ABSTRACT
Zalukhu, Santosa, 2015. The Effect of Vocab-O-Gram Strategy on the Students’ Ability in Writing Skill at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016, Thesis Advisors (1) Adieli Laoli, S.Pd., M.Pd and (2) Yasminar Amaerita Telaumbanua, M.Pd
Key Word: Vocab-O-Gram Strategy, Students’ Ability in Writing Skill,
Writing is one of the English skills that must be learned by students because through writing, students can express ideas, and construct their opinions individually in written form. In fact, the students of SMP Negeri 5 Namohalu Esiwa at the eighth grade in 2015/2016 can not express their point of view and ideas in written form, particularly to write narrative text. The researcher applies Vocab-O-Gram Strategy to improve the students’ Ability in Writing Skill or to solve the problem.
The purpose of theresearch is to investigate whether there is a significant effect of using Vocab-O-Gram Strategy on the students’ ability in writing skill at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016. The research is done through quasi-experimental design. The population of the research is the eighth grade of SMP Negeri 5 Namohalu Esiwa which consists of 120 students. Then, by using Cluster Sampling Technique the researcher selects the sample of the research which consists of 120 students.
Before doing the treatment, the researcher does the pre-test in the control and experimental group. The mean score of the control group is 55.83 with Lcount = 0.1601. And the mean score in the experimental group is 56.67 with Lcount = 0.1608 and Ltable = 0.1610. So, the pre-test results of the control and experimental group is stated having the Normal Distribution. Then, the researcher examines the homogeneity. The pre-test computation indicates that Fcount = 1.03 and Ftable = 1.78. The pre-test is stated Homogenous.
After doing the treatment, the researcher does the post-test in the control and experimental group. The mean score of the control group is 70.00 with Lcount = 0.1596 and the mean score in experimental is 81.7 with Lcount = 0.1608 and Ltable = 0.1610. So, the post-test results of the control and experimental group is stated having the normal distribution. Then, the researcher examines the homogeneity. The post-test computation indicates that Fcount = and Ftable = . The post-test is stated having homogenous. Then, the researcher does the hypothesis testing. It is gotten ttable = t α (dk) = t0.025 (58) = 2.002 and tcount = 3.648. It means that tcount (3.648) does not exist between the interval between – 2.002 and 2.002. So, it can be concluded there is a significant effect of using Vocab-O-Gram Strategy on the students’ ability in writing skill at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.
ACKNOWLEDGEMENTS
First of all the researcher says thank to God, because He always blesses the researcher during making the research to finish this thesis entitled ”The Effect of Vocab-O-Gram Strategy on the Students’ Ability in Writing Skill at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016”.
During studying in IKIP Gunungsitoli until finishing, the researcher has been supported by many sides, which help him and always motivate him. Hence, he wants to express his sincere appreciation and thanks to:
1. Mr. Drs. Bezisokhi Laoli, M.M., as the Rector of IKIP Gunungsitoli, who always gives supports and motivations to all the students of IKIP Gunungsitoli.
2. Mr. Adieli Laoli, S.Pd., M.Pd, as the Dean of FPBS, as the first advisor, who always guides him by giving wonderful input, time, motivation, suggestion, and ideas in finishing this thesis.
3. Miss. Yasminar Amaerita Telaumbanua, S.Pd., M.Pd, as the Chair of English Education Program, as his lecturer and also as his second advisor, who never feels bored in giving her time when the researcher needs her motivations, suggestions, and opinions and guides him during finishing the thesis.
4. Mr. Drs. Ellyanus, M.Pd. as his lecturer, and also as his examiner of methodology, who has given motivation to arrange this thesis well.
6. Mrs. Dra Nursayani Maru’ao, M.Pd as the validator, who gives correction and ideas as input in finishing the thesis.
7. Mr. Afore Tahir Harefa, S.Pd, M.Hum, as the secretary of English Education Program, as his lecturer and also as his examiner of Education, who always gives suggestions, corrects grammatical composition during finishing the thesis.
8. All lecturers of the English Department of IKIP Gunungsitoli who have taught him well during studying in IKIP Gunungsitoli.
9. Chief and Secretary of education department of North Nias Regency who gives permission in conducting the research in his government surrounding.
10. Mr. Ariziduhu Zega, A.Md, as the Headmaster of SMP Negeri 5 Namohalu Esiwa, who has facilitated the researcher in collecting the data.
11. Miss Agusmin Telaumbanua, S.Pd and Mr. Darma Kari Harefa, S.Pd as his validators, who always gives him motivation, correction and supports him in finishing the thesis 12. The students of the eighth grade of SMP Negeri 5 Namohalu Esiwa, especially VIII-A
and VIII-B, as the subject of the research.
13. To all of his friends and Senior in the English Department of IKIP Gunungsitoli who always supports, gives motivation and help him in finishing the thesis.
Finally, the researcher realizes that the thesis is far from being perfect. Therefore, he hopes all constructive suggestions and criticisms so the thesis can be better. And hopefully the thesis will be useful for the readers.
