THE EFFECT OF USING WORD WALL MEDIA ON STUDENTS’
WRITING ABILITY OF DESCRIPTIVE TEXT (A Quasi-experimental Study)
A Skripsi
Fanny Rachmanita 11140140000025
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2021
ii
THE EFFECT OF USING WORD WALL MEDIA ON STUDENTS’
WRITING ABILITY OF DESCRIPTIVE TEXT (A Quasi-experimental Study)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of
S-1 (Strata 1) in English Education
By:
Fanny Rachmanita NIM. 11140140000025
Approved by the advisors:
Advisor 1 Advisor 2
Didin Nuruddin Hidayat, M.A.TESOL., Ph.D NIP. 19800730 200912 1 001
Ismalianing Eviyuliwati, S.Pd., M.Hum.
NIP. 197407232000032001
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2021
iii
ENDORSEMENT SHEET
The examination Committee of the Faculty of Educational Sciences certifies that the “Skripsi” (Scientific Paper) entitled “THE EFFECT OF USING WORD WALL MEDIA ON STUDENTS’ WRITING ABILITY OF DESCRIPTIVE TEXT” (A Quasi-experimental Study), written by Fanny Rachmanita, student’s registration number 11140140000025 was examined by the Committee on August, 16 2021. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of “S.Pd.” (S-1) in English English Education.
Jakarta, 23 August 2021
EXAMINATION COMMITTEE
Date Signature CHAIRMAN : Didin Nuruddin Hidayat, Ph.D. (20/8/2021)
NIP. 19800730 200912 1 001
SECRETARY : Zaharil Anasy, M.Hum (17/8/2021) NIP. 19761007 200710 1 002
EXAMINER I : Dr. Alek, M.Pd. (16/8/2021) NIP. 19690912 200901 1 008
EXAMINER II: Zaharil Anasy, M.Hum (17/8/2021) NIP. 19761007 200710 1 002
Acknowledged by
The Dean of Faculty of Educational Sciences
Dr. Sururin, M.Ag.
NIP. 19710319 199803 2 001
iv Saya yang bertanda tangan di bawah ini:
Nama : Fanny Rachmanita
Tempat/Tgl. Lahir : Jakarta, 15 Februari 1996
NIM : 11140140000025
Jurusan/prodi : Pendidikan Bahasa Inggris
Judul Sripsi : The Effect of Using Word Wall Media on Students’
Writing Ability of Descriptive Text
Dosen Pembimbing : 1. Didin Nuruddin Hidayat, M.A.TESOL., Ph.D 2. Ismalianing Eviyuliwati, S.Pd., M.Hum.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggungjawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 10 Agustus 2021 Mahasiswa Ybs.
Fanny Rachmanita NIM. 11140140000025
KEMENTERIAN AGAMA No.
Dokumen
: FITK-FR-AMM- 002
UIN JAKARTA FORM (FR) Tgl. Terbit : 1 Maret 2010
FITK No. Revisi: : 01
Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia
Hal : 1/1
SURAT PERNYATAAN KARYA SENDIRI
v ABSTRACT
Fanny Rachmanita (11140140000025). The Effect of Using Word Wall Media on Students’ Writing Ability of Descriptive Text (A Quasi-experimental Study at the Seventh Grade Students of MTs Nur Asy-Syafi'’yah (Yaspina) in Academic Year 2018/2019). A Skripsi of Department of English Education.
Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta 2021.
Advisor I : Didin Nuruddin Hidayat, M.A.TESOL., Ph.D.
Advisor II : Ismalianing Eyiyuliwati, S.Pd., M.Hum.
Keywords : Writing, Descriptive Text, Word Wall Media
The objective of this research was to obtain the empirical evidence of the effect of using Word Wall on students’ writing of descriptive text to the first grade of MTs Nur Asy-Syafi’iyah (Yaspina). The method used in this research was quantitative through quasi-experimental research. Two classes were taken as the sample of the research with total 25 students in each class. The instrument used by writing test.
The result of the pre-test post-test scores from both classes showed that the average score of the experimental class was a little bit higher than that of the controlled class. The result showed that the sig 2 tailed was p (0.0382). Moreover, the alpha (α) was (0.05). Therefore, the t-test was p < α. Furthermore, the effect size was 0.316, which referred to a modest level. It was concluded that using Word Wall was modestly effective to develop students’ writing ability of descriptive text at the seventh grade of MTs Nur Asy-Syafi'’yah (Yaspina) in Academic Year 2018/2019.
vi ABSTRAK
Fanny Rachmanita (11140140000025). Keefektifan media Word Wall terhadap Kemampuan Siswa dalam Menulis Teks Deskripsi Bahasa Inggris (Sebuah Studi Semu Eksperimental pada Siswa Kelas Tujuh MTs Nur Asy- Syafi'’yah (Yaspina) Tahun Ajaran 2018/2019). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2021.
