CHAPTER III: RESEARCH METHOD
F. Data Analysis
1. To find the scores of each students, the following rubric was use:
Table 3.2: data analysis
Variables Criteria Score Classification
Grammar
Use of complex and correct complex sentences
80-100 Very good Effective use, but the
construction tends to be simple.
60-79 Good
There are many problems in sentence construction
40-59 fair
The use of sentence construction is really inappropriate.
≤39 poor
Content
Substantial mastery of
knowledge. 80-100
Very good Mastery of some adequate
knowledge about substance. 60-79
Good Mastery of limited knowledge
about the topic or content. 40-59
Fair Mastery of knowledge about
topics and substances is very lacking.
≤39
Poor
2. To find the mean score of the students, the following formula was use:
X = 𝑋
𝑁
Where:
X = Mean score
Σ x = The Total of all score
N = Number of student
3. Finding the improvement’s percentage of students’ writing skill after using creative writing technique. The formula as follows:
P = 𝑥2− 𝑥1
𝑥1
x 100
Where:
P = percentage of the students X1 = the first mean score X2 = the second mean score
(Gay, 1981) 4. To know the percentage of students’ writing in Pre-test and Post-test by
using the following formula:
% = F
N X 100
Where:
%: The percentage of students’ speaking F: The frequency of students
N: Total number of students
(Sudjana, 2017:131)
5. To know the significant difference between the score of the pre-test and post-test. The researcher calculated the value of the test by using the following formula:
t
=
−𝐷Σ𝐷2−(𝛴𝐷) 2 N (N−1) 𝑁
Note :
t : Test of significance
−
𝐷 : Mean deviation
(Σ𝐷) 2 : The square of the sum score for difference ΣD : The sum of total score for difference N : The number of subject
(Gay, 2006:356) The formula explained about the significance difference between pre- test and post-test found by calculation the value of the t-test. The aim of the formula was to know the method effective or not in improving the students’
writing skill of the eighth grade of SMPN 1 Siompu Barat.
6. Testing hypothesis
After got the students’ significance scores (value of t) it was compared with the value of t-table. When it was found that the value of t-test was equal or greater than the value of t-table, it means that Null Hypothesis (H0) was rejected and Alternative Hypothesis (H1) was accepted because there is significance difference between pre-test and post-test and after taught writing by using creative writing technique. The criteria for the hypothesis testing as follows:
Table 3.3 Criteria for the hypothesis testing
Testing
Hypothesis
H0 H1
t-test >t-table Rejected Accepted
t-test <t-table Accepted Rejected
(Sugiyono, 2014:317) To find out The Effectiveness of creative writing in improving Students’
writing skill in term of content and grammar of Eighth Grade at SMPN 1 Siompu Barat.
CHAPTER IV
FINDINGS AND DISCUSSION A. The Findings
After conducting the research, the researcher obtained two kinds of data;
the score of pre-test and the score of post-test. Pre-test was given before the treatment and post-test was given after the treatment. The results presented as follows:
1. The Students’ Mean Score of Content and Grammar in Pre-test and Post-test
To find out the answer of the research question in the previous chapter, the researcher used essay test. A pre-test was administrated before the treatment and post-test was administrated after doing the treatment which aimed to know whether there was a significant difference of the students’ writing skill before and after the treatments were given to the students.
After calculating the result of the students’ score, the mean score of both the pre-test and post-test could be presented in the following table:
Table 4.1 The students’ mean score of content and grammar in pre-test and post-test
Variables
Mean score
Percent Improvement Pre-test Post-test
Content 42.17 72.17 71.14%
Grammar 39.27 69.33 76.54%
The table above shows that, the students’ mean score of the content in pre-test was 42.17 and the students’ mean score of grammar in pre-test was 39.27. While the students’ mean score of content in post-test was 72.17 and the students’ mean
score of grammar in post-test was 69.33. The improvement of the students’ mean score of content in pre-test and post-test was 30.00 (71.14%) and the improvement students’ mean score of grammar in pre-test and post-test was 30.06 (76.54%).
