CHAPTER III: RESEARCH METHOD
F. Technique of Data Analysis
33 CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter consists of the findings of the research and discussion that contains of data analysis in detail. The findings of the research cover the result of the data from cycle I and cycle I to cycle II about improvement the students‟
ability in writing descriptive text and the improvement of the students‟ activeness in teaching and learning process.
A. Findings
The findings of classroom action research dealing with the answer of the problem statement which aims to improve students‟ achievement in writing descriptive text viewed from its organization and language use. The findings consist of the implementation of haiku technique, the students‟ achievement in writing skill and the students‟ activeness in teaching and learning process at second year of MAN PANGKEP. To measure the students‟ achievement of their writing result there are two components of writing that is concerned by the researcher, namely: organization and language use.
1. The Improvement of the Students’ Ability to Write Descriptive Text Viewed from its Organization
The application of Haiku Technique in improving the students‟ ability to write descriptive text viewed from its organization can be seen clearly in the following table:
Table 1. The Students’ Mean Score and Improvement in Organization
Indicators Cycle I Cycle II Improvement
(C I to C II) (%)
Coherence 63.04 73.57 16.70
Cohesion 64.04 75.14 17.33
Mean Score 63.54 74.36 17.03
The table above shows the result of the students‟ achievement in writing descriptive text through Haiku Technique viewed from its organization in cycle I and cycle II. The indicators of organization consist of coherence and cohesion. In the cycle I, the students‟ mean score of coherence is 63.04 and the students‟ mean score of cohesion is 64.04. From the result of coherence and cohesion mean score in cycle I was classified as fair. It means that score did not achieve the score target is 70, and almost achieve from this score target, so the researcher continued to cycle II.
After doing cycle II, the students‟ mean score of coherence in cycle II become 73.57 (the improvement is 16.70 %) and the students‟ mean score of cohesion become 75.14 (the improvement is 17.33 %). The score was classified as good. It indicates that there is improvement of the students‟ score in organization from cycle I to cycle II. The improvement of cycle I to cycle II was 17.03 %. Its result of mean score above indicated that the score achieved the score target II after the researcher did some efforts in teaching and learning process.
35
To see clearly the improvement of the students‟ writing ability views from organization can be presented as the following chart:
Graphic 1: The Improvement of the Students’ Mean Score in Writing Skill Viewed from Organization
The graphic above shows the improvement of the students‟ writing skill of organization from cycle I to cycle II after taking an action in two cycles through Haiku Technique. There is a significant improvement that shown clearly in the mean score of organization from cycle I to cycle II. In this Graphic can be seen that the students‟ mean score improvement coherence greater than cohesion from cycle I to cycle II (10.01 % < 10.95%). It indicates that there is improvement of the students‟ mean score in organization (10.48%) form cycle I to cycle II.
2. The Improvement of the Students’ Ability to Write Descriptive Text Viewed from its Language Use
The application of Haiku Technique in improving the students‟ ability to write descriptive text viewed from its language use can be seen clearly in the following table:
16 16.5 17 17.5 18
Improvement (CI to CII)
Writing Mean Score of Organization
Coherence Cohesion X(Organization) 16.70 %
17.03 % 17.33%
Table 2. The Students’ Mean Score and Improvement in Language Use
Indicators Cycle 1 Cycle 2
Improvement (CI to CII)
(%)
Agreement 67.92 75.23 10.76
Mean Score 67.92 75.30 10.87
The table above shows the result of the students‟ achievement in writing descriptive text through Haiku Technique viewed from its language use in cycle I and cycle II. The indicators of language use consist of agreement. In the cycle I, the students‟ mean score of agreement is 67.92. From the result of agreement mean score in cycle I is classified as fair. It means that score did not achieve the score target was 70, and almost from this score target, so the researcher continued to cycle II.
After doing cycle II, the students‟ mean score of agreement in cycle II become 75.23 (the improvement is 10.76 %). The score was classified as good. It indicates that there is improvement of the students‟ score in language use from cycle I to cycle II. The improvement of cycle I to cycle II is 10.87 %. Its result of mean score above indicated that the score achieved the score target II after the researcher did some efforts in teaching and learning process.
To see clearly the improvement of the students‟ writing skill views from language use can be presented as the following chart:
37
Graphic 2: The Improvement of the Students’ Mean Score in Writing Skill Viewed from Language Use
The graphic above shows the improvement of the students‟ writing skill of language use from cycle I to cycle II after taking an action in two cycles through Haiku Technique. There is a significant improvement that shown clearly in the mean score of language use from cycle I to cycle II. It indicates that there is improvement of the students‟ mean score in language use (10.87%) from cycle I to cycle II.