Pembimbing I : Didin Nuruddin Hidayat, M.A.TESOL., Ph.D.
Pembimbing II : Ismalianing Eyiyuliwati, S.Pd., M.Hum.
Kata Kunci : Kemampuan Menulis, Teks Deskripsi, Word Wall Media
Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penggunaan Word Wall terhadap kemampuan menulis teks deskripsi bahasa Inggris siswa. Metode yang digunakan adalah metode kuantitatif melalui penelitian eksperimen semu.
Dua kelas diambil sebagai sampel studi dengan jumlah 25 siswa pada masing- masing kelas. Instrumen yang digunakan adalah tes menulis bahasa Inggris. Hasil skor pre-test dan post-test dari kedua kelas menunjukkan bahwa skor rata-rata dari kelas eksperimen sedikit lebih tinggi daripada kelas kontrol. Hasil penelitian menunjukkan bahwa sig 2 tailed adalah p (0.382) sedangkan sig (α) adalah 0.05 oleh karena itu, hasil perhitungan uji t-test adalah p < α. Selanjutnya hasil dari perhitungan effect size yaitu 0.316 yang berarti pada level sedang. Kesimpulannya bahwa penerapan Word Wall efektif terhadap kemampuan menulis teks deskripsi bahasa Inggris di tujuh MTs Nur Asy-Syafi'’yah (Yaspina) Tahun Ajaran 2018/2019.
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ACKNOWLEDGMENT In the name of Allah, the Beneficent, the Merciful
All praise and gratitude be to Allah, the Almighty, for giving the writer strength, knowledge, ability, opportunity and His showers of blessings to complete this research study successfully. Greeting and invocation are presented to the last messenger of Allah, Prophet Muhammad (Peace be upon him), and on his family, all of his Companions, and his followers.
The writer would like to express her gratitude to her beloved family; her dearest mother, who always support and encourage her with their best wishes and stood by her like pillar in times of need; her brother and sister in law for their endless care.
Moreover, the writer would like to express her great thanks to the advisors Didin Nuruddin Hidayat, M.A.TESOL., Ph.D. and also Ismalianing Eviyuliwati, S.Pd., M.Hum., for their time, advices guidance, helps, correction and suggestions because she cannot finish this paper without their assistances. Next, a sincere gratitude goes to the examiners Dr. Alek, M.Pd. and Zaharil Anasy, M.Hum., for their time in examining and giving suggestions, help, advice, and correction to improve this research paper.
Furthermore, the writer would like to expresses her gratitude to those who have helped her finishing this skripsi:
1. Dr. Sururin, M.Ag., as the Dean of Faculty of Educational Sciences UIN Syarif Hidayatullah Jakarta.
2. Didin Nuruddin Hidayat, M.A.TESOL., Ph.D., as the Head of English Education Department.
3. Zaharil Anasy, M.Hum., as the Secretary of the English Education Department.
4. All of English Education Department lecturers and staffs who have taught the writer and deliver useful knowledge and skills during the learning process.
5. Dr. Nida Husna, M.Pd., M.A.TESOL as the B class advisor in the academic year 2014/2015.
viii
6. The Head of MTs Nur Asy-Syafi’iyah, Moh. Husni Thamrin, S.Sos., and all the teachers especially Yuli Ambar Utami, S.Pd., as the English Teacher of MTs Nur Asy-Syafi’iyah (Yaspina); the staff and the students who have given her permission to conduct the study and have participated in her study.
7. Her big family for the encouragement and motivation.
8. All supportive friends of Fortuna Major in English Education Department.
9. Everyone who has helped and given contribution in the making the skripsi and whose names cannot be mentioned one by one. The writer also apologies in advance if she misses anybody.
Lastly, the writer welcomes all kinds of constructive comments, corrections and suggestions for a better writing since she realizes that this skripsi is still far from being perfect. She also hopes this study would help and be useful for those who read it or those who are interested in studying reading comprehension.
