Sempro ppt

1. 1
SEMINAR PROPOSAL
THE EFFECT OF FOCUS GROUP DISCUSION ON WRIRITING RECOUNT TEXT ABILITY OF
GRADE 8 STUDENT AT SMP SWASTA KARTIKA 1-4 PEMATANGSIANTAR
By:
Name: Harsella Sembirng
NPM: 1801030183

2. Chapter 1 Introduction
Research Background
2
Writing
Writing is a manner of
elaborating text in accordance
with what the writer can
reasonably assume that the
reader knows and expects.
Recount text
Recount text is on of kind
of text gender that contains
the experience have done in
the past.
Problem:
1. The students had low-confidence in English writing and are lazy to
create writing a text
2. Students are difficult to generate their ideas in writing recount text.
3. Most of students lack of vocabulary and grammar understanding
Focus group
Discussion
Language
Language is a
communication tool used
by humans.

3.  Formulation of
Problem
Based on the background of
the research question can
be formulated as follow :
What is the effect of using
Focus Group Discussion on
Writing Recount Text
Ability at grade VIII SMP
Swasta Kartika 1-4
Pematangsiantar?
 Scope of the
research
The researcher focused on
writing recount text with
the type is Personal recount
by using mini focused
discussion at eight grade of
SMP Swasta Kartika 1-4
Pematangsiantar.
 Purpose of Research
The purpose of the research
is to describe the effect of
using Focus Group
Discussion on Writing
Recount Text Ability at
grade VIII SMP Swasta
Kartika 1-4
Pematangsiantar.
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4. 4
The Hypothesis of Study
Ha : The use of focus group discussion significantly
affects the students' ability in writing recount text at
grade eight in SMP Swasta Kartika 1-4
Pematangsiantar
Ho : The use of focus group does not significantly
affect the students' ability in writing recount text at
grade eight in SMP Swasta Kartika 1-4
Pematangsiantar.

5.  Significant of Research
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Theoretically
Practically
Theoretically, the findings of the present study
are expected to add more explanation in theories
of learning. Teacher can be easier to teach
students about writing recount text through focus
group discussion.
.
a. Students
The study could help student to understand
and comprehend the material of teaching in
recount text. The study could help student to
develop their idea
b. Teachers
It can help teachers to use this technique in
teaching recount text to the student.
c. Researchers
The researcher hopes that this study will give
significant input to the student, to know and
understand the teaching material.
It can help the researcher to find out the best
method or media that can helpful in teaching
writing.

6. Chapter II Review of Literature
Writing
According to Nystrand (2005:75), writing is a manner of elaborating text in accordance
with what the writer can reasonably assume that the reader knows and expects.
Purpose of Writing
Mc Mahan, 1996:8 mentions the purposes of writing as follows:
 To express the writer’s feeling
 To entertain the readers
 To inform the readers
 To persuade the readers
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7. Process of Writing
Harmer (2004:4) suggest
the process of writing into
four main elements, the are:
Problem in Writing
According to Nurgiantoro,
(2001:298) there are many
problems in writing, they
are:
 Lack of Vocabulary
 Grammatical Mistake
 Organizing idea
Component of Writing
According to Jacob et
al.(2019:115) there are five
components in writing.
They are:
1) Content
2) Organization
3) Vocabulary
4) Structure
5) Mechanism
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Planing
g
Drafting
Editing
Final version

