A GRADUATING PAPER
IMPROVING STUDENTS’ WRITING SKILL THROUGH WRITING QUICKLY GAME IN ENGLISH LANGUAGE TEACHING, (A CAR OF THE FIRST GRADE OF MTs NURUL HUDA KALIMARO KEDUNGJATI, GROBOGAN IN THE ACADEMIC YEAR OF 2015/2016)
Submitted to the Board of Examiners as a Partial Fulfillment Of requirements of Sarjana Pendidikan (S.Pd)
English Educational Department of Teacher Training and Education Faculty
By:
RESTU ANGGASARI
11309005
ENGLISH EDUCATIONAL DEPARTMENT
TEACHER TRAINING AND EDUCATIONAL FACULTY
STATE INTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES(IAIN) SALATIGA
Jl. Tentara Pelajar02 Tlp (0298) 323433Fax 323433 Salatiga 50731
Website :www.iainsalatiga.ac.idE-mail :[email protected]
Salatiga, Sept 15th 2016
Hanung Triyoko, S.S,M.Hum.,M.Ed
The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR’S NOTE
Case: Restu Anggasari‟s Graduating Paper
Dear:
The Head of State Islamic Studies Institut of Salatiga
Assalamu’alaikum Wr. Wb.
After reading and correcting Restu Anggasari‟s graduating paper entitled
“IMPROVING STUDENTS’ WRITING SKILL THROUGH WRITING QUICKLY GAME IN ENGLISH LANGUAGE TEACHING, A CAR OF THE FIRST GRADE OF MTs NURUL HUDA KALIMARO KEDUNGJATI, GROBOGAN IN THE
ACADEMIC YEAR OF 2015/2016”.I have decided and would like to propose that this paper can be accepted by the Teacher Training and Education Faculty, I hope this paper would be examined as soon as possible.
Wassalamu’alaikum Wr. Wb.
Consultant
Hanung Triyoko,S.S,M.Hum.,M.Ed
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES(IAIN) SALATIGA Jl. Tentara Pelajar02 Tlp (0298) 323433Fax 323433 Salatiga 50731
Website :www.iainsalatiga.ac.idE-mail :[email protected]
GRADUATING PAPER
IMPROVING STUDENTS’ WRITING SKILL THROUGH WRITING QUICKLY GAME IN ENGLISH LANGUAGE TEACHING, (A CAR OF THE FIRST GRADE OF MTs NURUL HUDA KALIMARO KEDUNGJATI, GROBOGAN IN THE
ACADEMIC YEAR OF 2015/2016) WRITTEN BY:
RESTU ANGGASARI 113 09 005
Has been brought to the board of examiners of English and Educational Department Training and Education faculty at State Institute of Islamic Studies (IAIN) Salatiga on September 30th, 2016 and hereby considered to complete the requirement for the degree of Sarjana Pendidikan (S.Pd) in English and Education Department.
Boards of examiners,
Head : Dr. H. Sa‟adi, M. Ag ________________
Secretary : Hanung Triyoko, S.S, M.Hum., M.Ed ________________ 1st Examiner : Faizal Risdianto S.S.,M.Hum ________________ 2nd Examiner : Ari Setiawan, S.Pd., M.M ________________ Salatiga, 04 Oktober 2016
Dean of Teacher Training and Education faculty
Suwardi, M.Pd
Be as yourself as you want
(The writer)
DEDICATION
1. Allah SWT, My Lord My God Almighty thanks for guiding me to face everything in
this extraordinary world.
2. My beloved mother, Maro‟ah and my beloved father, M.Sholeh, thanks all support,
finance, and encouragement
3. My beloved husband, Khoerul Anam, thanks for love, your support, patience,
motivation and prays for me in finishing my graduating paper.
4. My beloved child Jingga Almahira Rakhmadina, you are my spirit.
5. Mr. Hanung Triyoko, S.S,M.Ed as my consultant who always gives me guidance,
suggestion and motivation to finish my graduating paper.
6. All of big family of MTs NURUL HUDA KALIMARO, the head master, all of
teachers and students of VII class.
7. The big family of SD N 3 Kalimaro, thanks for everything.
8. My best friend, Umi Aisyiyah, Laili Nur Indah Sari, Budi Styaningsih, Dwi Ina,
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim,
In the name of Allah, the most gracious and merciful, the king of universe and space.
Thank you to Allah because the writer can complete this graduating paper as one of
requirement to finish the study in English Department of States for Institute Islamic Studies
Salatiga.
This graduating paper would not have been completed without support, guidance and
help from individual and institution. Therefore, I would like to express special thanks to:
1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies
(IAIN) Salatiga.
2. Suwardi, S. Pd., M. Pd. as the Dean of Teacher Training and Education faculty of
State Institute Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph. D. as the Head of English Language Teaching Department of
State Institute Islamic Studies (IAIN) Salatiga
4. Hanung Triyoko, S.S,M.Ed as consultant who has brought, espoused, and given the
writer advices, suggestions and recomendations for this graduating paper from
beginning until the end. Thank you for your patience and care.
5. All lecturers in the English Language Teaching Department who have given much
knowledge, the writer deeply thanks to you all.
6. My beloved family, thanks for your spirit and patient.
7. All of staffs who have helped the writer in processing of graduating paper
8. All of big family of MTs NURUL HUDA KALIMARO, the head master, all of teachers and students of VII class.
Eventually, this graduating paper is expected to be able to provide useful knowledge
and information to the readers. The writer is pleased to accept more suggestion and
contribution for the improvement of this graduating paper.
