C. InstrumentationThis instrument f

C. Instrumentation
This instrument for this research is form writing test. The students were asked to write a recount text based on the topics given. They were allowed to choose one from six topics that they liked most (Appendix 1). Next, the students were asked to write recount based on the orientation, series of events, and reorientation. The test is administrated once.
First of all six topics were collected based on the students' level and interest. Then, the topics were discussed with the English teacher in ISHS. The six topics were My Last Holiday, The Person I Will Never Forget, My Experience in The Earthquake, My Hero, My Last Birthday Party, and Visiting the Zoo.
Based on the topics given, there were 3 events that majority of the students’ chose. They were Visiting the Zoo, My Last Holiday, and My Last Birthday Party.
Since the instrument of this test is the writing test, it can fulfill the validity of the test because it measures what is supposed to be measured (Gay, 1987). Reliability is the degree to which test consistently measures whatever it measures (Gay, 1987: 128). In this research, to make the test become reliable is by offering the students a chosen topics to be develop in a passage, the topics, were specific built not too narrow, in order not to give them freedom while they were writing. Another way is by ensuring the students to perform their writing in long enough sample, because the samples of writing have to be long enough for judgments to be made reliable, the passages are produced by the students should revel the test itself. In addition, by providing at least two independent scores to give score for the students writing, made the test more reliable (Hughes, 1989).

D. Technique of Collecting Data
The data of the research were the students' writing. There were three topics provided for the students and they were asked to write the recount based on orientation series of events and reorientation. The test was conducted once at school for 60 minutes. The students were also reminded to write a title for their recount texts. After finishing the test, the students collected their recount texts to the researcher. The total number of students' writing were 32 sheets (See appendix 2)

E. Technique of Analyzing Data
The methodology of analyzing data consists of three steeps. First, students’ writing was analyzed by using multiple trait scoring. Second, the quality of students’ writing was rated. Third, the percentage of the quality of students’ writing was found out by using a formula suggested by Sudjana (1991).
In the first step, multiple trait scoring was used in analyzing students’ writing. According to Hamp-Lyons (1992) in multiple traits scoring, more than a single score is generated and reported, the focus is only on the most salient criteria or traits, and do not give scores to every part of writing competence that my appear in the students' writing. Therefore, in this research, the students' writing were analyzed and scored based on the criteria of good orientation, series of events, reorientation taken from chapter two. The criteria were the combination of several criteria or characteristics of good orientation, good series of events and good reorientation which were cited from several experts explained in chapter two. The criteria of good orientation, series of events and reorientation that were taken from combination of several criteria or characteristic which were stated by several experts in chapter two are as follows.
The students write recount based on the fulfill orientation, series of events and reorientation. Students chose one topic interest of them. Each students different topic that the make. The result students written were analyzed concerning from the orientation, series of events and reorientation. The researcher analyzed a good orientation should fulfill these criteria. First, there should introduce participants of events. Second, there should show time when the event took place. Third, there should show place or location where the event took place. Fourth, there should identify what, how or why the event happens clearly. For the next part, a good series of events should fulfill some criteria. First, series of events should be written in chronological order. Second, series of events should be written in complete sentence. Third, series of events should be informative or entertaining for readers (or both). Fourth, series of events should not be added with irrelevant details to the topic of the text. For reorientation, the students must fulfill these criteria. First, it should be in a complete sentence. Second, it should not state new events. Third it should have at least one or more adjectives, and fourth it personal opinion (Appendix 3).
Moreover, student's ability in writing the generic structure concerning the orientation the series of events and the reorientation of recount text were analyzed by using scale four to one. The highest score is four, which indicate that the writing result of the students is very good and they can fulfill the criteria well. The score of three indicates that the student good in writing and just weak on one criterion (is not fulfilled). Next the score of two people that the students are fair in writing and they are weak on some criteria (two criteria re not fulfilled). The score of one is poor in which the student re weak on most criteria (see appendix 3)
Since the instrument is writing test, the subjectivity makes appear in analyzing the test. Hughes (1989) points out in order to minimize the subjective if scoring test: two scorers may check it at least. So the researcher is help English teacher of ISHS. After the two scorers analyzed the data, they give scores to each student. Then the scorers of two scorers were added and divided two get the mean score.
In the second step from the main score the researcher decided whether the student ability is categorized in very good, good, fair and poor qualities.




