CHAPTER IV RESEARCH FINDING AND DISCUSSION
B. Discussion
46
Based on the criteria of the effect size level, it could be concluded that the result of the effect size calculation of this research was modest effect. It can be seen from the d score was 0,78. It means that the use of Story Skeleton Model has modest effect to foster learners‘ writing of recount text..
This research was intended to know the answer the formulated question:
―Is story skeleton model effective to foster learners‘ writing of recount text ability at eight grade of Mts. Al Falah?‖
The hypotheses could be used to find the answer of the formulated question above. The hypotheses could be analyzed as follows:
H1 = to > tt
Ho = to < tt The criteria were used as follows:
1. If to > tt, the alternative hypotheses (H1) is accepted and null hypotheses (Ho) is rejected. It can be concluded that there is an effect of story skeleton model on learners‘ writing of recount text
2. If to < tt, the alternative hypotheses (H1) is rejected and null hypotheses (Ho) is accepted. It can be concluded that there is no an effect of story skeleton model on learners‘ writing of recount text
Moreover, based on the t-test manual calculation the value of to is 3,22 while degree of freedom (df) is 48. The t-table of 48 with significance level 5% is 2,01.
Therefore, the value of t-observation is higher than t-table in other word to > tt. It means that alternative hypotheses (H1) was accepted and null hypotheses (Ho) was rejected. Thus, it could be concluded that there is an effect of using story skeleton model to foster learners‘ writing of recount text.
In data described above, the data was taken from 50 students in two groups of experimental class and controlled class. The pre-test scores showed that many learners got very minimum score for their recount text writing. The mean score of experimental class pre-test was 66.64 while the mean score of the controlled class was 68.12. Moreover, the learners‘ lowest score achieved was 57 in the experimental class and was 60 in the controlled class. In addition, the highest score of pretest in the experimental class was 85 while in the controlled class was 87.
After treatment, the mean score was increased in both classes. It pointed out that the mean score of post-test was higher than pre-test. The learners‘ lowest score of post-test in the experimental class was 68 and the highest was 90.
Meanwhile, the highest score of post-test in the controlled class was 89 and the lowest was 61. Moreover, the mean score of experimental class 76.12 while the controlled class was 72.64.
Moreover, the data from Table 4.3 also showed that minimum gained the score of the experimental class was -3 and the minimum gained the score of the controlled class was -5. The mean gained the score of the experimental class was 9.48 and for the controlled class was 4.52. It proves that using Story Skeleton Model is effective to foster on learners‘ writing of recount text.
In addition, based on the calculation of the t-test that Ho was rejected and Ha was accepted as formulated if to > tt. Based on the calculation, the result of to was higher than tt, which was 3.22 > 2.000. Therefore, Ha was accepted and Ho was rejected. This is supported by the test of size effect which resulted 0,78 means that the effect is categorized as moderate effect because it is in the interval 0,51-1.00.
Thus, there is a significant difference between the learners‘ score in learners‘
writing that learned by using Story Skeleton Model and the learners‘ writing score without learned by using Story Skeleton Model at the eighth-grade of MTs. Al Falah. It means learners‘ who learned recount text using Story Skeleton Model had a significant effect on writing compared to those who did not learn recount text by using Story Skeleton Model.
48
The finding of this research supports and proves the idea as what is stated by Crum that Story skeleton looks like early process in writing makes know what to write next when learners write sequence of action in drafting and revising, it will a lot easier.52 It helps the learners to write a recount text in sequence based on the story skeleton that have been written, it can increase their writing ability in writing. It is in line with Robinson that skeleton help learner to develop the idea in logical organization. 53
By applying Story Skeleton Model, it can build the learners‘ curious and interest since the form of skeleton that caught their attention to write their idea. It is proved by Mantei and kervin that creation of visual artworks invites them to make a text.54 Since that, they felt enjoyment to write their ideas that happened in the past.
Based on the data, there is not significant different between the experimental class and controlled class since the controlled class learnt about recount text and its components by windowshopping technique which it is collaborative learning.
Collaborative learning influence the learners in learning especially recount text since they works together means they can ask to the members of the group, they do their works by themselves, then they know what they did not know before.
Ingleton states that Collaborative learning involves interaction either in peers or group of works in order to solve the problem in learning.55
Because of the collaborative learning, it showed that the learners discovered a knowledge which it is probably the most effective way in learning. Based on Discovery learning by Jerome Bruner in learning theory who is stated by Soemanto that the learners should find their problem solving in learning by
52 Shutta Crum, Story Skeleton: Teaching Plot Structure with Picture Books, 2005, p. 1.
53 Thomas E Robinson, Putting Flesh on Story Skeleton, Elementary English, Vol.25, No.
4, 1948, p. 216.
54 Jessica Mantei and Lisa Kervin, (2014). Interpreting the Images in A Picture Book:
Students Make Connections to Themselves, Their Lives and Experiences: Practice and Critique, 13 (2), Paper of Faculty Social Science of University of Wollongong Australia, Australia, 2014, p.
