THE USE OF REFLECTIVE ESSAYS IN TEACHING RECOUNT TEXTS
The study investigates the effectiveness of reflective essays in improving students' scores in writing recount texts and students' responses toward the implementation of the technique. A reflective essay is a piece of writing that basically demands the writer to write about their activitie...
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2014-01-30.
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| Summary: | The study investigates the effectiveness of reflective essays in improving students' scores in writing recount texts and students' responses toward the implementation of the technique. A reflective essay is a piece of writing that basically demands the writer to write about their activities and feelings during a particular subject. In this study, the teaching and learning processes are based on the Indonesian curriculum and use the genre-based approach. As suggested by Freeze and Joyce (2002) that the genre-based approach is the most effective methodology for implementing text-based curriculum. The study employs a quasi-experimental design. Sixty students of one senior high school in Bandung, Indonesia, are involved as the participants of this study. The students have grouped into the experimental and control groups. The data have obtained from several sources, including pre-test, post-test, and questionnaire. The pre-test and post-test scores have analyzed by using the independent t-test while the questionnaire has analyzed by using percentages. The findings reveal that the use of reflective essay technique is effective in improving students' scores in writing recount texts. The result of the independent t-test shows students' scores of both control and experimental groups have improved but the improvement of the experimental group which has received the reflective essay technique is better. It is indicated by the statistical computation in which the means of control and experimental groups' scores before receiving the treatments are (M = 58.90) and (M = 60.40) while the means of control and experimental groups' scores after receiving the treatments are (M = 71.10) and (M = 79.83). Moreover, the result of the independent t-test computation of post-test scores shows the tobt (4.042), which is greater than tcrit (2.000) at the level of significance 0.05. It means that the null hypothesis is rejected as there is a significant difference between students' post-test scores in the experimental and control groups. The questionnaire results reveal that most students are interested in the implementation of reflective essays technique in teaching recount texts. The study recommends teachers for implementing reflective essay technique in teaching recount texts due to its benefits and further researchers for conducting study of reflective essay techniques in other genre. Keywords: Reflective Essay, Recount Text Penelitian ini menyelidiki keefektifan dari reflective essays dalam meningkatkan nilai menulis teks recount siswa dan respon siswa terhadap penerapan dari teknik. Reflective essay adalah sebuah tulisan yang menuntut penulisnya untuk menulis tentang aktivitas dan perasaan penulis selama pelajaran tertentu. Proses belajar-mengajar dalam penelitian ini berdasarkan kurikulum Indonesia dan menggunakan pendekatan genre-based. Seperti yang disarankan oleh Freeze dan Joyce (2002) bahwa pendekatan genre-based merupakan metode yang paling efektif dalam menerapkan kurikulum text-based. Penelitian ini menggunakan desain quasi-experimental. Enam puluh siswa dari salah satu sekolah menengah atas di Bandung dilibatkan untuk menjadi partisipan dari penelitian ini. Siswa dikelompokkan menjadi kelompok experimental dan kelompok kontrol. Data diperoleh dari berbagai sumber, seperti pre-test, post-test, dan questionnaire. Nilai dari pre-test dan post-test dianalisis dengan menggunakan independent t-test sedangkan hasil questionnaire dianalisis dengan menggunakan persentase. Hasil menunjukkan bahwa penggunaan teknik reflective essay efektif dalam meningkatkan nilai menulis teks recount siswa. Hasil dari independent t-test menunjukkan bahwa nilai siswa dari kedua kelompok mengalami peningkatan, namun peningkatan yang dialami siswa pada kelompok experimental lebih baik. Hal ini terlihat dari perhitungan statistik dimana nilai rata-rata (means) dari kelompok kontrol dan experimental sebelum mendapatkan perawatan (M=58.90) dan (M=60.40) sementara nilai rata-rata (means) dari kelompok kontrol dan experimental setelah mendapatkan perawatan (M=71.10) dan (M=79.83). Terlebih lagi, hasil dari perhitungan independent t-test pada nilai post-test menunjukkan bahwa tobt (4.042), lebih besar dari tcrit (2.000) pada level signifikan 0.05. Hipotesis null pada penelitian ini ditolak mengingat adanya perbedaan signifikan antara nilai post-test siswa pada kelompok kontrol dan experimental. Hasil questionnaire menunjukkan bahwa kebanyakan siswa tertarik dalam penerapan teknik reflective essays dalam pengajaran teks recount. Penelitian ini merekomendasikan guru untuk menerapkan teknik reflective essay dalam pengajaran teks recount berdasarkan keuntungannya dan peneliti lain untuk membuat sebuah penelitian tentang teknik reflective essay dalam genre teks lain. Kata kunci: Reflective Essay, Teks Recount |
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| Item Description: | http://repository.upi.edu/6767/1/S_ING_0905989_Title.pdf http://repository.upi.edu/6767/2/S_ING_0905989_Abstract.pdf http://repository.upi.edu/6767/3/S_ING_0905989_Table%20of%20Content.pdf http://repository.upi.edu/6767/4/S_ING_0905989_Chapter1.pdf http://repository.upi.edu/6767/5/S_ING_0905989_Chapter2.pdf http://repository.upi.edu/6767/6/S_ING_0905989_Chapter3.pdf http://repository.upi.edu/6767/7/S_ING_0905989_Chapter4.pdf http://repository.upi.edu/6767/8/S_ING_0905989_Chapter5.pdf http://repository.upi.edu/6767/9/S_ING_0905989_Bibliography.pdf http://repository.upi.edu/6767/10/S_ING_0905989_Appendix.pdf |