Table 1.
Rating Qualities for Students’ Writings (Hamp-Lyons, 1992)

Score Rating qualities
3.1-4 Very Good
2.1-3 Good
1.1-2 Fair

Hasil (Bahasa Indonesia) 1:

C. instrumentasiInstrumen ini untuk penelitian ini adalah bentuk tes menulis. Para siswa diminta untuk menulis teks berdasarkan topik-topik yang diberikan. Mereka diizinkan untuk memilih salah satu dari enam topik bahwa mereka menyukai sebagian (Lampiran 1). Selanjutnya, para siswa diminta untuk menceritakan Berdasarkan orientasi, serangkaian peristiwa, dan reorientasi menulis. Ujian adalah administrated sekali.Pertama-tama enam topik dikumpulkan didasarkan pada tingkat dan minat siswa. Kemudian, topik-topik yang didiskusikan dengan guru bahasa Inggris di ISHS. Topik enam liburan terakhir saya, orang yang saya tidak akan pernah lupa, My pengalaman di The gempa, My Hero, pesta ulang tahun terakhir saya dan mengunjungi kebun binatang.Berdasarkan topik-topik yang diberikan, ada 3 peristiwa bahwa sebagian besar siswa memilih. Mereka mengunjungi kebun binatang, liburan terakhir saya, dan saya pesta ulang tahun terakhir.Since the instrument of this test is the writing test, it can fulfill the validity of the test because it measures what is supposed to be measured (Gay, 1987). Reliability is the degree to which test consistently measures whatever it measures (Gay, 1987: 128). In this research, to make the test become reliable is by offering the students a chosen topics to be develop in a passage, the topics, were specific built not too narrow, in order not to give them freedom while they were writing. Another way is by ensuring the students to perform their writing in long enough sample, because the samples of writing have to be long enough for judgments to be made reliable, the passages are produced by the students should revel the test itself. In addition, by providing at least two independent scores to give score for the students writing, made the test more reliable (Hughes, 1989).D. Technique of Collecting DataThe data of the research were the students' writing. There were three topics provided for the students and they were asked to write the recount based on orientation series of events and reorientation. The test was conducted once at school for 60 minutes. The students were also reminded to write a title for their recount texts. After finishing the test, the students collected their recount texts to the researcher. The total number of students' writing were 32 sheets (See appendix 2)E. Technique of Analyzing DataThe methodology of analyzing data consists of three steeps. First, students’ writing was analyzed by using multiple trait scoring. Second, the quality of students’ writing was rated. Third, the percentage of the quality of students’ writing was found out by using a formula suggested by Sudjana (1991).In the first step, multiple trait scoring was used in analyzing students’ writing. According to Hamp-Lyons (1992) in multiple traits scoring, more than a single score is generated and reported, the focus is only on the most salient criteria or traits, and do not give scores to every part of writing competence that my appear in the students' writing. Therefore, in this research, the students' writing were analyzed and scored based on the criteria of good orientation, series of events, reorientation taken from chapter two. The criteria were the combination of several criteria or characteristics of good orientation, good series of events and good reorientation which were cited from several experts explained in chapter two. The criteria of good orientation, series of events and reorientation that were taken from combination of several criteria or characteristic which were stated by several experts in chapter two are as follows.Siswa menulis menceritakan Berdasarkan orientasi memenuhi, serangkaian acara dan reorientasi. Siswa memilih satu topik minat mereka. Setiap siswa topik yang berbeda yang membuat. Hasil siswa ditulis dianalisis mengenai dari orientasi, serangkaian acara dan reorientasi. Peneliti dianalisis baik orientasi harus memenuhi kriteria tersebut. Pertama, harus memperkenalkan peserta acara. Kedua, harus ada Tampilkan waktu saat acara berlangsung. Ketiga, harus ada tempat pertunjukan atau lokasi tempat acara berlangsung. Keempat, ada harus mengidentifikasi apa, bagaimana atau mengapa acara terjadi jelas. Untuk bagian selanjutnya, serangkaian acara yang baik harus memenuhi beberapa kriteria. Pertama, serangkaian acara harus ditulis dalam urutan kronologis. Kedua, serangkaian kegiatan harus ditulis dalam kalimat lengkap. Ketiga, rangkaian acara harus informatif atau menghibur untuk pembaca (atau keduanya). Keempat, rangkaian acara tidak harus ditambahkan dengan rincian yang relevan dengan topik teks. Untuk reorientasi, siswa harus memenuhi kriteria tersebut. Pertama, itu harus dalam kalimat lengkap. Kedua, itu harus tidak menyatakan peristiwa baru. Ketiga harus memiliki setidaknya satu atau lebih kata sifat, dan keempat itu pendapat pribadi (Lampiran 3).Moreover, student's ability in writing the generic structure concerning the orientation the series of events and the reorientation of recount text were analyzed by using scale four to one. The highest score is four, which indicate that the writing result of the students is very good and they can fulfill the criteria well. The score of three indicates that the student good in writing and just weak on one criterion (is not fulfilled). Next the score of two people that the students are fair in writing and they are weak on some criteria (two criteria re not fulfilled). The score of one is poor in which the student re weak on most criteria (see appendix 3) Since the instrument is writing test, the subjectivity makes appear in analyzing the test. Hughes (1989) points out in order to minimize the subjective if scoring test: two scorers may check it at least. So the researcher is help English teacher of ISHS. After the two scorers analyzed the data, they give scores to each student. Then the scorers of two scorers were added and divided two get the mean score.In the second step from the main score the researcher decided whether the student ability is categorized in very good, good, fair and poor qualities. Table 1.Rating Qualities for Students’ Writings (Hamp-Lyons, 1992)Score Rating qualities3.1-4 Very Good2.1-3 Good1.1-2 Fair