Salatiga, September 15th 2016
The writer
Restu Anggasari
11309005
TABLE OF CONTENTS
TITLE i
ATTENTIVE COUNSELOR NOTES iii PAGE OF CERTIFICATION... iv
MOTTO v
DEDICATION vi
ACKNOWLEDGMENT vii
TABLE OF CONTENTS ix
LIST OF TABLES ………... xii
ABSTRACT xiii
CHAPTER I: INTRODUCTION
A. Background of the Study 1
B. Problem Statements 3
C. Objectives of the Study 4
D. Benefits of the Study ………. 4
E. Limitation of the Study 5
F. Definition of the Key Terms 5
G. Review of Previous Research 6
H. Research Method 7
I. Research Organization 11
CHAPTER II: THEORITICAL FRAMEWORK
1. Writing Process 13
2. Format Writing 17
3. Assessing Writing 18
B.Games 22
C.Writing Quickly Game 24
D.Types of Text 24
E. Descriptive Text 26
CHAPTER III: METHODOLOGY OF RESEARCH
A. Research Report 30
B. Research Methodology 35
C. Evaluation Criteria 38
CHAPTER IV: DATA ANALYSIS
A. Research Findings
1. Cycle I 42
2. Cycle II 54
B. Discussion 64
CHAPTER V: CLOSURE
A. Conclusion ... 66
B. Suggestion ... 67
CURRICULUM VITAE
LIST OF TABLES
Table 3.1 The Situation of Educational Facilities and Tools of MTs Nurul Huda 31
Table 3.2 Teachers of MTs Nurul Huda 32
Table 3.3 VII C Class Students of MTs Nurul Huda 34
Table 4.1 The result of the pre-test cycle I 47
Table 4.2 The result of the post-test cycle I 48
Table 4.3 The result of the pre-test and post-test cycle I 50
Table 4.4 The result of the pre-test cycle II 58
Table 4.5 The result of the post-test cycle II 59
Table 4.6 The result of the pre-test and post-test cycle II 60
ABSTRACT
Restu Anggasari‟s graduating paper, entitled “IMPROVING STUDENTS‟ WRITING
SKILL THROUGH WRITING QUICKLY GAME IN ENGLISH LANGUAGE TEACHING, A CAR OF THE FIRST GRADE OF MTs NURUL HUDA KALIMARO KEDUNGJATI,
GROBOGAN IN THE ACADEMIC YEAR OF 2015/2016”.
This research is mainly aimed to develop the students‟ writing skill through Writing Quickly Game. This research will answer these main questions (1) How is the implementation of students‟ writing skill using Writing Quickly Game? (2) How is the improvement of Writing Quickly game to improve writing skill at the first grade students of MTs Nurul Huda Kalimaro in the Academic Year of 2015/2016? The research method that is used in this research is classroom action research. The subject of the research were 19 students in grade VII at MTs Nurul Huda Kalimaro. the researcher uses two cycles; each cycle consist of planning, action, observation and reflection. The result of her research shows that there is an improvement of the students‟ writing skill using Writing Quickly game. It can be seen from test calculating in cycle I is 7,55 and cycle II is 9,22; t-table with n=19 is 2,89. This indicates that by applying writing quickly game, the students‟ writing skill can be improved.
CHAPTER 1 INTRODUCTION
A. Background of the Research
Language is a tool for communication in every human activity. English as one of the crucial languages around the world seems to be the most interesting language to study. Considering this situation, it is needed to figure out the most comfortable way in learning language, which makes everyone easy to understand. In this era of information and technology, English becomes very important as global language. Many information and knowledge come from a lot of sources in this entire world such as text book, newspaper, and magazine, use English.
This progress also committed in education obviously. The teacher teaches their students better each day. Teacher should be creative in making learning interesting. Thus fun learning process is appropriate with the need of this era. As a language teacher, becoming creative and critical is a requirement to make the students more understand especially in English language learning, because English has its own position as a global language.
In language learning process, there are four skills which must be mastered by the students. They are writing, reading, listening and speaking skill. Those skills are needed to the students to communicate both in oral and written form.
speed greater than that of drawing the conventional symbols of the writing system that represent the utterances one has in mind.
Students said that writing is complicated skill. When they got writing assignment, they do not know how to express their idea in written sentence properly. Some students always confuse how to construct a good sentence. They also have problem about the vocabulary. For them who seldom practice it, writing is very difficult to do.
By those facts, is not easy to teach writing to the students who have less motivation to do it. Students with no motivation will produce bad written sentence. In addition, students have another problem such as lack of vocabulary, the vagueness of grammatical item, etc.
This condition is so familiar in many schools in Indonesia, especially in MTs Nurul Huda. Some students also seemed difficult to convey their idea. They are commonly confused to construct the words. They also said that they felt bored with the learning technique used by the teacher.
From the explanation above, it gives an inspiration to the writer to conduct a research entitled “Improving Students Writing Skill Through Writing Quickly Game in English Language Teaching, (A CAR of the First Grade of MTs Nurul Huda
Kalimaro Kedungjati, Grobogan in the Academic Year of 2015/2016)”.
B. PROBLEM STATEMENTS
Based on the problem above, this research is aimed at giving answers on the following problems:
1. How is the implementation of students‟ writing skill using writing quickly game for the first grade students of MTs Nurul Huda Kalimaro Kedungjati, Grobogan in the academic year of 2015/2016?
2. How is the improvement of writing quickly game to improve writing skill of the first grade students of MTs Nurul Huda Kalimaro Kedungjati, Grobogan in the academic year of 2015/2016?
C. OBJECTIVES OF THE STUDY
The general purpose of the study is to be able to know the effect of Writing Quickly Game that is implicated in the classroom. The specific objectives of this study are:
2. To measure the students improvement using writing quickly game in writing skill of the first grade students of MTs Nurul Huda Kalimaro Kedungjati, Grobogan in the academic year of 2015/2016.
D. BENEFIT OF THE STUDY
There are some benefits which will be produced after conducting this research, such as:
1. Theoretical advantages are:
a. The result of research can be used as the reference for those who want to conduct a research in English teaching to advanced students‟ writing skill.
b. Research is used for teacher in teaching English. 2. Practical advantages are:
a. It gives academic input to the students of using writing quickly game to improve their writing skill.
b. It gives information to the teacher about using a game to develop teaching writing quality.
E. LIMITATION OF THE STUDY
The key success in a writing process is supported by various writing elements. One of these elements is an interesting learning process. The use of Writing Quickly
game is expect to attract students‟ interest in writing and able to shape their ideas so
especially in writing descriptive text. Therefore, this research is focused on students‟
writing by using Writing Quickly game. F. DEFINITION OF KEY TERMS
1. Writing Quickly
Writing quickly is a game which trains the students‟ skill to transform
their ideas into writing products freely (Walidi, 2006: 58). 2. Game
Game is an activity with rules, a goal and an element of fun (Jill Hadfield, 2001:4).
3. Improving
Improve is to become or make something or somebody better (Oxford
learner‟s pocket dictionary, 2008:222).
4. Writing
According to Robert Lado (1964:143) writing is partial representation of units of language expression.
G. REVIEW OF PREVIOUS RESEARCH
In Nurjanah research entitle “Improving Writing Skill in Analytical Exposition Text through Mind Mapping Strategy A Classroom Action Research for the Eleventh
Grade of SMA Muhammadiyah (Plus) Salatiga in Academic Year of 2011/2012”, stated that the students very excited using Mind Mapping strategy in writing process. This method helps them signifigantly in their writing skill. Each students writes main topic, and then they have to found other idea that connected with it. Finally they can start write easily and properly. Meanwhile, in Sunarni research entitle “The Application of Inquiry Method to Improve Students’ Writing Skills of Second Grade of SMK Muhammadiyah Salatiga in the Academic Year of
2011/2012”, stated that this method definitely contribute in students writing skill.
