes which proposed by some theorist such as Harmer, Flower and Hayes
as mentioned on page nine which describes a sequence of processes in writing.
Yet, another process which is described in Hyland explains how all the process
activity can be interacted with one another to get a good written product, as
described below (Hyland, 2003, p. 11) :
Figure 2.1
A Process Model of Writing Instruction
Selecting a topic : by teacher and/or students
Prewriting : brainstorming, collecting data, note taking, outlining,
etc.
Composing : getting ideas down on paper
Response to draft : teacher/ peers respond to ideas, organization, and
style
Revising : Reorganizing, style, adjusting to readers, refining
ideas
Response to revisions : teacher/peers respond to ideas, organization and
style
Proof reading and editing: checking and correcting form, layout,
Evidence, etc.
Evaluations : teacher evaluates progress over the process
Publishing : by class circulation or presentation, noticeboards,
website, etc
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e. Focus on content
The content of the writing is about the theme or topic that the students‟
want to explore, this is the basic step to determine the material or issue to be
discussed in the text, this step is very important to start the writing by giving
various stimuli to the students which is needed and related to the topics the use
of picture and mind map can be helpful to develop the text.
f. Focus on genre
Genre is also be the focus consideration of teaching writing, focus on the
genre includes the type of writing that is made leading to the purpose of the text
whether it is about description, narration, reports and many more. As Martin
stated in (Hyland, 2003, p. 19) that genre is as a goal-oriented, staged social
process, which means that besides achieving the goal, genre is also a social
process where in achieving its goal there is a cultural interaction, and the value
of which all is done in several stages to produce a text that can be accepted and
understood by the reader.
Meanwhile, Hyland (2003) formulated the principal orientations to second
language writing teaching based on its purpose as explained below:
1) Structure Orientation
If the teaching writing orientation is on the structure then the teaching
process will be emphasized on the language form to achieve the grammatical
accuracy, vocabulary building, and second language proficiency with the main
focus on the controlled composition, gap-fill, substitution, error avoidance,
indirect assessment practice of rhetorical patterns.
2) Function Orientation
Language use becomes the main focus in teaching writing when the
orientation on the function of teaching writing which aims to learn the
paragraphs and text organization patterns, the teaching technique involved is
free writing, reordering, gap-fill, imitation of parallel texts, writing from table
and graphs.
3) Expressivist Orientation
Expressivist orientation emphasis on the writer with the goals to be
individual creativity and self-discovery with the main pedagogic technique is
on the reading, pre-writing, journal writing, multiple drafting, and peer
critiques.
4) Process Orientation
This orientation focus on the writer as the control of technique, the teaching
technique is more involved the brain-storming, planning, multiple drafting, peer
collaboration, delayed editing, and portfolio assessment.
5) Content Orientation
Content orientation is point to subject matter with the goals to achieve the
writing through relevant content and reading, by the teaching technique on
extensive and intensive reading, group research projects, and process or
structure emphasis.
6) Genre Orientation
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Text and context is becomes the concern which aims to control of rhetorical
structure of specific text-types, the main pedagogic techniques is on modeling-
negotiation-construction cycle and rhetorical consciousness rising.
As describe above that each of the teaching intention has its own way or
technique to achieve the goal, thereby the teacher is given an overview of the steps
and directions of what should be done in teaching writing.
1. Teaching Style
In every teaching process there is always required the existence of style or
technique in delivering a material tailored to the needs of the learners, as it is
known that the various types of learners can be found in a class. In the (Hyland,
2003, p. 43) mentions that in general there are three types of learner styles, those
are:
a. The cognitive
This dimension divides the learner into two types, the one who prefer an
instruction that emphasizes rules which is called field-independent, such
learning styles are favored by students who think analytically, and the other one
is a learner who like many of interaction and response or feedback on their
writing, so the class is as a place where they get experience, this is called field-
dependent learner.
b. The affective
The next dimension is the type of learners which are grouped into two
types, the first one is the learner that rely on social factors and emotional,
meanwhile the other one more favor to use the logic in learning. In addition,
there are also different student personalities in learning such extroverts
(students who are more open with outside life, active, and prefer to work in
groups, and so on) and introverts (students who more closes themselves from
outside life, shy, quiet, thinkers, prefer to work alone, and many other features).
c. Perceptual
Perceptual is consist of visually, auditory and tactile or kinesthetic
students, the students who prefer to see the information or the lesson with a
media such a picture, whiteboard with marker or power point presentation is
classified into visual learner. While auditory learner is prefer to hear the
explanation which is being conveyed by the teacher. The last is tactile or
kinesthetic this is an active learner and prefers to learn with a real object so they
can see, touch, or may be interact directly with the object as a learning media.
Based on some learner styles above, it provides a clear picture of how to
find the right and proper techniques which build upon on how students learn, surely
each student has a different learning style, so the teacher can collaborate with
several learning styles in delivering class materials.
2. Teachers Role
The learning process cannot be separated from the role of the teacher as a
facilitator in delivering the material to be delivered in the classroom, the use of
appropriate strategy is must be in line with the objectives of learning, which is
expected to produce satisfactory results in the end, but the result of student work is
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not the only one that is considered to be the most important thing, the teaching
process should also become a concern for the teachers in order to get the best and
expected result of written product.
On the basis of the above statement there are several strategies to be
considered as a teacher, (Harmer, 2004, p. 11)
1) Ask the students to set a plan
Drawing up a plan is the first step for students before starting their writing
and it is related to the writing purpose of the text genre, to do such activities the
teacher can encourage the students to share their ideas rather individually, a
group or in a small discussion (brainstorm) which must be in accordance with
the purpose of writing.
2) Encourage the students to draft, reflect and revise
Some stages is required in the writing process, these stages must be passed
by the students in order to get the right and proper text type. So the students are
given the opportunity to reflect and revise their work before becoming a true
work which based on the type of text that she/he made.
3) Responding the students‟ writing
Feedback is also equally important in responding to the student's writing,
feedback can be done at the time of writing, so that the students can know the
result of their work and can be repaired as soon as possible. Reformulation can
also be given to students by giving examples of teacher-made work so that
students can review and compare their work. Other response can also be made
to classmates (peer response) who may be providing additional information on
his/her writing.
The writing process mentioned above is as a guide of student‟s writing, yet
these processes can cause in time consuming since in every processes such
reflecting, editing, and rewriting spends a lot of time, so it is necessary for the
teachers to deliberate with the needs in teaching written text, now a days for
instance we can find many writing activities that are made by way of games
that may lead to an improvement on the writing of particular type.
In addition to some of the above mentioned strategies, there is also some
tasks that teacher should do in training students in order to produce the correct and
appropriate text, those tasks are include in the stages of before, during, and after
students‟ writing activities as mentioned in (Harmer, 2004, p. 41) as follows:
a. Demonstrating
On this task, the teacher explains the concept of the type of writing as a
learning material that will be studied in the class, the introduction of the type of
text is very important to do at the beginning of learning since it relates to
generic structure and the language features of each text.
b. Motivating and Provoking
The process of writing needs full of thinking since it is need many efforts of
student‟s knowledge and language ability in composing the words into
sentences and become a whole paragraph, thus it needs the teachers role to
motivate and encourage the students in pouring all the ideas that students have,
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and even the teachers can also provide a keyword which can give an idea, so
the students can start or continue their writing.
c. Supporting
Supporting as well as motivating and provoking, where the teacher gives
time and assistance entirely to the students in the writing process. This also
applies on supporting them to keep the spirit and ensuring that they are still
continuing the writing.
d. Responding
Responding involves monitoring and checking the progress of students‟
written text which is not intended to give the score on student's writing, but
rather to the spontaneous feedback on the student's writing that is considered
there are some mistakes either to the verb form, sentence structure or may be
information that is incorrect or still unclear, the reactions given is in the form of
correction or clarification of the paper that is considered still inappropriate.
e. Evaluating
Evaluation is a way in which the work of students can be used as a learning
material for the next writing. The text result can be a feedback for the students
to know how far they have achieved the correct writing standards, which can be
seen by the teacher‟s mark on the wrong writing or may be some notes which
are written by the teacher on the text.
By performing the task of teachers in writing exercises, then it should be
obtained satisfactory results and can be achieved the objective of study, yet this
cannot be proven by one factor alone, it needs continuity by several factors to
perform their respective duties and functions.
E. Hamburger Paragraph
1. Defining Hamburger Paragraph
As mention early that in order to teach any subject for teaching there is
always needed a strategy. A strategy is related to the technique or the way we
deliver the material in the classroom, the selection of the right and proper technique
is expected to meet the target lesson of the material submitted. Various strategies
are conducted by many teachers to help the students to improve their writing
ability, as this research discussion namely the use of hamburger paragraph as a
strategy for teaching writing.
Readingrockets.org defined hamburger paragraph as a writing organizer
that visually outlines the key components of paragraph. Meanwhile Rog & Kropp
mentioned that hamburger paragraph is a form of paragraph as like as hamburger
(Puspitawati, 2017). As we know that hamburger is described with two buns, one
top bun and one bottom bun, with several layers between the two buns which
consists of meat, lettuce, tomatoes, cheese pieces, tomato and chili sauce, the more
topping that is given the more interesting and delicious to eat. Hamburger
paragraph also has the same concept, which means that the more details are written
the more interesting the story content in the text. The picture of hamburger
paragraph below is taken from jasmineanderson11.wordpress.com as follows:
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Figure 2.2
The Picture of Hamburger Paragraph
As seen above that the description of hamburger paragraph that contains of
top bun, layers and bottom bun and illustrated as the main idea, detail 1, detail 2,
detail 3 as additional information, and end with a concluding statement, as
explained below:
a. Main idea
Main idea is given at the top bun as a starting point to develop the text
content. Main idea is always be a part of a text and the most important thing in
a paragraph. Main idea is the topic sentence of what a paragraph is all about, so
the existence of a main idea or topic sentence will be a reference of what will
be written next in the text.
b. Details
The details are described as the filling of a hamburger. Detail covers
information to support the main idea, naturally the details given cannot be
covered in one paragraph, so that additional details are needed in the next
paragraph, moreover if the information is delivered in a sequence.
c. Concluding statement
The bottom bun represent the concluding statement in a text, as we know
that in every text there is a closing sentence or conclusion on the writing we
have made which can be the essence, expectation, or opinion of the story.
Writing a Paragraph
30
Hamburger paragraph helps the learner to develop and organize their ideas
into several parts or components of a hamburger image which is believed to be a
writing method, so the students can write and organize their ideas, as Persson
(2013) stated in tacomacc.libguides.com that one writing method that you can
follow to help you to write the paper is through hamburger paragraph.
Hamburger paragraph is also a part of a graphic organizer, as Tacaichota &
Leibheal mention that it is a method which provide a visual description of
developing, organising and summairising students learning which help to structure
disjointed information, build a frame of mind, develop the ideas and the
construction of the knowledge (Tacaiochta & Leibheal, 2008). Meanwhile Ciascai
stated that graphic organizer is representation, picture, or model used for
processing visual information, which facilitate understanding of knowledge when
there is a large amount of information with, in a given limited time (Ciascai, 2009).
It means that graphic organizer can be a media to support the material or the lesson
taught, sometimes the concepts is hard to explain or maybe take too much time, yet
it can be conveyed by providing an outline or description on the concept of
material. This technique surely very useful to overcome the limitations of time
owned by teachers, because many activities that teachers have to do which not only
provides an explanation for the concept of the lesson itself but also concerning on
some drills and assignment as an assessment of the learning process.
Graphic organizer is suitable for any types of learner rather visual, auditory
or kinaesthetic, the collaboration of all three types of learner is possibly happen in
the learning process. Graphic organizer has some function in the learning process
as in (Ciascai, 2009) mention, those are:
1) Clarifying knowledge and reasoning
This function is as an explanation of the concept given, various kinds of
forms of graphic organizer also have different meanings based on the
information we want to be given, different graphics then different concepts.
2) Strengthening the learning process
This function discusses how the graphic organizer was chosen in
accordance with the learning materials so that it can affect the explanation of
the concept given.
3) Integrationing the new and the prior knowledge
As a tool in exploring all the knowledge that students have to synergize so
as to encourage students to think hard and critical.
4) Identifying the conceptual errors
Another function is as an identifier, by filling the graph then the student can
see the error or the wrong perception of the concept, thus the teachers or
students can make corrections and revisions to the error of the concept given.
Graphic organizer also has different kinds of types as Gil-Garcia and
Vilegas stated that categorized knowledge graphic organizers into six types those
are: description or simple listing, time/temporal sequence, definition and exmple,
comparison and contrast, cause and effect, and problem solution (Chin & Chien,
31
2012). So the use of proper graphic organizer will help the teacher to deliver the
material tbe understood by the students, many form of graphic organizer can be
selected to be the best describe on teaching such word web, T-Chart, Venn
diagram, semantic, webs mind mapping, matrix, flow charts, problem solution map,
character map, sequencing and so on.
McMakin and Witherell; Wallace et al suggest that the use of four corners
and diamond in writing to help the writer generalize their ideas and thaughts to
make meaningful connections between self, world and other text (Chin & Chien,
2012). The figure is described as follows:
Brainstorming
Beginning
Introduction
Overview
Text Summary
Supproting Details
Middle
Problem/Cause
Key Concepts
Text to Self
Make connections
Ending
Solution
Analysis
Text in World
Summarize
Personal reactions
Draw conclusions
Inferences, evaluations
Text to text
Figure 2.3
Four Corners and Diamond in Writing
As seen on the graphic above we can see that the form can also be used as a
reference in filling hamburger paragraph which is by filling each layer with some
steps written on the graphic above where at each step represents each layer of
hamburger pieces.
2. The Use of Hamburger Paragraph
Every type of text consist of some components, which has their respective
functions in conveying information to be understood by students, a short story for
an instance, if it does not have a good arrangement and unorganized well it can
leads to the confusion and misunderstanding from the information submitted, so
that the purpose of the writing to inform the message is not achieved.
Studying the part of a text is very important for students in developing an
idea into written form, so that students can know what steps should be taken to
create the text in each paragraph. Thus, hamburger paragraph is needed to be
introduced in the teaching of writing in the classroom context.