Gunungsitoli, 28 December 2015 The Researcher,
Page
ABSTRACT..…...………... i
ACKNOWLEDGEMENTS………..……… ii
TABLE OF CONTENTS……….. v
LIST OF TABLES ……….. ix
LIST OF FIGURES ……………….. x
LIST OF APPENDICES... xi
CHAPTER I INTRODUCTION ... 1
A. The Background of the Problem ... 1
B. The Identification of the Problem ... 4
C. The Limitation of the Problem ... 5
D. The Formulation of the Problem ... 5
E. The Purpose of the Research ... 5
F. The Hypotheses of Research …. ……… .... 5
G. The Significance of the Research ... 6
H. The Assumptions of the Research ... 6
I. The Limitation of the Research ... 7
J. The Key Terms Definition of the Research ... 7
CHAPTER II REVIEW OF RELATED LITERATURE ... 8
A. Theoretical Framework …. ………. 8
Strategy ... 9
c. The Advantages and Disadvantage of Vocab-O-Gram Strategy ... 11
d. The Relationship between Vocab-O-Gram and Writing………. 11
2. Conventional Strategy ... 12
a. The Definition of Conventional Strategy ... 12
b. The Procedures of Applying Conventional Strategy ... 12
c. The Advantages and Disadvantage of Conventional Strategy ... 13
3. Writing ... 14
a. The Definition of Writing ... 14
b. The Types of Writing ... 15
c. The Purpose Writing ... 16
d. The Process of Writing ... 17
e. The Ability of Writing ….. ... 19
f. Micro Skill of Writing ... 20
g. The Teaching of Writing ... 21
h. The Syllabus of Writing at the Grade of SMP Negeri 5 Namohalu Esiwa ... 22
i. The Assessment of Writing Narrative Paragraph ... 24
B. The Latest Related Research ... 27
B. Variables of the Research ... 33
C. Population and Sample ... 34
D. Kinds of the Data and Instruments ... 35
E. Procedures of Collecting the Data ... 37
F. Techniques of Analyzing the Data ... 38
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS………... 46
A. Research Findings ...……… 46
1. Testing Instrument……… .46
a. Setting of the Research ……….... 46
b. Validity………..………... 47
c. Reliability……….. 47
d. Item Facility Analysis……… 47
2. Data Analysis………. 48
a. The Pre-Test and Post-Test Analysis……… .48
1) Mean Score ...…………..…...……… 48
2) Standard Deviation………...………. 48
3) Variance……..………...……… .48
4) Normality Test .………...………….. 50
5) Homogeneity of Sample………...…………. 51
2.The Analysis and Interpretation of the Research Findings… 55
3.The Research Findings versus the Late Related Research… 56
4.The Research Findings Versus the Theories... 58
5.The Research Findings Implication……….. 58
6.The Analysis of the Research Findings Limitation……….. 59
CHAPTER V CONCLUSIONS AND SUGGESTIONS……….. 60
A. Conclusions ………. `60
B. Suggestions……….. 61
BIBLIOGRAPHY………….………...………..…... 62
Table Page
1. Research Design ………..……… . 32
2. The Population of the Eighth Grade of Students of SMP Negeri 5 Namohalu Esiwa in 2015/2016 ……….…………...……… 34
3. The Total Sample of the Eighth Grade of Students of SMP Negeri 5 Namohalu Esiwa in 2015/2016………. 35
4. The Work Table for Liliefors Formula ……….... 42
5. The result of Mean Score, Standard Deviation, Variance of Pre Test and Post Test in Control Group and Experimental Group………... 50
6. The result of Normality Test of Pre-test and Post-test in Control Group and Experimental Group ……….. 51
7. The result of Homogeneity of Pre-test and Post-test in Control Group and Experimental Group ……….. …. 52
8. The result of Pre-test and Post-test in control group and experimental group ……… 52
9. The Result Of Examining Hypothesis ……….. 54
10.The Width Under the Normal Standard from 0 to Z ……… 118
11.The Critical Values for Liliefors Test ……….. 119
Appendix Page
1. Silabus ... 64
2. a. Lesson Plan (Control Group) ... 67
b. Lesson Plan (Experimental Group) ... 74
3. Teaching Material (Control Group and Experimental) ... 81
4. The Instrument Validity………. . 84
5. a. Table of Specification for Control Group ………. . 90
b. Table of Specification for Experimental Group ………... . 92
6. Pre-test (Control Group and Experimental Group) ... 94
7. a. Students’ Evaluation Sheet for Control Group (Pre-test) …………. 95
b. Students’ Evaluation Sheet for Experimental Group (Pre-test) …….. 96
8. a. Post-test for Control Group ... 97
b. Post-test for Experimental Group ……… ... 98
9. a. Students’ Evaluation Sheet for Control Group (Post-test) ... 99
b. Students’ Evaluation Sheet for Experimental Group (Post-test) ... 100
10. Students’ Ability in Writing Narrative Pre-test in Experimental Group… ... 101
11. Students’ Ability in Writing Narrative Pre-test in Control Group ….... . 102
12. Students’ Ability in Writing Narrative Post-test in Experimental Group ... 103
13. Students’ Ability in Writing Narrative Post-test in Control Group ... 104
Group… ... 107
17. Mean, Standard Deviation, Variance Post-test in Experimental Group ... 108
18. Examining of Normality in the Pre-Test of Experimental Group ... 109
19. Examining of Normality in the Post-test of Experimental Group ... 110
20. Examining of Normality in the Pre-Test of Control Group ... 111
21. Examining of Normality in the Post-Test of Control Group ... 112
22. a. The Homogeneity of Sample in the Pre-Test ... 113
b. The Homogeneity of Sample in the Post-Test ... 115
23. Hypothesis Testing ………. 116
24. The Width Under the Normal Standard from 0 to Z ………... 118
25. The Critical Values for Liliefors Test ……….... 119
26. The Critical Values for t-Student Distribution ……….. 120
27 a. The students’ Presence List During Conducting the Research at the Eighth Grade (Control Group) of SMP Negeri 5 Namohalu Esiwa in 2015/2016 ... 122
b. The students’ Presence List During Co nducting the Research at the Eighth Grade (Experimental Group) of SMP Negeri 5 Namohalu Esiwa in 2015/2016 ... 124
28. a. The Control Group for Pre test and Post Test Photos documentation At the Eighth Grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016 ……… 126
CHAPTER I INTRODUCTION
A. The Background of the Problem
There are four skills in learning English and one of them is writing skill. It is one of the skills which is studied in Junior and Senior High School based on the curriculum. Ruby (2000:10) states, “Writing allows you to express yourself in words”. In other words, the writers are expected to be able to construct and convey their opinions, ideas individually in written form. Furthermore, Hyland (2003:9) says,
Writing is a way of sharing personal meaning and writing courses emphasize the power of the individual to construct his or her own views on topic.
Briefly, writing is a process that should be done by the students to express his or her ideas in constructing the meaning of his or her view based on the topic being discussed.
In additional, Crimmon (1984:6) says,
Writing is also an opportunity to convey something about yourself, to communicate ideas to people beyond your immediate vicinity, to learn something you did not know.
It means that writing is a tool of communication or as our way to express
Based on the experts’ opinion, it is concluded that writing should be owned and mastered by the students. Because through writing the students can express ideas, construct their opinions individually in written form.
In the syllabus of SMP Negeri 5 Namohalu Esiwa of KTSP-2006, particularly for the eighth grade, the competence standard expects students express the meaning of functional texts and simple essay in recount and narrative forms and to interact with the environs. Basic competence is responding the meaning of simple short functional text acurately, fluently, and receiveable to interact with the environs. To achieve the target which is stated in the syllabus, the school has decided the Minimum Competence Criterion (MCC) that is 65 as the indicator of the students’ success in writing skill.