The students‟ conditions when using this method are different. They more focus and
are creative when expressing their idea in written form.
To make it different, the writer will observe the students writing skill progress by using Writing Quickly Game. This observation aims the effectiveness of using Writing Quickly Game in the writing.
H. RESERCH METHOD 1. Research Setting
The research was carried out at MTs Nurul Huda Kalimaro on Jl. Kauman No. 3 Lukas Kalimaro.
2. Research Subject
3. Type of the Research
Type of this research is classroom action research. The researcher and the observer observe and make a note everything that occurs in learning process. According to Gwynn Mettetal (volume 2, 2001:2) Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. The goal of Classroom Action Research is to improve your own teaching in your own classroom, department, or school. 4. Procedure of the Research
This study used a classroom action research consist of two cycles. The procedure of each cycle are (Burns, 2010:8) :
a. Planning
The activities are:
1) Preparing materials, making lesson plan, and designing the step in doing the action.
2) Preparing list of students‟ name scoring. 3) Preparing teaching aids.
4) Preparing sheets for classroom observation. 5) Preparing a test.
b. Action
The activities are:
1) Giving pre-test.
2) Teaching writing using writing quickly game.
4) Ask the students about some conclusions of their writing activities. 5) Giving post-test.
c. Observation
Anne burns (2010:19) states that in this phase involves you in observing systematically the effects of the action and documenting the context, actions and opinions of those involved. It is a data collection phase where you use
„open-eyed‟ and „open-minded‟ tools to collect information about what is
happening.
d. Reflection
At this point, the writer reflects on, evaluates and describes the effects of the action in order to make sense of what has happened and to understand the issue that have explored more clearly. The writer may decide to do further
cycles to improve the situation even more, or to share the „story‟ of the
research with others as part of your ongoing professional development. (Adapted from Kemmis & Mc Taggart, 1988, pp. 11-14).
5. Technique of Collecting Data
The researcher presents the act of collecting data as follows: 1) Test
Brown (2004:3) defines test is number measuring a person ability, knowledge, or performance in a given domain. In this research, the writer will make pre-test and post-test to compare the students‟ writing ability before and after the implementation of the game.
The teacher was actively involved in this step. The teacher was not only the participant in the class but also as the observer. The writer observed the student participant in the class. The students writing skill improvement was observed directly by the writer through observing their active participant in discussion, doing exercise and the result. 3) Documentation
According to Oxford Dictionary (2008:132), documentation is material that provides official information or evidence or that serves as a record the process of classifying and annotating texts, photographs, etc. in this section, researcher took photographs as proof of teaching learning activity.
I. RESEARCH PAPER ORGANIZATION
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer is going to explain about the theoretical framework of the writing skill and definition of the quickly game.
A. Writing Skills
According to Charles and Jill (1990:5), writing is an artificial activity in a way that speech is not. Writing is learned, while speaking is acquired as part of growing up. Robert Lado (1964:143) says that writing is partial representation of units of language expression. Harmer (1998:79) writing is appropriate for such learners. It can also be a quiet reflective activity instead of the rush and borther of interpersonal face to face communication. Charles and Jill (1990: v) says that writing is indeed difficult, for several reason:
1. First, the writer has decided what information the eventual reader needs, and how best to express this. So, there is a psychological difficulty, which the writer cannot consult the readers. Writer has no immediate feedback to let them know how they are doing and whether they should change their approach. There is no immediate interaction between the producer and the receiver.
more difficult as there may be interference on a cultural level, not just the linguistic, between mother tongue and the foreign language.
3. Third, there is a cognitive difficulty that students have to organize thoughts on paper, for unknown readers, for reason that may not immediately be apparent.
Brown (1994:320) mentioned some traditional criteria of good writing: meet certain standards of prescribed English rhetorical style, reflect accurate grammar, and be organized in conformity with what the audience would consider to be conventional. He added the goal of writing is the reason that goes through the process of prewriting, drafting, revising, and editing (Brown, 1994: 322). Harmer (2004: 4) states that there are four elements in writing process: planning, drafting, editing, and final version.
1. Writing Process a. Planning
crafting essay occurs as a result, however, those works can be intensely rewarding.
b. Drafting
The first version of a piece of writing is a draft. This first go at a text is often done on the assumption that it will be amended later (Harmer, 2004:5). Drafting is a messy process that no two people approach the same way. Drafting is important, for it is through drafting that create a text that embodies the goals (Ede, 2008:256).
c. Editing (Reflecting and Revising)
Reflecting and revising are often helped by other readers or editor who
comment and make suggestions. Another reader‟s reaction to a piece of writing
will help the author to make appropriate revisions. Ede (2008:282) add that when revising a draft, begin by asking the big, important questions about how well the essay has responded to rhetorical situation, and how successfully the writer achieved the goals established by controlling purpose. If the writer discovers that the essay has not achieved its original purpose, the writer must make major changes in the draft.
d. Final Version
The writing process that described operates whether people are writing e-mail, texting, writing shopping list, or providing compositions for their English teachers. However, to approach the process, the writer will remain trying and planning what to write, check what have written, and revise it before sending it off.
Brown (1994: 335) states that several strategies and skills are applied on the drafting or revising process in writing. They include the following activities:
a. Getting started (adapting the free writing technique).
b. Optimal monitoring of one‟s writing (without premature editing and diverted attention to wording, grammar, etc).
c. Peer editing (accepting/using classmates‟ comments). d. Using the instructor‟s feedback.
e. Reading aloud technique in small groups or pairs, students read their almost-final draft to each other for a almost-final check on errors, flow of ideas, etc.
f. Proof reading.
Since writing as a process is oriented towards work in progress and the development of new skills, rather than merely evaluative tasks, the classroom practices, therefore, will vary each other. These often depend much upon the
students‟ experiences and skills when planning and adjusting their writing
program (Fauziaty, 2005:151).
writing activities. Among the tasks which teachers have to perform before, during, and after the students writing are the following:
a. Demonstrating
Students need to be aware of writing conventions and genre constraints in specific types of writing, teachers have to be able to draw these features to their attention.
b. Motivation and Provoking
Provoking the students into having ideas, enthusing them with the value of the task, and persuading them what fun it can be.
c. Supporting
Teachers need to be extremely supportive when students are writing, always available, and prepared to help students overcome difficulties.
d. Responding
When responding student‟s work at various draft stages, we will not grade
the work or judge it as a finished product. Instead, telling the students how well it is going so far.
e. Evaluating
When evaluating students‟ writing, indicate they wrote well and where they
2. Format Writing
Gower, Philips, and Walters (1995:113) state that writing involves many different aspects. It is useful to look at them under these headings:
a. Handwriting
This maybe is a problem for students who are not familiar with Roman script.
b. Spelling
Usually more problems for the speaker of non-English languages are the spelling and pronunciation are inconsistent.
c. Punctuation
The conventions of English capital letters and punctuation are not universal and might have to be taught.
d. Sentence Constructions
The construction of sentences that are grammatically correct, using correct word order.
e. Organizing a Text and Paragraphing
It is dividing the information into paragraphs. Knowing the time to start a new paragraph. Ordering the paragraph to present a logical argument, tell a story, etc.
f. Style
3. Assessing Writing
a. Genres and Types of Writing
Brown (2004:218) stated that writing was primarily a convention for recording speech and for reinforcing grammatical and lexical features of language. It follows logically that the assessment of writing is not a simple
task. Consider assessing students‟ writing ability need the objective or criterion
clearly. He added (2004:219) that before looking at specific tasks, the different genres of written language and types of writing must scrutinize.
