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. InstrumentationThis 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 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.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 qualities3.1-4 Very Good2.1-3 Good1.1-2 Fair<1 PoorIn the third step in order to find out the percentage of the students ability in writing the generic structure (orientation, series of events, and reorientation) of recount text, the formula suggested by Sudjana (1991) is used:P = Where:P = Percentage of the students F = Frequency of the students based on criteriaN = The total number of the students.

Hasil (Bahasa Indonesia) 2:

C. Instrumentasi
Alat 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, serangkaian acara, dan reorientasi. Tes ini 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 terakhir Holiday, The Orang Tidak Akan Pernah Lupakan Aku, Pengalaman saya di The Gempa, My Hero, My Birthday Party terakhir, dan Mengunjungi kebun binatang.
Berdasarkan topik yang diberikan, ada 3 peristiwa yang mayoritas siswa memilih. Mereka Mengunjungi kebun binatang, My Liburan terakhir, dan My Birthday Party terakhir.
Karena alat tes ini adalah tes tertulis, dapat memenuhi validitas tes karena mengukur apa yang seharusnya diukur (Gay, 1987). Keandalan adalah derajat tes yang konsisten mengukur apa pun tindakan (Gay, 1987: 128). Dalam penelitian ini, untuk membuat tes menjadi handal adalah dengan menawarkan siswa topik yang dipilih untuk dikembangkan di 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 yang akan dilakukan dapat diandalkan, bagian-bagian yang diproduksi oleh siswa harus bersenang-senang tes itu sendiri. Selain itu, dengan menyediakan setidaknya dua nilai independen untuk memberikan nilai bagi siswa menulis, membuat tes lebih dapat diandalkan (Hughes, 1989). D. Teknik Pengumpulan Data Data dari penelitian ini adalah tulisan siswa. Ada tiga topik yang disediakan untuk para siswa dan mereka diminta untuk menulis recount berdasarkan seri orientasi kegiatan dan reorientasi. Pengujian dilakukan sekali di sekolah selama 60 menit. Para siswa juga diingatkan untuk menulis judul untuk teks recount mereka. Setelah menyelesaikan tes, para siswa mengumpulkan teks recount mereka kepada peneliti. Jumlah karya tulis mahasiswa yang 32 lembar (Lihat Lampiran 2) E. Teknik Analisis data Metodologi analisis data terdiri dari tiga steeps. Pertama, menulis siswa dianalisis dengan menggunakan beberapa scoring sifat. Kedua, kualitas tulisan siswa dinilai. Ketiga, persentase kualitas siswa menulis ditemukan dengan menggunakan formula yang disarankan oleh Sudjana (1991). Pada langkah pertama, beberapa scoring sifat digunakan dalam menganalisis siswa menulis. Menurut Hamp-Lyons (1992) dalam beberapa sifat mencetak, lebih dari skor tunggal dihasilkan dan dilaporkan, fokus hanya pada kriteria yang paling menonjol atau sifat, dan tidak memberikan nilai untuk setiap bagian dari kompetensi menulis yang my muncul dalam menulis siswa. Oleh karena itu, dalam penelitian ini, tulisan 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 acara dan reorientasi baik yang dikutip dari beberapa ahli dijelaskan dalam bab dua. Kriteria orientasi yang baik, rangkaian acara dan reorientasi yang diambil dari kombinasi beberapa kriteria atau karakteristik yang dikemukakan 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 membuat itu. Para siswa hasil tertulis yang dianalisis mengenai dari orientasi, rangkaian acara dan reorientasi. Peneliti menganalisis orientasi yang baik harus memenuhi kriteria tersebut. Pertama, harus ada 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 acara yang baik 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, para siswa harus memenuhi kriteria tersebut. Pertama, itu 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. Rata tiga menunjukkan bahwa siswa yang baik secara tertulis dan hanya lemah pada satu kriteria (tidak terpenuhi). Selanjutnya skor dua orang yang siswa adil dalam menulis dan mereka lemah pada beberapa kriteria (dua kriteria kembali tidak terpenuhi). Rata-satu miskin di mana siswa kembali lemah pada kebanyakan kriteria (lihat lampiran 3) Karena instrumen yang menulis tes, subjektivitas membuat muncul dalam menganalisis tes. Hughes (1989) menunjukkan untuk meminimalkan subjektif jika tes skor: dua pencetak gol dapat memeriksa setidaknya. Jadi peneliti adalah membantu guru bahasa Inggris dari ISHS. Setelah dua pencetak gol menganalisis data, mereka memberikan nilai untuk setiap siswa. Kemudian pencetak gol dari dua pencetak gol ditambahkan dan dibagi dua mendapatkan nilai rata-rata. Pada langkah kedua dari nilai utama peneliti memutuskan apakah kemampuan siswa tergolong dalam sangat baik, baik, adil dan miskin kualitas. Tabel 1. Penilaian Kualitas untuk Tulisan Mahasiswa (Hamp-Lyons, 1992) Skor Penilaian kualitas 3,1-4 Sangat Bagus 2,1-3 Baik 1,1-2 Adil <1 Buruk Pada langkah ketiga untuk mengetahui persentase kemampuan siswa dalam menulis struktur generik ( orientasi, serangkaian acara, dan reorientasi) teks recount, rumus disarankan oleh Sudjana (1991) digunakan: P = Dimana: P = Persentase siswa F = Frekuensi siswa berdasarkan kriteria N = Jumlah total yang anak murid.