78.
55Christine Ingleton, Loene Doube, and Tim Rogers, Leap into Collaborative Learning, (Australia : Centre for Learning and Proffesional Development, The University of Adelaide Australia, 1969), p. 3.
provided them material that they can learn by themselves either individual or in group of work.56
However, the effect of story skeleton model occurred on the experimental class which comes along with learning theory of behaviorism. Story skeleton became one of stimulus for learner, then they response it in form of writing which is done for four times. It is equal with E.R Guthrte who states “the law of association” that how many often the same stimulus occurred, a tendency to do the same reponse will happened.57 Moreover, it is also supported by Langan who states that writing should be seen as the process which it needs practice.58 And Story skeleton was implemented on the experimental class for four times which the learners have more time to write a recount text than the controlled class.
To sum up, based on the final result and those theories, it is proved that there was a significant effect of using Story Skeleton Model to foster learners‘ writing of recount text. So, the final result answers the question whether Story Skeleton Model gives effects or not to foster learners‘ writing of recount text. This is related the title of the research, ―The Use of Story Skeleton Model to Foster Learners‘ Writing of Recount Text‖.
56 Wasty Soemanto, Psikologi Pendidikan Landasan Kerja Pemimpim Pendidikan, (Jakarta:Rineka Cipta, 2012), p. 135.
57 Ibid., p.125.
58 John Langan, Exploring Writing Sentences and Paragraphs 2nd ed., (New York:
McGrawHill, 2010), p. 5.
50
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
It could be seen that experimental class got lower score in pre-test than controlled class. The mean score of pre-test of experimental class was 66,46 while controlled class was 68,12. It means that there was difference score between experimental class and controlled class. In addition, both classes in which experimental class got higher score on post-test than controlled class. The mean score of post-test of experimental class was 76,12 and the mean score of post-test of controlled class was 72,64. It means that there was significant difference between score of post-test of experimental and controlled class.
Furthermore, the calculation by using statistical analysis showed that the minimum gained score of experimental class was -3 while the minimum gained score of controlled class was -5. The maximum gained score of experimental class was 19 while the maximum gained score of controlled class was 11. Moreover, the average gained score of experimental class was 9,48 and the average gained score of controlled class was 4.52.
It could be concluded that the ability of learners in experimental class on writing recount text by using story skeleton model increased more significant than controlled class that was taught without story skeleton model on recount text. It means that there is significant effect of using Story Skeleton Model to foster learners‘ writing of recount text at the eighth grade learners of MTs. Al Falah in academic year 2017/2018. Moreover, calculation of size effect by Cohen showed the result was 0.78 in which meant the result was a modest effect.
B. Suggestion
Here are suggestions from the data which hopefully, are useful for the learners, English teacher and other researchers who are interested in teaching and learning writing of recount text by using Story Skeleton Model.
The learners can improve their writing by learning the story skeleton model given by the teacher. By learning the structure of story skeleton, it is hoped that learners have long-term improvement in writing because they have to think the
organization meaning and correct their writing by themselves based on the story skeleton model given by the teacher.
The English teacher should be more innovative in finding the appropriate way to teach writing. It is recommended to use story skeleton model to be applied in classes in order to improve the learners‘ writing of recount text. Furthermore, it is hoped that they can conduct studies related to the use of story skeleton model in teaching writing or any other English skill. After that, hopefully a seminar for teachers about the effective methods for teaching could be organized.
Nevertheless, this study uses only quantitative method. Thus, it is expected that the future researchers can conduct the related research by using either qualitative or mixed method. The interview and questionnaire can be given to know the perception of teachers and learners related to the use of story skeleton model in teaching and learning writing or any other English skill with different English text. However, in writing, it is expected that the future research can make the study more reliable by giving scoring with other researcher‘s or the future researcher can make a new rubric scoring. This study uses two classes from a school which has small sample. Hence, it is hoped that future researchers can use a bigger sample.
52 REFERENCES
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Daisey, Peggy (2009), The Writing Experiences and Beliefs of Secondary Teacher Candidates Teacher Education Quartely, (36), 4, 157-172.
Dietsch, Betty M. Reasoning and Writing Well 4th ed. 2005. NewYork: McGraw Hill.
Dirgeyasa, Wy. (2016), Genre-Based Approach:What and How to Teach and to Learn Writing, English Language Teaching, ( 9), 9, pp. 45-51
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Harmer, Jeremy. The Practice of English Language Teaching 4th ed. 2007. Britain: Pearson Longman.
University Press, 2000
Ingleton, Christine. Loene Doube, and Tim Rogers, Leap into Collaborative Learning, 1969, Australia : Centre for Learning and Proffesional Development, The University of Adelaide Australia
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Langan, John. Exploring Writing Sentences and Paragraphs 2nd ed. New York: McGrawHill, 2010
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Mantei, J. &Kervin, L. (2014). Interpreting the Images in A Picture Book: Students Make Connections to Themselves, Their Lives and Experiences: Practice and Critique, 13 (2), 76-92.