1) Genres of Writing
Brown says (2004:219) that more than 50 common genres that a second language writer might produce something, within and beyond the requirements of a curriculum. Even though the list is slightly shorter, the teacher should be aware of the surprising multiplicity of options of written genres that second language learners need to acquire. Here the genre of writing:
a. Academic writing consist of papers and general subject reports, essays, composition, academically focused journals, short-answer test responses, technical reports (e.g., lab reports), theses, and dissertations.
c. Personal writing consist of letters, email, greeting cards, invitations, messages, notes, calendar entries, shopping lists, reminders, financial documents (e.g., text forms), forms, questionnaires, medical reports, immigration documents, diaries, personal journals, fiction (e.g., poem).
2) Types of Writing
Four categories of written performance that capture the range of written productions are considered here. Each category resembles the categories defined for the other three skills, but these categories reflect the uniqueness of the skill area (Brown, 2004:220).
a. Imitative. To produce written language, the learner must attain skills in the fundamental, basic tasks of writing letters, words, punctuation, and very brief sentences. It is a level at which learners are trying to master the mechanics of writing. At this stage, form is the primary if not exclusive focus, while context and meaning are of secondary concern.
c. Responsive. Assessment tasks require learners to perform at a limited discourse level, connecting sentence into a paragraph and creating a logically connected sequence of two or three paragraphs.
d. Extensive. Extensive writing implies successful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, or even a thesis. Writers focus on achieving a purpose, organizing and developing ideas logically, using details to support or illustrate ideas, and in many cases, engaging in the process of multiple drafts to achieve a final product.
In this case, the researcher uses intensive writing types for guidance to design the test and the assessment.
b. Designing Assessment Tasks: Intensive Writing
c. Picture-Cued Tasks Assessment
Brown (2004:226) declares that the variety of pictured-cued tasks have been used in English classrooms around the world. The main advantage in this technique is in detaching every reading and writing connection and offering instead a nonverbal means to stimulate written responses.
d. Scoring Method
There are three major approaches to scoring writing performance that commonly used by test designers: holistic, primary trait, and analytical.
Holistic method is a single score to assign an essay, which represents a reader‟s
general overall assessment. Primary trait scoring is a variation of the holistic method in that the achievement of the primary purpose, or trait, of an essay is the only factor rated. The last is analytical scoring, the researcher uses this method for her study. Analytical scoring breaks a test-taker‟s written text down into a number of subcategories (organization, grammar, content, idea, etc.) and gives a separate rating for each (Brown, 2004:241).
Analytic scoring may be more appropriately called analytic assessment in order to capture its closer association with classroom language instruction than with formal testing. Brown and Bailey (1984) quoted in Brown (2004:243) designed an analytical scoring scale that specified in five major categories and a description of five different levels in each category, ranging
B. Games
Writing can be one of the most enjoyable and satisfying activities for teachers and students to do together in a classroom, especially in a foreign language classroom. Therefore, according to Charles and Jill (1990:5) some educative games are required in writing lesson. They added that most of the games have a clear purpose and often they involve a clear sense of audience.
Lee (1987:2) explain that most language game distract the learners attention from the study of linguistic forms. They stop thinking about the language and instead use it, receptively or productively, as a means of considering something else, as those with an advanced command of the language use it too.
Again, Lee (1987:3) added that games should not be regarded as a marginal activity, filling in odd moments when the teacher and class have nothing better to do. A game may of course be excellent as a game and yet of no value as an aid to language learning. Games in the strict sense, which have a definite beginning and end and are governed by rules, shade off into game like activities which have a less formal design. There is no clear cut line of division in language teaching between games and non-games.
Games can also provide an audience for the writer. Classmates and colleagues will often be the readers of the text produced as part of these activities and the vital process of feedback is made more immediate.
C. Writing Quickly Game
Walidi (2006:58) states that Writing Quickly Game is a game which trains the
students‟ skill to transform their ideas into writing products freely. Every new
discovery they make in the foreign language is in a sense an act of creation, but when they produce words on paper which are original and creative, they see written proof of the process.
Procedure
According to Walidi (2006:58) the procedures of writing quickly game are:
a. Teacher provides cards containing words, theme/topic, or clues to be developed by the students;
b. Teacher share the card, one card there is one words, theme/topic, or clues;
c. Of the card students must be able to make a paragraph. D. Types of Text
Still, Boardman and Frydenberg (2002:4-5) state that there are three main types of text in English:
1. Narrative Text
A narrative text tells a story. This story is about one trip and what happened before, during, and after it.
2. Descriptive Text
This text is used to describe what something looks like. For example,
describe of city, the equipment in an experiment, or a person‟s appearance.
3. Expository Text
The goal of expository writing is to explain something to the reader. We can explain something in four ways: by comparing two things or people, by showing the steps in a process, by analyzing something, and by persuading.
Boardman and Frydenberg (2004:10-11) add five points to note about paragraph:
1. The first sentence begins five spaces to the right. This called indentation. 2. Sentences always star with a capital letter and end with a period, a
question mark, or an exclamation point.
3. Each sentence begins where the previous sentence ends.
4. Write in double spacing is important point in every other line. It may not be necessary to double-space on test, but it is usually necessary on composition and term papers.
E. Descriptive Text
Warriner (1982:293) states that the purpose of descriptions is to make the reader see, hear, or otherwise experience something. Effective descriptions appeals to the senses like by seeing, hearing, smelling, tasting, or touching it. The best way to make a reader feel that what you are describing is real to appeal the senses.
According to Hartmann and Blass (1999:63), descriptive text says what a person, animal or thing is like. Its purpose is to describe and reveal a particular person, place, or thing.