3. The Improvement of the Students’ Writing Skill through Haiku Technique
The improvement of the students‟ writing skill which focused its organization and language use at the Second Year of Man Pangkep through Haiku Technique. It is indicated by the main score of cycle I and cycle II tests that will be shown clearly in following table:
0 2 4 6 8 10 12 14 16 18
Improvement (CI to CII)
Writing Mean Score of Language Use
Agreement Language Use
10.87 % 10.76%
Table 3. The Students’ Mean Score and Improvement in Writing Ability Result
Students’ Writing Skill
Cycle 1 Cycle 2
Improvement (C21 to C2)
(%)
Organization 63.54 74.36 17.03
Language Use 67.92 75.30 10.87
Mean Score 65.73 74.83 13.84
The table above shows the result of the students‟ achievement in writing descriptive text through Haiku Technique in cycle I and cycle II. In the cycle I, the students‟ mean score of organization is 63.54 and the students‟ mean score of language use is 67.92. From the result of content and organization mean score in cycle I is classified as fair. It means that score did not achieve the score target was 70, and almost from this score target, so the researcher continued to cycle II.
After doing cycle II, the students‟ mean score of organization in cycle II become 74.36 (the improvement is 17.03 %) and the students‟ mean score of language use become 75.30 (the improvement is 10.87 %). The score was classified as good. It indicates that there is improvement of the students‟ score in content from cycle I to cycle II. The improvement of cycle I to cycle II is 13.84
%. Its result of mean score above indicated that the score achieved the score target II after the researcher did some efforts in teaching and learning process.
39
To see clearly the improvement of the students‟ writing ability views from organization and language use can be presented as the following chart:
Graphic 3: The Improvement of the Students’ Writing Ability Result
The graphic above shows the improvement of the students‟ writing skill from cycle I to cycle II after taking an action in two cycles through Haiku Technique. There is a significant improvement that shown clearly in the mean score from cycle I to cycle II. In this Graphic can be seen that the students‟ mean score improvement of organization is greater than language use from cycle I to cycle II (17.03 % > 10.87%). It indicates that there is improvement of the students‟ mean score in writing skill (13.84%) from cycle I to cycle II.
4. The Result of the Students’ Activeness in Teaching and Learning Process (Observation Result)
The result of observation of the students‟ activeness in teaching and learning process through Haiku Technique in improving the students‟ ability in writing at the Second Year of Man Pangkep which conducted in two cycles
0 2 4 6 8 10 12 14 16 18
Improvement (C I to C II)
Students' Writing Skill
Organization Language Use X(Student's Writing Ability)
17.03 %
10.87 % 13.84 %
during 8 meetings is taken by observer through observation sheet. It can be seen clearly through the following table:
Table 4: The Students’ Participation in Learning Writing
Cycles Meetings Percentages Averages Improvement
I
I 51.79%
63.84%
II 58.93%
III 66.07%
IV 78.57% 7.14%
II
I 54.46%
70.98%
II 65.18%
III 75.89%
IV 88.39%
The table above shows the students‟ activeness in learning writing skill through Haiku Technique. In cycle I in the first meeting, the students‟
participation was 51.79%, the second meeting of the students‟ participation was 58.93% and then the third meeting and the four meeting of the students‟
participation were 66.07% and 78.57%. And the average score of students‟
participation in cycle I was 63.84%.
In cycle II the improvement the students‟ activeness is up. In the first meeting of cycle II 54.46%, the second meeting of the students‟ participation was 65.18% and then the third meeting and the four meeting of the students‟
41
participation were 75.89% and 88.39%. And the average score of students‟
participation in cycle II was 70.98%.
The research finding from the Table above indicate that there is the increase of the students‟ participation from cycle I to cycle II, where in cycle I the average score of students‟ participation score is 63.84% becomes 70.98% in cycle II. It means that the students‟ participation got 7.14 % progresses. Later, the result is presented in the chart below that shows the average of students‟ activeness in the cycle I and the cycle II.
Graphic 4: The Improvement of the Students’ Activeness
The graphic above shows that there are of the students‟ activeness in teaching and learning process in cycle I still low, it is 63.84%. But after conducting cycle II the students‟ activeness in learning process becomes 70.98%.
It means that the improvement of the students‟ activeness in learning process from cycle I to cycle II it is significance ( 7.14%).