In the other words we can say that, the improvement was significantly different and the students’ ability progressed, because the mean score of post-test was higher than pre-test. To know the percentage of the students’ mean score of content and grammar in pre-test clearly, following the table was presented:
Table 4.2 Mean score of pre-test, post-test, and improvement of content Variables
Mean score
Improvement Pre-test Post-test
Content 42.17 72.17 30
Based on the table above, it shows that the mean score in pre-test of content is (42.17) and the post-test is (72.17) and the improvement is (30). It’s clearly seen that they were significantly different. In brief, it shows that the mean score of the students’ writing skill by using Creative Writing Technique can be achieved.
Table 4.3 Mean score of pre-test, post-test, and improvement of grammar
Variables
Mean score
Improvement Pre-test Post-test
Grammar 39.27 69.33 30.06
Based on the table above, it shows that the mean score in pre-test of grammar is (39.27) and the post-test is (69.33) and the improvement is (30.06). It’s clearly
seen that they were significantly different. In brief, it shows that the mean score of the students’ writing skill by using Creative Writing Technique can be achieved.
Table 4.4 Total mean score between pre-test and post-test in term of content and grammar
Variable
Score
Pre-test (X1) Post-test (X2)
Total 81.44 147.68
Average 2.72 4.92
The table 4.2 above shows that, there was an improvement of students’
writing skill in term of content and grammar before and after treatment was given.
The average of total mean score of pre-test (X1) was derived from the total score of content and grammar (81.44) divided by the total number of students (30) and the result got was (2.72), and the average of total mean score of post-test (X2) was derived from the total score of content and grammar (147.68) divided by the total number of students (30) and the result got was (4.92). The improvement of the students’ writing skill is shown in this table below:
Table 4.5 Total mean score of pre-test, post-test, and improvement of content and grammar
Variables
Mean score
Improvement Pre-test Post-test
Average 2.72 4.92 2.2
To sum up the table above, it can be seen clearly that the average of total mean score of content and grammar improved from pre-test to post-test. In pre-test (2.72), in post-test (4.92), and improvement by pre-test to post-test is (2.2).
2. The Classification of Students’ Pre-test and Post-test Scores
The percentage of the pre-test and post-test calculated the content score and grammar. The result can be seen the following tables:
Table 4.6 the Rate Percentage of Content Pre-test and Post-test Score
No. Classification Score
Content
Pre-test Post-test
f % F %
1 Very Good 80-100 0 0% 5 16.67%
2 Good 60-79 0 0% 25 83.33%
3 Fair 40-59 24 80% 0 0%
4 Poor ≤39 6 20% 0 %
Total 30 100% 30 100%
The table shows that from 30 students, there was 0 students who categorized to “Very good”, 0 students who categorized to “Good”, 24 students (80%) who categorized to “Fair”, and there were only 6 students (20%) who categorized
“Poor”
While, there were 0 students who categorized to “Very good”, but in this table 5 students (16.67%) who categorized into “Very good”, and there were 25
students (83.33%) who categorized to “Good”, and 0 students (0 %) categorized to “Fair and poor”
If we compare, it can be seen clearly that the number are different, because in (Pre-test of content) the student who categorized “Very good” and “Good” was 0 and (Post-test of content) the “Very good” increased to 5 students and 25 students who categorized to “Good”. In table above (Pre-test of content) the student who categorized “Fair” was 24 and (Post-test of content) the “poor” was 6 students.
