CHAPTER IV FINDING AND DISCUSSION
B. Discussion
This part presents a discussion dealing with the interpretation of the research findings derived from the result of the Effectiveness of Story Circle to Improve Students Writing Ability. The description of the data collected through writing test. It was supported by the score frequency and rate percentage in the result of the students’ before and after applying Story Circle. They are explained as follows:
1. The students’ writingAbility before applying Story Circle.
Based on the data, the rate percentage and score frequency of the students’ before applying Story Circle showed that no one from the total number
of the students who got excellent score, very good score, good score and fairly good score. The other, there were 3 (12%) students from the total number of the students who got fair score, 9 (36%) students who got poor score and 12 (48%) students who got very poor score.
2. The students’ writingAbility after applying Story Circle.
Based on the data, the rate percentage and score frequency of the students’ after applying story circle, there were 5 (20%) out of 25 students got good score, 20 (80%) students got fair score. Based on the result above, it can be concluded that the rate percentage in the post-test was higher than the rate percentage in pre-test.
3. The difference of the students’ writing ability before and after applying story circle.
Based on the previous page, there was a significance difference of the students’writing ability before and after applying story circle. The mean score of the students’ writing ability before applying story circle was 42.6 and the mean score of the students’ writing ability after applying story circle was 72.36. It shows that the mean score of the students’ writing ability after applying story circle is higher than the mean score of the students’ writing ability before applying story circle.
The value of the t-test was higher than t-table value (12.79>2.064). Based on the result of t-test, the researcher found that there was a significant difference
between the result of the students’ writing ability before and after applying story circle.
Based on the data above, the researcher concluded that using story circle in teaching writing could imporve the students’ writing ability, because before implementing this approach the students’ writing ability still low, but after implementing this approach the students’ writing could increase the students ability.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter deals of two parts. The first part is conclusion based on the research findings and discussions. The second part was suggestion based on the conclusion.
A. Conclusion
Based on the finding and discussion in the previous chapter, the researcher concluded as follows:
1. The students’ writing narrative ability before applying story circle was poor. It was proved by the result of the pre-test. No one of the students got, excellent, very good, good, and fairly. The categorized of the students’ writing narrative before applying story circle was fair, poor, and very poor classification. There were 3 (12%) students’ in fair classification, 9 (36%) students’ in poor classification, and 12 (48%) students’ in very poor classification.
2. The students’ writing narrative ability after applied story circle was improved.
It was proved by the result of the post-test. The rate percentage and score frequency of the students’ writing narrative in post-test was categorized good, and fairclassification. There were 5 students’ (20%) in good classification, and
20 students’ (80%) in fair classification. Thus, the researcher concluded that the students’ writing narrative ability was improved after applied story circle from very poor to good classification.
3. The story circle was effective to improvethe students’ writing narrative,it was proved by the result of the mean score of the students’ post-test was higher than the mean score of pre-test.
The effectiveness of story circle to improve students writing ability at the eighth grade students’of SMPN 1 Sungguminasa was proved by the result of the mean score of the students’ post-test was higher than the mean score of pre-test.
B. Suggestion
Based on the conclusion above the researcher would like to give some suggestions to the English teacher, the students (learners), and the next researchers as follows:
1. For the English Teacher
a. The effectiveness of story circle to improve students writing ability, the teacher should give more guidance and motivation.
b. It is suggested that the teachers, used Story Circle as one alternative among other teaching methods that can be used in teaching writing narrative ability.
c. The teachers should be creative in teaching English especially writing because to be master English it needs more strategy, technique, method or approachin improving the students’writing narrative ability.
2. For the Students (learners)
a. Students need practice and learn more not only in the informal education, but also the formal education to improvement their writing narrative ability.
b. The effectiveness of story circle to improve students writing ability, because it is interesting and efecient to improve the students’ writing narrative ability.