The hamburger paragraph can be done either individully, small group
discussion, or even for the whole class setting, to use the hamburger paragraph,
some steps should be taken as described in jasmineanderson11.wordpress.com, and
readingrockests.org as follows:
Topic/Text
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1) In the first step, it discusses the three main components of the text, which
consist of the top bun, the filling, and bottom bun. At the top bun the students
indicate what sentences that belong to introduction, while in the filling the
students find some details of information given, next is to determine what
statement that is used as a conclusion at the bottom bun.
2) The second step is to ask the students to find an idea for their writing, and what
story that they want to deliver.
3) After that the student can make some filling on their story by giving details to
make their writing more interesting to read.
4) As the final step they give a concluding statement of their story that can be an
opinion of their story or restates the topic sentence.
With the above stages the students are expected can provide an overview
and understanding of what steps should be taken in writing.
Hamburger paragraph should be carried out after the reading session, this
will facilitate the students in mapping some components contained in the text
which can be done either in a whole or in a small class disscussion later. The
reading session should be matched with the type of text that taught in the class, in
this case the discussion on recount text that aims to train students to write reount
text.
Based on some steps mention above then the students activity on writing
recount text using hamburger paragraph, as follows:
a. Doing the reading activity about recount text.
b. Having discussion about the generic structure of recount text, in a whole class
discussion, or in a small group.
c. Deciding a topic of her/his story.
d. Doing the writing activity of recount text which consists of orientation, event
and reorientation on the hamburger paragraph sheet which is given by the
teacher.
1) The orientation (as the top bun)
In this session, the students are determining the time, place and
participant of the story, here is the topic sentence of what idea that he/she
will delivered in the event.
2) The event (as the filling)
In this section, the students are asked to write a short story based on
their experience in the past form with a clear sequence of events. At this
part the students put some supporting details and information of action that
happened in the story. The more information provided then the better and
more interesting the writing made by students to read.
3) The reorientation (as the bottom bun)
At this point, the students are asked to give some opinions or
conclusion about her/his story.
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e. The students present the story.
The above activities are carried out as a stage that can be done by students
in making recount text using the help of hamburger paragraph visualization in
organizing their ideas.
3. Advantages of Hamburger Paragraph
Every teaching methods or the learning strategy which is given by the
teacher has its own benefits to the lessons delivered, as well as teaching writing
using a hamburger paragraph which is defined by readingrocket.org (2018), known
as the writing organizer that visually outlines the key components of a paragraph.
Meanwhile Smith mentioned that hamburger paragraph gives a basic idea of
writing which can bring to focused and clear paragraphs in writing
(genericjournal.com, 2017). Based on this view then some benefits can be found as
described below:
Firstly, hamburger paragraph is giving visualize image and attract the
students‟ attention, the three parts of the hamburger helps the student to set their
plan in the paragraph.
Second, hamburger paragraph is giving assistance for the students to recall
their previous memory on writing, as Foy (2006) stated that hamburger strategy
provides young students with a memory devices they can call upon if necessary to
remember all of the essential aspects of a paragraph (Nopita, Prima Septy, &
Harha).
Third, hamburger paragraph helps the student to arrange their ideas into
cohesive paragraph, show the organization or structure of ideas (Ramadan, 2018).
Hamburger paragraph which is contain of several layers indicated that each
component is correlated each other to support the idea, so it is expected to produces
a coherent text.
F. Conventional Strategy
Teaching strategy is the most core thing to do by a teacher, teacher-centered
teaching is the most commonly done by every teacher in delivering the teaching
material, and this has been going on since hereditary, unconsciously at the moment
there are still many teachers underwent this method.
Teacher-center method which also be known as conventional strategy is
mostly used in the teaching process, since its practicality in delivered the material.
Boud & Feletti stated that under this method, students simply obtain information
from the teacher without building their engagement level with the subject being
taught (Ganyaupfu, 2013). Which means that this method doesn‟t fully involved
the student to deepen their learning process that occurred in class, students become
passive with the material provided, so it can make students become bored and
unmotivated in learning. As stated by Zakaria, Chin & Daud that teaching should
not merely focus on dispensing rules, definitions and procedures for students to
memorize, but should also actively engage students as primary participants
(Ganyaupfu, 2013).
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Conventional strategy is the way of teaching present orally, use of chalk,
and lecturing model. This teaching strategy focuses on students' ability to
remember the material being taught. This situation put the students to focus on
teacher‟s explanation along the lesson and can lead them to feel bored with the
learning process.
Many studies are still talking about this, there are some who agree and some
are disagree, some pros and cons, as Brophy argue that the primary emphasis for
classroom management in a behavioral model is the use of techniques that bring
students‟ behavior under stimulus control (Tracey, 2008, p. 34). Another statement
from Brophy explains that in the classroom context the students are expected to
strive to make sense of what they are learning by relating it to prior knowledge and
by discussing it with others (Tracey, 2008). It is intended that teacher-student
collaboration is needed, so it can trigger the student‟s willingness of learning.
As defined above that in conventional strategy, the teacher act as a
controller in classroom teaching. As formulated in (Tracey, 2008) mentions some
prominent roles in classroom teaching, those are:
a. Teacher as the sole leader
b. Management is a form of oversight
c. Teachers takes responsibility for all the paperwork and organization
d. Discipline comes from the teacher
e. A few students are the teacher‟s helpers
f. Teacher makes the rules and posts them for all students
g. Consequences are fixed for all students
h. Rewards are mostly extrinsic
i. Students are allowed limited responsibilities
j. Few members of the community enter the classroom
As seen from the formulation above that teacher has a full control over all
activities, very little role of students in it, the students are not given the opportunity
to elaborate and collaborate with materials and even their classmates, this is the
underlying some differences of opinion among the experts. As Dollard &
Christensen stated that authority is transmitted hierarchically (Tracey, 2008).
Nevertheless, this strategy can very effective for some particular lesson, for
an instance to convey information that may not be conveyed in any other way
except by giving lecturing, as taken from schoolnet.org.za which mention that this
strategy is suitable for:
a. Sharing information that is not easily found
b. Presenting information in a quick manner
c. Generating interest in the information
d. Teaching for auditory learners
Yet, based on the above advantages there are actually some shortcomings in
the teaching implementation in the classroom which is not realized by the teacher,
as adopted from schoolnet.org.za as follows:
a. Not all learners learn best by listening
b. Keeping learners‟ interest is often difficult
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c. The approach tends to require little or no critical thinking
d. The approach assumes that all learner learn in the same way
As we know that many types of learner are available in the classroom, such
as auditory, visual and kinesthetic learner. Conventional strategy may be best
applied for auditory learner but will become less useful for visual and kinesthetic
students.
As well as for the material, the material submitted in the class must be in
accordance with the given strategy, an accuracy selection of teachers for choosing
the right strategy in delivering the lesson is crucial, so that learning objectives can
be achieved with the purpose of the lesson. Thus, it is needed some evaluation of
the lesson delivered, to bring a good class condition.
G. Self-Regulated Learning
1. Defining Self-Regulated Learning
According to Zimmerman self-regulation refers to self-generated thoughts,
feeling, and behaviors that are oriented to attaining goals (Zimmerman, 2002, p.
65) which means that the learners are highly involved in setting their own goals and
achievement with the related task. Self regulate known plays crucial roe in develop
the learning skill which encompasses the self awareness, self- motivation, and
behavioral skill to transform the knowledge. Other than, Schunk & Zimmerman
also mention some component skills which must be used in accomplishing the task,
those are:
a. Setting specific proximal goals for oneself
b. Adopting powerful strategies for attaining the goals
c. Monitoring one‟s performance selectively for signs or progress
d. Restructuring one‟s physical and social context to make it compatible with
one‟s goals
e. Managing one‟s time use efficiently
f. Self-evaluating one‟s method
g. Attributing causation to results
h. Adapting future methods
Those processes describe at what level the students can be a self-regulated
learner for their learning, the more quickly and appropriately the strategy gained,
then it will also enhance the learning.
Self-regulated learning is an independent attitude of how students manage
their own way of learning which aims to optimize their learning outcomes. As
Zimmerman and Schunk stated self-regulated learning means that when students
can self-regulate to the degree that they are metacognitive, motivationally, and
behaviorally active participants in their own learning process (Nodoushan, 2012, p.
2). Other definition comes from Carver & Scheier who viewed self-regulation as a
self-oriented feedback loop during learning (Magno, 2009). It means that the
students are actively involved in the learning process to find the best strategy to
their learning activity to achieve the learning effectiveness. Meanwhile Dembo,
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Junge & Lynch define self-regulated learning as the ability of learners to control
the factors or conditions affecting their learning (Andrade & Evans, 2013, p. 10).
Self-regulated learning comes from Bandura‟s social learning theory which
described by Senemoğlu as an individual‟s influence, orientation, and control over
his/her own behaviors (Erdogan & Senemoğlu, 2016). Self-regulated learning is
about the learning strategy which every learner should have, as Weinstein, Husman
& Dierking stated that a good strategy user is a student who identifies the most
suitable strategies to use for a particular task and purpose, knows how to apply
those strategies more effectively, and recognizes the time and place to use them
(Malpique, Veiga Simao, & Frison, 2017, p. 245). A strategy becomes an important
part in the learning activity, as Alexander, Graham & Harris stated that strategic
processing is necessary for developing proficiency in any field of study (Malpique,
Veiga Simao, & Frison, 2017).
Thus, self-regulated learning is a kind of students‟ encouragement in
improving their learning activities as a mean to facilitate them in completing tasks
assigned by school. Some knowledge are needed in order to do the self-regulated
learning, as written on the book of (Nilson, 2013, p. 2) that the knowledge
encompasses the strategic knowledge, knowledge about cognitive tasks, and self-
knowledge. Some of the problems found on the students to self-regulate their
learning entails on three areas mentioned above as explained below:
a. Strategic knowledge
Strategic knowledge involves the students‟ ability to apply the appropriate
strategies, including ways of solving problems in completing tasks, planning,
monitoring and evaluating learning. The students‟ lack of ability to rehearse
and organize the material is also become an obstacle in developing their ability
in determining effective strategies.
b. Knowledge about cognitive tasks
This aspect cover the ability to understand the instructions, when there is
difficulty in understanding the command or instruction in completing the task,
at this point the student try to solve the best learning strategy which is suitable
with the desired target.
c. Self-knowledge
Self- knowledge includes the ability to self-reflect of what become their
strengths and weaknesses as a learner and evaluate the performance in order to
do the next task with better strategies.
Three points above are believed can lead the student to self-regulate their
learning, although little ability is owned by the students, yet with the ongoing
learning process then the skill can grow little by little.
2. Self-Regulated Process
There are three cyclical phases which is believed as the part of the self-
regulatory process by the social learning psychologist, the phases include
forethought, performance and self-reflection. Each step describes the process of
before, during, and after learning. The picture is shown below which taken from
(Zimmerman, 2002, p. 67)
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Figure 2.4
Three Cyclical Phases of self-regulatory Process
As seen above the main focus of forethought phase is task analysis and self-
motivation, task analysis cover the goal setting and strategic planning, it is a
beginning stage which must be done to determine the purpose of the task which can
help learners to determine the strategy or steps to be taken next. Besides that, self-
motivation plays important role in self-regulated learning since it can be a booster
for the student to achieve the goal that have been set.
The next phase is performance that consists of self-control and self-
observation. Self-control take in the way the learner apply the strategies in the
learning process, a place which bring a good atmosphere is also affect the learning
process, so the learner can absorb the material well. While self-observation point to
how students monitor their learning which can be done during the learning process
by observing of what becomes the predominance and shortcoming which then can
be applied at that time.
The last is self-reflection phase which cover self-judgment and self-
reaction, self-judgment refer to self-evaluate of his/her performance and compare
Forethought Phase
Task Analysis
Goal setting
Strategic Planning
Self-Motivation Beliefs
Self-efficacy
Outcome expectations
Intrinsic interest /value
Learning goal orientation
Self-Reflection Phase
Self-Judgment
Self-evaluation
Causal attribution
Self-Reaction
Self-satisfaction/affect
Adaptive/defensive
Performance Phase
Self-Control
Imagery
Self-instruction
Attention focusing
Task strategies
Self-Observation
Self-recording
Self-experiment
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with the standard goal or even classmate. Self-judgment also refers to an
assessment of his/her ability on previous learning outcome that may influence
his/her motivation to be high or low. Meantime self-reaction leads to the result of
what to be the outcome of the study, the reaction can be appear as defensive
(avoiding the perception of others) or adaptive (continuing or adjusting the learning
strategy that has been implemented) which then returns to the stage of forethought
phase.
3. Self-Regulated Learning Activities
Self-regulated learning activities cover four categories as stated in (Andrade
& Evans, 2013, p. 12) which entails:
a. Metacognitive (planning, setting goals, monitoring, evaluating)
b. Motivation ( the ability to self-motivate, taking responsibility for success and
failures)
c. Cognitive (understanding and remembering information)
d. Behavior (seeking help, creating a positive learning environment)
While, based on theory of Zimmerman 2002 self-regulated learning
approach is based on three cyclical phases, therefore the table below describes the
self-regulated process that related to writing activities which is adapted from two
sources: International Journal of Innovation in Science and Mathematics Education
and The Assessment Handbook: Continuing Education Program which taken from
researchgate.net
Table 2.4
Self-Regulated Process in Writing
Phases Self-regulation component tasks
Forethought Goal setting
Strategic planning
Assessing self-efficacy
Selection of strategies and
methods
Students determine the
purpose of the activity of
writing recount text based
on a predetermined
theme.
Performance Attention focusing
Task Strategy
Self-instruction
Students learn and
monitor the task, whether
it is in accordance with
the goals that have been
made.
Students identify some
distractions or difficulties
that come over him/her
and try to set up the right
strategy that can solve the
problem.
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Phases Self-regulation component tasks
Self-reflection Self-evaluated
Seeking help or information
Self-satisfaction
Evaluate the success or
failure.