8. Definition
Recount text is one of common text type that
use in writing, recount is a piece of text
retells past events, usually it the order in
which they happened. It has purpose in
which it gives the audience a description of
what curated and when it accreted.
Generic Structure
• Orientation
• Event
• Re-orientation
Recount Text
Language Features
Pardiyono (2007:57) stated there are
grammatical pattern is used in recount text.
They are:
• Using of predicate followed by past
tense, past perfect tense and past
continuous tense
• Using verb doing, such as; went,
took, saw, got, etc.
• Using of adjective to show the
personal attitude, such as; it was
wonderful, it was fun, it was happy,
etc.
• Using sequence markers, such as;
first, second, after that, finally, etc.
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9. FOCUS GROUP DISCUSION
Focus Group Discussion According to Gibbs
(in Morgan, 2013), Focus Group is the form
of group interviewing but it is important to
distinguish between the two groups that
asked and those who answered in the
discussion. Group interviewing involves
interviewing a number of people at the same
time, the emphasis being on question and
responses between the researcher and
participants. However, Focus group relies on
interaction within the group based on are
supplied by the researcher.
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10. Steps of Focus Group Discussion
Focus group discussion has many steps to be done for making
this method easier (2007). According to Ernest, there are some procedures
of focus group discussion: introduction, directing the discussion,
summarizing the discussion.
• Introduction
In this activity, the teachers explain more to the students about recount text so the
students have basis.
• Directing the discussion
In this activity, the students are to discuss the topic about recount text in group
discussion.
• Summarizing the discussion
After discussion activities, the students and the teacher make a summary about the
topic has been discussed.
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11. Advantages Focus Group Discussion
Focus group discussion is one of kind discussion method. According to (Krueger, 1994),
the advantages and of focus group discussion are:
• FGD is a socially oriented research, humans are social creatures they are
influenced by people's opinions others and make decisions after listening to the
advice of those around them.
• The format of the FGD is in the hands of the moderator, everything that happens in
the FGD is in the hands of the moderator. Therefore, the person chosen as the
moderator is the person who really has the ability to control the respondents and
can work together with members of the facilitator group and students.
• FGD has high validity, the technique is easy to understand and the results are
reliable, because the FGD method the data obtained are really real according to the
circumstances of the respondents being studied.
• FGD only requires low cost.
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12. Disadvantages of Focus Group Discusion
According to Krueger, (1994:154) FGDs have weaknesses, namely:
• Discussions can be dominated by a few people, because there are some
people who are very active in responding to the topics presented by the
moderator, but there are people who do not have the courage to
express their opinions for fear of being wrong or not used to speaking in
public.
• A little information can only be obtained from each respondent, this
happens when the respondent is passive and it is difficult to express an
opinion.
• There is an uneven coverage of each topic of conversation.
• The point of view of members of a minority group can be ignored or not
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13. Conceptual Framework
13
Student writing
problem
Quasi
experiment
Focus Group
Discussion
Writing
Problem And
Solved

14. Chapter 3 Research Methodology
14
Research
design
Research
setting
Population &
sample
The research design of this study is quantitative
research with quasi experimental design.
This research will be held in SMP Swasta Kartika 1-4
Pematangsiantar at grade VIII which is located at Jl.
Kartini No.4, Timbang Galung, Kec.Siantar Barat,
Pematangsiantar.
The population in this research is eight grade students of
SMP Swasta Kartika 1-4 Pematangsiantar. And sample of
research, the researcher took two classes as a sample by using
purposive sampling or selection group . The researcher choose
VIII B with 38 students for experiment class and VIIIA with 37
students for control class.

15. Variable of Research
This study has two variables:
- Independent variable (Y) : Focus Group Discussion
- Dependent variable (X) : Students’ ability in writing Recount text
Instrument of Research
In this research, the researcher uses writing test as instrument of research.
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Validity of Instrument
The validity in the research uses
the rubric valid. Criterion validity
measures how well one measure
predicts an outcome for another
measure. A test has this type of
validity if it is useful for predicting
performance or behavior in another
situation (past, present, or future).
Reliability of Instrument
The reliability is used to know
whether the instrument is reliable
(consistent and dependable) or not
and can be used as a device to
collect the data.

16. Technique of Data Collection
1. Pre-test
The pre-test used to find out the initial skill or ability before focus group discussion
had implemented.
2. Treatment
The treatment held after pre-test had given in the classroom. Treatment was given to
both the experimental and control class by using the same materials but different
teaching model.
3. Post-test
Post-test had given after the researcher doing treatment. This post-test was
administrated after the treatments have been finished.
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17. Technique Of Data Analysis
After, the researcher collects the data, and then the researcher analyzes the data by
following steps:
1. Scoring Test
S=
T
n
= 100
2. Finding mean score of each group
𝑋=
𝑓𝑥
𝑛
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𝑆 = Score
T = Correct answer
n = number of students
𝑋 = the average score
∑fx = sum of the raw score
N = number of students

18. 3. Finding standard deviation of each group
S=
d2
𝑁−1
4. Finding standard error of difference of mean
𝑆𝐸 (𝜒𝑒 − 𝜒𝑐) =
𝑠𝑒
𝑁1
2
+
𝑠𝑐
𝑁2
2
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S = standard deviation
∑𝑑2= sum of mean deviation
N = number of students
1 = constant number
𝑆𝐸 (𝜒𝑒 − 𝜒𝑐) = standard error
𝑠𝑒 = standard deviation of
experimental
𝑠𝑐 = standard deviation of
control
N1 = number of students of
experimental
N2 = number of students of
control

19. 5. Testing Hypothesis
ttest= 𝑋 − 𝑋
𝑆𝐸 𝑥𝑒−𝑥𝑐
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𝑥 𝑒 = Mean of Post Test in Experimental
𝑥 𝑐 = Mean of Post Test in Control
𝑆𝐸 (𝜒𝑒 − 𝜒𝑐) = standard error