CHAPTER I. INTRODUCTION
F. Significance of the Study
The results of this study are expected to give contributions to English teachers, students, and the further researcher.
For English teachers, this research is expected as an additional reference that may be useful for the teacher that using media can be interesting in teaching and learning process. Next, for students, this research is expected to be a useful for students to improve their writing especially in descriptive text. Moreover, for the further researcher, this study can give general knowledge about how to improve students’ writing ability of descriptive text.
5 meeting, then the treatment for the experimental class started at the second until forth meeting and the post-test was held at the last meeting.
B. Research Method and Design
The method of this study was quantitative research. This method was chosen because it emphasizes numerical analysis of data gathered through test using statistics (Ary et al., 2010). It involves data collection, which is typically numerical, and as the methodology for data analysis. The quantitative method is only concerned with determining the state of the situation in the field and reporting on what occurred. Frankel and Wallen stated that basic identically experimental research is simple and unpretentious; attempts anything happens (Fraenkel & Wallen, 2009).
The design of this research was a experimental study. In a quasi-experimental study, groups that are already organized based on instructional subject are used in an experiment rather than randomly selecting subjects to experimental treatments (Ary et al., 2010). Therefore, the researcher did not have to do any random pre-selection processes because the classes were already assigned. The procedure began with the researcher giving a pre-test to both classes, the experimental and control classes.
Below is the experiment design:
Table 3.1 Design of the Study Class Measurement Application of Independent
Variable* Measurement
Experimental Pre-test Experimental Treatment Post-test
(Word Wall media) Controlled Pre-test Without Experimental
Treatment Post-test
* The independent variable is Word Wall while the dependent variable is descriptive text.
C. Population and Sample of the Study
In this research, the seventh grade students of an Islamic private junior school academic year 2018/2019 were the population of the research. This research was used purposive sampling as a sampling technique because the sample is taken based on certain purposes of the research (Cohen et al., 2007).
The sample for this research consisted of two classes, class 7.1 as a control class which was taught without using word wall media and class 7.2 as an experimental class which was taught by using word wall media. There were 50 students participated in this study. Based on the results of the pre-test scores, the researcher assigned the two classes into experimental and control class.
D. Research Instrument
This study used test as an instrument. The test was chosen as the instrument by the researcher because it was a suitable instrument for gathering data in this study. In this test, students were asked to write descriptive text. The aspects presented in this instrument include introduction and description. It was given twice: once as a pre-test and once as a post-test. A pre-test is a test to know and evaluate students’ knowledge before conducting the treatment. Treatment is a process of teaching writing of descriptive text by using word wall media. Post-test is given after the treatment. The purpose is to know whether the word wall media is effective towards the students’ writing of descriptive text. As for the instrument, it can be seen in the appendix.
E. Technique of Data Collection
In this study, the data was gathered using the test technique. The data was collected from the pre-test and post-test results. The procedure started by giving pre-test to both experimental and control class. Then, the experimental class was
given treatment by implementing the word wall media in learning descriptive text while controlled class was not given word wall media as a treatment.
The writing test is used to gather the data and to determine the difference of the scores from both tests. Pre-test was used to measure the students’
understanding in writing descriptive text before the treatment was given, while post-test was used to measure students’ writing of descriptive text when the treatment had been done. From the result, the writer wants to know whether the word wall media effective or not in students’ writing of descriptive text.
In counting the score of pre-test and post-test, the analytical scoring rubric was used to define some grades for the students’ writing of descriptive text. To assess the writing score of the students’ in the pre-test and post-test, it was counted by analytical scoring rubric (Weigle, 2009).
Table 3.2 Rubric for Assessing Students’ Writing
Categories Score Criteria
Content
30-27 (Excellent to Very Good)
Relevant to assigned topic – etc.
26-22 (Good to Average)
Mostly relevant to topic – etc.
21-17 (Fair to Poor) Inadequate development topic – etc.
16-13 (Very Poor) Not enough to evaluate – etc.
Organization
Logical but incomplete sequencing – etc.
13-10 (Fair to Poor) Lacks logical sequencing and development – etc.
9-7 (Very Poor) No organization, not enough to evaluate – etc.
Vocabulary
20-18 (Excellent to Very Good)
Word form mastery, appropriately registered (word use for particular situation) – etc.
17-14 (Good to Average)
Occasional errors of word form, choice, usage but meaning not obscured – etc.
13-10 (Fair to Poor) Frequent errors of word form, choice, usage and meaning confused or obscured – etc.
9-7 (Very Poor) Little knowledge of English vocabulary, word form or not enough to evaluate – etc.
Language
Several errors of word order/
function, articles – etc.
17-11 (Fair to Poor) Frequent errors of word order/
function, articles, preposition – etc.
10-5 (Very Poor) Dominated by errors, or not enough to evaluate – etc.
Mechanics
5 (Excellent to Very Good)
Few errors of spelling, punctuation, capitalization – etc.
4 (Good to Average) Occasional errors of spelling, punctuation, capitalization – etc.
3 (Fair to Poor) Frequent errors of spelling, punctuation, capitalization – etc.
2 (Very Poor) Dominated by errors of spelling, punctuation, capitalization – etc.
