Chapter III Research Method
F. Data Analysis
3. Post-Test
The author provides a Post-test test to measure the increase in students' knowledge after being given treatment. In the post-test, the researcher giving Five topics, and students will choose from these topics by making the correct content and grouping the story organization.
a. Organization
Score Criteria
5 The opening is clear and attracts the reader. Paragraph arrangement, topic sentence, clear, consistent, relevant support, and clear concluding sentences. Logical and effective sequence. Use of consistent, precise, and appropriate transitions.
4 The opening attracts the reader. Each paragraph is organized consistently. Most ideas relate logically. Effective ending. Use of appropriate transitions.
3 Opening that is effective but does not create a strong sense. All paragraphs are usually correct, except for one or two that do not fit.
Trying to use logical relationships. Trying to use an effective ending.
Some transitions still do not match.
2 Weak opening. Paragraph structure tends to be less appropriate like indents. Less logical links. Weak ends. Little use of correct transitions.
1 Unclear beginnings Lack of general organization. Irregular order and detail. Incorrect ends. Do not use transitions.
(Glass and Tuchman, 2005) 1. The students in two components tabulated and analyzed. To classify data,
(Glass and Tuchman, 2005).
No Classification Score
1 Excellent 91-100
2 Very Good 81- 90
3 Good 71 – 80
4 Fair 61-70
5 Poor 51 – 60
6 Very poor Less Than 50
2. Calculating the mean score and the standard deviation
The researcher calculated the mean score and standard deviation of the students’ speaking performance dealing with accuracy, flency, and comprehensibility by using SPSS Program Version 24 (IBM SPSS Statistic 24)
Comparison Hypothesis
H0 H1
t-test<t-table Accepted Rejected
t-test > t-table Rejected Accepetd
(Subana et,al,2005) Meant (1) the t-test value is smaller than the t-table value, the null hypothesis is accepted, and the alternative hypothesis is rejected.
(2) the t-test value is equal to Greater than the t-table value, the null hypothesis is rejected, while the alternative is accepted.
42
CHAPTER IV FINDINGS AND DISCUSSION A. Findings
This chapter consists of the findings of the research and its discussion.
Findings show description of result from the data that had been collected through writing test in pre-test and post-test which are described in graphic or table form.
Then, the discussion contains an explanation of findings that reflected the result of the data. In this discussion, the researcher uses their word to explain it.
1. The Improvement of students Narrative text in term of content
The findings of this study illustrate that there is a change in the writing ability of class XI IPA 1 students, the findings of this study are seen from the pre-test results, namely giving tests to students to test their abilities before being given treatment and to complement the results of students will be given post-tests. as a final test on these students as evidence that Schoology can be used in the learning process in the classroom. as in the classification table and diagram below which will describe the changes in student results before and after treatment.
Table 4.1 Classification of Content (Pre-test and Post-test)
No. Classification Score Content
Pre-test Post-test
Frequency Percentage Frequency Percentage
1 Excellent 91-100 0 0 % 6 20%
2 Very Good 81-90 5 16.7% 13 43.3%
3 Good 71-80 21 70% 11 36.7%
5 Fair 61-70 4 13.3% 0 0%
5 Poor 51-60 0 0% 0 0%
6 Very Poor Less than 50 0 0% 0 0%
Total 30 100% 30 100%
Table 4.1 shows that the change in student scores is quite good on the content pre-test, 5 students get the classification score (very good), 21 students (Good), and 4 students (Fair) their scores increase after being treated and given a post-test as the final test The use of this Schoology, 6 students are classified (Excellent), 13 students (Very Good), 11 students (Good) and from these two tests (Pre-test and Post-test) there are no students who get a classification score (Poor) And (Very Poor).
Graphic 4.2 Improvement students’ writing Narrative text in pre-test (Content)
Excellent Very Good Good Fair Poor Very Poor
0%
16.7%
70%
13.3%
0% 0%
Pre-test Content
Graphic 4.3 Improvement student’s Writing Narrative text in Post-test (Content)
Graphic 4.1 and graphic 4.2 it is also seen that the change in bar graphs is very good and shows that students of MAN Class XI IPA 1 have improvements in writing Narrative text in term of Content by using Schoology.
2. The Improvement of students’ Narrative in term of Organization
In organizing the results of the students' pre-test showed that students were still lacking in organizing when compared to the results of the pre-test content, it was seen that students were more able to make the contents of their stories compared to determining to organize in stories and this became an important point for researchers using Schoology application. this can be seen in the classification and graphic results below:
Excellent Very Good Good Fair Poor Very Poor 20%
43.3%
36.7%
0% 0% 0%
Post-test of Content
Table 4.4 the percentage of students’ writing skill term of organization
No. Classification Score Organize
Pre-test Post-test
Frequency Percentage Frequency Percentage
1 Excellent 91-100 0 0% 0 0%
2 Very Good 81-90 4 13.3% 15 50%
3 Good 71-80 10 33.4% 15 50%
4 Fair 61-70 13 43.3% 0 0%
4 Poor 51-60 2 6.7% 0 0%
6 Very Poor Less than 50 1 3.3% 0 0%
Total 30 100% 30 100%
Graphic 4.5 Improvement students’ writing Narrative text pre-test of (Organize)
Excellent Very Good Good Fair Poor Very Poor
0
13.3
33.4
43.3
6.7 3.3
Pre-test of Organize
Graphic 4.6 Improvement students’ Writing Narrative text Post-test of (Organize)
Graphic 4.5 And Graphic 4.6 shows the difference between the pre-test and post-test results where the bar graph on the post-test is some are at high values.