In fact, there is a gap between the expectations and the reality. Based on the researcher’s observation to the eighth grade students of SMP Negeri 5 Namohalu Esiwa, the students are unable to express their point of view in written form when the researcher asks them to write a narrative text, they are still unable to composes a good paragraph because the lack of the students’ vocabularies, the students are still not having writing habits and models to compose a narrative paragraph, the lack of grammar mastery is low. In addition, based on the researcher’s interview of the English teacher at the school, she says that most of
The problem above is caused by some factors: The lack of the students’ ability in comprehending the structure of narrative, the students are unable to write a text in narrative; the lack of strategy in teaching writing because the English teacher applies a conventional method in her teaching-learning process. The conventional method makes the students become passive to study. In other words there is no any positive impact to the students’ learning. Conventional strategy is only as a teacher-centered activity that can not grasp the students’ need. The teacher dominates the teaching of writing so the teacher gives less attention to the students’ difficulties during the writing process.
In preventing the occurrence in the future, the researcher makes an experiment to find out an effect of a strategy that meets the problem. There are many strategies in teaching writing and one of them is Vocab-O-Gram Strategy. The researcher uses Vocab-O-Gram Strategy in the teaching-learning process to find out if this strategy has an effect to solve the students’ problem or not, especially in teaching narrative text. According to Blachowicz (1986:104),
Vocab-O-Gram strategy is a graphic organizer that gives students the opportunity to make predictions about a story using words from the story with categories of a story structure.
whiteboard to be read by the students. Students use the vocabulary words to make predictions for each element of story structure. In addition, Blachowicz & Fisher (2008: 29) say,
Vocab-O-Gram strategy is the students sort their vocabulary words into a story structure graphic organizer and make predictions on what they think will happen in the story. After reading the selection, the students go back and revise their organizers.
It affirms that the key of this strategy is the students recognize the selected words and replace them by predicting some words for each element of the story according to their knowledge of the story structure or review the story structure.
Based on the explanation above, the researcher chooses the topic of the research entitled “The Effect of Vocab-O-Gram Strategy on the Students’ Ability in Writing Skill at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016”.
B. The Identification of the Problem
The identification of the problem in the research are:
1. The lack of the students’ ability in comprehending the structures of narrative. 2. The students are unable to write a text in narrative.
C. The Limitation of the Problem
Based on the problem that is stated, the researcher wants to limit it in the research. In the research, the researcher searches the effect of Vocab-O-Gram Strategy on the students’ ability in writing skill at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.
D. The Formulation of the Problem
Based on the limitation of the problems in the research, the researcher formulates it such as: “Is there a significant effect of Vocab-O-Gram Strategy on the students’ ability in writing skill at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016?
E. The Purpose of the Research
The purpose of the research is to find out whether there is or no a significant effect of Vocab-O-Gram Strategy on the students’ ability in writing skill at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.
F. The Hypotheses of the Research
The hypotheses of the research are formulated as follows:
Ho = There is no significant effect of Vocab-O-Gram Strategy on the students’ ability in writing skill at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.
G. The Significances of the Research
The result of the research are useful for:
1. The researcher himself, as an experience to teach writing especially in narrative text through Vocab-O-Gram Strategy.
2. The students, as a motivation or experience to develop their ability in writing skill.
3. The English teachers, as an input to them to use an appropriate strategy in teaching writing.
4. The readers, as an additional reference in order that they can apply Vocab-O-Gram in learning English.
5. The further researchers, as a source of information and reference in conducting their researches that are relevant with the research, especially in arranging the thesis in IKIP Gunungsitoli.
H. The Assumptions of the Research
In conducting the research, the researcher assumes that:
1. Writing skill is one of the important skills that should be mastered by the students.
I. The Limitation of the Research
In conducting the research, the limitation of the research such as:
1. The population of the research is the students at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.
2. The object of the research is the students’ ability in writing skill.
3. The researcher conducts Quantitative research Method, with a general type of experimental which is specified into quasi experimental.
4. The research design is pretest and posttest design in two groups. One is the experimental group and another is control group.
5. The researcher uses narrative text as a material especially fable.
6. The researcher focuses on the students’ ability in writing narrative paragraph.
J . The Key Terms Definitions of the Research
There are some key terms definitions written by the researcher to avoid misunderstanding in the research, such as:
1. Writing is the ability of the students to express idea, feeling, and emotion in a good control in written form.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework 1. Vocab-O-Gram Strategy
a. The Definition of Vocab-O-Gram Strategy
Vocab-O-Gram is one of strategies that make the students to be active in learning writing. It allows the students work in group to enhance their idea, opinion in written form based on their knowledge about vocabulary word selected by the teacher from the story. According to Allen (2007:109)
Vocab-O-Gram provides students with a list of vocabulary words from the story to be read and graphic organizer contain elements of story structure: setting, characters, conflict, plot, and resolution.
The students are allowed to make predictions about a story using words from the story with categories of a story structure. This strategy emphasizes how important it is for the students to know definition of the words and story structure in order to help them to enrich their idea to make prediction about a story based on a list of vocabulary words from the story to be read. Furthermore, Portsmouth (2004:2), says,
thinking firmly, it also expands the students’ ability of writing skill by using vocabulary words of the story and also their knowledge of story structure.
b. The Procedures of Applying the Vocab-O-Gram Strategy
According to Pearson (2008:39) there are some steps of Vocab-O-Gram Strategy as follows:
1) Select 10–20 words and phrases from a story that may reflect characters, setting, feelings, key ideas, or events. Present the words to students on the board or on an overhead.
2) Give students a copy of the Vocab-O-Gram chart. Have them work in pairs or small groups to share what they know about the words. Then, they decide which words give clues to the different elements of a story and place the words in the appropriate category on their charts. They may place words in more than one category.
3) Conduct a class discussion about students’ placement of the words and their reasoning for the placement. Have students share their knowledge of words that may be unfamiliar.
4) After students have completed this discussion, they will have formed some preliminary ideas about the story. Have them state their preliminary ideas as predictions about the characters, events, and so on. 5) Suggest that each student also formulate one or two specific questions
to answer.
6) After reading, return to the Vocab-O-Gram and refine their ideas. Review the vocabulary and clarify any words by returning to the selection or using reference works.
Allen (2007:110) also defines some steps of Vocab-O-Gram Strategy are: 1) Discuss the vocabulary words from the story.