F. Technique of Data Analysis
After obtaining the students’ writing score of pre-test and post-test, the researcher measure normality and homogeneity of the data were tested by using SPSS. If the data distribution was normal and homogeneous, the analysis would apply the test hypothesis testing. The researcher used test formula to conduct t-test in manual calculation. T-t-test is used to compare the significant between experimental class which use word wall media in teaching writing and control class by not using word wall. The formula is shown as below (Sudijono, 1987):
to= M1 M2 SEM1 M2 to = The value of “t observation”
M1= Mean of the differences of Experiment Class M2= Mean of the differences of Control Class SEM1= Standard Error of Experimental Class SEM2= Standard Error of Control Class The process of t-test was as follows:
1. Determining mean of variable X (experimental class):
Mx = fx N1
x: Sum of the students’ score of experimental class N₁: Number of the experimental class students
2. Determining Mean of Variable Y (control class):
My = fy N : Sum of the students’ score of control class N : Number of the control class’ students
3. Determining standard of deviation score of variable X:
SDx = √ x2 N1
SDx: Standard deviation score of experimental class 4. Determining standard of deviation score of variable Y:
SDy = √ y N SDy: Standard deviation score of control class
5. Determining standard error of mean of variable X:
SE x = SDx
√N₁ 1 6. Determining standard error of mean of variable Y:
SE y = SDy
√N 1
7. Determining standard error of difference mean of variable X and Y:
SE x – SE y = √SE x SE y 8. Determining t0:
t0 = M – MY SE x – SE y 9. Determining degree freedom (df):
Df = (N₁ N ) – 2 Explanation:
M1 : The mean of gain score of experimental class.
M2 : The mean of gain score of controlled class.
: The total gain score of experimental class.
Y: The total gain score of controlled class.
: The total gain score minus of experimental class.
Y : The total gain score minus of controlled class.
SD1 : The standard deviation of gain score of experimental class.
SD2 : The standard deviation of gain score of controlled class.
SEm1 : The standard error mean of experimental class.
SEm2 : The standard error mean of controlled class.
N1 : The total number of students in experimental class.
N2 : The total number of students in controlled class.
In order to measure whether the effect size of technique was strong, the writer adopted Cohen’s theory with formulation as follows (Cohen et al., 2007) :
d= mean of group A - mean of group Pooled Standard Deviation
Pooled Standard Deviation=Standard deviation of group 1 standard deviation of group 2 2
After gaining the results, it could be interpreted based on the criteria:
0-0.20 is weak effect, 0.21-0.50 is a modest effect, 0.51-1.00 is a moderate effect, and > 1.00 is a strong effect.
G. Statistical Hypothesis
This research is designed to find out whether there is a significant effect on the writing ability at seventh-grade students at Islamic private junior high school by using word wall media in teaching writing. Hypotheses are used to find the answer to the research question and draw a conclusion for the research. The hypothesis of research can be formulated as follows:
H0 = to < tt
(There was no effect of using word wall media on students’ writing ability of descriptive text at the seventh-grade of an Islamic private junior high school).
Ha = to > tt
(There was an effect of using word wall media on students’ writing ability of descriptive text at the seventh-grade of an Islamic private junior high school).
And then, the criteria used as follows:
1. If to > tt, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means that there is significant difference of students’
writing ability of descriptive text between students who taught by word wall media and students who taught without using word wall media.
2. If to < tt, the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted. It means that there is no significant difference of students’ writing ability of descriptive text between students who taught by using word wall media and students who taught without using word wall media.
12 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
The study observed that using the word wall media in teaching descriptive text writing helped learners learn how to produce descriptive texts and made learning more enjoyable. Based on the initial results, it is possible to infer that the usage of word wall media for teaching seventh-grade students to write a descriptive text substantially influenced students' writing abilities. It could be shown through the statistical analysis in which it was found that the mean score of students' writing achievement in the experimental group was higher than the mean score of the students in the control group. It indicated that the students' writing achievement in the experimental group was better than the mean score of students in the control group.
This research used a quasi-experimental design to gather empirical evidence for the effectiveness of the Word Wall on students' writing ability of descriptive text at Islamic private junior high school in the academic year 2018/2019. According to the previous chapter's data, using the word wall media significantly affects students' writing ability of descriptive text.
In addition, the researcher used Cohen's formula to calculate the effect size. It was also supported by the effect size being classified as a modest effect based on the effect size calculation. In conclusion, this study found that using the word wall media on students' writing ability of descriptive text at seventh-grade had a modest effect size compared to not using it.
B. Suggestion
Based on the conclusion above, the researcher would deliver some suggestions to English teachers, students, and the further researcher.
English Teachers are supposed to give learning strategies for teaching writing in an enjoyable, comfortable, and easy-to-understand way. They can utilize Word Wall media in writing class, and students who employ Word Wall
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are more enthusiastic about writing English. Before using Word Wall as a medium, English teachers should ensure that their students understand and have all of the relevant knowledge. Moreover, students need to be more active and optimistic when learning English. They are encouraged to be involved in English class and take an active role in growing their vocabulary. Furthermore, the researcher may find additional relevant research on writing in the future, especially in observing the students' writing ability of descriptive text.
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APPENDICES
Appendix 1: Surat Bimbingan Skripsi
Appendix 2: Surat Keterangan Penelitian
Appendix 3: Instrument of Pre-test and Post-test
Appendix 4: Students’ Writing