51.79% 58.93% 54.46%
65.18%
66.07%
75.89%
78.57%
88.39%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Cycle I Cycle II
The First Meeting The Second Meeting The Third Meeting The Fifth Meeting
B. Discussions
1. The Implementation of Haiku Technique
Before taking a classroom action research through Haiku Technique, the researcher hold diagnostic test to measure the students‟ skill in writing. After gave diagnostic test, the researcher found that mean score of the students‟ writing skill at Second Year of MAN Pangkep (51.21) while KKM in English subject at that school was 70. It indicates that students‟ writing skill must be improved.
To improve the students‟ writing skill, the researcher decided to use Haiku Technique and then prepared to do cycle I which consisted of four phases namely:
planning, action, observation, and reflection. At the first meeting of cycle I, the researcher explained the material about introducing descriptive text. The researcher gave explanation about descriptive text then gave a simple text example about descriptive text. Most of the students asked the researcher the vocabulary that they did not know. Half of students who attended the class were very passive. It was caused by the students had low knowledge of writing. They were lack of vocabulary, so that they got difficulties in arranging the content of their descriptive text and organized it into a good paragraph.
At the second meeting the researcher asked the students about the material that had been studied in the first meeting. It aimed to refresh the students memorize. After that the researcher continued the material about “Describe Person” to the students. That time the researcher still found there were several students passive and did not enjoy the learning process. But in the other side there were many people showed improvement of their activeness. They were enjoyed
43
the learning process. At the third and fourth meeting, the students‟ activeness in learning process improved. Most of the students in the class are active in learning process and they are more interesting in writing descriptive text.
Even though in cycle 1 the students‟ activeness in learning process was improved, the students did not get the target score. The researcher found that it is caused the students still difficult and confused to write text. The students still had less motivation in writing and still found some difficulties in arranging the sentences become a text. To solve the problem in cycle I, the researcher decided to do cycle II by doing revision in the lesson plan. The researcher has changed the activity more interesting in cycle II so that student could show the improvement.
It this cycle, the researcher revised the teaching material. Then, the researcher got a good response from the students. Students are fair active in classroom. They can enjoy the teaching and learning process, and their score was improved in cycle II.
The research findings indicate that the students‟ ability to write descriptive text is improved by Haiku Technique. Where the students mean score in cycle II was greater than the student‟s mean score in cycle I. The teaching writing Haiku Technique has an effective effect.
2. The Improvement of the Students’ Ability to Write Descriptive Text Viewed from its Organization
The indicators of language use deal with coherence and cohesion.
a. Coherence
The mean score of students‟ writing skill in descriptive text in coherence in cycle I after applying Haiku Technique is 63.04. It is classified as a fair
category, but after using Haiku Technique in cycle II, the mean score becomes 73.57. It is greater than cycle II (73.57 > 63.04); it is classified as good category.
It means that there is a development of students‟ ability in writing descriptive text in coherence from cycle I to cycle II (16.70 %).
b. Cohesion
The mean score of students‟ writing skill in descriptive text in cohesion in cycle I after applying Haiku Technique is 64.04. It is classified as a fair category, but after using Haiku Technique in cycle II, the mean score becomes 75.14. It is greater than cycle II (75.14 > 64.04); it is classified as good category. It means that there is a development of students‟ ability in writing descriptive text in coherence from cycle I to cycle II (17.33 %).
Based on the data collected through cycle 1 and cycle 2 test results, it indicates that the use of Haiku Technique to train the students‟ skill in writing descriptive text viewed from its organization in Second Year of MAN Pangkep is better than before using of Haiku Technique in diagnostic test. Through the use of Haiku Technique in action of teaching and learning process followed by evaluation and observation in each cycle, the research findings indicates significant developments of the students‟ writing skill in descriptive text viewed from its organization. It could solve the students‟ problem in learning process. At the beginning of implementation in cycle 1, the students still encountered some problems that are considered as a causal factor of their low achievement.
During the teaching and learning process in cycle I, the researcher finds that the students still have problems in writing descriptive text viewed from its
45
organization. It is proved by the students‟ mean score in cycle II did not achieve the target score (63.54). To solve this problem the researcher had done cycle II and revised the previous lesson plan. In this case, the researcher gave deep explanation about related to the mistakes of the students. It makes the students get the target score (74.36).
From the explanation above the researcher analyze that the use of Haiku Technique can develop the students‟ ability in writing descriptive text viewed from organization, where the students‟ mean score in cycle II is greater than cycle I (74.36 > 63.54).
3. The Improvement of the Students’ Writing Skill in Descriptive Text Viewed from its Language Use
The indicators of content deal with unity and completeness.
a. Agreement
The mean score of students‟ writing skill in descriptive text in agreement in cycle I after applying Haiku Technique is 67.92. It is classified as a fair category, but after using Haiku Technique in cycle II, the mean score becomes 75.23. It is greater than cycle II (75.23 > 67.92), it is classified as good category.