And this shows that there is an improvement in the students' ability to write Narrative text in terms of Organize after using the Schoology application.
Table 4.7 The mean score and standard deviation of the students’ Writing Narrative text in term of content
Indicator Pre-Test Post-Test Improvement
Content 76.53 84.73
10.70%
Standard Deviation 4.754 5.558
Table 4.7 shows that the mean score of students on the pre-test and post-test has increased, the mean writing score was around (76.53) on the pre- test and (84.73) on the post-test with an increase in the post-test results.
improve students 'abilities in writing (content narrative text) and from these results, it can be seen that student outcomes have increased by (10.70%) and
Excellent very Good Good Fair Poor Ver Poor
0
50 50
0 0 0
Post-test Of Organize
this shows that the use of Schoology can improve students' abilities in writing narrative text (Content).
Table 4.8 The mean score and standard deviation of the students’ Writing Narrative text in term of Organize
Indicator Pre-Test Post-test Improvement
Organize 70.46 80.43
14.15%
Standard Deviation 7.389 3.390
Table 4.8 shows that there is a change in the mean score of students in the pre-test mean score of students (70.46) and in the post-test the mean score of students (80.43) there is an increase of (14.15%) and this shows that the increase in students in organizing is more than the increase. in Content. and this automatically shows that writing narrative text (organize) learning has been able to increase using Schoology.
Figure 4.9 the improvement of the students’ ability in content
76.53 84.73
10.70 Pre-test Post-test Improvement
Graphic 4.10 The Improvement of The students ability in Organize
Graphic 4.9 and Graphic 4.10 it can be seen that the student's average score from pretest to posttest was obtained after being given treatment. The mean score on the pre-test content increased significantly from 76.53 on the pre-test content to 84.73 on the post-test and on the pre-test mean score set at 70.46 also experienced an increase in the post-test 80, 43. The use of the Schoology application can develop students' writing skills with an increase of 10.70% on content and 14.15% on Organize.
Table 4.7 The mean score and standard deviation of the students’ Content and Organize
Indicator t-test t-table Description
Content 7.928 2.045 Significance
Organize 8.312 2.045 Significance
Table 4.7 showed that the value of the t-test was higher than the value of the t-table The t-test value of content was greater than the t-table
70.46 80.43
14.15 Pre-test Post-test Improvement
(7.928>2.045) and the t-test value of organizing was greater than the t-table (8.312>2.045). it was said that the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) was accepted.it means that there was an improvement in the students' writing before and after used Schoology writing mastery of the eleventh-grade student of MAN Selayar.
If the test value was higher than the t-table at the level of significance 0.05 and degree freedom (df) 30 (N-1=30-1), thus the alternative hypothesis (H1) was accepted and the null hypothesis (Ho) was rejected. On contrary, if the value was lower than the t-table at the level of significance 0.05 and the degree freedom 29, thus the alternative hypothesis was rejected and the null hypothesis was accepted.
B. Discussion
In the discussion, the researcher would like to discuss the result of the findings. It aimed to describe the students' Narrative text writing skills in terms of content and organization by using Schoology and the benefits of Schoology for teachers and students in the learning process during a pandemic.
1. The improvement of students in the term of content.
The results of this study, especially regarding the content, the researcher found that the students of class XI IPA 1 Man Selayar were quite capable of composing their ideas on stories. However, the frailty of
the students' writing at the pre-test stage that the researchers found was that they were wrong to use pronouns in English or that there were several words in the story that contained Indonesian words so that they made a different meaning in the story. Then the researcher provides content material through Schoology by increasing students' understanding of make good content. In conclusion, MAN students need to increase focus and accuracy. So, they are do not make mistakes by choosing the wrong pronoun and using Indonesian words.
2. The improvement students' in terms of Organization.
In this study, the researcher found that students of class XI Ipa 1 MAN Selayar have weaknesses in identifying orientation, compliance, and resolution. The researcher provides treatment, namely material and video, using Schoology. Furthermore, the researchers discussed the Material and videos that have been provided in the Schoology comment column or via Whatsapp. From the learning results, the researchers found an increase in student scores, namely 14.15%. So, It can conclude that Schoology is Effective in improving students' abilities in class XI IPA 1 MAN Selayar.
Several previous researchers who also used Schoology with different objects found that Schoology was effective in improving students' learning abilities. Rahmadianto (2016), in his research, “found that the comparison of learning using Schoology and without Schoology found that
the use of Schoology as a learning medium can improve student learning outcomes compared to the use of conventional learning media”.
