The Effect of Scrambled Text on Recount Text Generic Structure of Class X SMK Negeri 1 Siantar

Imeliana Saragih; Selviana Napitupulu

doi:10.61994/educate.v4i1.1565

Authors

Imeliana Saragih Universitas HKBP Nommensen Pematangsiantar
Selviana Napitupulu Universitas HKBP Nommensen Pematangsiantar

DOI:

https://doi.org/10.61994/educate.v4i1.1565

Keywords:

Scrambled Text Technique , Recount Text, Generic Structure, Students’ Mastery, English Learning, Experimental Study

Abstract

This study aimed to investigate the effect of the Scrambled Text Technique on students’ ability to identify the generic structure of recount text. The research was conducted at SMK Negeri 1 Siantar, with the students of Class X TJKT 3 as the research sample. This study used a one-group pretest–posttest pre-experimental design. Although suitable for measuring changes after treatment, it is limited by internal validity threats and lacks a control group. Short instructional periods and consistent materials were applied to reduce these threats, with future research recommended to use a control group. The instrument used in this research was a test in the form of recount text tasks that required students to identify the generic structure of the text.The data were collected through pre-test and post-test, and the results were analyzed by comparing students’ scores before and after the treatment, The findings revealed that the students’ mean score increased from 48.40 in the pre-test to 69.00 in the post-test, with a mean gain score of 21.00 after the implementation of the Scrambled Text Technique. The gain score analysis also revealed that all students experienced improvement, with no decrease in scores. Based on the findings, it can be concluded that the Scrambled Text Technique has a positive effect on students’ understanding of the generic structure of recount text. These findings provide empirical support for the use of the Scrambled Text Technique as an effective instructional approach in enhancing students’ mastery of recount text generic structure in vocational high school contexts.

References

Anderson, M., & Anderson, K. (2003). Text types in English 1. Macmillan Education Australia.

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2019). Introduction to research in education (10th ed.). Cengage Learning.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson Education.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Gerot, L., & Wignell, P. (1994). Making sense of functional grammar. Gerd Stabler.

Haerazi, H., & Irawan, L. A. (2019). Practicing genre-based language teaching model to improve students’ achievement of writing skills. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 9–18. https://doi.org/10.21093/ijeltal.v4i1.246

Harmer, J. (2007). How to teach English. Pearson Longman.

Hyland, K. (2019). Second language writing (3rd ed.). Cambridge University Press.

Nguyen, T. T. M. (2020). Effects of text-reordering tasks on EFL students’ reading comprehension and text organization awareness. Journal of Language and Linguistic Studies, 16(2), 812–827.

Nunan, D. (2004). Task-based language teaching. Cambridge University Press.

Pallant, J. (2020). SPSS survival manual (7th ed.). McGraw-Hill Education.

Sari, F. M., & Fitriani, S. S. (2021). Scrambled text technique and students’ reading comprehension in EFL classrooms. Journal of English Education and Teaching, 5(2), 257–269.

Sweller, J., Ayres, P., & Kalyuga, S. (2019). Cognitive load theory (2nd ed.). Springer.

Ur, P. (2012). A course in language teaching: Practice and theory (2nd ed.). Cambridge University Press.

Widodo, H. P. (2016). Engaging learners in genre-based pedagogy in EFL contexts. Journal of English Language Teaching, 10(3), 1–15.

Publishers.