Look for the best
strategies of his/her
classmates in doing the
writing that has progress
in its writing.
students who succeed in
the use of learning
strategies will continue to
be motivated and increase
their confidence to
produce good writing,
while those who have not
been looking for the right
strategy will keep trying
to improve their writing
on recount text.
The theory that goes along with this also comes from Zimmerman &
Risemberg (Andrade & Evans, 2013, p. 13) that to overcome self-regulate learning
the students must comprise the six domains in the classroom as follows:
a. Motive
Motive entails the goal of the learning which can lead them to the reason of
why they learn, motive can be indicated by the effort and persistence as Pintrich &
schunk 2002. Motivation involves the combination of two areas namely the learner
and the need, the desire possessed to master and achieve the goal become a
benchmark of how she/he eager to learn.
b. Method
The question of how the student learn involves the activity undertaken such
summarizing, note-taking, asking question, rehearsing information, and using
visual media to help their learning. With the number of strategies that students do
in fulfilling their learning, then the students can look for effective learning
techniques in accordance with their learning needs.
c. Time
Time consider the question of when, a good time management can help
students to plan, self-monitor, and organized their time to be usefully used on the
writing process.
d. Physical environment
Physical environment also becomes one aspect to boost the self-regulated
learning which involves the learner‟s environment that give some good resources to
their study whether by choosing a best place (mobilize) such cozy, comfort, quiet
or well and easy access of information for learning.
e. Social environment
40
Social environment involves the learning partner that can give some
positive contribution/input to him/her progress with some emphasis on speaking
and writing which is happened during the practice and interaction session.
f. Performance
Performance is deal with what material to be learned which encompasses
the motivation, planning, monitoring, evaluating and behavior (the ability to find
some additional information from someone as a part of interactional process).
4. Self-Regulated Learning In Writing
As we know that self-regulated learning can be used in the aspect of
education to enhance student self-regulatory process, as well as this approach is
trying to adapt the process for the developing the writing skill for the high school
student. Self-regulatory process discovered that there is an improvement for the
writing organization, statement, and understanding the topic. Barry J. Zimmerman,
Sebastian Bonner & Robert Kovach put forward some steps include self-evaluation
and monitoring, goal setting and strategic planning, strategy implementation and
monitoring, strategic-outcome monitoring, and self-efficacy perceptions in doing
the writing.
The steps are done to map some difficulties faced and determine the proper
strategy, so as to produce self-regulatory in accordance with the learning style of
each student. Self-evaluation and monitoring are done which is intended as
generating and revising the text, how a given topic can be properly developed into
a good paragraph.
While goal setting and strategic planning refer to how a good writing can be
made, some activities are involved such making notes, organizing notes, generating
text, critiquing/revising, and looking for additional help to classmates by reflecting
on each writing.
Next is strategy implementation and monitoring, at this stage the students
are given the opportunity to monitor they work so they can determine for the right
strategy.
Then strategic-outcome monitoring, the writing result gives a portrait of the
student‟s writing progress, may be some students can continue their progress by
evolving the type of writing, yet there is also some students that must continue to
develop their strategy, because their writing has not yet reached the target created.
Hereafter, if in the process of writing there is still lack or incompatibility in
the writing form with what has been planned and done, so it can form a low self-
efficacy, however it can be a signal to find and determine the right strategy for the
future.
In the book of (Andrade & Evans, 2013, p. 11) there are ten principles of
teacher‟s response in writing, as follows:
a. Clarity is paramount
Give a clear comment which provide clear understanding to the student,
clearly command what student should do, use tools or media that can clarify of
what become the intention.
b. Teacher is not the only respondent
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Teacher can give lots of learning resources that can be taken; the use of
tutor, peer and classmates can be one of the factors that can help students‟ writing.
c. Written response is only one option
Written response only gives one solution, it should also best to provide oral
response such small group discussion, tutorial session, writing consultation, and
audio recordings. The use of electronic devices also can give an effectiveness
respond or feedback and time saving.
d. Respond selectively
Provide direction that focuses on one goal that is most important for the
writing, and do not respond to some drafts so that students make it difficult to
understand of what should be revised.
e. Customize response to individual learner needs
Adjust the response to the students‟ needs by giving variation feedback
based on assignment type, time in the semester, and the students‟ level.
f. Response needs to be interactive
Interactive respond become attractive for the students, build a productive
interpersonal relationship for each other, and make a light conversation about the
writing without judging it.
g. Do not adhere to rigid response
Be flexible in giving respond, some response can be given by match
response on the individual assignment and student differences.
h. Improvement takes time
Most teachers want some improvement on the students‟ writing, yet that
writing improvement is a process, assist students to identify their progress, give
some advice that should be consistent, clear, and encouraging.
i. Appropriately balance critique and praise
Critique and praise should be balance, use praise, criticism, and suggestions
when needed. The response or feedback to students writing must be
constructive.
j. Find balance between giving clear, specific response and appropriating student
writing
Clear and specific response in a balanced way by giving guidance to their
writing instead of control them, so students feel the real process of writing from
beginning to end.
5. Measuring Self-Regulated Learning
Self-regulated learning is a motivation based learning theory which means
that motivation is an essential component of self-regulated learning (Gafoor K &
Kurukkan, 2016, p. 61). ResearchCollaborationSurveys.org define self-regulated
learning as a student‟s application of self-directed processes and behaviors that lead
to the attainment of goals which cover the four essential components, namely
planning, monitoring, controlling, and reflecting. Meanwhile Winne views self-
regulation as composed of metacognition (the student‟s awareness of the learners in
their academic strength and weaknesses), intrinsic motivation (the student‟s belief
42
in incremental learning, high value in personal progress, and high efficacy for
learning) and strategy use (Magno, 2009, p. 28).
Thus, in order to measure the student‟s SRL, the Motivated Strategies for
Learning Questionnaire (MSLQ) was used, as Schunk & Zimmerman stated that
the MSLQ also reflected the research on self-regulated learning, which emphasize
the interface between motivation and cognition (Teresa & McKeachie, 2010).
The MSLQ seed start in the early 1980s and start to develop in 1986, a number
of field studies for college student learning were conducted by Pintrich & Garcia.
Other research also conducted in develop the general model of college student
motivation and self-regulated learning by Mckeachie, Pintrich, Smith, Lin, &
Sharma which based on the MSLQ (Teresa & McKeachie, 2010). As mentioned
previously that MSLQ is commonly used for measuring a general cognitive view of
motivation and learning strategies for college students, yet the MSLQ questionnaire
used for this research was adapted and adjusted to the level of senior high school
students.
The MSLQ consist of motivation section and learning strategies section.
Motivation section consist of the goal orientation, task value, students‟ believe,
confidence and anxiety in completing the task. While learning strategies section
encompasses basic rehearsal, elaboration (gathered all previous information and
connected to appropriate strategy), organization (more involved at the main focus
of the assigned task), time management, self-control to complete the goals, peer-
learning, and help seeking. The original version of MSLQ consist of 81 items, but
the question was adjusted to the level of senior high school to 44 items.
The questionnaire is consisting of five-point Likert-type scale which is
described the student answer of each question that mostly describes to him/her
closely. The scale is range from 1-5, with a scale description of point 1 (strongly
disagree), 2 (disagree), 3 (neither agree nor disagree), 4 (agree), and 5 (strongly
agree), by these scale then each of number showed the level of each component.
To know the level of self-regulated learning based on the scale above, the
scale was converted into interval data by using Successive Interval Method (MSI),
the number of questions multiplied by the highest interval data and divided into
two in order to find the upper and lower level, as described as follows:
Table 2.5
Level of Self-regulated Learning
Level Range of Score
High 81.90-163.80
Low 36.00-81.89
6. Advantages of Self-Regulated Learning
As Schraw; Schraw & Dennison; Schunk & Zimmerman mentioned that
self-regulated learning is kind of learning strategy that can be practiced, understand
and develop by the students with no need any special ability or intelligence (Nilson,
43
2013, p. 10 ). Nilson stated that several studies prove that self-regulated learning
provide good benefits for students, encompasses:
a. The improvement on student performance or achievement in their learning.
b. The amount and depth of student thinking.
c. Enhancement of students‟ conscious focus on their learning.
d. The development of reflective and responsible professionalism.
As seen above that self-regulated learning helps them to maximize their
effort in the learning process to get the lesson achievement as his/her goal. Self-
regulate train the student to focus on the tasks assigned and become responsible for
the importance of improving their learning to find the best strategy for their
learning.
H. Previous Research
The interest in the ability of student‟s writing is high enough, since many
researches on this area have done a lot. This is a form of concern for caring to find
the best way, in trying to help students for improving their skills in writing. Many
kinds of writing research have been done, one such example as in this research is
the use of two independent variables contain of hamburger strategy and student‟s
self-assessment which probably can do such effect on writing recount text. Though
the use and kinds of strategy or technique for the dependent variable is different
form one research to another, yet there are some studies which have some
similarities and can provide some literature to this research, as follows:
1. The research with a title “Hamburger Paragraph As A Pre-Writing Strategy
For Writing A Short Essay” which is done by Dini Puspitasari (2017), the
research is done in the level of senior high school students by introducing the
hamburger strategy as pre-writing for a short essay, then the result found that it
help the students to write and organize their thoughts.
2. The research which conducted by Marjorie Brown (2011)with title “Graphic
Organizer Effects On The Writing Process”, The participant took 21 high
school students in tenth grade of learning disabled, who is taught the use of
graphic organizers during the reading and did the essay writing, as the result
showed that the students‟ achievement scores increased.
3. The research done by Desti Nopita, Adzanil Prima Septy, Khairul Harha
on“The Implementation of Hamburger Strategy to Improve Students’ Ability to
Write Hortatory Exposition Text”, the research discuss the implementation of
hamburger strategy in teaching students to write hortatory exposition text. The
visual effect give a clear steps of constructing an essay by identify the
important part of an essay.
4. The study with the title “Graphic Organizer Effects on the Writing Process”
by Marjorie Brown, it involved high school students with learning disabilities at
the tenth grade who feel difficult in doing the pre-writing activities, the use of
graphic organizer delivered to organize thoughts and ideas, create outline,
transfer learned knowledge into an analysis and write a cohesive essay for a
persuasive essay. Then the result show that the students who provided with
44
graphic organizer during reading and writing indicating an increase in their
score.
5. The title of “Using Graphic Organizer To Teach Writing” by Katie Lancaster
conducted a research of 5 students at the average age of 6,6 years old at a first
grade with the lowest score taken from the result of the writing sample. The
instrument used in the study is writing rubric and writing attitude survey,
writing rubric is rubric assessment in terms of compose, craft, conventions, and
participation. While the survey helps the teacher to get some information on
students‟ attitudes and feelings about writing. At the end of the research, the
use of graphic organizer showed an improvement in ability to use word choice
and organization of the writing.
6. The other research of Eunice Eyitayo Olkanmi &Mishack. T. Gumbo (2017)
which concern on self-regulated learning, with the title “The effect of Self-
Regulated Learning Training on Students’ Metacognition and Achievement in
Chemistry”. There were sixty students with aged 14-15 and randomly assigned
into experimental and control group. The experimental group were given four
weeks training of SRL and the concept of rates chemical reaction, with totals
six weeks, (the pre-test at the first week and post-test in the last week). The
instrument used is the self-regulatory strategies questionnaire (SRSQ) which is
adapted from Printich, Smith, Garcia and McKeachie (1993) to assess students‟
motivational orientations and different SRL strategies for the experimental
group. While rates of reactions knowledge test (RRKT) used to measure
students achievement on the rate of chemical reaction in the experiment and
control group. Then the t-test used to test the equivalence of the test score on
SRSQ and RRKT, finally the result showed that SRL training had positive
effect on students‟ achievement in chemistry.
7. A research by Nwafor Chika E, Abigail Chikaodinaka Obodo, and Gabriel
Okafor (2015) on “Effect of Self-Regulated Learning Approach on Junior
Secondary School Students’ Achievement in Basic Science”, two classes were
chosen for experimental group and two other classes were chosen for control
group from two schools through simple random technique. The instrument
used is Basic Science Achievement Test (BSAT) with 50 item of multiple
choice, the experimental groups were given SRL method while in the control
group the student taught with the conventional method. After eight weeks of
meeting the pre and post data analyzed by ANCOVA to see the result that SRL
method brought the positive impact for mastery the basic concept among junior
secondary school students.
8. The title of “Self-Regulation and Approaches to Learning in English
Composition Writing” conducted by Carlo Magno (2009), involved 294
participants of college students in English, Linguistics, Literature, and
Communication Arts of Metro Manila. The Revised Learning Process
Questionnaire-2F were used to measure multidimensionality approach to
learning, while Academic Self-Regulated Learning Scale (a model of
Zimmerman and Martinez Pons) used to measure students‟ academic self-
45
regulation on memory, goal setting, self-evaluation, seeking assistance,
environmental structuring, responsibility, and organizing. The R-LPQ-2F and
A-SRL-S given to students after asking them about any experience of
composed research paper, essay or any form of written work which intends to
answer the questionnaire to share their experience before, during, and after
perform writing activity in English. After being calculated, the study showed
that learning approach and self-regulation are correlated to learning
significantly on memory, goal setting, self-evaluation, responsibility, and
organizing on the deep approach (the approach where in the students actively
and mentally engage their selves with the material) except in seeking assistance
and environmental structuring didn‟t show any significant relationship. While
in surface approach (the product of the specific situational for learning tasks
that brings great pressure to the students) the other components were not
significantly increased, except for the memory strategy this is significantly
increased.
9. Dr. Abdul Gafoor. K and Abidha Kurukkan (2016) conducted a research in
“Self-Regulated Learning: A motivational Approach for Learning
Mathematics”, Thirty five studies on self-regulated learning in journals from
1998 to 2016, then analysis of the sample studies was done during the study,
independent and dependent variable, level of education (primary, secondary,
and teacher), design study, sample size, technique for data collection and
methods of analysis. As the result the study brought to some conclusions. The
first is a number of cognitive and emotional factors within and outside the
learner reciprocally impact SRL in learners in any level of education. The
second, Self-efficacy and problem solving are studied closely in connection
with SRL and gives a real impact in its process. The third, gender, cultural
context and discipline impacts SRL. The fourth, SRL can be improved even in
the short term regular classroom. The fifth, there is moderate to strong evidence
that SRL has an effect on math outcome. The sixth strategy training through
methods; computer-based instruction, semi-structured guidance, and face to
face discussion enhance SRL in math.