Jakarta, 13 August 2021
Fanny Rachmanita
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TABLE OF CONTENTS
APPROVAL SHEET ... ii
ENDORSEMENT SHEET ... iii
STATEMENT OF AUTHENTICITY ... iv
ABSTRACT ... v
ABSTRAK ... vi
ACKNOWLEDGMENT ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTER I. INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 3
C. Limitation of the Study ... 4
D. Formulation of the Study ... 4
E. Objective of the Study ... 4
F. Significance of the Study ... 4
CHAPTER III. RESEARCH METHODOLOGY ... 5
A. Place and Time of the Study ... 5
B. Research Method and Design ... 5
C. Population and Sample of the Study... 6
D. Research Instrument ... 6
E. Technique of Data Collection ... 6
F. Technique of Data Analysis ... 8
G. Statistical Hypothesis ... 11
CHAPTER V. CONCLUSION AND SUGGESTION ... 12
A. Conclusion ... 12
B. Suggestion ... 12
x
REFERENCES ... 14 APPENDICES ... 17
xi
LIST OF TABLES
Table 3.1 Design of the Study………..……..5 Table 3.2 Rubric for Assessing Students’ Writing ………..…...7
xii
LIST OF APPENDICES
Appendix 1. Surat Bimbingan Skripsi ……….……….18
Appendix 2. Surat Keterangan Penelitian……….19
Appendix 3. Instrument of Pre-test and Post-test……….….……...20
Appendix 4. Students’ Writing……….….….22
1 CHAPTER I INTRODUCTION A. Background of the Study
Writing, listening, speaking, and reading is an essential ability in the English language. Writing also plays a vital role in daily communication. People can communicate their ideas, feelings, and thoughts through written forms, such as messages, letters, or other social media. Like the writers share with the readers through their books or newspaper. So, writing can be said as a language skill used to communicate indirectly, whether people can't face to face each other.
Students can improve their thinking skills and English abilities, such as grammar and vocabulary, by participating in writing activities. As stated by (Raimes, 1983), some functions of writing include: interacting with a reader, expressing ideas without the pressure of face-to-face conversation, researching a subject, recording experience, and being acquainted with written English language norms. As a result, it is essential in our daily lives since it enables us to communicate and convey our thoughts to a reader. We may express ourselves through writing if we have anything, opinions, or ideas in our heads.
Writing is an essential component of any language text because of the close relationship between writing and thinking. Writing allows us to deal with our ideas and thoughts in an attempt to make them make sense. According to Penny (2009), the aim of writing is, in theory, the expression of ideas that convey a message to the reader; the ideas themselves should perhaps be regarded as the essential part of the writing. It indicates that we must pay attention to various areas of writing for the readers to grasp points of thoughts or messages.
Furthermore, writing is a difficult skill to be mastered by students. Writing is undoubtedly the most challenging skill to perfect for second language learners (C. Richards & A. Renandya, 2002). For some students in junior high school, writing is considered a complex skill. They have to arrange words to form a text, a paragraph, or an essay. Many things must be considered when delivering
2
something in writing. They have to understand the linguistic features and the generic structure of a text so that the writing they make can be arranged neatly.
Dealing with the explanation above, some texts can be written; one of them is descriptive text. Descriptive text is one of the types of English texts in writing that should be learned and mastered by students in high school. As the descriptive text is included in the English curriculum in Indonesia (Kemendikbud, 2013), knowing how the material should be composed in the ideal situation is critical for both the teacher and the students who are expected to master it in the classroom. Because descriptive texts, like other types of texts, are written not just using precise rules in the form of sentences but also by considering the purpose and meaning of each structure, a teacher must have a thorough understanding of how those sentences make sense.
Based on the writer's experience during PPKT or teaching practice at the seventh-grade of Islamic private junior high school in Tangerang, the students face difficulties comprehending or writing descriptive text. Many of the students are hard to finding and developing ideas. Students frequently struggle to grasp the text's main theme and supporting information. They also have trouble recognizing the generic structure and language features of descriptive text. Furthermore, students typically struggled with producing descriptive texts since they must utilize the present tense, which is challenging. They have a limited vocabulary in writing, mainly when writing descriptive texts.
Other researchers found similar research regarding the several problems of writing the descriptive text for students. Firstly, they struggle to grasp writing, particularly for EFL students in Indonesia, because there are structural and grammatical variations between Bahasa and English (Ariyanti, 2016). Secondly, they difficult to express their ideas on paper (Sundana, 2017). Thirdly, some paragraphs in the descriptive text were written in one phrase alone, and the paragraph's topic was still unclear (Fitri, 2017). The following is the most important. Indonesian students experience specific writing challenges, such as trouble formulating ideas, an unenthusiastic student attitude toward the instruction, and grammatical issues (Maisitoh, 2015). Furthermore, some students
3
could not finish their writing at the end of the time set because of fewer ideas and vocabulary (Yoandita, 2019).