1. The generic structure of descriptive text: a. Identification
First sections of descriptive that contains of the topic or „what‟ that will
be describe. b. Description
Second sections of descriptive that describe the topic deeply about the physic, quality, behavior, and characteristic.
2. The language features of descriptive text:
a. Using simple present tense : S + is/am/are + V1s/es
b. Using have, has, had to give detailed description of the object‟s features c. Using adjectives that describe, numbering, and classifying the topic.
Example: two strong legs, sharp white fangs
e. Using thinking verb like believe, think, and feeling verb like „feel‟ to reveal the writer perspective about the subject. For example: I think she is a smart girl.
f. Using adverb to added more information about the characteristic that describe. For example: It is extremely high.
3. Example of descriptive text:
My Family
My family has four members: those are I, my brother, and my parents of course.
My mother is 35 years old. Her name is Linda. She is thin – faced and has long, blond hair, and beautiful green eyes. She is really slim because she always tries to stay in shape. She is very good looking always well dressed and elegant.
My father, Bondan, is five years older than my mother. He is 40. In spite of his age he is still black haired, has bright blue eyes. He is quite tall and has well build body. He is very hard working. Besides that he is working in a cell-phone company.
Finally, my brother Miko. He is 8 years old. He is also blonde haired and green eyed. He has short straight hair. He is definitely shorter than me. He is smart but rather naughty. Right now he is studying English and also knows Mandarin. I want to be smart as he is.
a. Generic Structure
1. Identification = the topic that will describe is my family consist of my father, mother, and brother.
2. Description = describe the physic, behavior, and characteristic more specific and deeply about my father, mother, and brother.
b. Language Features
1. My family has four members = using has to give detailed description
of the object‟s features
3. My mother is 35 years old = using simple present tense
4. She is really slim = using relating verb to give the information about the subject
CHAPTER III
RESEARCH METHODOLOGY
A. Research Report
The classroom action research was conducted in MTs Nurul Huda Kalimaro. In these sections the researcher tries to describe about the situation of this school.
1. The Identity of School
Name : MTs Nurul Huda Kalimaro
Address : Jl. Kauman No. 03 Lukas Kalimaro Kedungjati, Kab. Grobogan and Central Java 58167
Email : mts.nurulhuda [email protected] Statue : Acreditated B
Education Time : Morning Established : 1980
Head Master : Syamsudin, S.Ag
2. Vision and Mission of MTs Nurul Huda Kalimaro a. Vision of MTs Nurul Huda Kalimaro
Competent in science, technology and have behavior (akhlaqul karimah). b. Mission of MTs Nurul Huda Kalimaro
1) Study in total comprehension and implementation in religion.
2) Accustom the students to know their potential so that it can be grown optimally.
3. The Situation of Educational Facilities and Tools
Facilities are important things to make easier and accelerate teaching and learning process. The facilities of MTs Nurul Huda Kalimaro, as follows:
Table 3.1
The Situation of Educational Facilities and Tools of MTs Nurul Huda Kalimaro in the Academic Year of 2015/2016
No. Room Total Condition
1. Class 9 Good
2. First year 3 Good
3. Second year 3 Good
4. Third year 3 Good
5. Headmaster‟s Office 1 Good
6. Teacher‟s Office 1 Good
7. Student‟s Toilet 5 Good
8. Teacher‟s Toilet 3 Good
9. Parking Lot 1 Good
10. Library 1 Good
11. Ceremony Field 1 Good
12. UKS room 1 Good
13. Computer lab 1 Good
14. Science lab 1 Good
15. Social lab 1 Good
16. Language lab 1 Good
17. Multi Media‟s room 1 Good
18. Hall 1 Good
19. Coperation 1 Good
4. The Situation of the Teacher
The important role in teaching learning process is a teacher. Teacher is someone who transfers knowledge for the students. They help the students to understand materials in the class and give knowledge to them to be better.
Table 3.2
Teachers of MTs Nurul Huda Kalimaro In the Academic Year of 2015/2016
No Name Position
1. Syamsudin, S.Ag Headmaster
2. Masrokan, S.Pdi Fiqih
3. Sri Supiyati, S.Pdi Fiqih
4. Jumardi, S.Pdi Nahwu syorof
5. Ali Usman, S.Pdi Arabic Language
6. Nurhidayah Rosidah, S.Pdi Aqidah Akhlak
7. Tutik Markamah, S.Pdi BTQ & SKI
8. Soali, S.Pd Social Science
9. Arifah, S.Pd Natural Science
10. Siti Ulfiyah, S.Pd Mathematic
11. M. Mustofa, S.Pd Indonesian Language
12. Nurul Khomariyah, S.Pd English
13. Slamet Tri Suyoto, S.Pd PKn
14. Slamet Aryadi TIK
15. Sutriyah, S.Sn Art and Culture
16. Widodo, S.Pd Javanese Language
5. The Subject of the CAR
The writer conducted this action research in MTs Nurul Huda Kalimaro and especially concern in the first grade students of C class, because this class is more active. This class consist of 19 students.
Table 3.3
VII C Students of MTs Nurul Huda Kalimaro in the Academic year of 2015/2016
No Nama Gender
Male Female
1. Adi Prasetyo √
2. Andika Viky K √
3. Bayu Tianto √
4. Defa Zunia R √
5. Dicky Massaid √
6. Dini Maulidayanti √
7. Faqih Al Abror √
8. Fatma Maulidina √
9. Ikvan Faturahman √
10. Ilham Bayu M √
11. Indra Setiawan √
12. Kiki Ismawati √
13. Laili Firmandani √
14. Luluk Oktafiya √
15. Mukhammad Lutfi √
16. Nurman Khafid √
17. Risma Dwi S √
19. Wawanto Seno √
TOTAL 12 7
B. Research Methodology 1. Setting of the Research
This research was done in MTs Nurul Huda Kalimaro. It is located in Kauman street Number 3 Lukas Kalimaro, Central Java province.
2. Subject of the Study
The subject of the research is the first year of students of MTs Nurul Huda Kalimaro in the academic year of 2015/2016. There are 19 students in VIIC class, consist of 12 males and 7 females.
3. Type of the Research
Type of this research is classroom action research. The researcher and the observer observe and make a note everything that occurs in learning process. According to Gwynn Mettetal (volume 2, 2001:2) Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. The goal of Classroom Action Research is to improve your own teaching in your own classroom, department, or school.
4. Procedure of the Research
This study used a classroom action research consist of two cycles. The procedure of each cycle are (Burns, 2010:8) :
a. Planning
1) Preparing materials, making lesson plan, and designing the step in doing the action.
2) Preparing list of students‟ name scoring. 3) Preparing teaching aids.
4) Preparing sheets for classroom observation. 5) Preparing a test.
b. Action
The activities are:
1) Giving pre-test.