10. The research on “Effect of Methods of Learning and Self- Regulated Learning
toward Outcomes of Learning Social Studies” done by Awaluddin Tjalla & Evi
Sofiah, the research was done in level Junior High School with 28 students as a
sample in order to find the influence of learning methods and self-regulated
learning on students learning scores for Social Studies. The instrument used is
multiple-choice test of Social Studies and SRL questionnaire to retrieve data
which then is analyzed by two-way ANOVA and there are three result shows
on the research, first is the students‟ achievement for Social Studies has
significant impact by using peer tutoring. Second, reveal an interaction between
peer learning with SRL on the students achievement. Third, peer tutor affect the
score achievement for Social Studies of high SRL students.
11. The “Developing and Assessing Self-Regulated Learners” a research done by
Carlo Magno (2019), the study which concern on the development and
46
assessment of self-regulated learning in the school context. Different models
for assessing self-regulation such questionnaires and structured interview.
Questionnaires which is commonly used to self-regulation are from Learning
and Study Strategies Inventory (LASSI) by (Weinsten, 1987), Motivated
Strategies for Learning Questionnaire (MSLQ) by (Pintrich, Smith, Garcia &
McKeachie, 1991), and Academic Self –regulated Learning Scale (A-SRL-S)
developed by Magno (2009), the model was derived by Zimmerman and
Martinez Pons (1986;1988). Meanwhile structured interview which pioneered
by Zimmerman and Martinez Pons (1986;1988) it used an interview called
Self-Regulated Learning Interview Schedule (SRLIS). Different protocol were
used as a studies to show the effects of developing self-regulation in classroom
context.
I. Conceptual Framework
Writing skill is one of the four language skills that can be considered
difficult and takes a long time to be mastered by the learner, many factors are
integrated each other to achieve it. The idea in doing the writing research comes
from the emergence of problem in the student's difficulties for writing his/her ideas,
especially in writing recount text that aims to convey one‟s own experience.
Writing ability can be influenced by many variables, as well as recount text,
the provision of appropriate teaching strategy is expected to provide significant
results in students' writing skills, the use of various media has been widely used in
learning classroom which as an effort to improve the students‟ ability. In this case
the use of hamburger paragraph which is considered as a teaching technique which
is given in the classroom in order to introduce the concept and part of a paragraph
in an easy way by using the image media of a hamburger which familiar to students
in writing a recount text. The written organization of recount text is explained and
delivered in a form of hamburger and called as hamburger paragraph which is
intended to attract students‟ interest and assist them in mapping or organizing the
ideas in learning writing.
A hamburger paragraph is also identify as a graphic organizers, as Bishop
2013 stated in (Tayib, 2015, p. 19) that graphic organizer is a visual displays of key
content information designed to guide learners and to enhance their
comprehension. Thus a piece of a hamburger also represents an outline of how a
paragraph is organized and used to give an assistance of the learning material about
recount text, as Baxendel (2003) stated in (Tayib, 2015) that graphic organizer
helps students clearly see how ideas are organized within a text or surrounding a
concept.
The use of the strategy can be more visible when juxtaposed with student
regulatory learning in the learning process for completing the task. Self- regulated
learning describes the learning process that used by the students to improve their
academic outcome of certain task. Therefore self-regulated learning is expected to
be the factor for the students to reflect their performance so that can find the best
outcome strategy for writing activity on recount text.
47
As a conclusion, with the number of variables that can affect the writing of
recount text, the use of hamburger paragraph and self-regulated learning
questionnaire may be able to give effect on student‟s writing recount text. In
hamburger paragraph the students are helped to organize the ideas of each
paragraph about recount text. Meanwhile by doing the self-regulated questionnaire
the student are given opportunity to set a plan, monitor and evaluate the learning
process of their writing activity, consequently those variables are believed to give
effect on the improvement of writing recount text.
J. Theoretical Hypothesis
Some theoretical hypotheses are described as follows:
a. There was any difference of the students who were given hamburger paragraph
with those who were given conventional strategy on writing recount text.
b. There was any difference between high and low self-regulated learning on
student‟s writing recount text.
c. There was any interactional effect of hamburger paragraph and self-regulated
learning on student‟s writing recount text.
48
CHAPTER III
RESEARCH METHODOLOGY
This chapter encompasses the research design, the place and time of
research, population and sample, research instrument, technique of data collecting,
and technique of data analysis.
A. Research Method
The method of this research was Quantitative Method which included as
quasi-experimental research which is suitable for use in research conducted in
schools because it is impossible to select randomly the samples due to time factor.
The practicality and also school licensing for not to randomly divide into
experiment and control class becomes a reason, and also they have formed into
permanently class by its school. There were two groups for this research those were
one experimental class and one control class. The use of hamburger paragraph was
carried out in the experiment class, while the conventional strategy were taught in
control class which means there was no any treatment given to the class.
B. Research Design
The research design used 2x2 factorial design which consist of two
independent variables and one dependent variable, the hamburger paragraph was
the first independent variable (X1) and students‟ self-regulated learning was the
second independent variable (X2), and the dependent variable namely writing
recount text (Y). The design used as follows:
Table 3.1
Research Design
Student’s Self-regulated
learning
(B)
Teaching Strategy
(A)
Hamburger Paragraph
(A1)
Conventional Strategy
(A2)
High(B1) Hamburger Paragraph
with high self-regulated
learning students
(A1B1)
Conventional strategy
with high self-regulated
learning students
(A2B1)
Low(B2) Hamburger Paragraph
with low self-regulated
learning students
(A1B2)
Conventional strategy
with low self-regulated
learning students
(A2B2)
49
Note :
A : Teaching Strategy
A1 : The students who were taught Hamburger Paragraph
A2 : The students who were taught Conventional Strategy
B : Self-regulated learning
B1 : The students with high self-regulated learning
B2 : The students with low self-regulated learning
A1B1 : Hamburger Paragraph with high self-regulated learning students
A2B1 : Conventional Strategy with high self-regulated learning students
A1B2 : Hamburger Paragraph with low self-regulated learning students
A2B2 : Conventional Strategy with low self-regulated learning students
C. The Place and Time of Research
The place of the research was taken at Perguruan Rakyat 2 vocational high
school which is located in east Jakarta. The research started on the second semester
for eight meeting in academic year 2017/2018 to carry out the experimental
activities of the hamburger paragraph and student‟s self-regulated learning on
students‟ writing recount text.
D. Population and Sample
The population of this research was the tenth grade students majoring in
Computer Network Engineering of Vocational High School students at Perguruan
Rakyat 2, there were 3 classes which consist of 30 students for each class, so the
total population was 90 students.
The sampling technique in this research was cluster random sampling
technique as (Fraenkel, Wallen, & Hyun, 2012, p. 96) mentioned that this kind of
cluster random sampling can be used when it is difficult or impossible to select a
random sample of individuals, this kind of sample taken is appropriate for school
institution. The research took two classes as the sample research X TKJ 1 as
control class and X TKJ 3 as experiment class.
E. Research Instrument
Instrument is the most important part of the research to collect data,
therefore this research used two kinds of instrument to support the research, and
those are; the use of the test of writing recount text and student‟s self-regulated
questionnaire. The test of writing recount text was used to find out how far the
hamburger paragraph as the writing strategy which was given by the teacher can
affect the writing ability of the students on recount text. While the student‟s self-
regulated questionnaire was needed to measure the low and high student in their
learning process.
50
1. Test of Writing Recount Text
a. Conceptual Definition
Writing recount text is the ability of the student‟s to tell the stories of the
past events in the order of a series which based on its generic structure and describe
the three stages of orientation, event and reorientation.
b. Operational Definition
The indicator for scoring rubric of writing recount text was adapted from
Icy Lee and consist of the content / structure and language features of its genre.
Several tasks are adapted from the book Developing English Competence for
senior high school, published by the Ministry of National Education, the variety of
writing task was given to avoid student‟s limitation of getting an idea and prevent
from boredom of what will be written.
Several types of tasks on recount text used after the strategy given, namely
1) Write a paragraph based on the schedule, 2) Create a paragraph based on the
given pictures, 3) Make a paragraph based on 5wh+h questions as guidance, and 4)
Make a free writing activity based on their experiences. Each type of tasks was
used to guide the students to make the writing and to develop the idea in order to
find the post-test result which sufficiently to reach at least 8 meetings for four
essays.
c. Indicators of Recount Text
The scoring criteria of recount writing was seen from the elements and its
generic structure or in other words by its genre, which can be indicated by 1)
decide the title 2) provides the orientation which cover the information of who,
what, when and where, 3) describe the events in sequential order, 4) ends the event
with comment, 5) uses the past tense for the verbs, 6) uses adverb or adverbials to
add information, 7) uses linking time or conjunction 8) uses appropriate
vocabulary, 9) uses the correct noun or pronoun, 10) uses simple and compound
sentence.
Below is the indicator composition in scoring criteria of recount text which
is adapted from (Lee, 2017, p. 18);
Table 3.2
Scoring Criteria of Recount Text
Recount
Requirements
4 3 2 1
Content and Structure
Decide the tittle The title
represents the
content
The title only
cover specific
detail
The title only
cover the first
paragraph of
the orientation
The title
doesn‟t relate
to the content
Orientation
Put who, what,
when, and where
A very clear
orientation, of
who or what
A generally
clear
orientation
Some missing
information in
the orientation
Lots of
missing
information in
51
involved,
where and
when the
events
happened
which provides
necessary
background
information
orientation
The events are in
order
The events are
sequenced in a
very clear
order
The events are
generally
clearly
sequenced
Some events
are not in the
right order
All the events
are not in a
clear sequence
Put the closing
statement of the
event
Very
impressive
ending, with a
feeling, a
thought or a
reflection
Appropriate
ending
Inappropriate
ending to the
event
No closing
statement is
provided
Language Features
Uses Past tense for
the verb
Past tense verb
almost
completely
accurate
Tense
generally
accurate
Quite a number
of tense errors
Full of tense
errors
Uses adverb and
adverbial
Use very
accurate of
adverb and
adverbial
described in
the events
Generally
accurate of
adverb and
adverbial
described in
the events
Some of
adverb and
adverbial
described in
the events
No adverb and
adverbial
described in
the events
Uses linking time
or conjunction
Very accurate
use of time
expressions to
link the events
Generally good
use of time
expression to
link the events
Some of time
expressions to
link the events
No time
expressions to
link the events
Uses appropriate
vocabulary
A large range
of appropriate
words to
describe the
events
A good range
of words to
describe the
events
Some good
words to
describe the
events
An extremely
limited range
of words to
describe the
events
Uses the correct
noun or pronoun
Use the correct
noun or
pronoun in
most
sentences
Use
inappropriate
noun or
pronoun in
some sentences
Use
inappropriate
noun or
pronoun in
most sentences
Use
inappropriate
noun or
pronoun in all
sentences
Uses simple and
compound
sentence
Very accurate
of simple and
compound
sentences
Generally
accurate of
simple and
compound
sentences
Very accurate
of simple
sentences
Inaccurate of
simple and
compound
sentences
52
d. Validity
Validity is an important test measurement to know whether the instrument
is properly used of what being measured, thus in order to measure the writing of
recount text, this study determines two purposes or main indicators of what will be
assessed on the writing text which based on recount genre. The two main indicators
are as mentioned above, along with its indicator composition in scoring criteria
rubric.
Therefore the Pearson product moment was used to know the suitability of
the scoring indicator of writing recount text. Below is the Pearson product moment
formula, the formula is described as follows:
rᵪᵧ = ( ) ( )( )
√ ( ) ( ) ( ) ( )
Note :
rᵪᵧ = correlation coefficient of an item test
n = number of respondent
X = score of an item
Y = total score
To judge the validity of each item could be seen from the column corrected
item total correlation ( r ) compared with rcount if r > rtable .
Table 3.3
Validity Test
Item r-count r-table Status
1 0.36 0.79 Valid
2 0.36 0.61 Valid
3 0.36 0.40 Valid
4 0.36 0.43 Valid
5 0.36 0.40 Valid
6 0.36 0.79 Valid
7 0.36 0.45 Valid
8 0.36 0.39 Valid
9 0.36 0.37 Valid
10 0.36 0.44 Valid
The usage of SPSS version 20.0 was used to find the validity of the test
instrument, from the table 3.3 if the validity score is higher than 0.36 then the
instrument is valid.
e. Reliability
Reliability also becomes a concern, to know that the test gives consistency
and stability of the score, even the test is given repeatedly or in any other
circumstances. In order to do this the test is done for at least twice on the same
53
sample, yet in different situation. The formula used was Cronbach‟s Alpha as
follows:
r11 (
( )) (
)
Notes: r11 = Reliability is sought
= the number of variance scores per each item
= Varians Total
Table 3.4
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based
on
Standardized
Items
N of Items
,673 ,683 10
If the reliability score (r11) is higher than 0.7 then the instrument is reliable,
to calculate the reliability of the instrument, it was used the SPSS computation
version 20.0.
2. Student’s Self-Regulated Questionnaire
a. Conceptual Definition
A self-regulated learning is a student effort in metacognitive, motivation
and behavior in the learning to achieve their learning goal. Metacognitive involves
planning, setting goals, monitoring, and evaluating. Motivation consists of the
ability to self-motivate, taking responsibility for success and failures. While,
behavior entails the student choice or effort of seeking helps, and creating a
positive learning environment.
b. Operational Definition
To gather the information of the student‟s self-regulated learning, and then
the questionnaire is used, which is adapted from original MSLQ from Pintrich for
the college student, yet it is adapted for the senior high school students with a
shortened version of MSLQ which is simplified to use. The MSLQ measures
motivation and learning strategies which as an overview of their learning process in
doing the task.