2) Place the vocabulary words in the category on the graphic organizer where you think the author will use the words: setting, characters, conflict, plot, resolution.
3) Make predictions about the story using the vocabulary words to answer each of the questions in each of the story structure categories. 4) Students should list questions they have prior to reading the story. The
5) Words which are too unfamiliar, or words which don’t make sense in terms of students’ questions and predictions, can be listed in the Mystery Words space on the graphic organizer.
6) After reading, students revisit their Vocab-O-Grams to answer the questions they wrote, define or describe context for mystery words, and revise predictions to reflect information from the story.
7) Vocab-O-Gram can then be used to scaffold writing about the story. Based on the procedures above, the researcher modifies both of them in applying it in the field as follows:
1) Selecting vocabulary words from the story or narrative text as material. 2) Providing students with a list between 15 and 20 vocabulary words from
narrative text selection before they are going to read the content of the text. 3) Dividing students into small groups. Each group consists of five persons. 4) Distributing Vocab-O-Gram chart to each group.
5) Allowing 20 to 30 minutes for students to work in the groups to discuss about their placement of the words or do their Vocab-O-Gram chart by predicting about the setting, characters, problems or goals, action and resolution of a narrative text based on the vocabulary words are provided.
6) Reading the material or narrative text in three times; slow, middle and fast. 7) Asking the students to revise their prediction or Vocab-O-Gram chart based
on the material that researcher has read.
c. The Advantages and Disadvantages of Vocab-O-Gram Strategy
According to Schumm (2006:39) that there are some advantages of Vocab-O-Gram strategy, namely:
1) Vocab-O-Gram enhances writing skill by providing the story structures into the chart to which students get opportunity to predict the story based on a list vocabulary words from the story to be read. 2) Vocab-O-Gram helps the students commit the target word or words to
their memory.
3) Teachers can use this strategy with the whole class, small groups. 4) It helps the students to get meaning of the words and makes students
understand the text quickly.
5) The students learn about vocabulary words when they learning writing that they will remember it.
While disadvantages of Vocab-O-Gram Strategy is it needs a lot of time. Furthermore, the students are going beyond the definition of the word to consider its application in text and are engaged in much higher thinking of words and their relationship to text. So, the researcher overcame the disadvantages by dividing the students into groups in doing their Vocab-O-Gram Chart in the same time and using a short narrative text as teaching material, especially fable as the story which is familiar with the students.
d. The Relationship Between Vocab-O-Gram and Writing
There is direct correlation between Vocab-O-Gram and writing when the students receive Vocab-O-gram Chart. Duguay and Artzi (1986) say,
It can be concluded that Vocab-O-Gram Strategy helps the students in writing by providing the instructional activity or chart that contains story structures from a story in order that the students get the chances to predict the story and also as the author of the story, because the students write a story according to their knowledge, ideas or opinions of selected vocabulary words.
2. Conventional Strategy
a. Definition of Conventional Strategy
Conventional strategy is a traditional strategy where it more emphasizes to strategy. It is supported by Djamarah (1996) saying that conventional strategy is traditional teaching strategy which is designed by Explanatory Strategy, Question-Answer Strategy and Recitation Strategy. In other words, conventional strategy is general and traditional teaching strategies that are used by the teacher to explain the material set the material in questioning forms and accomplish the students to recite something. In addition, as written in Oxford Dictionary (2008:95), “Conventional strategy is normal and ordinary, and perhaps not very interesting strategy.” In short, conventional strategy is designed in ordinary and
uninteresting strategy in the teaching-learning process.
b. The Procedure of Applying Convention Strategy
However, the procedure of Conventional strategy is used in the research based on the teacher’s activity as usual at the eighth grade to the students of SMP
1) The teacher writes the topic of the material on the blackboard. 2) The teacher explains the material by using Explanatory Strategy.
3) The teacher asks the students to respond the questions related to the material after finishing explaining the material.
4) In the ending of teaching-learning process, the teacher gives tasks to the students.
It can be concluded that Conventional Strategy is a traditional
teaching-learning process and more centered to the teacher and makes the students get
bored. Then, by doing Conventional Strategy, the students are not motivated to
learn and it makes the students are not able to create something related to the
material.
c. The Advantage and Disadvantage of Conventional Strategy
According to Sinarno in Suryobroto (2009:55), there are some
advantages in applying Conventional Strategy in teaching material to the
students, namely:
1) The teacher can control the class easily.
2) Easy to recognize the students’ place in the classroom. 3) It can be followed by the large students.
4) It is easy for the teacher to conduct the teaching-learning activity. 5) Make the teacher easily explain the teaching material
Besides some advantages which has been stated by Sinarno in
Suryobroto (2009:55), also there are some disadvantages in applying
Conventional Strategy in teaching material to the students, namely:
2) If the strategy always used, it makes the teacher and the students feel bored.
3) The method makes the students are passive.
4) The teacher does not know whether the students understand about the teaching material or not.
In other words, Conventional Strategy makes the teachers are active and
the students are passive during the teaching-learning process. While in
teaching writing skill is the students should be active to gather their ideas and
express them into written texts. The researcher applies Vocab-O-Gram Strategy in teaching-learning activities as one of the way to overcome the
students’ problem in writing skill at the eighth grade of SMP Negeri 5
Namohalu Esiwa.
3. Writing
a. The Definition of Writing
Writing is one of the important skills in teaching-learning English. People need to learn writing English, for occupational or academic purposes. In writing the writer can give his or her ideas, opinions, or feeling to someone or to many people in written form. Flower and Hayes (1981:86) say, “Writing is a cyclical process in which writers move back and forth between generating ideas, formulating these ideas into language and transcribing these ideas into writing”.
Hyland (2003:9) says, “Writing is a way of sharing personal meaning and writing courses emphasize the power of the individual to construct his or her own views on topic”. Furthermore, Leo (2007:1) says, “Writing is a process of
Byrne (1997:1) says, “Writing is producing sequence of sentence arranged in a particular order and linked together in certain way”.
Based on the experts’ opinion above, it is concluded that by writing the students are able to generate ideas or opinions, construct his or her own view on topic into the sequence of sentence arranged in a certain rule. Crimmon (1984:35) states,
The best way to start writing is to begin planning. Experienced writers tend to think that planning is essentially a thinking activity. First, their plan inside their heads, what they want to say and then they transfer their thought on to a piece of paper.