Moreover, it is highly recommended that teachers choose and prepare various media to engage students, encourage active learning, and require them to participate well in the teaching-learning process. Gunning (2000, cited in Maisitoh, 2015) showed that establishing an engaging environment for word acquisition can substantially influence student growth. Furthermore, Burden (2011, cited in Sipayung 2019) said that word wall is adaptable to any subject and grade level and has proven to be a highly effective learning and teaching tool. So the writer tried to overcome the problems above by applying word wall media to increase the students writing ability of descriptive text.
According to Mustafa (2017), the word wall activities play an essential role in studying the meaning of words added to the word wall from diverse disciplines and literature. Word wall is usually located on a bulletin board or wall.
This media is generally used by the teacher in teaching new words to the students.
It is easy for students because some words provide the word wall. It can help the students to find the idea for their writing. Word wall encourages students to work independently by offering quick access to information to finish their reading and writing assignments (Judith, 2003).
Based on the research's background, this study aims to investigate whether there is an effect given by word wall media on students' writing ability of descriptive text. Moreover, the writer wants to measure the impact of word wall media on students' writing ability of descriptive text. This study is anticipated to have significant implications from the theoretical point of view and technically.
The research question driving this investigation is "What was the effect of using word wall media on students' writing ability of descriptive text?"
B. Identification of the Problem
Based on the background of the study, there are several problems that can be identified:
1. Most of the students have difficulty to determine their ideas.
4
2. Most of the students have difficulty to identify the generic structure of descriptive text.
3. Most of the students have difficulty to write the descriptive text because of the limited vocabularies.
4. Most of the students are not active during English learning process.
C. Limitation of the Study
Based on the identification of the problems above, the problem of this research was limited on the effect of using word wall media on students’ writing ability of descriptive text at the seventh grade students in an Islamic private junior high school.
D. Formulation of the Study
The formulation of the study is in the following question: “What was the effect of using word wall media on students’ writing ability of descriptive text?”
E. Objective of the Study
The objective of this study is to obtain empirical evidence about the effectiveness of using word wall media on students’ writing ability at seventh grade students in an Islamic private junior high school.
F. Significance of the Study
The results of this study are expected to give contributions to English teachers, students, and the further researcher.
For English teachers, this research is expected as an additional reference that may be useful for the teacher that using media can be interesting in teaching and learning process. Next, for students, this research is expected to be a useful for students to improve their writing especially in descriptive text. Moreover, for the further researcher, this study can give general knowledge about how to improve students’ writing ability of descriptive text.
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CHAPTER III
RESEARCH METHODOLOGY A. Place and Time of the Study
The research took two classes of the seventh grade of Islamic private junior high school that is located on Jl. Pahlawan No. 18 Rempoa Ciputat Tangerang Selatan in academic year 2018/2019. The research conducted in five meetings for both experimental and control classes included pre-test at the first meeting, then the treatment for the experimental class started at the second until forth meeting and the post-test was held at the last meeting.
B. Research Method and Design
The method of this study was quantitative research. This method was chosen because it emphasizes numerical analysis of data gathered through test using statistics (Ary et al., 2010). It involves data collection, which is typically numerical, and as the methodology for data analysis. The quantitative method is only concerned with determining the state of the situation in the field and reporting on what occurred. Frankel and Wallen stated that basic identically experimental research is simple and unpretentious; attempts anything happens (Fraenkel & Wallen, 2009).
The design of this research was a quasi-experimental study. In a quasi- experimental study, groups that are already organized based on instructional subject are used in an experiment rather than randomly selecting subjects to experimental treatments (Ary et al., 2010). Therefore, the researcher did not have to do any random pre-selection processes because the classes were already assigned. The procedure began with the researcher giving a pre-test to both classes, the experimental and control classes.
Below is the experiment design:
Table 3.1 Design of the Study Class Measurement Application of Independent
Variable* Measurement
Experimental Pre-test Experimental Treatment Post-test
(Word Wall media) Controlled Pre-test Without Experimental
Treatment Post-test
* The independent variable is Word Wall while the dependent variable is descriptive text.
C. Population and Sample of the Study
In this research, the seventh grade students of an Islamic private junior school academic year 2018/2019 were the population of the research. This research was used purposive sampling as a sampling technique because the sample is taken based on certain purposes of the research (Cohen et al., 2007).