2) Teaching writing using writing quickly game.
3) Giving occasion to the students to ask their difficulties.
4) Ask the students about some conclusions of their writing activities. 5) Giving post-test.
c. Observation
Observation is one of the instrument to know the students feeling, thinking and anything they do in the learning process. The researcher can observe the action of the students in learning process by gives the students pre-test and post-test that both of them will analyze by the researcher.
d. Reflection
Based on the result of the observation, the researcher makes an evaluation to the students during teaching learning process. It is important action if the researcher finds the problem of the students in first cycle. The researcher will do better in the next cycle like the first cycle.
The researcher presents the act of collecting data as follows: 1) Test instrument
The test instrument is important role to collect data. In this research, there are two kinds of test, they are pre-test and post-test.
The researcher uses test in order to measure the students‟ writing skill
in descriptive text. Pre-test is used to know how far students‟ competence before utilize Writing Quickly game. Then, pos-test is
used to see how far the students‟ competence after using Writing
Quickly game. 2) Observation
The researcher would do observation in class with classroom action research. The researcher not only observe just one time, but also in every meeting. The function of observation is to know how far the action that they achieved. This method also uses in finding concrete data easily and directly.
3) Documentation
The researcher would record visual data about learning process or result of learning in the class. So, the researcher knows about the learning activity of the students in the class.
C. Evaluation Criteria
i. Classification of Students‟ Score
In this study, the researcher used rubric as the tool grading. According to Brown (2004:243) the aspects of scoring are organization, grammar, content, and idea. Level of proficiency can make a significant difference in emphasis at the intermediate level.
Name:
organized using
variety of
transition words to make ideas flow.
organization and ideas are not tied together.
thoughts is seen but some ideas are mentioned.
ii. Quantification of Students‟ Score
The researcher uses statistical technique to know the influence of the
students‟ writing in descriptive text from the pre-test and post-test. The
steps of this technique are: a. Mean Calculation
Mean is sum of all students score and divide it with total of individual. The function of the formula is to find the average from raw data.
Where,
M : Mean of students‟ score
∑X : The sum of students‟ score
N : The total number of students
b. Standard Deviation Calculation
SDD
SD : Deviation standard for one sample t-test
D : Different between pre-test post-test
N : Number of observation in sample
c. T-test Calculation
To be able to know whether there is a significant improvement or not between pre-test and post-test, researcher using t-test after calculate the SD. Because the total of the students is 19, the researcher using t-table = 2,89 as the standard. The formula is:
o
t0 : T-test for the differences of pre-test and post-test
SD : Deviation standard for one sample t-test
D : Different between pre-test and post-test
CHAPTER IV
DATA ANALYSIS
In this chapter, the writer discuss about data analysis, which has been collected. The researcher gives the details of the findings. It shows the findings of the data collected since the beginning until the end of the research. This research is applied on three cycles. The reason of the research held three cycles is because the research wants to know the students improvement significantly. These cycles shows the improvement of the students‟ ability in writing.
A. Research Findings
In this research, the writer held three cycles while each cycle consist of planning, action, observation and reflecting. The whole steps of this research were explained in the description bellow:
1. Cycle 1 1) Planning
Before conducting the research, the writer prepared the research instruments, they were:
a. Lesson Plan: it was used as guidance and controlling the learning process. b. Material: in this cycle the researcher used formal text book to explain
descriptive text.
d. Test: it was include pre-test and post-test. Pre-test was a test given to the students before the researcher conveyed the material using her teaching technique, while post-test was a test given to the students after the researcher conducted her technique.
2) Implementation of the action
Implementation of the learning process in cycle 1 was done on Friday, May 13th 2016. The teacher and the observer entered the English class. The class was started by praying together and introduced the researcher herself to the students. Then, the teacher informed the students about activities to be implemented. The situation in the class is bellow:
Teacher : “Assalamu‟alaikum wr.wb. Before we start our class today let say basmalah together.
Bismillahirrahmanirrohiim.”
Students : “Wa‟alaikumsalam wr.wb. Bismillahirrahmanirrohiim.”
Teacher : “Good morning guys. How are you today?”
Students : “Good morning miss. I‟m fine thank you and you?” Teacher : “I‟m fine too, thank you
Well, for this time and next meeting we will learn English together. First, let me introduce myself, my name is Restu Anggasari. You can call me Miss
Restu.”
Perkenalkan, nama saya Restu Anggasari. Kalian bisa
panggil saya Miss Restu.)”
The first pre-test given by the teacher was making descriptive paragraph about your friend. Teacher shared the worksheets to the students.
She also went around through the class to check the students‟ work and to help
students‟ difficulties. Most of them have difficulties in the vocabularies. After
the time for the test finished the teacher collected the students‟ work.
Then, the activity continued with explanation little bit of the material by the teacher. When the teacher explained it, the students listened and paid
attention to her. But still there were some students who didn‟t get it. Then the
teacher repeat her explanation one more, after the teacher gave the explanation, the teacher give the chance to the students to find the main of the material.
After that, the teacher implemented her teaching technique by giving card of writing quickly to the students and gave them a task. The teacher asked the students to work individually to make two paragraph of descriptive for their post-test and gave limited time to finish the students‟ task it is during ten minutes they should finish it. When they finished it they should collect their work.
3) Observation Sheet
No Statement
Criteria
Yes No
1. The researcher prepare the material well √
2. The researcher can control the classroom √
3. The researcher can use time effectively √
4. The researcher convey the writing quickly game clearly
√
5. The researcher being friendly to the student
√
6. The researcher ask the student‟s difficulties √
7. The researcher provide an evaluation after lesson
√
8. Students give attention to researcher‟s explanation
√
9. Students understand the researcher‟s explanation
√
10. Students apply writing quickly game well √
11. Students get bored during the learning process
4) Observation
During this activity, teacher and her observer were observing all the activities happened during the learning process. Also observing and monitoring
all the students‟ attitude, response and attention on the learning activity. But
the result of this learning was needs improvement.
We can see that Most all of the students not give attention to researcher explanation some students get muse and crowded, the students is Adi Prasetyo and Indra Setiawan. But there were some students more active, the students is Dicky Massaid and Risma Dwi Septiani, they always ask about the meaning of the difficult word.
There were some students showed that they had difficulties in composing paragraph. Most of them were lack of vocabularies. Other weaknesses were on the grammar items and tenses. Nevertheless, there were some other students had a good skill in writing.
5) Reflection
Based on the results of the data and observations on the first cycle learning process it was obtained the reflection as follow:
a. The use Writing Quickly game can motivate and help students in writing process. It is important because it able to help them writing within a predetermined time.