McCarthey, Sarah J. (1994), Opportunities and Risks of Writing from Personal Experience Language Arts, (71) No.3, pp. 182-191
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54 Richards, J and Renandya, Willy A. Methodology in Language Teaching An Anthology of
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www.bvusd.org%2Fcms%2Flib%2FCA01902235%2FCentricity%2FDomain%2F85%2FSkelet on_Book_Project_Directions.pdf&usg=AOvVaw2CNY22RhdjmuB-j4yBI39t11/27/2017 6:00 pm
APPENDICES
56 Appendi 1 Syllabus
KELAS: VIII
Tujuan kurikulum mencakup empat kompetensi, yaitu (1) kompetensi sikap spiritual, (2) sikap sosial, (3) pengetahuan, dan (4) keterampilan.
Kompetensi tersebut dicapai melalui proses pembelajaran intrakurikuler, kokurikuler, dan/atau ekstrakurikuler.
Rumusan Kompetensi Sikap Spiritual adalah “Menghargai dan menghayati ajaran agama yang dianutnya”. Adapun rumusan Kompetensi Sikap Sosial adalah “Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya”. Kedua kompetensi tersebut dicapai melalui pembelajaran tidak langsung (indirect teaching), yaitu keteladanan, pembiasaan, dan budaya sekolah dengan memperhatikan karakteristik mata pelajaran serta kebutuhan dan kondisi siswa.
Penumbuhan dan pengembangan kompetensi sikap dilakukan sepanjang proses pembelajaran berlangsung, dan dapat digunakan sebagai pertimbangan guru dalam mengembangkan karakter siswa lebih lanjut.
Kompetensi Pengetahuan dan Kompetensi Keterampilan dirumuskan sebagai berikut, yaitu siswa mampu:
KOMPETENSI INTI 3 (PENGETAHUAN) KOMPETENSI INTI 4 (KETERAMPILAN) 3. memahami dan menerapkan
pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
4. mengolah, menyaji, dan menalar dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori
KOMPETENSI DASAR KOMPETENSI DASAR
interaksi interpersonal lisan dan tulis yang melibatkan tindakan meminta perhatian, mengecek pemahaman, menghargai kinerja, meminta dan mengungkapkan pendapat, serta menanggapinya, sesuai dengan konteks
penggunaannya
pendek dan sederhana yang melibatkan tindakan meminta perhatian, mengecek pemahaman, menghargai kinerja, serta meminta dan mengungkapkan pendapat, dan menanggapinya dengan
memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
KOMPETENSI DASAR KOMPETENSI DASAR
3.11 membandingkan fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks personal recount lisan dan tulis dengan memberi dan meminta informasi terkait pengalaman pribadi di waktu lampau, pendek dan sederhana, sesuai dengan konteks
penggunaannya
4.11 teks recount
4.11.1 menangkap makna secara
kontekstual terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks recount lisan dan tulis, sangat pendek dan
sederhana, terkait pengalaman pribadi di waktu lampau (personal recount)
4.11.2 menyusun teks recount lisan dan tulis, sangat pendek dan
sederhana, terkait pengalaman pribadi di waktu lampau (personal recount), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
58 3.12 membandingkan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks khusus dalam bentuk pesan singkat dan pengumuman/ pemberitahuan (notice), dengan memberi dan meminta informasi terkait kegiatan sekolah, sesuai dengan konteks penggunaannya
4.12 teks pesan singkat dan
pengumuman/pemberitahuan (notice)
4.12.1 menangkap makna secara
kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan pesan singkat dan pengumuman/pemberitahuan (notice) lisan dan tulis, sangat pendek dan sederhana, terkait kegiatan sekolah
4.12.2 menyusun teks khusus dalam bentuk pesan singkat dan pengumuman/pemberitahuan (notice), sangat pendek dan sederhana, terkait kegiatan sekolah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
3.13 menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMP/MTs
4.13 menangkap makna secara kontekstual terkait fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja
SMP/MTs
RANCANGAN PELAKSANAAN PEMBELAJARAN (RPP) Experimental Class ( VIII C )
Satuan Pendidikan : MTs Al Falah Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII / 2
Materi Pokok : The Unforgettable Holiday Alokasi waktu : 1 x 80 Menit
Pertemuan : Pertemuan 1
I. KOMPETENSI INTI
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli ( toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaanya.
KI 3 : Memahami Pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, terkait fenomena dan kejadian tampak mata
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret ( menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori
II. KOMPETENSI DASAR
KOMPETENSI DASAR 1 KOMPETENSI DASAR 2
1.1 Mensyukuri kesempatan dapat 2.1 Menunjukkan perilaku santun