The sample for this research consisted of two classes, class 7.1 as a control class which was taught without using word wall media and class 7.2 as an experimental class which was taught by using word wall media. There were 50 students participated in this study. Based on the results of the pre-test scores, the researcher assigned the two classes into experimental and control class.
D. Research Instrument
This study used test as an instrument. The test was chosen as the instrument by the researcher because it was a suitable instrument for gathering data in this study. In this test, students were asked to write descriptive text. The aspects presented in this instrument include introduction and description. It was given twice: once as a pre-test and once as a post-test. A pre-test is a test to know and evaluate students’ knowledge before conducting the treatment. Treatment is a process of teaching writing of descriptive text by using word wall media. Post-test is given after the treatment. The purpose is to know whether the word wall media is effective towards the students’ writing of descriptive text. As for the instrument, it can be seen in the appendix.
E. Technique of Data Collection
In this study, the data was gathered using the test technique. The data was collected from the pre-test and post-test results. The procedure started by giving pre-test to both experimental and control class. Then, the experimental class was
given treatment by implementing the word wall media in learning descriptive text while controlled class was not given word wall media as a treatment.
The writing test is used to gather the data and to determine the difference of the scores from both tests. Pre-test was used to measure the students’
understanding in writing descriptive text before the treatment was given, while post-test was used to measure students’ writing of descriptive text when the treatment had been done. From the result, the writer wants to know whether the word wall media effective or not in students’ writing of descriptive text.
In counting the score of pre-test and post-test, the analytical scoring rubric was used to define some grades for the students’ writing of descriptive text. To assess the writing score of the students’ in the pre-test and post-test, it was counted by analytical scoring rubric (Weigle, 2009).
Table 3.2 Rubric for Assessing Students’ Writing
Categories Score Criteria
Content
30-27 (Excellent to Very Good)
Relevant to assigned topic – etc.
26-22 (Good to Average)
Mostly relevant to topic – etc.
21-17 (Fair to Poor) Inadequate development topic – etc.
16-13 (Very Poor) Not enough to evaluate – etc.
Organization
20-18 (Excellent to Very Good)
Well organized, logical sequencing – etc.
17-14 (Good to Average)
Logical but incomplete sequencing – etc.
13-10 (Fair to Poor) Lacks logical sequencing and development – etc.
9-7 (Very Poor) No organization, not enough to evaluate – etc.
Vocabulary
20-18 (Excellent to Very Good)
Word form mastery, appropriately registered (word use for particular situation) – etc.
17-14 (Good to Average)
Occasional errors of word form, choice, usage but meaning not obscured – etc.
13-10 (Fair to Poor) Frequent errors of word form, choice, usage and meaning confused or obscured – etc.
9-7 (Very Poor) Little knowledge of English vocabulary, word form or not enough to evaluate – etc.
Language Use
25-22 (Excellent to Very Good)
Few errors of word order/ function, articles, preposition – etc.
21-18 (Good to Average)
Several errors of word order/
function, articles – etc.
17-11 (Fair to Poor) Frequent errors of word order/
function, articles, preposition – etc.
10-5 (Very Poor) Dominated by errors, or not enough to evaluate – etc.
Mechanics
5 (Excellent to Very Good)
Few errors of spelling, punctuation, capitalization – etc.
4 (Good to Average) Occasional errors of spelling, punctuation, capitalization – etc.
3 (Fair to Poor) Frequent errors of spelling, punctuation, capitalization – etc.
2 (Very Poor) Dominated by errors of spelling, punctuation, capitalization – etc.
F. Technique of Data Analysis
After obtaining the students’ writing score of pre-test and post-test, the researcher measure normality and homogeneity of the data were tested by using SPSS. If the data distribution was normal and homogeneous, the analysis would apply the t-test hypothesis testing. The researcher used t-test formula to conduct t- test in manual calculation. T-test is used to compare the significant between experimental class which use word wall media in teaching writing and control class by not using word wall. The formula is shown as below (Sudijono, 1987):
to= M1 M2 SEM1 M2 to = The value of “t observation”
M1= Mean of the differences of Experiment Class M2= Mean of the differences of Control Class SEM1= Standard Error of Experimental Class SEM2= Standard Error of Control Class The process of t-test was as follows:
1. Determining mean of variable X (experimental class):
Mx = fx N1
x: Sum of the students’ score of experimental class N₁: Number of the experimental class students
2. Determining Mean of Variable Y (control class):
My = fy N : Sum of the students’ score of control class N : Number of the control class’ students
3. Determining standard of deviation score of variable X:
SDx = √ x2 N1
SDx: Standard deviation score of experimental class 4. Determining standard of deviation score of variable Y:
SDy = √ y N SDy: Standard deviation score of control class
5. Determining standard error of mean of variable X:
SE x = SDx
√N₁ 1 6. Determining standard error of mean of variable Y:
SE y = SDy
√N 1
7. Determining standard error of difference mean of variable X and Y:
SE x – SE y = √SE x SE y 8. Determining t0:
t0 = M – MY SE x – SE y 9. Determining degree freedom (df):
Df = (N₁ N ) – 2 Explanation:
M1 : The mean of gain score of experimental class.