Hasil (Bahasa Indonesia) 2:

C. Instrumentasi
Instrumen ini untuk penelitian ini adalah tes bentuk tulisan. Para siswa diminta untuk menulis teks recount berdasarkan topik tertentu. Mereka diizinkan untuk memilih salah satu dari enam topik yang mereka paling suka (Lampiran 1). Selanjutnya, siswa diminta untuk menulis recount berdasarkan orientasi, rangkaian acara, dan reorientasi. Tes diadministrasikan sekali.
Pertama-tama enam topik yang dikumpulkan berdasarkan tingkat siswa dan minat. Kemudian, topik yang dibahas dengan guru bahasa Inggris di ISHS. Enam topik yang saya Liburan terakhir, The Orang saya Tidak Akan Pernah Lupakan, Pengalaman saya di The Gempa, My Hero, My terakhir Birthday Party, dan Mengunjungi kebun binatang.
Berdasarkan topik yang diberikan, ada 3 peristiwa yang mayoritas siswa memilih. Mereka Mengunjungi kebun binatang, My Holiday terakhir, dan saya terakhir pesta ulang tahun.
Karena alat tes ini adalah tes tertulis, dapat memenuhi validitas tes karena mengukur apa yang seharusnya diukur (Gay, 1987). Keandalan adalah sejauh mana tes secara konsisten mengukur apa pun itu mengukur (Gay, 1987: 128). Dalam penelitian ini, untuk membuat tes menjadi handal adalah dengan menawarkan siswa topik terpilih menjadi berkembang dalam suatu bagian, topik, yang khusus dibangun tidak terlalu sempit, agar tidak memberi mereka kebebasan saat mereka menulis. Cara lain adalah dengan memastikan siswa untuk melakukan tulisan mereka dalam sampel cukup lama, karena sampel penulisan harus cukup lama untuk penilaian harus dibuat terpercaya, bagian-bagian yang diproduksi oleh siswa harus bersenang-senang tes itu sendiri. Selain itu, dengan menyediakan setidaknya dua nilai independen untuk memberikan skor untuk siswa menulis, membuat tes lebih dapat diandalkan (Hughes, 1989). D. Teknik Pengumpulan Data Data penelitian yang menulis siswa. Ada tiga topik yang disediakan untuk siswa dan mereka diminta untuk menulis recount berdasarkan serangkaian orientasi peristiwa dan reorientasi. Pengujian dilakukan sekali di sekolah selama 60 menit. Para siswa juga diingatkan untuk menulis judul untuk teks recount mereka. Setelah menyelesaikan tes, siswa dikumpulkan teks recount mereka kepada peneliti. Jumlah menulis siswa adalah 32 lembar (Lihat Lampiran 2) E. Teknik Menganalisis data Metodologi analisis data terdiri dari tiga steeps. Pertama, menulis siswa dianalisis dengan menggunakan beberapa skoring trait. Kedua, kualitas tulisan siswa dinilai. Ketiga, persentase kualitas siswa menulis ditemukan dengan menggunakan formula yang disarankan oleh Sudjana (1991). Pada langkah pertama, beberapa sifat scoring digunakan dalam menganalisis siswa menulis. Menurut Hamp-Lyons (1992) di beberapa sifat mencetak, lebih dari skor tunggal yang dihasilkan dan dilaporkan, fokus hanya pada kriteria yang paling menonjol atau sifat-sifat, dan tidak memberikan nilai untuk setiap bagian dari kompetensi menulis yang my muncul dalam menulis siswa. Oleh karena itu, dalam penelitian ini, menulis siswa dianalisis dan dinilai berdasarkan kriteria orientasi yang baik, serangkaian