It means that there is a development of students‟ ability to write descriptive text in agreement from cycle I to cycle II (10.76 %).
Based on the data collected through cycle 1 and cycle II test results, it indicates that the use of Haiku Technique to train the students‟ ability to write descriptive text viewed from its agreement in Second Year of MAN Pangkep is better than before the use of Haiku Technique in diagnostic test. Through the
use of Haiku Technique in action of teaching and learning process followed by evaluation and observation in each cycle, the research findings indicates significant developments of the students‟ ability to write descriptive text viewed from its agreement. It could solve the students‟ problem in learning process. At the beginning of implementation in cycle 1, the students still encountered some problems that are considered as a causal factor of their low achievement.
During the teaching and learning process in cycle I, the researcher finds that the students still have problems in writing descriptive text viewed from its agreement. The problem that is encountered by the students in descriptive text of cycle 1 that is also considered as a low achievement in language use viewed from its agreement. Some of the students were difficult to develop their idea that is related with the topic and the last in conclusion, some of them also still fair to summarize their ideas and made sentences to paragraph by using verb agreement and pronoun agreement. It is proved by the students‟ mean score in cycle I did not achieve the target score (67.92). To solve this problem the researcher had done cycle II and revised the previous lesson plan. In this case, the researcher gave deep explanation about related to the mistakes of the students. It makes the students get the target score (75.30).
From the explanation above the researcher analyze that the use of Haiku Technique can develop the students‟ ability to write descriptive text viewed from language use, where the students‟ mean score in cycle II is greater than cycle I (75.30 > 67.92).
47
4. The Improvement of the Students’ Ability in Writing through Haiku Technique
The effectiveness of the use of Haiku Technique in developing the students‟ ability to write descriptive text can be seen by considering the difference score of the students in cycle I and cycle II.
In the analysis of students‟ skill in writing descriptive text, the researcher finds that after using Haiku Technique in cycle I the students‟ mean score is 65.73 (fair) and in cycle II the students‟ mean score is 74.83 (good). The improvement of the students‟ ability to write descriptive text can be seen from the improvement of cycle I to cycle II (13.84 %).
The result above also proves that the use of Haiku Technique is able to develop the students‟ ability to write descriptive text significantly. Besides, the students‟ participation is also developed. The students‟ participation in cycle I is 63.84 % and in the cycle II students participation become 70.98 % (the improvement is 7.14 %). It indicates that the use of Haiku Technique can stimulate the students‟ activeness in teaching and learning process.
48
This chapter contains conclusion and suggestion based on the research findings in previous chapter, the researcher puts forward the following conclusion and suggestion.
A. Conclusion
Based on the research findings and discussion in the previous chapter, the following conclusions are presented:
1. Using Haiku Technique is able to improve the students‟ ability in writing of organization at the Second Year of MAN Pangkep. It is proved by students‟
achievement in cycle II is greater than cycle I. After cycle I, achievement in writing ability of organization is 63.54 and becomes 74.36 in cycle II (the improvement is 17.03%).
2. Using Haiku Technique is able to improve the students‟ ability in writing of language use at the Second Year of MAN Pangkep. It is proved by students‟
achievement in cycle II is greater than cycle I. After cycle I, achievement in writing ability of language use in cycle I is 67.92 and becomes 75.30 in cycle II (the improvement is 10.87%).
3. The process of the teaching and learning process runs well during the Classroom Action Research at the Second Year of MAN Pangkep because the students are enthusiast to study English. It is proved by students‟ achievement in cycle II is greater than cycle I. After cycle I, participation in activeness of
49
students in cycle I is 63.84% and becomes 70.98% in cycle II (the improvement is 7.14%). Besides that, the researcher also gets full support by the teachers.
B. Suggestion
Based on the findings above, the researcher would like to give some suggestions to the English teacher and the next researchers as follows:
1. For the English Teacher
a. The application of Haiku Technique can significantly improve the students‟
ability in writing descriptive text viewed from its organization and language use at the Second Year of MAN Pangkep. So it is strongly suggested to applies in teaching writing in the classroom in order to improve the students‟ writing skill.
b. The teacher should apply various kind of suitable method in teaching writing to make students more interested in writing English text and ton increasing the quality of studying and teaching.
2. For the Next Researchers
a. The result of this research can also be used as an addition reference or further research with different discussion for the next researchers.
The writer hopes the researches use Haiku Technique to improve students‟ ability in writing especially in writing descriptive text.