Furthermore, to know if there is a significant improvement in writing, researcher analyze the result using t-test calculation from the results of the pre-test and post test. The calculation as follow:
Table 4.1
The results of pre test cycle 1
No Nama Idea Content Grammar Organizati
on
Score
1. Adi P. 15 15 15 15 60
2. Andika V.K - - - - 0
3. Bayu T. 15 15 15 15 60
4. Defa Z.R 20 20 15 20 75
5. Dicky M. 20 20 20 15 75
6. Dini M. 20 20 15 20 75
7. Faqih A.A 15 15 15 15 60
8. Fatma M. 20 20 15 20 75
9. Ikvan F. 15 15 15 15 60
10. Ilham B.M 15 15 15 15 60
11. Indra S. 15 15 15 15 60
12. Kiki I. 15 20 20 15 70
13. Laili F. 15 15 15 15 60
14. Luluk O. 15 15 15 15 60
15. M Lutfi 15 15 15 15 60
16. Nurman K. 15 15 15 15 60
17. Risma D.S 20 20 15 15 70
18. Sania A. 20 15 15 15 65
19. Wawanto S. - - - - 0
The results of the post test cycle 1
No Nama Idea Content Grammar Organization Score
1. Adi P. 20 20 15 15 70
2. Andika V.K - - - - 0
3. Bayu T. 20 20 15 20 75
4. Defa Z.R 20 20 20 20 80
5. Dicky M. 25 20 20 20 85
6. Dini M. 20 20 20 20 80
7. Faqih A.A 20 20 15 20 75
8. Fatma M. 20 20 20 20 80
9. Ikvan F. 20 20 20 15 75
10. Ilham B.M 20 20 20 15 75
11. Indra S. 15 15 15 20 65
12. Kiki I. 20 20 20 20 80
13. Laili F. 20 20 20 20 80
14. Luluk O. 20 20 15 15 70
15. M Lutfi 20 20 15 20 75
16. Nurman K. 20 20 20 15 75
17. Risma D.S 20 20 20 15 75
18. Sania A. 20 20 15 20 75
19. Wawanto S. - - - - 0
The results of the pre test and post test cycle 1
No Nama Pre-test
(X)
Post-test (Y)
Pre-post (D)
D²
1. Adi Prasetyo 60 70 10 100
2. Andika Vicky K 0 0 0 0
3. Bayu Tianto 60 75 15 225
4. Defa Zunia R 75 80 5 25
5. Dicky Massaid 75 85 10 100
6. Dini Maulidayanti 75 80 5 25
7. Faqih Al Abror 60 75 15 225
8. Fatma Maulidina 75 80 5 25
9. Ikvan Faturrahman 60 75 15 225
10. Ilham Bayu M 60 75 15 225
11. Indra Setiawan 60 65 5 25
12. Kiki Ismawati 70 80 10 100
13. Laili Firmandani 60 80 20 400
14. Luluk Oktafiya 60 70 10 100
15. Muhammad Lutfi 60 75 15 225
16. Nurman Khafid 60 75 15 225
17. Risma Dwi S 70 75 5 25
18. Sania Anggraeni 65 75 10 100
19. Wawanto Seno 0 0 0 0
a. Mean of Pre-test 1
Mx =
Mx= 58,16
b. Mean of Post-test 1
My =
My =
My = 67,89
1) Mean of Pre-test = 58,16 2) Mean of Post-test = 67,89
3) Mean of pre-test than post-test
4) There is an improvement of writing skill between pre-test and post-test. c. SD (Standard Deviation) of Pre-test and Post-test
√ ( )
√
(
)
= √
= √
= 5,49
o
1) T-calculation is 7,55
Based on the result above, it shows that the mean of pre-test and
post-test raising. It seems from comparison of the mean score of pre-post-test and
test in cycle I. The mean of pre-test is 58,16 while the mean of
post-test is 67,89. Best on the comparison, the students‟ writing skill raising
since they got the treatment.
The T-calculation also shows that there is significant influence of
Writing Quickly game in improving the students‟ writing skill. The result
is that T-calculation is 7,55 while T-table is 2,89. It means that there is
considerable influence in cycle I because calculation is bigger than
T-table.
Based on this result, it can be seen from the average of post-test that
shows 67,89, it is not succesfull because its mean that post-test is lower
the next cycle the researcher should give motivation more to the students in
order to they can improve their achievement.
2. Cycle II
Learning process in cycle II was a revision from the result of previous cycle. It was same with cycle 1 that consisted of planning, implementation of the action, observation and reflection.
1) Planning
Preparing the learning activities:
a. Lesson Plan: revised the learning process in cycle 1
b. Material: the researcher used formal text book to explain descriptive text.
c. Teaching aid: The writer prepared some instrument, such as: blank paper and board marker, card of Writing Quickly game consist of one theme.
d. Test: pre-test and post-test. 2) Implementation of the action
Teacher : “Good morning class? How‟s your life? Ok, in this
meeting we‟ll still learn about descriptive. So, what are
the general structures of descriptive?” (Selamat pagi
anak-anak? Bagaimana kabar kalian? Baiklah, di pertemuan kali ini kita masih belajar tentang deskriptif ya. Apa saja yang termasuk dari struktur umum deskriptif?)
Students : “Good morning Miss, I‟m very well, thank you.
Consist of identification and description, Miss.”
(Selamat pagi juga bu. Baik bu. Terdiri dari identifikasi dan deskripsi bu.)
Teacher : “Well, could you write it?” (Bisakah kalian menuliskan contohnya?)
Then some students write the example in whiteboard. The teacher also gave the example of the material to the students as a reminder. So it was useful to the students in doing their task.
When doing the pre-test teacher allowed the students to use dictionary or asked her about the difficulties they got. Teacher observed every students by walking through the class. Teacher also gave limited time to
3) Observation Sheet quickly game clearly
√
8. Students give attention to researcher‟s explanation
√
9. Students understand the researcher‟s explanation
√
10. Students apply writing quickly game well
√
11. Students get bored during the learning process
4) Observation
In the second meeting, the class situation was conducive, they were very enthusiasm to join the class and also more active than in the first meeting. Most all of them also give attention to researcher explanation.
When the researcher explain the material in front of class, the students just kept silent to give attention. They also did the learning activity better. Students also did their task enthusiastically and seriously. The overall learning showed that the students kept on made a good improvement in writing. The students also can use time efectivelly.
5) Reflection
After analyzing the data of this cycle, the teacher identified the result.
Teacher compared the students‟ score from cycle I until cycle II. Then she
made a conclusion to e able to know the students‟ improvement in writing
skill.
Furthermore, to find out if there is a significant improvement in writing or not, the researcher analyzing the result of pre-test and postest using t-test calculation.