Based on the theories above, it is said that basic way to start writing is the writers plan inside their heads, what they want to say and transfer it on a piece of paper. Then, these theories are very useful to the students at the eighth grade of SMP Negeri 5 Namohalu Esiwa. The researcher tells when they express their ideas, opinion based on their own views on a certain topic in written form.
b. The Types of Writing
Cohen (1994:304) elaborates four types of writing, as follows: 1) Expository writing
Expository writing is a subject-oriented writing style, in which the main focus of the author is to tell you about a given topic or subject, and leave out his personal opinions. The expository writing can be found to answer essay examination, to present reports, to write term paper, to compose letters.
2) Persuasive writing
3) Narrative writing
Narrative writing is a type of writing in which the author places himself as the character and narrates you to the story. The narrative writing wants to tell the story of events to the readers, the writer aims to create a powerful impression on the readers.
4) Descriptive writing
Descriptive writing is a style of writing which focuses on describing a character, and event or place in great details and description tells how something looks, sounds, smells or feels.
Based on the explanation above the researcher concludes that types of writing text consist of expository writing, persuasive writing, writing narrative and descriptive writing. So, writing narrative is taught by the researcher for the students at the eighth grade of SMP Negeri 5 Namohalu Esiwa, in order that they have ability in writing narrative paragraph.
c. The Purpose of Writing
Halliday as quoted by Nunan (1999: 275) suggesting that written language is used for the following purposes:
1) For action (for example: public signs, product labels, television and radio, guides, bills, menus, telephone directories, ballot papers, and computers manual).
2) For information (for example: newspapers, current affairs magazines, advertisements, political pamphlets).
3) For entertainment (for example: comic strips, fiction books, poetry and drama, newspapers features, film subtitles).
This is emphasized by Ruby (2001:18) written language is used for achieving the specific goals, as follows:
1) For action, included facts and examples that teach your readers. Write objectively, avoid your opinion.
3) Writing to entertain, included humorous, anecdotes or exaggerations that your audiences enjoy.
Of the experts’ opinion on the above, related to the purposes of writing, it can be said that writing purposes are to do fiction, to give information, to express facts and opinion, to teach and persuade the readers by showing the reasons and arguments to convince and to entertain the readers with humorous, anecdotes or exaggerations. Therefore in the research, the researcher sets and clarifies the purpose for writing as a guideline for the researcher to teach or enlarge the students’ knowledge at eighth grade of SMP Negeri 5 Namohalu Esiwa to express their ideas or opinion in written form, especially in writing narrative paragraph.
d. The Process of Writing
According to Carrol and his friends (2001:15) stages of writing are: 1) Prewriting: analyzing your audience, determining your purpose in
writing, limiting the scope of what you will cover, and generating potential content.
2) Drafting. It means making a case and structuring your evidence for that case.
3) Revising. It means putting yourself in the place of the reader, rethinking your approach, and making change that will improve your case.
4) Editing. It means that polishing the writing; fixing errors in grammar, spelling and mechanic.
Furthermore, Carroll and her friends (2001:15) say the process of writing, namely:
1) Prewriting
rewriting includes exploring topic. Choose your topic and begin to gather and organize details before you write.
2) Drafting
Drafting includes getting your ideas down on the paper roughly to the form at your intended.
3) Revising
Revising includes connecting any major errors and improves the writing form and content.
4) Editing and proofreading
Editing and proofreading includes polishing the writing. The process of correcting mechanical errors, grammar is accurating punctuations, spelling is correct and the mechanics are proper.
5) Publishing and presenting, sharing your writing
Publishing and presenting sharing your writing includes building portfolio and reflecting on writing.
In addition, Williams (1949: 106) explains the process of writing, such as: 1) Prewriting. Generating ideas, strategies, and information for a given
writing task.
2) Planning. Reflecting on the material produced during prewriting to develop a plan to achieve the aim of the paper.
3) Drafting. Producing words on paper on match (more or less) the initial plan for the work.
4) Pausing. Moment when you are not writing but instead are reflecting on what you have produced and how well it matches your plan. Usually includes reading.
5) Reading. Moments during pausing when you read what you have written and compare it to your plan.
6) Revising. Literally “re-seeing” the text with the goal of making large -scale changes so that text and plan match, includes getting suggestion from friends or colleagues on how to improve the writing.
7) Editing. Focusing on sentences level concerns, such as punctuation, sentences length, and spelling, agreement of subject, and predicates, and style.
it matches with purpose or not, check the spelling or grammatical, and share or presented the result of writing. Briefly, the process of writing above is very important in the research because it helps the researcher in constructing his research and also, the researcher applies it in the teaching-learning proces. Then, the theories encourage the students of the eighth grade of SMP Negeri 5 Namohalu Esiwa especially in writing skill.
e. The Ability of Writing
Accoording to Crews (2008:2) “Ability is possession of the quality
required to do something or get something done”. Furthermore, as written in Oxford Advanced Learners’ Dictionary (1974: 2), “Ability is potential or
capability or power to do something physical or mental”. In other words, the ability of writing is a creative act of the writers constructs ideas, opinion or capability that is owned by the writers express something in written form. Carrol and his friends (2001: 8) say, “There are some qualities of good writing namely: idea is relevant to the topic, organization (coherence and unity), words choice (refers to phrase) and sentences fluency.
f. Micro Skill of Writing
Brown (2001:343) identifies and enumerates micro skills of writing as follows: produce graphemes and orthographic patterns of English, produce writing at an efficient rate of speed to suit the purpose; produce an acceptable core of words and use appropriate word order patterns; use acceptable grammatical systems examples tense, agreement, pluralization, patterns rules; express a particular meaning in different grammatical forms; use cohesive devices in written discourse; use rhetorical forms and conventions of written discourse; appropriately accomplish the communicative functions of written texts according to form and purpose; convey links and connections between events and communicate such relation as main idea, supporting idea, new information, given information, generalization and exemplification; distinguish between literal and implied meanings when writing; correctly convey, culturally specific references in the context of written text, and develop and use a battery of writing strategies such as accurately assessing the audience’s interpretation, using prewriting devices, writing with fluently in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.
Based on the theory on the previous page, the micro skills of writing narrative paragraph for the research are use acceptable grammatical system, examples; tense, express a particular meaning in different grammatical forms; use rhetorical forms and conventions of written discourse, appropriately accomplish the communicative functions of written texts according to form and purpose.
g. The Teaching of Writing
Writing is not easy but it is a hard work to the writers. According to Crimmon (1984:6) “Writing is a hard work.” So, in teaching of writing the teacher should convey the material enjoyable and choose the strategy which is appropriate to the students.
