CHAPTER IV RESEARCH FINDING AND DISCUSSION
B. Discussion
1. The use of Power Card Strategy
In this study, power card was used as a media and strategy at the same time in teaching writing skill for the tenth-grade students of SMAN 1 Kopang especially at the experiment group which is class X MIPA 3. The use of power card strategy in learning writing descriptive text activity can help both students at the experiment group and the teacher to deliver and accept the material easily. By the application of power card strategy, the students can write the descriptive text about person effectively if we compare it with the students does in control group. Power card strategy allowed the students in experiment group to write a descriptive paragraph based on person/character they liked with some related vocabulary that can help them to built a sentences easily.
2. Students Writing Descriptive Text Ability
Students’ score from pre-test to post-test at experiment group showed a significant improvement. Among 30 students, 28 students showed a good improvement score from pre-test to post-test score which indicated that there is a significant effect of using power card
strategy on students’ ability in writing descriptive text. While the remains 2 students got higher score in post-test, however, its not significant. From 5 aspects (Content, Organization, Grammar, Vocabulary, and Mechanics), a great changes score from pre-test to post-test was showed from the content, organization, and vocabulary aspects. Mostly of the students in experiment group got score 3 (3= The topic is complete and clear but the details are almost relating to the topic) at post-test in content aspect because they already know what to write and seems to be more focus on the topic they talked about in writing descriptive text about person by using power card than at pre- test. While in organization aspect, students in experiment group seems to be understand how to write the identification statements and description statements and they already know where to put the identification part and the description part properly since the researcher has been conducted the treatment for three times. The last, students in experiment group mostly got 3 (3= Few misuse of vocabulary, word forms, but not change the meaning) in vocabulary aspect at post-test once mostly of them got 1 (1= Very poor knowledge of words, word forms, and not understandable) and 2 (2= Limited range confusing words and word form) at pre-test.
Based on the cognitive theory in second language acquisition, the main aspects in SLA is aim to build up students’ knowledge which can
unconsciously automatically recollected42. Thus, the students must be provided with knowledge by some strategies or technique skill to the target language to understand and socially participate in social context.
As the EFL students, the samples of this study were expected to write in L2 which is totally different to the L1. In order to provide effective pedagogy, L2 writing teacher need to understand the social and cognitive errors factors occured in the process of second language acquisition. In this present study, the social error acquired from the students was the lack motivation in writing toward the target language which is English. While in cognitive factor, the students found it difficult in acquiring academic vocabulary and understand discourse style which caused they don’t know how to generate ideas they need to write. According to cognitive theory, communicating orally or in writing is such an active process of skill development and gradually decreasing error as the learner inputting the language43.
To agree with the cognitive theory, the use of power card strategy in writing skill help the students in solving the social and cognitive error as it has shown its positive influence in generating students’
motivation and solving students’ vocabulary items mastery by providing the students with the L2 academic vocabulary items since power card contains some related vocabulary that students’ need in
42 Einar Garibaldi Stefánsson, “Second Language Acquisition:” (Thesis, Universitatis Islandiae, 2013), p, 4.
43Johanne Miles, “Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts” Journals TESL-EJ. Vol. 6, No. 2, September 2002.
writing descriptive text especially for those students who don’t have an English dictionary.
Some previous studies (e.g., Habsari, Vika, and Sholechah) were in line with the result of this current study. The use of visual aids in writing descriptive text has a good influence for students by solving students’ problems in writing descriptive text, such as lack motivation, lack of ideas, and lack of vocabulary items mastery. Habsari’s study which employes flashcard as the visual aids in writing descriptive text stated that the use of flashcard can motivate students to compose paragraph easily and more focus on the topic than ever before44. In addition, flashcard/picture/photograph also helps the students to find the ideas what to write immediately as they look to the visual aids.45
Drawing on the presented data on the previous Table 4.1 to Table 4.2, it is clear that there is a significant effect of using power card strategy on students’ ability to write descriptive text by looking to the difference between the total score in pre-test and post-test (1324>2009) and the difference total between pre-test and post-test score was 685 which indicates there is a great improvement of students’ achievement
44 Nindita Irma Habsari, “The Use of Flashcard and BBC Nature Video to Improve Students Ability in Writing Descriptive Text” (Thesis Sarjana, English Department, Semarang State University, 2014), p.95.