3. For the next Researchers
a. For the next researcher to improve the students’ writing ability, should create another method, strategy or technique which would to applicated in the classroom in order to make students more active and interesting in learning English.
b. The result of this research can also be used as an additional reference or further research with different discussion for the next researchers.
c. For the next research using story circle in researching other materials.
BIBLIOGRAPHY
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Caudery, T. 1990. The Validity of Timed Essay Test in Assessment of Writing Skill. ELT Journal 44/2:122-32.
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Goodman, Vera. 2014. The Story Circle Model of Education. Canada:
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CHAPTER IV
FINDING AND DISCUSSION
This chapter deals with the finding of the research and discussion of the research. The findings of the research cover the result of the data collected through the pre-test and post-test.
A. Findings
1. The rate percentageof the students’ pre-test and post-test
The findings of the research deals with the students’ score of pre-test and post-test, the frequency and rate percentage of the students score, the mean scores and the students improvement of pre-test and post-test, and hypothesis testing.
These findings were described as follows:
Table 4.1 The Rate Percentage of the Pre-test
No Classification Score Frequency Percentage
1 Excellent 9.6-10 0 0
2 Very good 8.6-9.5 0 0
3 Good 7.6-8.5 1 4%
4 Fairly good 6.6-7.5 1 4%
5 Fair 5.6-6.5 3 12%
6 Poor 4.6-5.5 9 36%
7 Very poor 0.0-4.5 12 48%
Total 25 100%
Graphic 4.1 The Rate Percentage of the Pre-test
Based on the Table 4.1 and graphic 4.1 percentage of the students pre- test. above shows that no one from the total number of the students who got excellent score, very good score, good score and fairly good score. The other, there were 3 (12%) students from the total number of the students who got fair score, 9 (36%) students who got poor score and 12 (48%) students who got very poor score. From the result, it can be concluded that the students’ writing ability achievement on pre-test were low because 12 (48%) students from 25 total number of the students who got very poor score.
Excellet Very good
Good Fairly good
Fair Poor Very
poor
0% 0% 4% 4% 12% 36% 48%
Frequency Percentage (%)
Table 4.2 The Rate Percentage of the Post-test
No Classification Score Frequency Percentage
1 Excellent 9.6-10 0 0%
2 Very good 8.6-9.5 0 0%
3 Good 7.6-8.5 5 20%
4 Fairly good 6.6-7.5 0 0%
5 Fair 5.6-6.5 20 80%
6 Poor 4.6-5.5 0 0%
7 Very poor 0.0-4.5 0 0%
Total 25 100%
Graphic 4.2 The Rate Percentage of the Post-test
Excellet Very good
Good Fairly good
Fair Poor Very
poor
0% 0% 20% 0% 80%
0% 0%
Frequency Percentage (%)
Table 4.2 and graphic 4.2 above shows that in post-test, there were 5 (20
%) students got good score. Students got fair score 20 (80%). Based on the result above, it can be concluded that the rate percentage in the post-test was higher than the rate percentage in pre-test.
Based on the result above, it can be concluded that the rate percentage in the post-test was higher than the percentage in pre-test.
2. The mean score and the improvement of Pre-test and Post-test
Table 4.3 The Mean Score and the Students Improvement of Pre-test and Post-test
Test Mean Score Improvement
Pre-test 42.6%
69%
Post–test 72.36%
Based on the table 4.3. above, it showed that the mean score of the students in pre-test were 42.6%. Little of the students were got good score in writing narrative test, after the researcher gave treatment by using story circle and the score of the students’ had improved. It showed that the mean score of the students in post-test was 72.36%.
The result of pre-test and post-test had improvement which was 69%. The data showed that using story circle in teaching writing narrative could improve the students’writing narrative ability.
3. Hypothesis testing
The researcher had used t-test analysis on the level of the significance (p) 0.05 with the degree of freedom (Df) = N-1, where N = number of students (25 students) and then the value of t-table was 2.064. The t-test statistical analysis for independent sample was applied. The following table showed the result of t-test calculation.