M2 : The mean of gain score of controlled class.
: The total gain score of experimental class.
Y: The total gain score of controlled class.
: The total gain score minus of experimental class.
Y : The total gain score minus of controlled class.
SD1 : The standard deviation of gain score of experimental class.
SD2 : The standard deviation of gain score of controlled class.
SEm1 : The standard error mean of experimental class.
SEm2 : The standard error mean of controlled class.
N1 : The total number of students in experimental class.
N2 : The total number of students in controlled class.
In order to measure whether the effect size of technique was strong, the writer adopted Cohen’s theory with formulation as follows (Cohen et al., 2007) :
d= mean of group A - mean of group Pooled Standard Deviation
Pooled Standard Deviation=Standard deviation of group 1 standard deviation of group 2 2
After gaining the results, it could be interpreted based on the criteria:
0-0.20 is weak effect, 0.21-0.50 is a modest effect, 0.51-1.00 is a moderate effect, and > 1.00 is a strong effect.
G. Statistical Hypothesis
This research is designed to find out whether there is a significant effect on the writing ability at seventh-grade students at Islamic private junior high school by using word wall media in teaching writing. Hypotheses are used to find the answer to the research question and draw a conclusion for the research. The hypothesis of research can be formulated as follows:
H0 = to < tt
(There was no effect of using word wall media on students’ writing ability of descriptive text at the seventh-grade of an Islamic private junior high school).
Ha = to > tt
(There was an effect of using word wall media on students’ writing ability of descriptive text at the seventh-grade of an Islamic private junior high school).
And then, the criteria used as follows:
1. If to > tt, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means that there is significant difference of students’
writing ability of descriptive text between students who taught by word wall media and students who taught without using word wall media.
2. If to < tt, the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted. It means that there is no significant difference of students’ writing ability of descriptive text between students who taught by using word wall media and students who taught without using word wall media.
12 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
The study observed that using the word wall media in teaching descriptive text writing helped learners learn how to produce descriptive texts and made learning more enjoyable. Based on the initial results, it is possible to infer that the usage of word wall media for teaching seventh-grade students to write a descriptive text substantially influenced students' writing abilities. It could be shown through the statistical analysis in which it was found that the mean score of students' writing achievement in the experimental group was higher than the mean score of the students in the control group. It indicated that the students' writing achievement in the experimental group was better than the mean score of students in the control group.
This research used a quasi-experimental design to gather empirical evidence for the effectiveness of the Word Wall on students' writing ability of descriptive text at Islamic private junior high school in the academic year 2018/2019. According to the previous chapter's data, using the word wall media significantly affects students' writing ability of descriptive text.
In addition, the researcher used Cohen's formula to calculate the effect size. It was also supported by the effect size being classified as a modest effect based on the effect size calculation. In conclusion, this study found that using the word wall media on students' writing ability of descriptive text at seventh-grade had a modest effect size compared to not using it.
B. Suggestion
Based on the conclusion above, the researcher would deliver some suggestions to English teachers, students, and the further researcher.
English Teachers are supposed to give learning strategies for teaching writing in an enjoyable, comfortable, and easy-to-understand way. They can utilize Word Wall media in writing class, and students who employ Word Wall
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are more enthusiastic about writing English. Before using Word Wall as a medium, English teachers should ensure that their students understand and have all of the relevant knowledge. Moreover, students need to be more active and optimistic when learning English. They are encouraged to be involved in English class and take an active role in growing their vocabulary. Furthermore, the researcher may find additional relevant research on writing in the future, especially in observing the students' writing ability of descriptive text.
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APPENDICES
Appendix 1: Surat Bimbingan Skripsi
Appendix 2: Surat Keterangan Penelitian
Appendix 3: Instrument of Pre-test and Post-test
Appendix 4: Students’ Writing