45 Nindita Irma Habsari, “The Use of Flashcard and BBC Nature Video to Improve Students Ability in Writing Descriptive Text” (Thesis Sarjana, English Department, Semarang State University, 2014), p. 95,; Farahsari Vika Nurina, “The Use of Photograph and Pair Work on Descriptive Text to Improve Students’ Writing Skill” (Thesis Sarjana, English Education Department IAIN Surakarta, 2017), p. 60,; Zuma’rini Juni Solechah, “The Effectiveness of Teaching Writing in Descriptive Text by Using Edmodo, (Thesis Sarjana, English Education Department IAIN Surakara, Surakarta, 2017), p. 58.
at post-test in experiment group. Moreover, the result of independent t- test that analyzed by using paired sample t-test in SPSS 16.0 showed that there is a significant effect of using power card strategy on students’ ability in writing descriptive text which mean the alternative hypothesis (Ha) was accepted and the null hypothesis was rejected.
CHAPTER V CONSLUSION A. Conclusion
Based on the result of the research and data analysis using Microsoft Excel 2007 and SPSS 16.0, the researcher concluded that the use of power card strategy has a significant effect on students’ ability in writing descriptive text. As students in experiment group showed a great improvement than the students in control group after the treatments in writing descriptive text by using power card strategy. It can be seen from the total score, total difference, and the mean from pre-test to post-test of both experiment and control group. Students in experiment group prove that the use of power card strategy helped them to be more focus on the topic they going to write and solved their vocabulary items mastery by having the components of power card. Furthermore, the result of independent t-test that analyzed by using paired sample t-test in SPSS 16.0 showed that the tcount>ttable (13.033 > 2.045) with the significance value (Sig. 2-tailed) was less than 0.05 (0.000<0.05) means that alternative hypothesis (Ha) was accepted.
B. Suggestion
Based on the conclusion made above, the researcher would like to give some suggestions dealing with teaching and learning writing skill, especially descriptive text. It expected can be useful for students, teachers, and other researchers. The suggestions are as follows:
56
1. For the students
The students should be more aware of their condition in learning English in order to get the useful knowledge and a good final score especially in learning writing skill. Descriptive text is a simple form of writing, where the students are expected to describe about something, in this case is about person. To make a descriptive text, the students should be know the content they are going to write and use the correct related vocabulary in order to make the write focused on a single topic. The use of power card strategy in writing descriptive text is a such an interesting way to can help the students to stay focus to the topic and write the right description about someone based on the related vocabulary provided and generate their motivation to write about someone they have interest in.
2. For the teacher
In teaching writing skill, especially in writing descriptive text, the teacher should find a new strategy in order to solve students’
problem in writing. The use of power card strategy helps the teacher to find such an easy way to teach writing descriptive text which will trigger them to have inspiration in improving teaching methods in order to increase students’ achievement in learning activity.
Generating students’ motivation in learning writing is such a challenging thing to do. By employing students’ special interest, it can be a good way to generate student’ motivation. Power card strategy
also allows the students to generate their ideas in writing descriptive text since they see the object directly and can solve students’
vocabulary items mastery. The successful of the teaching and learning activities are in the teacher’s hand in order to deliver such a useful knowledge and satisfied achievements from their students. So, the teachers must be able to create their own way to arise the students’
interest in the lesson especially in writing descriptive text.
3. For the Researchers
The result of this research can be used as an additional reference for a similar research with different variables or different population, especially researches dealing with the teaching of writing in descriptive text. The researcher also hopes that other researchers can apply this approach in other level of students.
REFERENCES
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APPENDICES
APPENDIX 1 LESSON PLAN
Lesson Plan (Rpp) Control Group
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMAN 1 KOPANG, LOMBOK TENGAH
Mata Pelajaran : Bahasa Inggris Kelas/Semester : X/ Ganjil
Materi Pokok : Teks Deskriptif; Orang
Alokasi Waktu : 3x 2 Jam Pelajaran @45 Menit A. Kompetensi Inti
KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.
KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu
menggunakan metode sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.4 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait
3.4.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan dari teks deskriptif sederhana terkait orang, sesuai dengan konteks penggunaannya di dunia kerja.
orang, pendek dan sederhana, sesuai dengan konteks
penggunaannya
3.4.2 Mengidentifikasi perbedaan cara pengungkapan dari masing- masing konteks.
4.4.2 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, terkait orang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
4.4.2.1 Membuat teks deskriptif lisan dan tulis, pendek dan sederhana, terkait orang, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
4.4.2.2 Menghasilkan sebuah teks deskriptif lisan dan tulis, sederhana, terkait orang, benda dan tempat yang koheren.
C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
Peserta didik mampu mengidentifikasi fungsi sosial, struktur
teks, dan unsur kebahasaan dari teks deskriptif sederhana terkait orang, sesuai dengan konteks penggunaannya di dunia kerja.