Table 4.4 The t-Test Analysis of The Students’ Improvement No. t-Test Value t-Table Value Description
1. 12.79 2.064 Significance
The table 4.4 above showed that t-test value of reading comprehension was greater than t-table value (12.79 > 2.064). It meant that there was significance difference between the students’ writing narrative ability before and after researcher used story circle in teaching writing narrative at the eight grade students of SMP Negeri 1 Sungguminasa Kab. Gowa . It was show that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.
B. Discussion
This part presents a discussion dealing with the interpretation of the research findings derived from the result of the Effectiveness of Story Circle to Improve Students Writing Ability. The description of the data collected through
writing test. It was supported by the score frequency and rate percentage in the result of the students’ before and after applying Story Circle. They are explained as follows:
1. The students’writing Ability before applying Story Circle.
Based on the data, the rate percentage and score frequency of the students’ before applying Story Circle showed that no one from the total number of the students who got excellent score, very good score, good score and fairly good score. The other, there were 3 (12%) students from the total number of the students who got fair score, 9 (36%) students who got poor score and 12 (48%) students who got very poor score.
2. The students’writing Ability after applying Story Circle.
Based on the data, the rate percentage and score frequency of the students’ after applying story circle, there were 5 (20%) out of 25 students got good score, 20 (80%) students got fair score. Based on the result above, it can be concluded that the rate percentage in the post-test was higher than the rate percentage in pre-test.
3. The difference of the students’ writing ability before and after applying story circle.
Based on the previous page, there was a significance difference of the students’writing ability before and after applying story circle. The mean score of the students’ writing ability before applying story circle was 42.6 and the mean score of the students’ writing ability after applying story circle was 72.36. It
shows that the mean score of the students’ writing ability after applying story circle is higher than the mean score ofthe students’writing ability before applying story circle.
The value of the t-test was higher than t-table value (12.79>2.064). Based on the result of t-test, the researcher found that there was a significant difference between the result of the students’ writing ability before and after applying story circle.
Based on the data above, the researcher concluded that using story circle in teaching writing could imporve the students’ writing ability, because before implementing this approach the students’ writing ability still low, but after implementing this approach the students’ writing could increase the students ability.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter deals of two parts. The first part is conclusion based on the research findings and discussions. The second part was suggestion based on the conclusion.
A. Conclusion
Based on the finding and discussion in the previous chapter, the researcher concluded as follows:
The rate percentage and score frequency of the students’ in pre-test, the students’ in writing ability through story circle is no one of the students’ got, excellent, very good, good, and fairly. The categorized of the students before applying story circle was fair, poor, and very poor classification. There were 3 (12%) students’ in fair classification, 9 (36%) students’ in poor classification, and 12 (48%) students’ in very poor classification.
The rate percentage and score frequency of the students’ in post-test, the students’ in writing narrative ability through story circle was categorized very good, good, fairly good, fair, and poor classification. There were 5 students’
(20%) in good classification, and 20 students’ (80%) in fair classification. Thus, the researcher concluded that the students’ writing narrative ability improve after applying story circle from very poor to very good classification.
The effectiveness of story circle to improve students writing ability at the eighth grade students of SMPN 1 Sungguminasa. Before implementing this methodthe students’writing ability. It was proved by the result of the mean score of the students’ post-test was higher than the mean score of pre-test.
B. Suggestion
Based on the conclusion above the researcher would like to give some suggestions to the English teacher, the students (learners), and the next researchers as follows:
1. For the English Teacher
a. The effectiveness of story circle to improve students writing ability, the teacher should give more guidance and motivation.
b. It is suggested that the teachers, used Story Circle as one alternative among other teaching methods that can be used in teaching writing narrative ability.
c. The teachers should be creative in teaching English especially writing because to be master English it needs more strategy, technique, method or approach in improvingthe students’writing narrative ability.
2. For the Students (learners)
a. Students need practice and learn more not only in the informal education, but also the formal education to improvement their writing narrative ability.
b. The effectiveness of story circle to improve students writing ability, because it is interesting and efecient to improve the students’ writing narrative ability.