Brown (2001:335) develops the process approach to writing instruction as follows:
1) Focus on the process of writing that leads to the final written product. 2) Help them to build repertoires of strategies for prewriting, drafting,
and rewriting.
3) Help students understand their own composing. 4) Giving students time to write and rewrite.
5) Placing central importance on the process of revision.
6) Letting the students discover what they want to say as they write. 7) Giving students feedback though the composing process (not just on
the final product) as they attempt to bring expression closer and closer to intention.
8) Encouraging feedback from both the instructor and peers.
9) Including individual conferences between teacher and students during process of composition.
eighth grade of SMP Negeri 5 Namohalu Esiwa. Then, the researcher guides or leads the students in writing accurately and learning process to help them to be successful in writing.
h. The Syllabus of Writing Skill at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa
In conducting the teaching-learning process especially in teaching writing at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016 is based on the syllabus. The competence standard expects that students express the meaning of functional texts and simple essay in narrative forms and to interact with environs. Basic competence is responding the meaning of simple short functional text acurately, fluently, and receiveable to interact with environs. In line with the statements above, there is a type of text that should be learnt, as follows.
1) Narrative text
a) The Definition of Narrative Text
There are kinds of narrative such as legend, mysteries, fable, horror and romances.
The generic structure of a narrative has three components, they are:
(1) Orientation
Presents the setting, plot, and the introduction of the characters. (2) Complication
It consists of the sequences of the events that lead the characters into the climax.
(3) Resolution
It consists of resolution of the problem. The resolution of the problem can be sad ending or happy ending.
Lexicogrammatical features of narrative text:
A narrative focuses on specific participants.There are many action verbs, verbal and mental processes (verbs of perception: think, realize, feel, and etcetera). It usually uses Past Tenses (Simple Past and Past Continuous Tense). Direct and indirect speeches are often used. Temporal conjunction are also used (for example: then, after that, finally, lastly, before, after, when, while, during, and etcetera).
In the following is a narrative text.
The Mouse Deer and the Crocodile
Mouse deer didn’t want crocodiles to eat him first. Then, mouse deer had an idea. He called out,” hey crocodile”, I have an important message from our leader the Tiger", the king wants to know the number of crocodiles in the river to the other side.”Because he wants to have a party to celebrate his birthday, and he likes to invite every animal in this jungle to attend". I would like for all the crocodiles in this river to line up across this river, and then I will count the number one by one", said the mouse deer with a very serious tone.
So, all the crocodiles line up in a row for a mouse deer to count them. The mouse deer jumps from one crocodile to another and count the number loudly, “one, two, three”, until the last crocodile, “ten”. Finally, the mouse deer reaches the other side of the river safety. The crocodile were angry for being made a fool by a little mouse deer. Meanwhile, the mouse deer was enjoying the abundance of fruits.
(Source: http://www.englishdirection.com/2015/02/contoh-example-of-narrative-text-story.html)
In the research, the researcher focuses on teaching narrative text. The research chooses that topic because narrative text is one of the materials learnt in the first semester, and when the researcher observed the students in writing a narrative text most of them are unable to write it correctly.
I. The Assessment of Writing Narrative Paragraph
To evaluate the result of the students’ writing in narrative text, the researcher uses the formula according to Alaska (2007:24) as follows:
The guidelines to score the students’ writing skill as follows:
(a) Score 4: An effective, developed paragraph that fulfils the assigned purpose.
Complication
Specific detail support ideas.
Organization plan is logical with effective sequencing. Word choices are effective and precise.
Transitions and sentence structure are purposeful and varied. Few errors are present in grammar, usage, spelling, and punctuation.
Errors do not interfere with meaning.
(b) Score 3: A complete paragraph that addresses the assigned purpose. Detail support ideas.
Organization plan has predictable sequencing. Word choices are purposeful, but pedestrian.
Translation and sentence structures are simple, but accurate. Some errors may be present in grammar, usage, spelling, and punctuation.
Few errors may interfere with meaning.
(c) Score 2: An oversimplified paragraph that addresses the assigned purpose.
Some details support ideas.
Organization plan has lapses and may be a list. Word choices are basic or predictable.
Transitions and sentence structures are repetitive.
Many errors may be present in grammar, usage, spelling, and punctuation.
Few errors may interfere with meaning.
(d) Score 1: A deficient paragraph that attempts to address the assigned purpose.
Few or no detail support ideas; ideas may be random, confusing, repetitious, or consist of a bare list.
Organization plan and sequencing are weak and may be a brief list.
Word choices are confusing and immature.
Sentence structures are repetitive and fragmented with few or no transitions.
Predominant errors may be in grammar, usage, spelling, and punctuation.
Errors may interfere with meaning.
Obtained Score
Students’ mark = X 100 Maximum Score
written by Alaska. In other words, when the students are able to write or arrange their opinions, ideas in a good form of writing so they are successful in writing narrative texts.
To gain the students’ mark in writing narrative text, the researcher uses formula as suggested by Djiwandono (2008: 46)
After getting the students’ mark, the researcher decides the whole percentage of the students’ ability by using the formula as Tuckman in Nurgiantoro (1986: 345 – 347) formulates:
Which:
TP : The Degree of Percentage FB : The Students’ Value
N : The Amount of The Students
The criteria of students’ ability are: 86 – 100 = Very good
B. The Latest Related Research
David (2011) has done a research entitled “Increasing the students’ ability by Using Vocab-O-Gram Strategy in Writing Skill to the students at the Eighth Grade of Algebra I. He found that Vocab-O-Gram strategy has an effectiveness to the students of Algebra I. Whereas, in the research, the researcher does a research entitled “The effect of using Vocab-O-Gram Strategy on the Students’ Ability in Writing skill by using Vocab-O-Gram at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.”
Based on the statement above, there are similarities between two researchers. The similarities both of the researchers are using Quantitative Method and Vocab-O-Gram Strategy to find the effect on the students’ ability in writing skill. It also uses Quasi Experimental Research.
The procedure of Davis’ research has similarity with procedure in applying Vocab-O-Gram Strategy, there are included about inviting the students’ work in the group, asksing each group to use their knowledge of the new vocabulary words and story structure (setting, characters, problem/goal, actions and resolution) to predict each word’s use in the story, allowing the students revise their prediction after reading the material.
