CHAPTER IV: FINDINGS AND DISCUSSION
B. Discussion
In this discussion, it presents the result of the findings above gained from pre-test and post-test. In pre-test is before implementation of Group Investigation Method while in post-test is after implementation of Group Investigation Method.
The result of the findings also represents the students’ achievement in writing ability covering recount text. It will be explained in the following both of discussions and tables. The discussion aims at describing the students’ writing skill in terms of content and organization after being taught by using Group Investigation Method.
The Development of the Students’ Recount Text in Content and Organization 1. Content
The use of group investigation method in improving the students’ Writing skill in terms of content can be seen by the difference of the students’ result of mean score in pre-test and post-test.
The students’ mean score of content in pre-test is 3.38 and post-test is 6.75. It indicates that mean score in post-test is higher than mean score in pre-test and its development is 100%. On the other word, the result of t-test value (9.14) is greater than t-table value (1.729).
2. Organization
The use of group investigation method in improving the students’ writing skill in terms of organization can be seen by the difference of the students’ result of mean score in pre-test and post-test.
The students’ mean score of organization in pre-test is 3.5 and post-test is 6.25. It indicates that mean score in post-test is higher than mean score in pre-test and its development is 78.5%. On the other word, the result of t-test value (6.11) is greater than t-table value (1.729). The mean score of its development is 78.5%.
It is shown by the graphic that has been drawn in the findings.
Based on the table 4.1, it indicates that the use group investigation in teaching and learning writing is successful. The result of the mean score in pretest and posttest, where the students’ mean score of content and organization in pre- test are 3.38 and classified as poor and 3.5 classified as poor and the students’
mean score of content and organization in post-test are 6.75 classified as fair and 6.25 classified as fair. Besides, from data above, it can be seen that the development of the students’ writing ability in terms of content and organization after being taught by using group investigation method are 100% and 78.5%, respectively.
38
Based on the table 4.2 shows that the t-test value of content (9.14) and organization (6.11) is higher than t-table value (1.729). Based on its result, it concludes that, the difference of both means statically significant.
Based on the table 4.3 shows that t-test value is higher than t-table value. It indicates that there is a significant difference between the mean score of pre-test (6.88) and the mean score of post-test (13). In addition, the t-test is greater than t- table that is 9.58 1.729. Based on its result, it concludes that, the difference of both means statically significant because t-test value (9.58) is higher than t-table value (1.729).
From the calculation, it explains that the students’ of SMA Muhammadiyah Limbung have a better development in writing both for content and organization through group investigation method. This findings supported by the score analysis which showed by the students’ mean score in both text (pre-test and post-test) which developed.
The findings show that, teaching and learning through group investigation at the X Grade of SMA Muhammadiyah Limbung is effective to improve the students’ ability in writing recount text especially in teaching about content and organization.
39 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two parts. The first part presents some conclusions based on the data analysis and findings in the previous chapter. The second part presents some suggestions based on the findings and conclusions of this research.
A. Conclusion
Based on the result of data analysis and discussion of the result in the previous chapter, the writer concludes:
1. The students’ writing recount text in term of content and organization can improved after being taught through Group Investigation Method which the mean score of content in pre-test are 3.38 and the mean score of organization are 3.5 and post-test of content are 6.75 and post test of organization are 6.25 in which the development is 100% and 78.5%.
Besides, the mean score of its development is 89.09%.
2. The students’ writing recount text in term of content and organization can improved after being taught through Group Investigation Method which the mean score of content and organization in pre-test are 6.88 and post- test are 13.
3. The students’ writing recount text in term of content and organization can improved after being taught through Group Investigation Method which the t-test is higher (9.58) than t-table (1.729) that is 9.58 1.729.
40
B. Suggestion
Based on the conclusion presented in the previous sub-chapter, the writer tries to give some suggestions for the future research about the English teaching method or technique as follows:
1. It is suggested to the English teachers that they apply Group Investigation Method as one of alternative method in teaching and learning process.
2. It is suggested to the students that they study hard and more active to develop their ability in writing English.
3. It is suggested to the next researchers that they try to apply Group Investigation Method in teaching English skills. It is suitable to apply in teaching and learning in the classroom since the students’ development can be gained.
28
Kabupaten Soppeng. Thesis. FKIP UMM Makassar.
Akib, Risna. 2006. The Students’ Ability to Write a Diary. Thesis. FKIP UMM Makassar.
Asman , Jusran. 2011. Using Visual-Picture Sequences to Improve the Students’
Writing Ability. Thesis. FKIP UMM Makassar.
Brown,H Douglas. 2007.Teaching by Principles: An Interactive Approach to Language Pedagogy ( ). New York: Longman
Byrne, Donn. 1984. Teaching Writing Skill. England. Longman
Dewi, Rita P. B. 2010. Increasing the Student Writing Ability to Make Sentence Through Chain Card Games at the Eights Years Students of SMP Guppi Samata Gowa.Thesis. FKIP UMM Makassar
Foo, Ng. Mun, et al. 2008. Creative English Workbook. Jakarta: penerbit Erlangga Gay, L. R. 2006. Educational Research: Competences for Analysis and
Application. 8th Edition. Columbus.
Harmer, J. 1987. The Practice of english language teaching. New York: Longman Inc.
Heaton, J. B. 1975. Writing English Language Test. London and New York:
Longman.
Herman, Pammula. 2010. Improving the Students’ Writing Skill Through Controlled-To-Free Approach at SMAN 1 Barru. Thesis. FKIP UMM Makassar.
Hidayat. 2011. Improving the Students’ Proficiency in Writing Recount Text by Using Picture Series. Thesis. FKIP UMM Makassar.
Huttala, Jack. 2011. Techniques of exemplary Techniques and Methods. Education article, (online), vol 3, no.7. (http://www.users.muohio.edu/shermalw/aere 91aa.html#gi. Retrieved on September 8th, 2011)