Aminoto et., al (2014), in their research, “found that the average score of students experienced an immense increase, but the attendance rate of students in online learning Schoology has decreased because students only carry out the online process or log in when the teacher provides material and assignments but does not give feedback in the comments column or chat session on the Schoology application this is due to technical factors”.
Researchers also found that Schoology was effective at improving students' ability to write text, but researchers also found that students experienced a decrease in attendance in the online learning process.
52
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the researcher will present the conclusion of the study and suggestions for students, teachers, and further researchers.
A. Conclusion
Based on the findings and discussion, it can be concluded that the use of Schoology is effective to improve students' narrative text in term of content and organize, it can be seen from the findings that the t-test is higher than the t-table (7.928> 2,045) in content and (8.321> 2,045). So, H1 (Alternative Hypothesis) is accepted and Ho (Hypothesis Zero) is rejected. Also, the mean post-test scores on content and organize were 84.73 and 80.43, respectively, 76.53 and 70.46, so the post-test scores were higher than the pre-test. Thus there is a significant difference. The use of the Schoology application improves the writing skills of Narrative text, especially in content and organize class XI IPA 1MAN Selayar students.
B. Suggestion
1. English teachers may use Schoology as one of the methods in the teaching and learning process, especially in term writing. The teacher should optimize and improve the students writing, so students are interested and enthusiastic to learn English. The teacher should give motivation to the students to learn
2. English, especially through Schoology and the teacher should be active, creative, and effective to give English material.
3. It is suggested to the next teacher to use this thesis as an additional reference to teach writing narrative text.
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APPENDIX A
RENCANA PELAKSANAAN PEMBELAJARAN DARING
(Sesuai Edaran Kemendikbud No.14 Tahun 2019)
Sekolah : MAN SELAYAR Mata Pelajaran : BAHASA INGGRIS
Kelas/Semester : XI/2
Alokasi Waktu : 6 X 45 menit
Pertemuan : 1 sampai 6 Materi : Narrative text
A. KOMPETENSI INTI
KI-1 : Mengahayati dan mengamalkan ajaran agama yang dianutnya.
KI-2 : Manghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong- rotong, kerja sama, toleran, damai), bertanggung jawab, responsife, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak dilingkuangan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, Negara, kawasan regional, dan kawasan internasional
KI 3 : Memahami, menerapkan, dan menganisis pengetahuan factual, konseptual, procedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan teknologi, sebi, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuia dengan bakat dan minatnya untuk memecahkan masalah
KI 4 : Mengelola, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
Kompetensi Dasar Indikator
1.1 Membedakan fungsi social, struktur teks, dan unsur kebahasan beberapa teks naratif lisab dab tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaanya.
1.1.1 Mengidentifikasikan kalimat-kalimat yang memuat bagian-bagian legenda yang dinyatakan
1.1.2 Mengidentifikasi persaman dan perbedaan fungsi social, struktur teks dan unsur kebahasan teks naratif 1.1.3 Memahami struktur tekas naratif
dalam memberi dan meminta informasi terkait legenda rakyat 1.1.4 Memahami unsur kebahasaan dari teks
naratif dalam memberi dan meminta informasi terkait legenda rakyat 2.2 Menangkap makna secara kontekstual
terkait fungsi social, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat
2.2.1 Membaca legenda dengan intonasi, ucapan dan tekanan kata yang benar, dengan saling mengoreksi
A. TUJUAN PEMBELAJARAN
Peserta didik dapat mengidentifikas Narrative text secara umum
Peserta didik dapat mengidentifikasi organization di dalam Narative text terkait legenda rakyat
Peserta didik mengidentifikasi Content didalam Narative text terkait legenda rakyat
Peserta didik dapat membuat narrative text sesuai dengan Organization dan conten yang benar
B. KEGIATAN PEMBELAJARAN
Media Alat/Bahan Sumber Belajar
Whatsapp and Schoology Laptop, Handphone, Table dan lain-lain
Modul, Bahan ajar, internet dan sumber lain yang relevan C. MATERI PEMBELAJARAN
1. ORGANIZATION
Principal of Organization
a. Chronological Order
Urutan waktu. Item, peristiwa dan bahkan ide disusun seusai waktu terjadinya Pola ini ditandai dengan transisi seperti berikutnya, kemudian, keesokan paginya, beberapa jam kemudian, masih kemudian, Rabu itu, pada siang hari, ketika dia berusia tujuh belas tahun, sebelum matahari terbit, April itu, dan seterusnya.
b. Spatial Order
Bagaimana seorang penulis menjelaskan sebuah bangun, ruangan atau ciri-ciri hewan, manusia atau mahluk lain
c. Climactic Order
Penulis menuliskan alur cerita dari yang terpenting hingga yang kurang penting perbandingan, kontras, sebab, akibat, dan deskripsi.
Organization in Narrative text
a. Orientation : introduces the participants b. Complication : a crisis arises
c. Resolution : the crises is revolved, for better or for worse