The questionnaire used is five-point Likert-type scale. The scale is range
from 1-5, with some interpretation as follows:
Scale 1; strongly disagree
Scale 2; disagree
Scale 3; neither agree or disagree
Scale 4; agree
54
And scale 5; strongly agree.
c. The Student’s Self-Regulated Questionnaire
Two components concern on the SRL questionnaire is motivation and
learning strategies. Some indicators to know the students‟ motivation are goal
orientation, task values, learning believes, confidence and anxiety in completing
the task. While the learning strategies indicators entail basic rehearsal, elaboration
organization, time management, self-control to complete the goals, peer learning,
and help seeking. Here is a blue print of self-regulated learning:
Table 3.5
Self-Regulated Learning Blue Print
No Components Indicator Number of
question
Phases Total
1 Motivation 1) Goal orientation
2) Task value
3) Learning believe
4) Confidence and
anxiety
1,2,3,4
5,6,7,8, 9
10, 11, 12, 13
14, 15, 16, 17,
18, 19, 20, 21,
22, 23
Forethought
Forethought
Forethought
Performance
23
2 Learning
Strategy
1) Basic rehearsal
2) Elaboration
3) Organization
4) Time
management
5) Self-control
6) Peer learning
7) Help seeking
24, 25, 26
27, 28
29, 30
31, 32, 33, 34
35, 36, 37
38, 39, 40
41, 42, 43, 44
Performance
Performance
Performance
Performance
Performance
Self-reflection
Self-reflection
21
d. Validity
The instrument validity is the main factor in obtaining a valid data, valid
data is generated from the accuracy of the tool used in measuring, in this case the
properly questionnaire can be validity measured by Pearson product moment
formula as follows:
rᵪᵧ = ( ) ( )( )
√ ( ) ( ) ( ) ( )
Note :
rᵪᵧ = correlation coefficient of an item test
n = number of respondent
X = score of an item
Y = total score
55
To judge the validity of each item could be seen from the column corrected
item total correlation ( r ) compared with rcount if r > rtable .
Table 3.6
Validity Test for Questionnaire
Item r-count r-table Status
1 0.36 0.64 Valid
2 0.36 0.37 Valid
3 0.36 0.37 Valid
4 0.36 0.20 Invalid
5 0.36 0.61 Valid
6 0.36 0.20 Invalid
7 0.36 0.46 Valid
8 0.36 0.64 Valid
9 0.36 0.37 Valid
10 0.36 0.61 Valid
11 0.36 0.51 Valid
12 0.36 0.39 Valid
13 0.36 0.46 Valid
14 0.36 0.43 Valid
15 0.36 0.65 Valid
16 0.36 0.39 Valid
17 0.36 0.61 Valid
18 0.36 0.58 Valid
19 0.36 0.46 Valid
20 0.36 0.03 Invalid
21 0.36 0.65 Valid
22 0.36 0.43 Valid
23 0.36 0.43 Valid
24 0.36 0.45 Valid
25 0.36 0.64 Valid
26 0.36 0.49 Valid
27 0.36 0.65 Valid
28 0.36 0.33 Invalid
29 0.36 0.36 Invalid
30 0.36 0.64 Valid
31 0.36 0.42 Valid
32 0.36 0.40 Valid
33 0.36 0.00 Invalid
34 0.36 0.60 Valid
35 0.36 0.40 Valid
36 0.36 0.70 Valid
56
The usage of SPSS version 20.0 was used to find the validity of the test
instrument, from the table 3.3 if the validity score is higher than 0.36 then the
instrument is valid. Based on the table above it can be seen that there are 8 items
are not valid, so the total number for questionnaire was 36 items.
e. Reliability
Reliability is a condition in which the test instrument has stability in
measuring the concept and consistency between items resulting in high correlation
between items. Thus the reliability measurement of scalable data was used a
formula Cronbach‟s Alpha as follows:
r 11 (
( )) (
)
Notes: r11 = Reliability is sought
= the number of variance scores per each item
= Varians Total
Table 3.7
Reliability Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based
on
Standardized
Items
N of
Items
,911 ,911 44
If the reliability score (r11) is higher than 0.7 then the instrument is reliable,
to calculate the reliability of the instrument is used the SPSS version 20.0
computation.
F. Technique of Data Collecting
There were two types of instrument used to collect the data namely; the test
and the questionnaire. At the first meeting the test is used to obtain the data of
student‟s writing on pre-test score which aims to know the student‟s ability in
37 0.36 0.60 Valid
38 0.36 0.40 Valid
39 0.36 0.70 Valid
40 0.36 0.30 Invalid
41 0.36 0.40 Valid
42 0.36 0.30 Invalid
43 0.36 0.40 Valid
44 0.36 0.70 Valid
57
writing recount text. The second meeting the students were given the material of
recount text for both classes of control and experiment. In the experiment class the
students were given the hamburger paragraph strategy for second until seventh
meeting, they practice it by doing the writing and organized the component of the
reading text and also provided the written activity by using some variations of the
command or instruction that refer to the type of writing recount. Meanwhile in the
control group the students were given conventional strategy, yet using the same
questions and exercise to practice their writing.
While the self-regulated questionnaire was given in the first meeting to the
experiment and control class which aimed to know the information of the student‟s
learning and gathered some information of low, and high self-regulate learner. The
questionnaire provided after being tested outside the experiment and control class.
Finally, at the last meeting the students are asked to do the free writing of
recount text activity to know the result on the post-test score of the writing recount
text. The pre and post-test result was obtained in the end of experiment for further
analysis.
G. Technique of Data Analysis
In this descriptive analysis the data obtained was analyzed to get an
overview of the study result, the data was presented in the amount of descriptive
statistic such as the average value (mean), the middle value (median), the highest
frequency (mode) and the standard deviation.
Two ways ANOVA was used to analyze the data in order to see the
significant different of two groups students; teaching strategy and self-regulated
learning (A and B) on writing recount text.
Some requirements were carried out, to determine whether the process of
analyzing the data using two ways ANOVA can be continued, the requirements
cover the normality test and homogeneity test.
a. Normality test
Normality test of data research was performed on six group data (1)
hamburger paragraph, (2) Self-regulated learning, (3) high self-regulated learning
from hamburger paragraph, (4) low self-regulated learning from hamburger
paragraph, (5) high self-regulated learning from conventional strategy, (6) low self-
regulated learning from conventional strategy.
The data that is considered normal if the price F observed < F table tested with
significance level α = 0.05. as for linear data if F observed < F table test with a
significance level 2 = 0.05.
The data collecting was done by using Kolmogorov-Smirnov with
computation assistance of SPSS version 20.0 for windows, the data that was
considered normal based on its criteria if p value (Sig) > 0.05 which means H0 is
accepted and H1 is rejected.
b. Homogeneity Test
Homogeneity of the test was designed to test the version of the normal
distribution of the population which performed by using Levene‟s test. The data
58
has been collected from homogenous population if adequate significance α = 0.05.
or F observed < F table. It can be concluded that the data is homogeny or otherwise.
The homogeneity test that used Levene‟s test is in the significant level of
5% with its criteria; if the Sig value > 0.05 which means that H0 is accepted and H1
is rejected.
According to both normality test and homogeneity test revealed, that the
test had met the requirement in processing the data using two ways ANOVA.
H. Statistical Hypothesis
a. H0 :µA1 ≤ µA2
(There was no significant different of student‟s writing recount text who
were taught by hamburger paragraph and those who were taught by
conventional strategy).
H1 : µA1 > µA2
(There was significant different of student‟s writing recount text who were
taught by hamburger paragraph and those who were taught by conventional
strategy)
b. H0 :µB1 ≤ µB2
(There was no significant difference between students with high self-
regulated learning with students with low self-regulated learning on student‟s
writing recount text)
H1 : µB1 µB2
(There was significant difference between students with high self-regulated
learning with students with low self-regulated learning on student‟s writing
recount text)
c. H0 : AxΒ=0
(There was no interactional effect of hamburger paragraph and self-
regulated learning)
H1 : AxΒ ≠0
(There was an interactional effect of hamburger paragraph and self-
regulated learning)
59
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter encompasses finding and discussion on the effect of
hamburger paragraph and self-regulated learning in writing recount text for the
tenth grade student of vocational high school. The findings describe the data
description, prerequisite test for data analysis, the hypothesis and discussion of the
findings.
A. Research Findings
The research that has been conducted for approximately a month at the
vocational high school at Perguruan Rakyat 2 eventually got some findings of the
data collected as presented below:
1. The Data Description
As Described in the chapter I, that this research consist of three variables
consist of X1 on hamburger paragraph, X2 on self-regulated learning and Y on
writing recount text, the two independent variables are used in order to know
whether an effect on the dependent variable. During the research the data was
obtained by way of giving the writing test of recount text and the use of the
questionnaire. The descriptive analysis of the data presented to determine the range
of the data, the average, median, and mode and standard deviation of the students
who are given hamburger strategy (A1), with high self-regulated learning (A1B1),
hamburger strategy with low self-regulated learning (A1B2), conventional strategy
(A2) with high self-regulated learning (A2B1), and conventional strategy with low
self-regulated learning (A2B2)
Table 4.1
Descriptive Statistic in Writing Recount Text
A1 A2 B1 B2 A1B1 A1B2 A2B1 A2B2
N Valid 30 30 30 30 15 15 15 15
Missing 30 30 30 30 45 45 45 45
Mean 77,33 68,40 74,63 71,10 80,27 74,40 69,00 67,80
Median 78,00 68,00 73,00 70,00 80,00 78,00 70,00 68,00
Mode 80 68 73 68 80 80 68a 68
Std. Deviation 7,303 6,377 8,656 7,341 7,275 6,254 5,855 7,012
Variance 53,333 40,662 74,930 53,886 52,924 39,114 34,286 49,171
Skewness -,069 -,550 ,159 -,530 -,104 -,654 -,468 -,560
Std. Error of Skewness ,427 ,427 ,427 ,427 ,580 ,580 ,580 ,580
Kurtosis -,530 1,749 -,472 ,799 -1,099 -1,299 -,617 3,462
Std. Error of Kurtosis ,833 ,833 ,833 ,833 1,121 1,121 1,121 1,121
Range 27 33 32 33 22 17 20 33
Minimum 63 50 58 50 68 63 58 50
Maximum 90 83 90 83 90 80 78 83
Sum 2320 2052 2239 2133 1204 1116 1035 1017
Percentiles
25 70,00 65,00 68,00 68,00 73,00 68,00 63,00 65,00
50 78,00 68,00 73,00 70,00 80,00 78,00 70,00 68,00
70 80,00 72,10 79,40 78,00 88,00 80,00 73,00 70,00
a. Multiple modes exist. The smallest value is shown
60
The data descriptions of writing recount text for some groups contains
1) Hamburger strategy with high self-regulated learning(A1B1)
The post-test result was on written activity of recount text that taken from the
students with high self-regulated learning, as the calculation below:
Table 4.2
Frequency Table of Writing Recount Text by Using Hamburger
Paragraph with High Self-Regulated Learning
Based on the data of Table 4.2 which taken from writing activity of recount
text that used written form. The text was scored using criteria for recount text
which is adapted from Icy Lee in the form of scale from 4 to 1, the maximum scale
is 4 and the minimum score is 1, there are ten indicators, so the student‟s maximum
score is 40 and the student‟s minimum score is 10. The empiric score stated that the
highest score was 90 and the lowest score is 68. Furthermore, mean was 80.27,
median was 80.00, mode was 80, standard deviation 7.275, and variance was
52.924.
The mean 80.27 indicated that average score for the students was very
good, the standard deviation 7.275 indicated that the student‟s written of recount
text using hamburger strategy with high self-regulated learning relatively the same.
The following histogram is given for clarity:
A1B1
Frequency Percent Valid Percent Cumulative Percent
Valid
68 1 1,7 6,7 6,7
70 1 1,7 6,7 13,3
73 2 3,3 13,3 26,7
78 2 3,3 13,3 40,0
80 4 6,7 26,7 66,7
88 3 5,0 20,0 86,7
90 2 3,3 13,3 100,0
Total 15 25,0 100,0 Missing System 45 75,0 Total 60 100,0
61
Figure 4.1
Writing Recount Text by Using Hamburger Paragraph with High Self-
Regulated Learning
2) Hamburger strategy with low self-regulated learning (A1B2)
The data was taken from post-test score of writing activity on writing
recount text with low-self regulated learning. The calculation as follows:
Table 4.3
Frequency Table of Writing Recount Text by Using Hamburger
Paragraph with Low Self-Regulated Learning
A1B2
Frequency Percent Valid Percent Cumulative
Percent
Valid
63 1 1,7 6,7 6,7
65 1 1,7 6,7 13,3
68 2 3,3 13,3 26,7
70 2 3,3 13,3 40,0
78 4 6,7 26,7 66,7
80 5 8,3 33,3 100,0
Total 15 25,0 100,0
Missing System 45 75,0
Total 60 100,0
Based on the data of Table 4.3 which taken from writing activity of recount
text that used written form. The text was scored using criteria for recount text
which is adapted from Icy Lee in the form of scale from 4 to 1, the maximum scale
is 4 and the minimum score is 1, there are ten indicators, so the student‟s maximum
score is 40 and the student‟s minimum score is 10. The empiric score stated that the
highest score was 80 and the lowest score is 63. Furthermore, mean was 74,40,
median was 78.00, mode was 80, standard deviation 6,254, and variance was
39.114.