Junior High School of Algebra I has decided the Minimum Competence
Vocab-O-Gram Strategy. Based on the research, most of the students got score 66-75 or the students passed the MCC.
Concerning with the latest research above, the researcher compares it
with the research. As the relationship between the latest related research and the
researcher’s research are both of the research searches the students’ ability in
writing skill, using the same strategy, and doing the research at the eighth grade
of junior high school.
C. The Conceptual Framework
In teaching-learning process, there are three things which hold an important role namely researcher, material, and students. In teaching material, the researcher must carry out a new teaching strategy to the students purposely to enhance the students’ knowledge or ability in writing skill and to make the teaching-learning process is really interesting. In this case, the researcher uses Vocab-O-Gram Strategy in order that teaching writing is more interesting and enjoyable for students.
inspired to apply Vocab-O-Gram Strategy in teaching writing skill to find the effect of that strategy. The researcher divides the students into two groups as the sample of the research, one group is experimental group and another is the control group.In doing the treatment the researcher uses narrative text as the material.
Vocab-O-Gram Chart by revealing the correct categorization of the story structures with its chart. Finally, the researcher draws a conclusion.
Narrative Text
The Syllabus of Writing Skill at the Eighth Grade of SMP Negeri 5 Namohalu Esiwa
The urgent problem : the students are unable to express their point of
view in written form.
Researcher Could not be achived
Control Group Experimental Group
Conventional Strategy
The students revise their prediction Post Test
The Result of the students’ ability in Writing Skill
CHAPTER III RESEARCH METHOD
A. Design of the Research
In conducting the research, the researcher applies Quantitative Research Method with the general type is Experimental Method. This is specified into quasi experimental method. It is conducted by using nonrandomized Pre-test and post test Control Group design. The group consists of two, one is as experimental group and another is as control group. However, the researcher administers a pretest for both of the groups. It is done before doing the treatment. While after doing the treatment, the researcher will administer post test to know the result of the treatment. For more understanding, the research design can be shown in the table below.
Table 1
RESEARCH DESIGN
Class Pretest Treatment Posttest
Experimental Group O1(e) X(e) O2(e)
Control Group O1(c) X© O2(c)
Where:
O1 (e) = Pretest in experimental group O1 (c) = Pretest in control group
X (c) = Teaching by using treatment Conventional Strategy O2 (e) = Posttest in experimental group
O2 (c) = Posttest in control group
B. Variables of the Research
Ary and friends (2002:34) say, “Variable is a construct or a characteristic
that can take on different values or scores.” So, in doing the research, the
researcher’s variables are the effect of using Vocab-O-Gram Strategy and the
students’ ability in writing skill. There are two variables in the research. The variables are Vocab-O-Gram Strategy as independent variable (X), and the students’ ability in writing skill as dependent variable (Y). The two variables are
used by the researcher in conducting the research to know the effect of using Vocab-O-Gram Strategy on the students’ ability in writing skill at the eighth grade of SMP Negeri 5 Namohalu Esiwe. The two variables can be seen in the following figure.
Figure 2. Research Design X and Y Note:
X: Effect of using Vocab-O-Gram Strategy Y: The students’ ability in writing skill
C. Population and Sample 1. Population
In conducting the research, the researcher needs the population. According to Polit and Hungler (1999:43),
Population as the totality of all subjects that conform to a set of specifications, comprising the entire group of persons that is interest to the researcher and to whom the results can be generalized.
Briefly, the researcher has to determine the population based on the researcher’s observation.
The population of the research is the eighth grade of SMP Negeri 5 Namohalu Esiwa that consists of 120 students. Clearly the total of the research population can be seen in the following table.
Table 2
THE POPULATION of the EIGHTH GRADE STUDENTS of SMP NEGERI 5 NAMOHALU ESIWA in 2015/2016
No. Class
Students Amount
Total Male
Female
1 VIII -A 13 17 30
2 VIII -B 18 12 30
3 VIII -C 16 14 30
4 VIII -D 11 19 30
Total 120
2. Sample
Sprinthall and friends (1990:28) say, “A sample is a smaller number of
observations taken from the total number making up a given population. Thus, the sample is a subset of population.” It can be said that sample is a part of the
population that may represent the characteristic of the population.
Gay (2000:129) says, “Cluster Sampling randomly selects groups, not individuals. All the members of selected groups have similar characteristic.”It can be concluded the researcher will take the sample by selecting groups, not individual.
According to Gay (2000:130), there are some steps to select the research sample in clustering sampling as follows:
a) Identify and define the population.
The research population is 120 students at the eighth grade of SMP Negeri 5 Namohalu Esiwa in 2015/2016.
b) Determinene the desired sample size.
The desired sample size is 60 students. It is can be representation of all the students at the eightth grade.
c) Identify and define a logical cluster. A logical cluster is classrooms.
d) List all clusters (or obtain list) that make up the population of clusters.
e) Determine the number cluster
The researcher provides four pieces of paper and numbered based on the existence of the class. Next, the researcher folds them and put in the bowl. Then, the researcher chooses one of them. After taking the pieces, the researcher opens it. In fact, in the pieces written class VIII-A the researcher
determined it as the experimental group, the piece is thrown away. The last,
the researcher takes one more in a bowl. In fact, the taken piece is written
class VIII-B the researcher determines it to be the control group.
Table 3
THE TOTAL SAMPLE of the EIGHTH GRADE STUDENTS of SMP NEGERI 5 NAMOHALU ESIWA in 2015/2016
No. Class Number of Students
1 Experimental Group 30
2 Control Group 30
Total 60
Source: Office Administration of SMP Negeri 5 NamohaluEsiwa (July 2015)
D. Kinds of the Data and Instruments 1. Kind of Data
students at the eighth grade of SMP Negeri 5 Namohalu Esiwa that consist of 120 students.
2. The Kinds of Data and Research Instrument
The instrument that is used by the researcher in conducting the research to look for quantitative data is evaluation sheet. It is very important for the researcher to get the data from the students especially by test to the students to do. In the research, there are two types of test, they are pretest and posttest. Pretest is given to the students before they get any treatment to examine the normality and homogeneity of data, and posttest is given to the students after they get a treatment to examine the research hypothesis.
E. Procedures of Collecting the Data
In collecting the data in the research, the researcher does these following steps/procedures:
1) Finding the location. The location of the research is SMP Negeri 5 Namohalu Esiwa, North of Nias.
