Discussion

CHAPTER IV FINDING AND DISCUSSION

B. Discussion

Based on the presentation of findings, the researcher presents some interpretation of findings in order to explain them in details. The writing test measured three components of writing namely: content, organization, and grammar. The description of the data collected through writing test is explained in the previous section. It shows that the students’ ability in writing is improved. It means the use of Teachers Oral Feedback is effective in improving the students’ writing ability of content, organization, and grammar in their recount text.

The statistical analysis from the result of the students’ ability in writing recount text of this research shows that the students’ mastery before teaching through Teachers Oral Feedback was still low.

1. The Students’ Ability in Writing Recount Text before Using Teachers’

Oral Feedback

The result showed that the mean score of the students’ ability in writing recount text before teaching through Teachers’ Oral Feedback was 60.21. It was recognized that generally the students in score 60 were failed to create a good recount text because their writing were not indicated of the three components of writing requires, they are content, organization and grammar.

In content, most students could not describe event clearly. The central purpose of their writing was confusing, so the reader has no enough information to gain from it. Most of them have too short explanation on their writing, so that the ideas were not be informed effectively.

In organization, most students could not generate ideas effectively.

The transition from one idea to another was not smoothly, so that making the ideas unclear. It was hard to determine what their writing wanted to tell about and what information that the reader has on it. The introduction, development ideas, and conclusion were unorganized effectively.

In grammar, most students did not use simple past tense into recount text. Some of them got problem in creating a good sentence construction.

They were still confused in using the articles, preposition and chronological connection in their writing.

2. The Students’ Ability in Writing Recount Text after Using Teachers’

Oral Feedback

The result showed that the mean score of the students’ ability in writing recount text after teaching through Teachers Oral Feedback was 76.26. It was recognized that generally students in score 70 were success in creating a good recount text because their writing was indicated of the three components of writing requires, they are content, organization and grammar.

In content, most students could describe event clearly. They provided enough explanation or information to the readers in their writing, so that the ideas were success delivered.

In organization, most students could generate ideas effectively. The transition of idea by idea was related each other, so that giving clear information to the readers. The composition of introduction, development ideas and conclusion was indicated from generic structure of recount text.

In grammar, most students could use simple past tense in their recount text. There were no major problems of grammar in their writing like before. The construction of the sentence was good and the use of article, preposition and chronological connection into their recount text were correct.

3. The Improvement of the Students’ Ability in Writing Recount Text The result showed that the mean score of the students’ ability in writing recount text before teaching using Teachers Oral Feedback was 60.21 and the mean score of the students’ ability in writing recount text after

students’ ability in writing recount text was improved because the students’

mean score in posttest was higher than in pretest. There were three components of writing required in the test, namely: content, organization, and grammar.

a. The improvement of the students writing ability in term of content In improving the students writing ability, the researcher used Teachers Oral Feedback and the percentage improvement of the students’ score in writing content. It is indicated from the improvement of mean scores in pretest from (59.65) to (75.36) in posttest.

It was recognized that in pretest, the students in score 60 were failed tocreate good recount text. They could not describe the event clearly because the event was explained shortly and the central purpose of their writing was confusing. In posttest, the students in score 75 showed the positive improvement in describing event, the students were able to create a good story by providing the readers enough information in their writing. It means that the treatment given to the students in the class was successful in improving the students writing ability and the students writing ability in term of content in recount text at the second grade students of SMKN 1 Gilireng Wajo was improved.

b. The improvement of the students writing ability in term of organization

In improving the students writing ability the researcher used Teachers Oral Feedback and the percentage improvement of the

improvement of the students’ mean scores in pretest from (61.78) to (76.78) in posttest.

It was recognized that in pretest, the students in score 60 were failed to create good recount text because they could not generate ideas effectively, so that the ideas were still confused. It was hard to determine what their writing wanted to tell about and what information that the reader has on it. In posttest, the students in score 75 showed the positive improvement, they were able to generate ideas effectively, the information or ideas were clear, so that giving the readers enough information to gain. The introduction, development ideas and conclusion were effective composition. It means that the treatment given to the students in the class was successful in improving the students writing ability and the students writing ability in term of organization in recount text at the second grade students of SMKN 1 Gilireng Wajo was improved.

c. The improvement of the students writing ability in term of grammar In improving the students writing ability the researcher used Teachers Oral Feedback and the percentage improvement of the students’ score in writing grammar is (29.52 %). It is indicated from the improvement of the students’ mean scores in pretest from (59.28) to (76.78) in posttest.