62
The mean 74.40 indicated that average score for the students was good, the
standard deviation 6.254 indicated that the student‟s written of recount text using
hamburger strategy with low self-regulated learning relatively the same. The
following histogram is given for clarity:
Figure 4.2
Writing Recount Text by Using Hamburger Paragraph with Low Self-
Regulated Learning
3) Conventional strategy with high self-regulated learning (A2B1)
The data is taken from post-test score of writing activity on writing recount
text with high-self regulated learning. The calculation as follows:
Table 4.4
Frequency Table of Writing Recount Text by Using Conventional
Strategy with High Self-Regulated Learning
A2B1
Frequency Percent Valid Percent Cumulative Percent
Valid
58 1 1,7 6,7 6,7
60 1 1,7 6,7 13,3
63 2 3,3 13,3 26,7
68 3 5,0 20,0 46,7
70 2 3,3 13,3 60,0
73 3 5,0 20,0 80,0
75 2 3,3 13,3 93,3
78 1 1,7 6,7 100,0
Total 15 25,0 100,0 Missing System 45 75,0 Total 60 100,0
63
Based on the data of table 4.4 which taken from writing activity of recount
text was using written form. The text was scored using criteria for recount text
which is adapted from Icy Lee in the form of scale from 4 to 1, the maximum scale
is 4 and the minimum score is 1, there are ten indicators, so the student‟s maximum
score is 40 and the student‟s minimum score is 10. The empiric score stated that the
highest score was 78 and the lowest score is 58. Furthermore, mean was 69.00,
median was 70.00, mode was 68, standard deviation 5.885, and variance was
34.286.
The mean 69.00 indicated that average score for the students was good, the
standard deviation 5.885 indicated that the student‟s written of recount text using
conventional strategy with high self-regulated learning relatively the same. The
following histogram is given for clarity:
Figure 4.3
Writing Recount Text by Using Conventional Strategy with High Self-
Regulated Learning
4) Conventional strategy with low self-regulated learning (A2B2)
The data was taken from post-test score of writing activity on writing
recount text with low-self regulated learning. The calculation as follows:
64
Table 4.5
Frequency Table of Writing Recount Text by Using Conventional
Strategy with Low Self-Regulated Learning
A2B2
Frequency Percent Valid Percent Cumulative Percent
Valid
50 1 1,7 6,7 6,7
60 1 1,7 6,7 13,3
65 2 3,3 13,3 26,7
68 6 10,0 40,0 66,7
70 2 3,3 13,3 80,0
73 2 3,3 13,3 93,3
83 1 1,7 6,7 100,0
Total 15 25,0 100,0 Missing System 45 75,0 Total 60 100,0
Based on the data of table 4.5 which taken from writing activity of recount
text that used written form. The text was scored using criteria for recount text
which is adapted from Icy Lee in the form of scale from 4 to 1, the maximum scale
is 4 and the minimum score is 1, there are ten indicators, so the student‟s maximum
score is 40 and the student‟s minimum score is 10. The empiric score stated that the
highest score was 83 and the lowest score is 50. Furthermore, mean was 67.80,
median was 68.00, mode was 68, standard deviation 7,012, and variance was
49.171.
The mean 67.80 indicated that average score for the students was good, the
standard deviation 7.012 indicated that the student‟s written of recount text using
hamburger strategy with low self-regulated learning relatively the same. The
following histogram is given for clarity:
65
Figure 4.4
Writing Recount Text by Using Conventional Strategy with Low Self-
Regulated Learning
5) Recount Text Score by Using Hamburger Paragraph
The data was taken from the post-test result.
Table 4.6
Frequency Table of Writing Recount Text by Using Hamburger
Paragraph
A1
Frequency Percent Valid Percent Cumulative Percent
Valid
63 1 1,7 3,3 3,3
65 1 1,7 3,3 6,7
68 3 5,0 10,0 16,7
70 3 5,0 10,0 26,7
73 2 3,3 6,7 33,3
78 6 10,0 20,0 53,3
80 9 15,0 30,0 83,3
88 3 5,0 10,0 93,3
90 2 3,3 6,7 100,0
Total 30 50,0 100,0 Missing System 30 50,0 Total 60 100,0
66
Based on the data of Table 4.6 which taken from writing activity of recount
text that used written form. The text was scored using criteria for recount text
which is adapted from Icy Lee in the form of scale from 4 to 1, the maximum scale
is 4 and the minimum score is 1, there are ten indicators, so the student‟s maximum
score is 40 and the student‟s minimum score is 10. The empiric score stated that the
highest score was 90 and the lowest score is 63. Furthermore, mean was 77.33,
median was 78.00, mode was 80, standard deviation 7,303, and variance was
53.333.
The mean 77.33 indicated that average score for the students was good, the
standard deviation 7.303 indicated that the student‟s written of recount text using
hamburger paragraph were relatively the same. The following histogram is given
for clarity:
Figure 4.5
Writing Recount Text by Using Hamburger Paragraph
6) Recount Text Score by Using Conventional Strategy
The data was taken from the post-test result.
67
Table 4.7
Frequency Table of Writing Recount Text by Using Conventional
Strategy
Based on the data of Table 4.7 which taken from writing activity of recount
text that used written form. The text was scored using criteria for recount text
which is adapted from Icy Lee in the form of scale from 4 to 1, the maximum scale
is 4 and the minimum score is 1, there are ten indicators, so the student‟s maximum
score is 40 and the student‟s minimum score is 10. The empiric score stated that the
highest score was 83 and the lowest score is 50. Furthermore, mean was 68.40,
median was 68.00, mode was 68, standard deviation 6,307, and variance was
40.662.
The mean 68.40 indicated that average score for the students was good, the
standard deviation 6.307 indicated that the student‟s written of recount text using
conventional strategy relatively the same. The following histogram is given for
clarity:
A2
Frequency Percent Valid Percent Cumulative Percent
Valid
50 1 1,7 3,3 3,3
58 1 1,7 3,3 6,7
60 2 3,3 6,7 13,3
63 2 3,3 6,7 20,0
65 2 3,3 6,7 26,7
68 9 15,0 30,0 56,7
70 4 6,7 13,3 70,0
73 5 8,3 16,7 86,7
75 2 3,3 6,7 93,3
78 1 1,7 3,3 96,7
83 1 1,7 3,3 100,0
Total 30 50,0 100,0
Missing System 30 50,0
Total 60 100,0
68
Figure 4.7
Writing Recount Text Using Conventional Strategy
7) Recount Text Score with High Self-Regulated Learning
The data was taken from the post-test result.
Table 4.8
Frequency Table of Writing Recount Text with High Self-regulated
Learning
B1
Frequency Percent Valid Percent Cumulative Percent
Valid
58 1 1,7 3,3 3,3
60 1 1,7 3,3 6,7
63 2 3,3 6,7 13,3
68 4 6,7 13,3 26,7
70 3 5,0 10,0 36,7
73 5 8,3 16,7 53,3
75 2 3,3 6,7 60,0
78 3 5,0 10,0 70,0
80 4 6,7 13,3 83,3
88 3 5,0 10,0 93,3
90 2 3,3 6,7 100,0
Total 30 50,0 100,0
Missing System
30 50,0
Total 60 100,0
69
Based on the data of Table 4.8 which taken from writing activity of recount
text that used written form. The text was scored using criteria for recount text
which is adapted from Icy Lee in the form of scale from 4 to 1, the maximum scale
is 4 and the minimum score is 1, there are ten indicators, so the student‟s maximum
score is 40 and the student‟s minimum score is 10. The empiric score stated that the
highest score was 90 and the lowest score is 58. Furthermore, mean was 74.63,
median was 73.00, mode was 73, standard deviation 8.656 and variance was
74.930.
The mean 74.63 indicated that average score for the students was good, the
standard deviation 8.656 indicated that the student‟s written of recount text with
high self-regulated learning relatively the same. The following histogram is given
for clarity.
Figure 4.8
Writing Recount Text with High Self-Regulated Learning
8) Recount Text Score with Low Self-Regulated Learning
The data was taken from the post-test result.
70
Table 4.9
Frequency Table of Writing Recount Text with Low Self-Regulated
Learning
B2
Frequency Percent Valid Percent Cumulative Percent
Valid
50 1 1,7 3,3 3,3
60 1 1,7 3,3 6,7
63 1 1,7 3,3 10,0
65 3 5,0 10,0 20,0
68 8 13,3 26,7 46,7
70 4 6,7 13,3 60,0
73 2 3,3 6,7 66,7
78 4 6,7 13,3 80,0
80 5 8,3 16,7 96,7
83 1 1,7 3,3 100,0
Total 30 50,0 100,0 Missing System 30 50,0 Total 60 100,0
Based on the data of Table 4.9 which taken from writing activity of recount
text that used written form. The text was scored using criteria for recount text
which is adapted from Icy Lee in the form of scale from 4 to 1, the maximum scale
is 4 and the minimum score is 1, there are ten indicators, so the student‟s maximum
score is 40 and the student‟s minimum score is 10. The empiric score stated that the
highest score was 83 and the lowest score is 50. Furthermore, mean was 71.10,
median was 70.00, mode was 68, standard deviation 7.341, and variance was
53.886.
The mean 71.10 indicated that average score for the students was good, the
standard deviation 7.341 indicated that the student‟s written of recount text with
low self-regulated learning relatively the same. The following histogram is given
for clarity:
71
Figure 4.9
Writing Recount Text with Low Self-Regulated Learning
2. The Prerequisite Test for Data Analysis
To analyze the data, the need of the prerequisite test is importance to test
the X1, X2, and Y variables, to make the regression analysis or hypotheses test
done well. Before conducting the ANOVA test, the normality and homogeneity test
must be done first. Normality test was applied in order to know that the sample
took was representative for the research. The test was done as hypothesis test which
required that sample must be normal. Meanwhile the homogeneity test was
assumed that the score of dependent variable (Y) was categorized, based on the
equation of independent variable score (X1) and (X2).
a. Normality test
Normality test was used to know that the data distributed normally or not.
The normality test used was Kolmogorov Smirnov method with significance level
α = 0,05 as the rule to accept or reject the normal test. Normality test as done in
experimental and control class by using statistical formula stated as follows:
H0 = sample data was distributed normally
H1 = sample data was not distributed normally
The calculating process to test the normality data used the computation
assistance of SPSS version 20.0 for windows. Based on the criteria of this program
the data is normal if ƿ value (sig) > 0.05 which means H0 was accepted and H1 was
rejected (data was distributed normally). The score of ƿ value (sig) is the number on
the column of Sig from the table of normality test outcome by using SPSS
program. Thus, the method use was Kolmogorov-Smirnov. The computation of
normality test is listed below:
72
Table 4.10
Normality Test
One-Sample Kolmogorov-Smirnov Test
A1B1 A1B2 A2B1 A2B2
N 15 15 15 15
Normal Parametersa,b
Mean 80,27 74,40 69,00 67,80
Std.
Deviation 7,275 6,254 5,855 7,012
Most Extreme
Differences
Absolute ,189 ,318 ,166 ,245
Positive ,181 ,185 ,114 ,177
Negative -,189 -,318 -,166 -,245
Kolmogorov-Smirnov Z ,734 1,230 ,641 ,948
Asymp. Sig. (2-tailed) ,655 ,097 ,806 ,330
a. Test distribution is Normal.
b. Calculated from data.
It can be seen from the table 4.4 that score on sig column by using
Kolmogorov-Smirnov method for each group are mentioned 0.734, 1.230, 0.641,
and 0.948. Based on this score all the p value score for each group is bigger than
0,05. So that, H0 was accepted and H1 was rejected. By this mean, it can be inferred
that all data from the sample of this research had distributed normally.
b. Homogeneity Test
Homogeneity test was conducted to find whether the population of the
groups design normally distributed, the homogeneity of the test will be carried out
by the Levene‟s test. The data gathered from writing recount text that used
Levene‟s test performed the significant level 5%. The homogeneity result
computation described on the table 4.11 below:
Table 4.11
Levene's Test of Equality of Error
Variancesa
Dependent Variable: Writing Recount Text
F df1 df2 Sig.
,529 3 56 ,664
Tests the null hypothesis that the error variance
of the dependent variable is equal across
groups.
a. Design: Intercept + A + B + A * B
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The hypotheses for homogeneity test were set as follows:
H0 = Data comes from homogeneous population
H1 = Data comes from non-homogeneous population
The criteria were set as follows:
If the sig value (Levene‟s test) > 0.05 means that H0 is accepted and H1 is
rejected. On the contrary, the sig value (Levene‟s test) < 0.05 means that H1 is
accepted and H0 is rejected.
Thus, according to table 4.5 show that the sig (p value) for writing recount
text was 0,664. It means that p value was smaller than 0.05, so H0 was accepted and
H1 is rejected, it means that the data comes from a homogeneous population.
From the results of normality and homogeneity testing above, then it can be
concluded that the requirements which are needed in this study has been met, so it
can be continued with the test of hypothesis by using ANOVA test.
3. The Testing of Hypothesis
A hypothesis testing was used to determine the null hypotheses (H0) tested
at certain significance level. Three variables were tested used two ways ANOVA
to find how much the impact of two independents variable and dependent
variable. The first hypotheses mention that the hamburger paragraph was more
effective than conventional strategy, the second hypothesis was the students with
high self-regulated learning have better written composition than the students with
low self-regulated learning, the third hypothesis that there was interactional effect
between hamburger paragraph and self-regulated learning on writing recount text.
The analysis of writing recount text was done by to tailed ANOVA test. As can be
seen on the following table 4.12:
Table 4.12
ANOVA Test
Tests of Between-Subjects Effects
Dependent Variable: Writing Recount Text
Source Type III Sum
of Squares
df Mean
Square
F Sig.
Corrected
Model 1466,000
a 3 488,667 11,138 ,000
Intercept 318573,067 1 318573,067 7261,122 ,000
A 1197,067 1 1197,067 27,284 ,000
B 187,267 1 187,267 4,268 ,043
A * B 81,667 1 81,667 1,861 ,178
Error 2456,933 56 43,874
Total 322496,000 60
Corrected
Total 3922,933 59
a. R Squared = ,374 (Adjusted R Squared = ,340)
74
The hypothesis testing criteria mention that if p-value > 0.05 means that H0
accepted and H1 is rejected. But if p-value < 0.05 means that H0 is accepted and H1
is rejected.
Build upon to the result of analysis on the table 4.5 the testing of
hypothesis is explained below:
a. Hypothesis 1
H0 :µA1 ≤ µA2
H1 : µA1 > µA2
Based on the hypothesis testing criteria if the value Sig < 0.05 it means that
H0 is rejected and H1 is accepted. Meanwhile, if the value Sig > 0.05 it means that
H0 is accepted and H1 is rejected.