2) Selecting the population. It is the eighth grade students of SMP Negeri 5 Namohalu Esiwa (120 students).
3) Selecting sample by using lottery, the total sample of the research is 60 students.
5) Going to validate test and to get reliability test to qualified teachers by giving them the instrument validity test sheets. It is internal validity (rational validity).
6) Holding the pre-test on the control group and experimental group.
7) Holding the treatment by using different strategy which Vocab-O-Gram is taught to the experimental group and Conventional Strategy is taught to the control group.
8) Holding the post-test on the control group and experimental group to examine the hypothesis of the research.
9) Analyzing the result of the test by using t-test. 10) Testing the hypothesis.
11) Analyzing the data, getting findings and drawing conclusions.
F. Techniques of Analyzing the Data 1. The Instrument of Examining a. Validity
Before the researcher provides the test for the students, the researcher goes to validate the test to validators in order to know the validation of the test. According to Ary, et al (2002:227) “Validity concerns to the extent to which the
test cannot measure the students’ ability in this research, the test is invalid and it must be changed with another test.
To know the validity of the test, the researcher uses internal validity (Rational Validity). It is determined by expert judgment. The researcher gives the sheet of instrument validity test (See Appendix 5) to the qualified teachers validate the test.
For more clearly, the ways to fill the sheet of instrument validity test as follows:
a) The qualified teachers or lecturer determine “Yes” or “No” whether the test is composed based on the kinds of hoped prerequisite.
b) The qualified teachers or lecturer determine scoring scale for each of prerequisite based on the composing of test.
c) The qualified teachers or lecturer determine the test is valid, valid enough, less valid, or not valid based on the result of their analysis about the test in point a) and b) above.
If:
Obtained Score
Students’ Mark = X 100 Maximum Score
b. Reliability
Last, J. (Ed.). (2001:125) says, a common threat to internal validity is
reliability. Assuming the same initial conditions for a test assessment or process
the test must provide the same result every time it is performed for it to be
deemed reliable.
2. The Data Analysis
a. The Students’ Ability in Writing Narrative
To evaluate the result of the students’ writing in skill, the researcher uses the formula according to Alaska (2007:24), see on page 24.
To gain the students’ mark in writing narrative text
After getting the students’ mark, the researcher decides the whole percentage of the students’ ability by using the formula as Tuckman in Nurgiantoro (1986: 345 – 347) formulates:
Which:
TP : The Degree of Percentage FB : The Students’ Value
The criteria of the study of students’ ability are:
86 – 100 = Very good 71 – 85 = Good 56 – 70 = Adequate 41 – 50 = Less < 40 = Fail
b. Normality
Examining the normality is used to find out whether the sample comes from the normal distribution in order that the sample can represent the population and it is used for all the equal population. To examine the normality, the researcher uses Liliefors formula defined by Sudjana (2002:466-477) by following some steps, as follows:
1) Calculate the standard value (Zi) with this formula:
2) Determine the broad under the standard of normal curve from 0 to z in the table.
3) Determine F(Zi) by following this rule: a) For the (Zi) signed negative
F(Zi) = 0.5 – the broad under the standard of normal curve from 0 to z b) For the (Zi) signed positive
4) Determine S(z) with this formula:
5) Determine the absolute value from F(Zi) – S(Zi)
6) Determine the highest absolute value from F(Zi) – S(Zi) as Lo
7) Determine Ltable by using the table of critical value L for Liliefors test = Lα(n) 8) Draw a conclusion by following these rules below:
a) If Lo ≤ Ltable, the sample has the normal distribution.
b) If Lo ≥ Ltable, the sample doesn’t have the normal distribution.
Table 4
THE WORK TABLE for LILIEFORS FORMULA
X f fk x x- x S Zi F(Zi) S(Zi) F(Zi) – S(Zi)
Lcount = Lo Ltable = Lα(n) Conclusions
c. Homogeneity of the Sample
To find the homogeneity of the sample, the researcher uses the formula of Harley Test. Irianto (2007:276) states that test the homogeneity variant by Harley can be used if the total of sample both group is equal.
The Formula is:
2) Seek Fcount by using this formula:
F
count =
3) Determine Ftable by using this formula:
F
table= F
α ( n the highest variants – 1, n the lowest variants – 1) by using Ftable is gotten Ftable.4) Determine the conclusion with criteria:
(a) If Fcount ≤ Ftable, Ho is accepted (homogenous) (b) If Fcount > Ftable, Ho is unaccepted (heterogeneous)
d. Mean
To see the mean of the data, the researcher uses formula as Sudjana (2002:70) formulates:
Which:
X = The Mean of Variable X
fi = The Frequency of Data Score X Xi = The Score of Center Point of Interval n = The Sum of Data
To see the standard deviation of the data, so it is counted by using formula of Sudjana (2002:95) as below:
√
Which:
S = Standard Deviation of Variable X Xi = The Score of Center Point Interval fi = The Frequency of Data Score n = The Number of the students
f. Examining Hypothesis
Examining hypothesis, the researcher uses the formula by Arikunto (2001:95) as in the next page:
√
S =
Which: tcount = Amount of t count
X1 = The Mean of Experimental Group
X2 = The Mean of Control Group
n1 = Total of Experimental Group
S12 = The Variants of Experimental Group
S22 = The Variants of Control Group
S = The Unity of Standard Deviation
The formulation of hypothesis which is examined by t-independent test,
namely:
Ho :
Ha :
So, criterion of examining hypothesis by using t-independent test is “Ho is
accepted and Ha is refused if –t ⁄ (dk) t ⁄ (dk) or refusing Ho and
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
A. Research Findings
1. Settings of the Research
The location of this research was SMP Negeri 5 Namohalu Esiwa. It is
located in Lasara Village. It is around 37 km from the center of Gunungsitoli
town. This school had some rooms, such as headmaster’s room, teacher’s room,
classrooms, library, and canteen. There were some courts of sport such as
football court, vollyball court and table tennis court. This school consisted of one
headmaster, one vice of headmaster, 28 teachers, and 1 officials. They were very
kind and familiar.
The population of this research was the students at the eighth grade of SMP
Negeri 5 Namöhalu Esiwa, that consists of 120 students that divided into four
classes; VIII-A, VIII-B, VIII-C and VIII-D in 2015/2016. The researcher chose
this population because the students had problems in writing kill.
The researcher did the research after getting the agreement from the