It was recognized that in pretest, the students in score 60 were failed to create good recount text because they did not use simple past tense into their writing and there were major problems in sentence construction. In posttest, the students in score 75 showed the positive improvement, they were able to create good recount text. Most of them were able to use the verb in past form into their recount text and there were no major problems in sentence construction.It means that the treatment given to the students in the class was successful in improving the students writing ability and the students writing ability in term of grammar in recount text at the second grade students of SMKN 1 Gilireng Wajo was improved.

4. Hypothesis Testing

The data described that most of them were success to improve their score into writing content, organization and grammar by using Teachers Oral Feedback. This improvement is also followed by the significance. The t-test value (6.64) is greater than t-table (2.160) for the degree of freedom (0, 05). It means that the null hypothesis (Ho) was rejected and alternative Hypothesis (H1) was accepted. Based on the data shown, it can be concluded that the students writing score in term of content, organization, and grammar in recount text at the second grade of SMKN 1 Gilireng Wajo was improved.

BAB V

CONCLUSION AND SUGGESTION

This chapter consists of two sections, the first section deals with the conclusion of findings of the research and the other one deal with suggestion.

A. Conclusion

Based on the finding and discussion in the previous chapter, the researcher concludes that:

1. The use of Teachers Oral Feedback is effective to improve the students’

writing ability in terms of content, organization, and grammar. It is proved by the mean score of posttest (76.31) which is higher than the mean score of pretest (60.24). It means that learning by Teachers Oral Feedback is effective to improve the students’ writing ability.

2. There is a significance difference between the students’ writing ability before and after using Teachers Oral Feedback in writing process. It is proved by the result of the statistical analysis at the significant level 0.05 which indicates that t-test value for content, organization, and grammar is 6.64, it is greater than t-table value 2.160 (6.64>2.160). Based on the result, hypothesis shows that H0is rejected and H1is accepted.

B. Suggestion

Based on the result of the data analysis and conclusion, the researcher suggests as follows:

1. It is suggested to the English teachers to use Teachers Oral Feedback as the alternative in the teaching and learning process to improve the students’

English skill especially in improving their writing ability.

2. The students are expected improving their intensity in learning writing through Teachers Oral Feedback.

3. This strategy can be used as an additional strategy or further research with different discussion for the next researcher.

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RENCANA PELAKSANAAN PEMBELAJARAN

NamaSekolah : SMK Negeri 1 Gilireng Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI/1 Pertemuan ke : 1-6

AlokasiWaktu : 12 x 45 menit Aspek Skill : Writing

A. StandarKompetensi

12. Mengungkapkan makna dalam teks tulis fungsional pendek esei sederhana berbentuk recount text dalam konteks kehidupan sehari- hari

B. Kompetensi Dasar

12.2 Mengungkapkan makna dan langkah retorika paragraph secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk:

recount.

C. Indikator

Pertemuan 1, 3 & 5

 Mengetahui fungsi sosial, struktur teks,dan unsur kebahasaan dari recount text (recount text, generic structure, tenses)

 Membuat planning untuk penulisan sebuah recount text (limited topic, eliciting key words, chronological orders)

 Membuat draft atau sebuah recount text dengan memperhatikan generic structure recount text (orientation, events, reorientation).

Pertemuan 2, 4 & 6

 Melakukan editing atau revisi pada draft (recount text)

 Melakukan revisi atau pemeriksaan kembali pada draft (recount text).

 Membacakan sebuah recount text C. Tujuan Pembelajaran

Pertemuan 1, 3 & 5

 Siswa dapat mengetahui fungsi sosial, struktur teks dan unsur kebahasaan dari recount text (recount text, generic structure, tenses)

 Siswa dapat membuat planning sebagai awal dalam penulisan sebuah recount text dengan menentukan (limited topic, eliciting key words, chronological orders)

 Siswa dapat membuat sebuah draft atau sebuah recount text dengan memperhatikan generic structure recount text (orientation, events, reorientation).

Pertemuan 2,4 & 6

 Siswa dapat melakukan editing atau memperbaiki draft (recount text) yang telah dikoreksi oleh guru.

 Siswa dapat melakukan revisi kembali pada tulisannya (recount text)

 Siswa dapat membacakan sebuah recount text sederhana D. Materi Pembelajaran

Fungsi sosial :

Telling/ to retell past events for the purpose of informing or entertaining.

Generic Structure Text

Orientation

(Pengenalan: Who, When, Where, dll)

Last holiday my family and I went to Jakarta. We visited my uncle’s house. It had a big garden and a lot of colorful flowers and tennis court.

Events:

(UrutanPeristiwa)

On Friday my nephew and I went to National Museum and went up to the top of monument which had the golden symbol of the spirit of our nation. From the top we could see the beauty of the metropolitan city. On Saturday we went to Ancol beach to see DuniaFantasi and Dolphin show.