From the analysis result on table 4.5, it was found that p-value was smaller
than 0.05, it was 0,000 < 0.05 and Fο = 27,284 > Ft = 3.35 it means that H0 is
rejected. So it can be concluded that there was significant difference of writing
recount text score between students who were taught by hamburger paragraph with
students who were taught by conventional strategy. In other words, students‟
written of recount text score was higher than students who were taught by
conventional strategy.
b. Hypothesis 2
H0 :µB1 ≤ µB2
H1 : µB1 µB2
Based on the hypothesis testing criteria if the value Sig < 0.05 it means that
H0 is rejected and H1 is accepted. Meanwhile, if the value Sig > 0.05 it means that
H0 is accepted and H1 is rejected.
From the analysis result in the table 4.5 it was found that p-value was
smaller than 0.05, it was 0,043 < 0.05 and Fο = 4,268 > Ft = 3.35 it mean that H0 is
rejected. It can be concluded that there was significant difference between students
with high self-regulated learning and the students with low self-regulated learning.
In other words student‟s writing score of recount text with high-self regulated
learning was higher than those with low self-regulated learning.
c. Hypothesis 3
H0 : AxΒ=0
H1 : AxΒ ≠0
Based on the hypothesis testing criteria if the value Sig < 0.05 it means that
H0 is rejected and H1 is accepted. Meanwhile, if the value Sig > 0.05 it means that
H0 is accepted and H1 is rejected.
From the analysis result in the table 4.5 it was found that p-value was
bigger than 0.05, it was 0,178 < 0.05 and Fο = 1,861 > Ft = 3.35 it mean that H0 is
accepted. Then it can be concluded that there was no interactional effect between
the hamburger paragraph with self-regulated learning on writing recount text.
75
B. Discussion
The objective of the research is to find the effect of hamburger strategy and
self-regulated learning on student‟s writing recount text at the tenth grade student
of Perguruan Rakyat 2 vocational high school. Several findings obtained in this
study, as discussed below:
Based on the research result that there was difference of writing recount
text score between students who were taught hamburger paragraph and those who
were taught conventional strategy, the first result found that p-value was smaller
than 0.05, it was 0,000 < 0.05 and Fο = 27,284 > Ft = 3.35 it means that H0 is
rejected. In other words, the student‟s score of writing recount text show the
difference between students‟ who were taught by hamburger paragraph with the
students‟ who were taught by conventional strategy. The class with hamburger
paragraph showed better result or improvement on their writing score of recount
text than the class with conventional strategy which means that the student‟s score
of writing recount text in experiment class is higher than control class.
Various ways that are done in teaching English aimed to facilitate the
material presented to students become more easily accepted and understood by
students, either from the way of teaching or the use of media in accordance with the
subject matter, which is expected to be a solution in realizing the predetermined
goal in learning. As well as the use of hamburger paragraph was chosen for this
study that is believed to improve student‟s writing skills.
Hamburger paragraph is a teaching writing strategy that uses a visual
display of hamburger which introduce the parts or components of a paragraph or
story. The story or the paragraph that use this image is also called hamburger
paragraph. Hamburger paragraph facilitate the student to become more familiar
with the part of writing into a layer. The use of hamburger paragraph based on an
analogy with a piece of a hamburger that has inside layered which describe that the
more filling inside then the taste will be better, more information delivered in the
text then it will be clear and interesting to be read.
A piece of a hamburger contains of top bun, some layers, and bottom bun.
Top bun is the top part of the hamburger that represents the topic sentence or the
main idea of a paragraph. Topic sentence covers the ideas that will be conveyed in
the story, in this section some questions of who, where, and when must be
answered to provide a clarity about what is going to be delivered in the next
paragraph. While in the second position there are several layers of the contents or
filling of a hamburger that consist of tomato, lettuce, beef, cheese and so on that
represents the details of the story. On this paragraph some additional information
can be submitted in the chronological order or in a sequence to make the story
clearer and understandable by the reader. The last one is bottom bun, bottom bun is
the lowest part of a hamburger representing the end section of a paragraph which
encompasses the conclusion or the opinion of the story.
Hamburger paragraph can be classified as part of the graphic organizer,
every kinds of graphic organizer has its own function, similar research conducted
to know the effectiveness of the graphic organizer as the teaching strategy for
76
increasing the student‟s ability on certain skill, as in the research Language
Teacher‟s Professional Development, which concern on the benefits of graphic
organizer on students learning to organize the information.
Hamburger paragraph helps the learner to organize the ideas into certain
layer as in recount text, the students are trained to continue writing using a
hamburger pattern that divides some ideas from the generic structure recount, so
that students feel familiar with this method, hamburger paragraph can be done
individually, a small group or in a whole class discussion to practice their writing.
The research on the use of graphic organizer on the written text by Marjorie Brown
(2011) have been researched and proven useful during the reading and writing, the
students score achievement increased when they provided time to practice.
While another research which conducted by Dini Puspitawati (2017) on the
using hamburger paragraph as pre-writing strategy, it helps the students to write
and organize their thoughts. The use of hamburger strategy is not an instant thing to
do, the continuous training required in achieving the target of learning, this requires
the willingness of teachers in preparing this strategy in learning, which is certainly
not easy if it must be followed by a schedule that has been determined by the
school and various materials that must be taught to the students.
The next result that there was difference between students with high self-
regulated learning and low-self-regulated learning in writing recount text, the result
shows that p-value was smaller than 0.05, it was 0,043 < 0.05 and Fο = 4,268 > Ft
= 3.35 it means that H0 is rejected. There was significant difference of student‟s
writing recount text score between the students with high self-regulated learning
and the students with low-self regulated learning. In other words, the students with
high self- regulated learning had higher score than the students with low self-
regulated learning.
In learning studies, teaching strategies are not the only major factor in
improving learning, there are things or other factors that must be considered to
achieve the target in learning process in this case self-regulated learning, self-
regulated learning is an independent attitude of how students manage their own
way of learning which aims to optimize learning outcomes. Thus self-regulate
means how the students prepare their learning targets in the learning process that
can be seen from their motivation and strategy in their learning.
Based on the theory of Zimmerman and Risemberg which states that self-
regulate learning includes six aspects that occur in learning which entails the
students motivation, their method in classroom task activities, the good timely
management of their learning, the selection of supportive physical environments
that are based on student needs, a good social environment which can contribute to
their learning and students‟ performance in gathering the information as
interactional process. Thus, the self-effort of each students plays an important role
to be self-regulate learner, as Corno, Snow & Jakson stated that students who have
good self-regulated learning, know how to protect themselves from interference
that an disrupt the learning process (Tjalla & Sofiah, 2015).
77
In the journal made by Awaluddin Tjalla and Evi Sofiah (2015), investigate
that the students with high self-regulated learning is effective when it used the peer
tutoring to their social studies. By this research it shows that self-regulated learning
is appropriate for any kinds of subject that delivered in the class, since by
becoming a high self-regulated learner means that the student become
independently to organize, manage and develop their study to achieve their learning
targets. Meanwhile in the journal made by Hapsari the result of analyzing the self-
regulated learning in the student writing task showed that there was an
improvement on the writing performance. Being self-regulated learner can also be
trained by the teacher as Schunk in Zimmerman stated that self-regulation learning
is applicable at any age and cognitive development (Hapsari, 2015).
The students with high self-regulated learning provide benefits for their
learning, since the students can improve learning performance as well as evaluate
the learning process owned and try to find the right strategy in learning, as
Zimmerman and Risemberg said that experts plan learning efforts using powerful
strategies and self-observe their effects, such as a visual organizer for filling in key
information (Zimmerman, 2002, p. 69). It should be a concern of knowing the
importance of becomes self-regulated learner for the students which needs an
attention for the teacher in the primary and secondary school students to practice
and enhance their regulatory process for the future learning, as Graham & Harris
stated that spending a marginal amount of time each day demonstrating how
specific self-regulation strategies can improve students‟ learning can go a long way
to helping them prepare for challenging learning tasks and assessments (Zumbrunn,
Tadlock, & Roberts, 2011, p. 18).
The final result showed there was no interactional effect between
hamburger paragraph and self-regulated learning, the result indicated p-value was
bigger than 0.05, it was 0,178 < 0.05 and Fο = 1,861 > Ft = 3.35 it mean that H0 is
accepted.
According to the finding showed that there was no interactional effect
between hamburger paragraph with self-regulated learning, as calculated on the
research result, even though hamburger paragraph and self-regulated learning
showed the significance result for the writing score, yet have no interaction with
each other. It was contrary with the research conducted by Awaluddin Tjalla and
Evi Sofiah (2015) which showed that there was interactional effect between
learning method and self-regulated learning on students‟ scores.
As mentioned before that being a self-regulate learner can be developed by
the teacher in the classroom, so it could not be happened if the students do not
apply self-regulated strategy into their learning process in class, it was probably the
insufficient time for doing the task or other problems such having difficulties to use
the self-regulate strategy effectively could be the reason. As in the journal (Butler,
2002) mentioned that in order to promote the students self-regulation teachers must
engage flexibly and adaptively in a cycle cognitive activities such task analysis,
strategy selection and use, and self- monitoring. While in doing this process it will
need a sustainable strategy that can make the student to be self-regulate.
78
Self-regulated learning is important for student to regulate or manage their
learning activity to bring a good or better strategy, so as to produce a good learning
outcome. Yet, to have self-regulated learning is not enough, the achievement to
have a good strategy learner is not only for students with high self-regulated
learning but also the students with low self-regulated learning. The students with
low self-regulated learning are also have a chance or opportunity to improve their
learning ability especially to enhance their writing score, the use of certain method
in improving their ability can be applied in the learning process to support their
learning activity, in this case the use of hamburger paragraph as the writing strategy
can help the students with low self-regulated learning for improving their writing
score of recount text.
79
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents conclusion and suggestion of the research. The
conclusion is discussed the findings of the research, so it can provide some
suggestions for people who are concerned on education such as students, teachers,
school institution, and researches.
A. Conclusion
As been mentioned, that this research is put the concern on the use of
hamburger strategy as the independent variable and self-regulated learning as the
second independent variable, to the writing recount text as dependent variable.
Then, some instruments are used in order to answer some research questions. The
instrument is given to be answered for further collecting and calculating which next
lead to the findings and analysis described in the previous chapter.
The findings comes up with some conclusions, that the hamburger
paragraph which is given to the experimental class gives an effect to the student
written of recount text, the improvement of the written score improves
significantly, so it shows that the hamburger paragraph bring good effect on
students writing.
The self-regulated learning also gives an effect to students writing. By
being self-regulate learner, the student is indicated as someone who has a good
motivation and good strategy learner. The student with high motivation in learning
means that she/he is passionate about learning and always tries to find the best
strategy for their learning to achieve the goal.
Thus, there was found that there was any difference on the student with
high self- regulated learning to their writing of recount text, than those students
who have low self-regulate learning. Being self-regulate means being an active
student to organize their learning and not passive on the task assigned.
The hamburger paragraph and self-regulated learning found no have
interaction with each other in improving students‟ writing. A hamburger paragraph
that chosen as a teaching method, where in explaining and informing the parts or
the generic structure of recount text using hamburger visualization which facilitate
the students in understanding some details contained in the recount text, and also
attract the students‟ interest in learning. Yet, according to the finding hamburger
paragraph and self-regulated learning doesn‟t have any interactional effect, since to
be self-regulate, the student is needed much time and long training to be effectively
apply on their writing. Need much opportunity to self-regulate their learning. The
motivation itself is the basic need of the way to students to be self-regulate, yet the
way students manage their learning strategies is must be in line with students‟
effort for achieving their learning targets which became inseparable part in self-
regulated learning.
80
B. Suggestions
Based on the above conclusion, some suggestion can be given to the
communities involved in education as follows:
The first person that closest to the study is the student itself, from this
research, the student is the major factor in improve their skills, especially in doing
the writing, the writing ability is not only comes from teacher explanation but also
from their regulated learning on how well they organize their study, how hard
his/her efforts in improving his/her writing and how willing they learn to write.
The second one is for the teacher, the teacher is still a core factor in
learning, what will be conveyed by the teacher it will be accepted by the students,
thus in order to teach writing the teacher is expected to be creative and fun. Writing
lesson is known to be difficult to master, so it needs intense learning. Strategy in
teaching writing should be improved even better in terms of activities that require
continuous training in practicing writing.
The third is for school institution, school institution is a place where
educators and students work on teaching and learning. Schools are expected to pay
attention to the needs of teachers and students, the fulfillment of facilities required
by teachers and students which are believed can provide a good atmosphere in the
learning process. The use of appropriate learning media especially for English
lesson is expected to increase the ability of students and gives a good outcome for
schools, so the availability of instructional media is needed for the future.
The fourth is for the researchers, researchers is someone who works behind
the scenes, which means that the learning activities which carried out in the
classroom are studied with the intent to find ways of teaching or matters relating to
the improvement of learning, and indeed it gives a positive thing in the world of
education. So hopefully some similar research about writing will always continue
and can be implemented in order to achieve students‟ writing skill.
81
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86
Appendix 1
Lesson plan-1
Hamburger Paragraph
School : SMK Perguruan Rakyat 2
Subject : English
Class/Semester : X
Time allocation : 2x45 minutes (1 x meeting)
Main Topic : Recount text
Meeting : 1
A. Standard Competence
Writing
Distinguish social functions, text structures, and linguistic elements of some
oral and written recount text by giving and requesting information about
historical events according to the context of their use.
B. Basic competence
1. Social Functions
Reporting, telling, sharing experiences, taking examples, boasting
2. Text Structure
May include:
- orientation
- sequence of events / activities
- re-orientation
C. Indicator
1. Identify the generic structure of the text
2. Identify the title
D. Learning Goals
1. Students can identify the generic structure of the text
2. The students can identify the tittle
3. Students can make simple text recount text
E. Learning Material
1. Reading text
2. Student‟s writing instruction activities sheet
87
3. Students paragraph hamburger sheet
F. Learning Method
1. Opening Session
a. Greet the students
b. Make a recall of writing recount text
c. Telling the purpose of the study
2. Main activities
a. Doing the reading activity about recount text.
b. Having discussion about the generic structure of recount text, in a
whole class discussion, or in a small group.
c. Deciding a topic of her/his story.
d. Doing the writing activity of recount text which consists of
orientation, event and reorientation on the hamburger paragraph sheet
which is given by the teacher.