Table 4.7 The Rate Percentage of grammar Pre-test and Post-test Score
No. Classification Score
Vocabulary
Pre-test Post-test
f % F %
1 Very Good 80-100 0 0% 2 6.67%
2 Good 60-79 0 0% 27 90%
3 Fair 40-59 17 56.67% 1 3.33%
4 Poor ≤39 13 43.33% 0 %
Total 30 100% 30 100%
The table shows that from 30 students, there were 0 students who categorized to “Very good” and “Good”, 17 students (56.67%) who categorized to “Fair”, while 13 students (43.33%) categorized to “Poor”. The table shows that from 30 students, in this table 2 students (6.67%) who categorized to “Very good”, but in the table (Pre-test of grammar) there were 0 students who categorized to “Very good”, and there were 27 students (90%) who categorized to “Good”, while in table (pre-test of grammar) there were 0 students who categorized to “Good”, than
this table (Post-test of grammar) just 1 students who categorized to “Fair”, and 0 (0%) students who categorized into ”Poor”,
If compare both of the tables above, it can be seen clearly that the number are different, because in table (Pre-test of grammar), the student who categorized
“Very good” was 0 and in table (Post-test of grammar) the “Very good” category were 2 students. In table (Pre-test of grammar) the student who categorized
“Good” was 0 and in this table the “Good” increased to 27 students. In table (Pre- test of grammar) the student who categorized “Fair” was 17 and in this table the
“Fair” was 1 students. While in table the student who categorized “Poor” was13 and in this table (Post-test of grammar) “Poor” category was 0 students.
3. The Comparison of the Test Result
The distribution the value of t-test value and t-table can be seen in the following table 4.9 below:
Table 4.8 Distribution the value of t-test and t-table Variables
Pre- test
Post- test
t-test t-table Comparison Classification Content 42.17 72.17 21.88 1.699 t-test>t-table Significance Grammar 39.27 69.33 21.02 1.699 t-test>t-table Significance
The data on the table 4.5 above shows that the value of the t-test is higher than the value of t-table. It is indicated that there is a significance difference between, the result of the students’ content and grammar in writing by using Creative Writing Technique after treatment.
4. Hypothesis Testing
If the t-test value is higher than t-table at the level of significance 0.05 and degree freedom (df) 29 (N-1=30-1), thus the alternative hypothesis (H1) is accepted and null hypothesis (Ho) is rejected. In contrary, if the value is lower than t-table at the level of significance 0.05 and the degree freedom (df) 29 (N- 1=30-1) thus the alternative hypothesis is rejected and null hypothesis is accepted.
B. Discussion
The description of data collected from the students’ writing skill in term (content and grammar) as explained in the previous section showed that the students’ writing skill in term of content and grammar was achieved. It was supported by mean score and the total score, also the percentage of the improvement of the students’ pre-test and post-test result. Based on the finding above, the using Creative Writing Technique made students had mean score that was higher is writing skill than before they used Creative Writing.
Based on the findings of the students’ score, the mean score of content pre-test was (42.17). It shows the achievement of students’ writing before the treatment and the mean score of post-test was 72.17 after treatment and the improvement was 30.00 (71.14%). The mean score of the students’ pre-test in grammar was (39.27). It shows the achievement of students’ before treatment and the mean score of post-test was 69.33 after treatment and the improvement was 30.06 (76.54%). Nevertheless, the difference mean score of the post-test was higher than
the pre-test. It means that teaching creative writing to improve students’ writing skill in junior high school was effective in teaching writing in the class.
From the result of calculation, it is obtained the value of the t-test in content is 18.01 the degree of freedom (df) is 29 (obtained from N-1) = (30-1=29), the value of the t-test in grammar is 17.46 the degree of freedom (df) is 29 (obtained from N-1) = (30-1=29). The researcher used the degree of significance of 0.05 the value of degree of significance are 1.699. If the test compared with each value of the degrees of significance, the result of content is 15.065>1.699, the result of grammar is 12.575>1.699. Since t-test score obtained from the result of calculating, the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected.
1) If the result of t-test is higher than t-table (t-test>t-table), the null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted. It means that there is a significance difference between variable X1 and variable X2.
2) If the result of t-test is lower than t-table (t-test<t-table), the null hypothesis (H0) is accepted and alternative hypothesis (H1) is rejected. It means that there is no significance difference between variable X1 and variable X2.
Based on the result of the data analysis, it is proven that the students’
improvement in writing in term of (content and grammar) and taught by using Creative Writing Technique got better. It means that creative writing technique in teaching writing can achieved. Another reason based on the students’ responses,
because most of students found that learning English could be more fun by writing so that they could putting their creative ideas. When the researcher compared with previous research finding from Nushrat Akhter (2015) in his thesis
“The Effectiveness of Creative Writing in Language Learning: A Comparative Study between Bangla Medium and English Medium Elementary Level”, he conclude that using is creative writing technique is effective in language learning tool. He made comparison between Bangla and English Medium and it show that students of both like creative writing classes and it influences their language learning.