Table 4.4
The results of the pre test cycle II
No Nama Idea Content Grammar Organizati
on
Score
2. Andika V.K 15 15 15 15 60
3. Bayu T. 15 15 15 15 60
4. Defa Z.R 20 20 20 15 75
5. Dicky M. 20 20 20 15 75
6. Dini M. 15 20 20 20 75
7. Faqih A.A 15 15 20 15 65
8. Fatma M. 15 20 20 15 70
9. Ikvan F. 15 15 15 15 60
10. Ilham B.M 15 15 15 15 60
11. Indra S. - - - - 0
12. Kiki I. 15 15 15 15 60
13. Laili F. 15 15 15 15 60
14. Luluk O. 15 15 15 15 60
15. M Lutfi 15 20 15 15 65
16. Nurman K. 15 20 15 15 65
17. Risma D.S 15 20 20 20 75
18. Sania A. 20 15 20 20 75
Table 4.5
The results of the post test cycle II
No Nama Idea Content Grammar Organization Score
1. Adi P. 15 15 20 15 65
2. Andika V.K 15 20 20 15 70
3. Bayu T. 15 20 20 15 70
4. Defa Z.R 20 25 25 25 95
5. Dicky M. 25 25 25 20 95
6. Dini M. 20 25 25 20 90
7. Faqih A.A 20 20 25 20 85
8. Fatma M. 20 20 20 25 85
9. Ikvan F. 15 20 15 15 65
10. Ilham B.M 15 20 20 15 70
11. Indra S. - - - - 0
12. Kiki I. 15 20 20 15 70
13. Laili F. 20 15 20 20 75
14. Luluk O. 15 20 20 20 75
15. M Lutfi 20 20 20 20 80
16. Nurman K. 20 20 20 20 80
17. Risma D.S 20 25 25 20 90
18. Sania A. 20 20 20 20 80
Table 4.6
The results of the pre test and post test cycle II
No Nama Pre-test
(X)
Post-test (Y)
Pre-post (D)
D²
1. Adi Prasetyo 60 65 5 25
2. Andika Vicky K 60 70 10 100
3. Bayu Tianto 60 70 10 100
4. Defa Zunia R 75 95 20 400
5. Dicky Massaid 75 95 20 400
6. Dini Maulidayanti 75 90 15 225
7. Faqih Al Abror 65 85 20 400
8. Fatma Maulidina 70 85 15 225
9. IkvanFaturrahman 60 65 5 25
10. Ilham Bayu M 60 70 10 100
11. Indra Setiawan 0 0 0 0
12. Kiki Ismawati 60 70 10 100
13. Laili Firmandani 60 75 15 225
14. Luluk Oktafiya 60 75 15 225
15. Muhammad Lutfi 65 80 15 225
16. Nurman Khafid 65 80 15 225
17. Risma Dwi S 75 90 15 225
18. Sania Anggraeni 75 80 5 25
∑= 1180 1420 240 3650
c. SD (Standard Deviation) of Pre-test and Post-test
1) T-calculation is 9,22
2) T-table is < t-calculation = 2,89 < 9,22
In this cycle, it shows that the students‟ writing skill has increase. The
table present that the mean of pre-test and post-test is 62,10 and 74,74. It means that Writing Quickly game are able to improve students‟ writing skill.
B. Discussion
From the result of analyzes in cycle I and cycle II, the researcher analyzed the students improvement. The improvement as follow:
Table 4.7
The Mean of Students’ Score
No Analyze Cycle I Cycle II
1. Mean
Pre-test Post-test
58,16 67,89
62,10 74,74
2. T-table N=19 2,89 2,89
3. T-calculation 7,55 9,22
The table show that the improvement of the students‟ writing skill is
game is successful to improve students‟ writing skill. The table above shows the differences of t-calculation in each cycle. In cycle I is 7,55 in cycle II is 9,22.
Besides that, the mean of pre-test and post-test in each cycle also increase. It can be seen in the table above. The mean of pre-test in cycle I is 58,16 while the post-test is 67,89. In cycle II the mean also increase. The mean of pre-post-test and post-post-test in cycle II is 62,10 and 74,74.
This result shows that the mean of the findings in cycle II are higher than the standardized score (kriteria ketuntasan minimal) that is 70. The mean of pos-test in cycle II is 74,74. However, in the cycle I the mean of post-test is lower than the standardized score (kriteria ketuntasan minimal), the mean is 67,89, it is not succesfull because there are some problems occured. As we know, it is first meeting for the students. They seemed little bit confuse with the activity because they never write with limited time. But finally they are success to improve their score in cycle II.
It is a proof that the students‟ writing skill improve in each cycle. The students finally can produce a good writing. This improvement can influence the
students‟ score. Then, the score of post-test is better than pre-test so it means that the
CHAPTER V
CLOSURE
A. Conclusion
Based on the data analysis in the previous chapter, the researcher draws the conclusion of this research as follow:
1. The implementation of Writing Quickly game in writing skill of the first grade students of MTs Nurul Huda Kalimaro ran well. The students could receive and applied Writing Quickly game in their writing process. The students can commit and understand the instruction of Writing Quickly game properly. The students are able to apply it in frugal situation. The students are able to elevate their writing ability. The students are able to write in a limited time. It is also help the students to convey their ideas and thoughts. In addition, the students not only successfully improving their writing skill but also they are successfully build their self confidence.
2. The improvement of the first grade students of MTs Nurul Huda Kalimaro during the teaching and learning using Writing Quickly game is elevate. Although in first meeting they still confused, in the next meeting they can enjoy the writing lesson with this game. The improvement shows in 1st and 2nd post-test. In 1st cycle the mean of pre-test and post-test are 58,16 and 67,89. In 2nd cycle the mean of pre-test and post-pre-test are 62,10 and 74,74.
B. Suggestion
1. For institution
a) School as an education institution should provides some facilities to support teaching learning activities. So, the teaching learning activity will last effectivelly. Besides that, students need more motivation to build their will in studying English. Teachers support also an important thing so that the students will be able improve their skill especially in writing.
b) Institutions should be aware with the students‟ writing skill since it is a very important thing. Besides that, institutions should have some connections nationally or internationally to give students more opportunity to continue their study.
2. For English Teacher
a) English teacher should motivate the students‟ more. Also, to create a creative teaching learning activity so students will not be bored. Especially in teaching writing, the teacher should use such an easy and interesting game to make students enjoy the class. The teacher can use Writing Quickly game since it has some advantages as said before.
b) The teacher should give a clear and through explanation to the students. Teacher can make the material easy and simple. So that students will understand the materials easily.
3. For Students
b) Besides studying in school students should study in other place independently, like in their house, join English course to make an improvement, or write in social media.