Reorientation (Penutupcerita,

rangkumanrentetanperistiwa)

On Sunday we went to Ragunan Zoo and then we went home. We really enjoyed our holiday.

Language Feature of Recount

 Introducing personal participant; I, my group, my friend, etc.

 Using chronological connection; then, first, after that, when, etc.

 Using action verb; moved, spent, vivited, left, made, etc.

 Using linking verb; was, were.

 Using simple past tense; I was on the car, I visited my grandmother, etc.

Contoh Brainstorming :

1. Limited Topic : My Holiday mempersempit topik menjadi My Holiday in Bira Beach

2. Eliciting Key Words : kata-kata yang berhubungan dengan topik dan akan digunakan dalam membuat paragraf recount.

Contoh : Beach, swimming/swam, sunset, beautiful view, enjoyed, sand.

3. Chronological Orders : membuat urutan aktivitas dalam cerita secara singkat dan jelas.

Contoh : 1. My family and I went to the Bira Beach 2. My sister and I swam together

3. My family and I enjoyed a beautiful sunset beforel leaving

4. After that, we came back to home.

Contoh Draft :

My Holiday In Bira Beach

In Sunday morning, my family decided to enjoy the holiday in Bira Beach. We started from house at 10.00 a.m and arrived in beach at 15:30 p.m.

it was a long trip. After arriving there, my sister and I swam together in the blue water while my parents decided to enjoy phanorama by laying on the

sand. After swimming, my family and I enjoyed a beautiful sunset before leaving. It was 18:00 p.m, we came back to home. It was the great holiday ever.

E. Metode/ Model Pembelajaran:

 Feedback

F. Langkah-langkahKegiatan Pertemuan 1, 3 & 5

Planning and Drafting

 KegiatanAwal (10’)

- Guru memberisalamkepadasiswa

- Guru menanyakanhal-hal yang terkait dengan keadaan siswa - Checking attendentlist

- Apersipsi dan motivasi

 KegiatanInti (70’)

Guru Siswa

Guru menjelaskan materi ajar Siswa mendengarkan dengan seksama materi yang diberikan Guru memberikan topik kepada

siswauntukdikembangkan dalam sebuah recount text

Siswa memilih topik yang ingin dikembangkan dalam bentuk recount text.

Guru meminta siswa berdiskusi dalam bentuk kelompok untuk membuat planning dari topik yang dipilih dengan membuat

Siswa membentuk kelompok dan mendiskusikan planning dengan mengikuti arahan guru.

brainstorming (limited topic, eliciting key words, chronological orders)

Guru mengajak siswa menulis sebuah recount text dengan berdasar pada brainstorming yang telah dibuat.

Siswa membuat sebuah recount text dengan memperhatikan generic structure recount text (orientation, events, reorientation) Guru membimbing siswa

selamadalam proses belajar di kelas dengan memfasilitasi siswa informasi, tanya jawab, komunikasi antar siswa mengenai kesulitan yang didapat melalui oral feedback.

Siswa menerimadan merespon informasi, tanya jawab dan berkomunikasi dengan guru berkaitan dengan kesulitan yang didapat dalam proses menulis dan kemudian dijadikan pedoman dalam menulis.

 KegiatanAkhir (10’)

- Guru meminta siswa mengumpulkan hasil kerjanya - Guru melakukan tanya jawab tentang recount text.

- Guru memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa.

- Guru mengucapkan salam kepada siswa ketika hendak keluar dari ruang kelas.

Pertemuan 2, 4 & 6 Editing and Revising

 KegiatanAwal (10’)

- Checking attendant list - Apersepsi dan motivasi

- Guru mengajukan pertanyaan tentang pelajaran sebelumnya

 KegiatanInti (70’)

Guru Siswa

Guru menemukan dan mengoreksi kelemahan dan kelebihan dalam hasil tulisan siswa, dan memberikan solusi dengan memfasilitasi informasi, saran dan penjelasan yang akurat dan jelas secara kelompok, face to face dan interview.

Siswa memahami, menerima dan merespon informasi, saran dan penjelasan dari guru dan kemudian dijadikan pedoman dalam merevisi atau mengedit tulisannya.

Guru mengecek kembali hasil revisi siswadan kemudian meminta siswa membacakan tulisan recountnya di depan kelas secara perorangan.

Siswa mengumpulkan hasil perbaikannya untuk dicek kembali oleh guru dan kemudian membacakan hasil tulisan recount textnya di

depan kelas dengan

percayadiri.

 KegiatanAkhir (10’)

- Guru memberikanumpanbalikterhadap proses danhasilpembelajaran

- Gurumenutuppelajaran G. Sumber/Bahan/Alat

 White Board

 Marker