acara, reorientasi diambil dari bab dua. Kriteria adalah kombinasi dari beberapa kriteria atau karakteristik orientasi yang baik, seri baik dari acara dan reorientasi baik yang dikutip dari beberapa ahli menjelaskan dalam bab dua. Kriteria orientasi yang baik, serangkaian acara dan reorientasi yang diambil dari kombinasi dari beberapa kriteria atau karakteristik yang dinyatakan oleh beberapa ahli dalam bab dua adalah sebagai berikut. Para siswa menulis recount berdasarkan memenuhi orientasi, rangkaian acara dan reorientasi. Siswa memilih salah satu bunga topik dari mereka. Setiap siswa topik yang berbeda yang make. Para siswa hasil tertulis yang dianalisis mengenai dari orientasi, rangkaian acara dan reorientasi. Peneliti menganalisis orientasi yang baik harus memenuhi kriteria tersebut. Pertama, ada harus memperkenalkan peserta acara. Kedua, harus ada menunjukkan saat acara berlangsung. Ketiga, harus ada menunjukkan tempat atau lokasi di mana acara berlangsung. Keempat, ada harus mengidentifikasi apa, bagaimana atau mengapa peristiwa terjadi jelas. Untuk bagian selanjutnya, serangkaian baik acara harus memenuhi beberapa kriteria. Pertama, rangkaian acara harus ditulis secara kronologis. Kedua, rangkaian acara harus ditulis dalam kalimat lengkap. Ketiga, rangkaian acara harus informatif atau menghibur untuk pembaca (atau keduanya). Keempat, rangkaian acara tidak harus ditambahkan dengan rincian yang tidak relevan dengan topik teks. Untuk reorientasi, siswa harus memenuhi kriteria tersebut. Pertama, harus dalam kalimat lengkap. Kedua, tidak harus menyatakan peristiwa baru. Ketiga hal itu harus memiliki setidaknya satu atau lebih kata sifat, dan keempat itu pendapat pribadi (Lampiran 3). Selain itu, kemampuan siswa dalam menulis struktur generik mengenai orientasi rangkaian acara dan reorientasi teks recount dianalisis dengan menggunakan skala empat sampai satu. Skor tertinggi adalah empat, yang menunjukkan bahwa hasil penulisan siswa sangat baik dan mereka dapat memenuhi kriteria baik. Skor tiga menunjukkan bahwa murid yang baik dalam menulis dan hanya lemah pada satu kriteria (tidak terpenuhi). Berikutnya skor dua orang bahwa siswa adil dalam menulis dan mereka lemah pada beberapa kriteria (dua kriteria kembali tidak terpenuhi). Skor satu miskin di mana siswa kembali lemah pada sebagian besar kriteria (lihat lampiran 3) Sejak instrumen menulis tes, subjektivitas yang membuat muncul dalam menganalisis tes. Hughes (1989) menunjukkan untuk meminimalkan subjektif jika tes scoring: dua pencetak gol dapat memeriksa setidaknya. Jadi peneliti adalah membantu guru bahasa Inggris dari ISHS. Setelah dua pencetak gol menganalisis data, mereka memberikan skor untuk setiap siswa. Kemudian pencetak gol dari dua pencetak gol ditambahkan dan dibagi dua mendapatkan nilai rata-rata. Pada langkah kedua dari skor utama peneliti memutuskan apakah kemampuan siswa dikategorikan dalam kualitas yang sangat baik, baik, adil dan miskin. Tabel 1. Penilaian Kualitas untuk Tulisan-tulisan siswa (Hamp-Lyons, 1992) Score Penilaian kualitas 3,1-4 Sangat Bagus 2,1-3 Baik 1,1-2 Adil