3. For the next Researchers
a. For the next researcher to improve the students’ writing ability, should create another method, strategy or technique which would to applicated in the classroom in order to make students more active and interesting in learning English.
b. The result of this research can also be used as an additional reference or further research with different discussion for the next researchers.
c. For the next research using story circle in researching other materials.
No Name
Attendances Pre
Test Treatment Post
Test
1 2 3 4 8
1 Muh Rayhan Arman
2 Sasha Samura
3 Andi Abdillah Arwin
4 Kasmirah
5 Destriyanita
6 Chaerul Fahrizal
7 Wafiqah Rahman s
8 Arwindha Nisa a
9 Juwita Amalia
10 Dwi Pratiwi S
11 Fadilla Apprilianty
12 Ilham Parwanto
13 Nurul Fadillah Muda
14 Wahyuni Febrianti Setiawan
15 Nur Ipmawati
16 Ahmad Fajar Sadik
17 Nurfadillah Ali
18 Anis Fatmawati
19 Zahra Bunga Alvine
20 Nur Qolbi A
21 Habi Nur Fausi A
22 Nur Annisa
23 Alifa Tirana Putri Akbar A
24 Ahmad Fajar Jadik a
25 Fitri Diani Jabir
No Students’ Name
Pre test Post test Mechanic Content Mechanic Content
01 Student 1 15 20 30 40
02 Student 2 10 20 35 40
03 Student 3 10 20 31 35
04 Student 4 15 20 35 31
05 Student 5 10 20 40 40
06 Student 6 20 20 31 35
07 Student 7 15 20 31 35
08 Student 8 25 20 40 40
09 Student 9 20 20 40 45
10 Student 10 20 20 35 40
11 Student 11 15 20 31 35
12 Student 12 20 20 35 40
13 Student 13 25 20 35 35
14 Student 14 15 20 31 35
15 Student 15 20 20 35 35
16 Student 16 25 25 31 35
17 Student 17 15 20 35 35
18 Student 18 30 35 40 45
19 Student 19 35 45 40 45
20 Student 20 35 40 35 40
21 Student 21 15 20 35 40
22 Student 22 25 35 35 40
23 Student 23 15 20 31 35
24 Student 24 15 20 35 35
25 Student 25 20 20 31 35
Score (X1)
X12 Score (X1)
X12
01 Student 1 35 1225 70 4900
02 Student 2 30 900 75 5625
03 Student 3 30 900 66 4356
04 Student 4 35 1225 66 4356
05 Student 5 30 900 80 6400
06 Student 6 40 1600 66 4356
07 Student 7 35 1225 66 4356
08 Student 8 45 2025 80 6400
09 Student 9 40 2025 85 7225
10 Student 10 40 1600 75 5625
11 Student 11 35 1225 66 4356
12 Student 12 40 1600 75 5625
13 Student 13 45 2025 70 4900
14 Student 14 35 1225 66 4356
15 Student 15 40 1600 70 4900
16 Student 16 50 2500 66 4356
17 Student 17 35 1225 70 4900
18 Student 18 65 4225 85 7225
19 Student 19 80 6400 85 7225
20 Student 20 75 5625 75 5625
21 Student 21 35 1225 75 5625
22 Student 22 60 3600 75 5625
23 Student 23 35 1225 66 4356
24 Student 24 35 1225 70 4900
25 Student 25 40 1600 66 4356
Total/Jumlah 1065 50150 1809 131929
=
= 42.6
2. Mean Score of the Students’ Post-test X̅ =∑
=
=
72.361. The Rate Percentage of score Experimental Class in Pre-Test a. Very Poor
F = 20, N = 25 P = × 100%
P = × 100% = 80%
b. Poor
F = 1, N = 25 P = × 100%
P = × 100% = 4%
c. Fair
F = 2, N = 25 P = × 100%
P = × 100% = 8%
d. Fairly Good
F = 1, N = 25 P = × 100%