1. The achievement of the students’ writing in term of content
One of the important elements in writing is content. The teacher needs more effort training the students to practice how the writing have a good content in order to make the reader understand what the people write.
The use of creative writing technique made the students’ writing skill in term of content increased. The table 4.1 indicated that the students’ content in post-test is greater than pre-test (72.17>42.17). The process that could be explained from pre-test to post-test and giving of treatment as follows:
At the first meeting when the researcher gave a pre-test for the students, there were some findings that researcher could find, they were:
a. Most of students’ essay still limited knowledge about the topic.
b. Most of the students’ essay in mastery of knowledge about topics and substances was very lacking.
Therefore, most of them were difficult to write a good content. As a result, the mean score of the students’ writing content in pre-test was still low. After the researcher gave treatment by the application of Creative Writing Technique then gave a post-test, the findings were:
a. Some of students’ essay is substantial mastery of knowledge
b. Some of students’ essay in mastery of knowledge about the topics was good.
The explanation above indicates that, the use of Creative Writing Technique can achieve the students’ good content. It is because the students has prepared their ideas before delivering it. In this case, the teacher help them in doing preparation and expanding the idea.
2. The achievement of the students’ writing in term of grammar
One of important elements in speaking is grammar. The use of creative writing technique made the students’ writing in term of grammar increased. After the researcher applied the method, the students’ grammar increased. The table 4.1 indicated that the students’ grammar in post-test was greater than pre-test (63.33>39.27). The process that could be explained from pre-test to post-test and the giving of treatment as follows:
At the first meeting when the researcher gave a pre-test for the students, there were some findings that researcher could find, they were:
a. The students still poorly achievement in grammar.
b. Some students’ writing was containing with irrelevant words and the meaning of their grammar still confused and obscured.
Example: /UN also every year increasingly very hard/
/student enterprising learn the value is almost the same/
Therefore, most of them were lack of grammar and difficult to compose what they are going to express in writing. As a result, the mean score of the students’
grammar in pre-test was still low. After the researcher gave treatment by the application of creative writing technique then gave a post-test, the findings were:
a. Students already achieve the grammar.
b. Students were effectively using grammatically words, so the meaning of their writing was usage.
The explanation above indicate that, the use of creative writing technique can improve students’ writing skill in term of content. It is make the students’
grammar increased.
Furthermore, creative writing is very good technique to apply in the class because by applying the creative writing technique the students’ got more chance to put their ideas on writing form. Moreover, the teachers are easy to control the class and measure the students’ writing skill easily. It’s mean both students’ and teachers get the advantages of this method.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the result of data analysis and the discussion of the result in the previous chapter, the researcher concludes that:
1. The use of teaching creative writing is able to improve the students’
writing skill in term of content at VIII Grade Students of SMPN 1 Siompu Barat Kab. Buton Selatan. It was prove by the mean score of post-test (72.17) is higher that pre-test (42.17).
2. The use of teaching creative writing is able to improve the students’
writing skill in term of grammar at VIII Grade Students of SMPN 1 Siompu Barat Kab. Buton Selatan. It was prove by the mean score of post-test (69.33) is higher that pre-test (39.27).
The students who are taught by using Creative Writing have better writing skill. So, Creative Writing Technique is effective in improving students’ writing skill.
B. Suggestion
The successful teaching does not depend on the lesson program only, but more important is how the teacher presents the lesson and uses various methods to manage the class more lively and regarding to the teaching writing by using Creative Writing Technique, the researcher gave some suggestion for the teacher
and students.
The teacher should be more creative to enrich their teaching method and material. Choosing strange or unique words can stimulate them in learning English. The materials are presented in an enjoyable, relaxed and understandable way. That’s why; it is suggested for the teacher to apply creative writing in teaching English.
The students are hoped to be more goods in writing English to be active and creative in enriching their grammar to apply in writing activity. They should ask the teacher if there is word that they cannot understood.
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