1) The orientation (as the top bun)
In this session, the students are determining the time, place and
participant of the story, here is the topic sentence of what idea that he/she
will delivered in the event.
2) The event (as the filling)
In this section, the students are asked to write a short story based on
their experience in the past form with a clear sequence of events. At this
part the students put some supporting details and information of action that
happened in the story. The more information provided then the better and
more interesting the writing made by students to read.
3) The reorientation (as the bottom bun)
At this point, the students are asked to give some opinions or
conclusion about her/his story.
3. Ending Session
a. Presenting the written form
b. Make a conclusion
Approved Jakarta, 2018
Headmaster of SMK Perguruan Rakyat 2 Researcher
Farrah Vienna, S.ST., M.M Ika Kurniasih
88
Lesson plan-1
Conventional Strategy
School : SMK Perguruan Rakyat 2
Subject : English
Class/Semester : X
Time allocation : 2x45 minutes (1 x meeting)
Main Topic : Recount text
Meeting : 1
A. Standard Competence
Writing
Distinguish social functions, text structures, and linguistic elements of some
oral and written recount text by giving and requesting information about
historical events according to the context of their use.
B. Basic competence
1. Social Functions
Reporting, telling, sharing experiences, taking examples, boasting
2. Text Structure
May include:
- orientation
- sequence of events / activities
- re-orientation
C. Indicator
1. Identify the generic structure of the text
2. Identify the title
D. Learning Goals
1. Students can identify the generic structure of the text
2. The students can identify the tittle
3. Students can make simple text recount text
E. Learning Material
1. Reading text
2. Student‟s work sheet
89
F. Learning Method
1. Opening Session
a. Greet the students
b. Make a recall of writing recount text
c. Telling the purpose of the study
2. Main Activities
a. Listening to teachers or students reading historic events.
b. Mimicking parts by word and correct wording, and asking questions
about the content of the text.
c. Copy the text in their textbooks by following a student who writes on
the board, while questioning related social functions, text structures,
and linguistic elements in the text.
d. Doing the written exercise.
3. Ending Session
a. Question and answer
b. Make a Conclusion
Approved Jakarta, 2018
Headmaster of SMK Perguruan Rakyat 2 Researcher
Farrah Vienna, S.ST., M.M Ika Kurniasih
90
Appendix 2
Reading activity 1
My Adolescence
I had my adolescence when I was thirteen.
It started with acne that showed up on my face. It was very annoying. It lowered
my self-esteem and I was embarrassed to come out of my house and play with
friends.
Fortunately, my Mum gave me a good medicine. In three weeks, the acnes started
to vanish although those showed some black spots in my face.
That was my bad experience with adolescence, though there were still lots of good
experience too.
(Source : https://www.englishindo.com)
91
Reading Activity 2
My First Experience to Ride Motorcycle ditulis oleh Resdwitarini
One day, when I was ten years old, my father bought an old motorcycle. That was "
Honda 75". I think it was small light object and easy to ride it. I persuaded my
father to teach me to ride " Honda 75 ". Firstly, my father refused my request and
promised that he would teach me two or three years later, but I still whimpered.
Finally, my father surrendered and promised to teach me.
He began to teach me riding the motorcycle around a field in my village. My father
was very patient to give me some directions. I was very happy when I realized my
ability to ride a motorcycle. " Yes, I can ".
One day later, when I was alone at home, I intended to try my riding ability. So, I
tried bravely. All ran fluently in the beginning, but when I was going back to my
home and I passed through a narrow slippery street, I got nervous. I lost my control
and I fell to the ditch.
After that, I told my father about the last accident. I imagined my father would be
angry and never let me ride again. But the reality is exactly on the contrary, my
father was very proud of me. He just gave me some advices and since that accident,
I got my father's permission to ride motorcycle.
(Source : https://www.englishindo.com)
92
Reading Activity 3
A Trip To Borobudur Temple
Last week, I spent my holiday in Jogjakarta. I went to Borobudur Temple. My
family and I went there early morning We went to Borobudur Temple by private
car. I had prepared everything before we went to Jogja. While we were driving, we
could see some beautiful views of mountains, forests, and waterfalls. My family
and I arrived at Borobudur Temple at 11:30 in the afternoon. There, I saw many
tourists. Borobudur Temple was crowded in that holiday vacation. I could learn and
practice speaking English with one of foreign tourists. His name was Jack. He was
very friendly. It was my first time to speak English with foreign tourist. We went
back at 04:30 in the evening. It was a very interesting vacation
(Source: www.rangkingkelas.com)
93
Appendix 3
Writing activity 1
Nama :
Kelas :
Tuliskan sebuah teks recount berdasarkan jadwal kegiatan berikut ini!
(Source : Developing English Competencies for Grade X)
Saturday 6.30 a.m accompanied my mother to shop
1 p.m had padang food for dinner
4 p.m attended an extracurricular activity
7 p.m helped my uncle water the flowers
9 p.m tidied my bedroom
94
Writing activity 2
Nama :
Kelas :
Tuliskan sebuah teks recount berdasarkan gambar berikut ini!
1 2
3 4
5 6
7 8
(Source : Developing English Competencies for Grade X)
95
Writing activity 3
Nama :
Kelas :
Tuliskan sebuah teks recount berdasarkan beberapa pertanyaan berikut ini!
1. What was it?
2. When and where did it happen?
3. Who was involved?
4. How was it memorable? And why?
(Source : Developing English Competencies for Grade X)
96
Appendix 4
Scoring Criteria for Recount Text Name : _________________________________________
Recount
Requirements
4 3 2 1
Content and Structure
Decide the tittle The title
represents the
content
The title only
cover specific
detail
The title only
cover the first
paragraph of the
orientation
The title doesn‟t
relate to the
content
Orientation
Put who, what, when,
and where
A very clear
orientation, of
who or what
involved, where
and when the
events happened
A generally clear
orientation which
provides necessary
background
information
Some missing
information in the
orientation
Lots of missing
information in
orientation
The events are in order The events are
sequenced in a
very clear order
The events are
generally clearly
sequenced
Some events are
not in the right
order
All the events are
not in a clear
sequence
Put the closing
statement of the event
Very impressive
ending, with a
feeling, a thought
or a reflection
Appropriate
ending
Inappropriate
ending to the
event
No closing
statement is
provided
Language Features
Uses Past tense for the
verb
Past tense verb
almost completely
accurate
Tense generally
accurate
Quite a number of
tense errors
Full of tense
errors
Uses adverb and
adverbial
Use very accurate
of adverb and
adverbial
described in the
events
Generally accurate
of adverb and
adverbial
described in the
events
Some of adverb
and adverbial
described in the
events
No adverb and
adverbial
described in the
events
Uses linking time or
conjunction
Very accurate use
of time
expressions to link
the events
Generally good
use of time
expression to link
the events
Some of time
expressions to link
the events
No time
expressions to
link the events
Uses appropriate
vocabulary
A large range of
appropriate words
to describe the
events
A good range of
words to describe
the events
Some good words
to describe the
events
An extremely
limited range of
words to describe
the events
Uses the correct noun
or pronoun
Use the correct
noun or pronoun
in most sentences
Use inappropriate
noun or pronoun
in some sentences
Use inappropriate
noun or pronoun
in most sentences
Use inappropriate
noun or pronoun
in all sentences
Uses simple and
compound sentence
Very accurate of
simple and
compound
sentences
Generally accurate
of simple and
compound
sentences
Very accurate of
simple sentences
Inaccurate of
simple and
compound
sentences
97
Appendix 5
Self-Regulated Learning Questionnaire
Nama :
Kelas :
Berilah tanda centang ( √ ) pada pilihan yang dianggap sesuai dengan kriteria atau
gambaran tentang pembelajaran diri anda sendiri!
Motivation
No Pernyataan 1
Sangat
tidak
setuju
2
Tidak
Setuju
3
Ragu-
ragu
4
Setuju
5
Sangat
setuju
1. Saya suka dengan pelajaran
yang memberi tantangan
lebih
2. Saya suka dengan pelajaran
yang membangkitkan rasa
ngin tahu saya walaupun itu
susah
3. Saya senang jika dapat
memahami topic yang
dipelajari sejelas mungkn
4. Saya pikir bahasa inggris
adalah pelajaran yang
menyenangkan
5. Saya pikir bahasa Inggris
adalah pelajarn yang
penting untuk dipelajari
6. Saya tertarik untuk
mempelajari „writing‟ dalam
pelajaran bahasa Inggris
7. Saya pikir materi „writing‟
berguna untuk dipelajari
8. Saya suka mempelajari teks
recount
9. Saya pikir memahami teks
recount sangat penting dalam
pembelajaran bahasa Inggris
10. Jika saya belajar dengan
benar, maka saya dapat
memahami materi dengan
baik
11. Kesalahan saya jika saya
tidak belajar materi ini
dengan baik
98 No Pernyataan 1
Sangat
tidak
setuju
2
Tidak
Setuju
3
Ragu-
ragu
4
Setuju
5
Sangat
setuju
12. Jika saya giat berusaha,
maka saya akan mudah
memahami materi ini
13. Jika saya tidak memahami
materi ini, itu karena saya
tidak berusaha dengan giat
14. Saya yakin saya akan dapat
nilai yang bagus dalam
menulis recount text
15. Saya yakin dapat memahami
materi yang sulit tentang
recount text
16. Saya dapat memahami
konsep teks recount dengan
baik
17. Saya yakin dapat memahami
bagian yang tersulit dalam
menulis text recount
18. Saya yakin dapat
menyelesaikan tugas dan
latihan untuk menulis teks
recount
19. Saya berharap dapat
melakukan yang terbaik pada
materi ini
20. Saya yakin dapat manguasai
materi yang diberikan saat
ini
22. Ketika saya mengerjakan test
menulis saya merasa tulisan
saya paling rendah dengan
yang lain
23. Saya merasa gugup ketika
mengerjakan test menulis
recount text
99
Learning Strategy
No Pernyataan 1
Sangat
tidak
setuju
2
Tidak
Setuju
3
Ragu-
ragu
4
Setuju
5
Sangat
setuju
24. Ketika saya belajar materi ini,
saya terus membaca catatan
saya
25. Saya mengingat kata kunci
atas konsep penting tentang
recount text
26. Saya membuat catatan inti
untuk lebih memudahkan
dalam mengingat
27. Saya mencari informasi
sebanyak banyak nya dari
berbagai sumber seperti
membaca buku, bertanya
kepada guru atau membuka
aplikasi google dalam belajar
materi ini
28. Ketika saya belajar materi ini
saya membuat catatan singkat
dan konsep yang diberikan
guru
29. Ketika saya mendengarkan
penjelasan yang diberikan
guru saya membuat ctatan
sendiri yang dapat saya
mengerti, seperti
menambahkan table, atau
diagram untuk memudahkan
pemahaman
30. Saya melihat catatan teman
untuk menambahkan poin
penting yang terlewat
31. Saya perlu tempat yang
tenang untuk bisafokus
32. Saya sulit untuk
mengagendakan jadwal
belajar
33. Saya selalu hadir dikelas
34. Saya sulit meluangkan waktu
belajar untuk persiapan ujian
ataupun tes
100 No Pernyataan 1
Sangat
tidak
setuju
2
Tidak
Setuju
3
Ragu-
ragu
4
Setuju
5
Sangat
setuju
35. Saya merasa malas ketika
belajar dikelas sehingga saya
malas menyelesaikan
pelajaran hingga tuntas
36. Saya belajar dengan giat
walau materi yang diajarkan
sulit
37. Ketika pelajaran sulit maka
saya menyerah, saya hanya
belajar ketika pelajarannya
mudah
38. Ketika belajar materi yang
diberikan, saya suka
memberikan penjelasan
kepada teman
39. Saya bekerjasama dan
bertanya kepada teman jika
menemukan kesulitan dalam
menyelesaikan tugas
40. Ketika mempelajari materi
yangdiberikan guru saya
berdiskusi dengan teman
dalam bentuk grup
41. Walau saya menemukan
kesulitan pada materi ini saya
tetap menyelesaikannya
sendiri
42. Saya meminta guru untuk
menjelaskan kembali matei
yang disampaikan jika saya
tidak mengerti
43. Saya meminta bantuan teman
ketika menemukan kesulitan
44. Saya mencari teman yang kira
kira dapat membantu
menyelesaikan kesulitan saya
101
Appendix 6
Student‟s worksheet
(source:teacherzarablog.wordpress.com)
Topic Sentence
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
_________________Detail_________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
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Ending Sentence
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Student‟s Writing Activity
Nama :
Kelas :
Tuliskan sebuah teks recount berdasarkan pengalaman masing-masing !
Scoring Criteria for Recount Text
Appendix 7
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103
Appendix 7
Student‟s Activity
104
105
106
Writing Activity!
(Write down your short story based on your own experience for at least 7-10
sentences!)
107
108
109
110
111
112
113
RESEARCH DATA
EXPERIMENT CLASS
CONTROL CLASS
SRL Writing
SRL Writing
128.06 90
117.29 78
122.55 80
116.37 75
122.13 90
116.08 70
119.76 88
112.92 63
112.14 88
106.05 58
112.80 80
108.06 68
106.66 78
104.63 73
105.96 80
106.61 63
104.76 70
103.88 73
106.06 78
105.66 75
102.78 80
103.92 73
100.53 73
99.55 68
94.11 73
96.21 70
93.81 88
95.99 68
93.17 68
96.63 60
93.15 80
96.25 60
89.41 68
94.06 70
86.58 65
92.51 68
87.30 80
92.96 83
86.84 78
92.89 68
81.78 63
89.58 65
81.68 70
90.65 50
79.52 80
89.73 68
78.84 78
88.28 73
70.87 80
87.32 73
69.16 78
84.18 68
65.44 80
83.25 68
63.28 70
82.95 68
54.10 78
53.48 70
45.91 68
47.37 65