Peserta didik mampu mengidentifikasi perbedaan cara pengungkapan dari masing-masing konteks.
Peserta didik mampu Membuat teks deskriptif lisan dan tulis, pendek dan sederhana, terkait orang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
Peserta didik mampu Menghasilkan sebuah teks deskriptif lisan dan tulis, sederhana, terkait orang, benda dan tempat yang koheren.
D. Materi Pembelajaran
Fungsi Sosial
Membanggakan, menjual, mengenalkan, mengidentifikasi, mengkritik, dsb.
Struktur Teks Dapat mencakup
- Identifikasi (nama keseluruhan dan bagian) - Sifat (ukuran, warna, jumlah, bentuk, dsb.) - Fungsi, manfaat, tindakan, kebiasaan
Unsur kebahasaan
- Kosa kata dan istilah terkait dengan orang
- Adverbia terkait sifat seperti quite, very, extremely, dst.
- Kalimat dekalraif dan interogatif dalam tense yang benar
- Nomina singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Deskripsi mengenai orang yang dapat menumbuhkan perilaku yang termuat di KI
E. Metode Pembelajaran
1) Pendekatan : Saintifik
2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL)
3) Metode : Tanya jawab, wawancara, dan diskusi F. Media Pembelajaran
1. Media
Worksheet atau lembar kerja (peserta didik)
Lembar penilaian 2. Alat/Bahan
Penggaris, spidol, papan tulis
Laptop & infocus G. Sumber Belajar
Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas X, Kemendikbud, Revisi Tahun 2014
Kamus Bahasa Inggris
Pengalaman peserta didik dan guru H. Langkah-Langkah Pembelajaran
1. Pertemuan Ke-1 (2 x 45 Menit)
Kegiatan Pendahuluan (10 Menit) Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari-hari.
● Apabila materi tema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai dengan baik, maka peserta didik diharapkan dapat menjelaskan tentang materi:
Pengertian teks deskriptif, contoh dan penggunaannya
● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
● Mengajukan pertanyaan Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada pertemuan yang berlangsung
● Pembagian kelompok belajar
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-langkah pembelajaran.
Kegiatan Inti ( 70 Menit ) Sintak Model
Pembelajaran Kegiatan Pembelajaran Stimulation
(stimullasi/
pemberian rangsangan)
KEGIATAN LITERASI
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada topik materi Pengertian teks deskriptif, contoh dan penggunaannya dengan cara :
→ Melihat (tanpa atau dengan Alat)
Menayangkan gambar/foto/video yang relevan.
→ Mengamati
● Lembar kerja materi Pengertian teks deskriptif, contoh dan penggunaannya
● Pemberian contoh-contoh materi Pengertian teks deskriptif, contoh dan penggunaannya untuk dapat dikembangkan peserta didik, dari media interaktif, dsb
→ Mendengar
Pemberian materi Pengertian teks deskriptif, contoh dan penggunaannya oleh guru.
→ Menyimak
Penjelasan pengantar kegiatan secara garis besar/global tentang materi pelajaran mengenai materi :
Pengertian teks deskriptif, contoh dan penggunaannya untuk melatih rasa syukur, kesungguhan dan kedisiplinan, ketelitian, mencari informasi.
Problem CRITICAL THINKING (BERPIKIR KRITIK)
statemen (pertanyaan/
identifikasi masalah)
Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan belajar, contohnya :
→ Mengajukan pertanyaan tentang materi :
Pengertian teks deskriptif, contoh dan penggunaannya yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan informasi tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke pertanyaan yang bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar sepanjang hayat.
Data collection (pengumpulan data)
KEGIATAN LITERASI
Peserta didik mengumpulkan informasi yang relevan untuk menjawab pertanyan yang telah diidentifikasi melalui kegiatan:
→ Mengamati obyek/kejadian
Mengamati dengan seksama materi Pengertian teks deskriptif, contoh dan penggunaannya yang sedang dipelajari dalam bentuk gambar/video/slide presentasi yang disajikan dan mencoba menginterprestasikannya.
→ Membaca sumber lain selain buku teks
Secara disiplin melakukan kegiatan literasi dengan mencari dan membaca berbagai referensi dari berbagai sumber guna menambah pengetahuan dan pemahaman tentang materi Pengertian teks deskriptif, contoh dan penggunaannya yang sedang dipelajari.
→ Aktivitas
Menyusun daftar pertanyaan atas hal-hal yang belum dapat dipahami dari kegiatan mengmati dan membaca yang akan diajukan kepada guru berkaitan dengan materi Pengertian teks deskriptif, contoh dan penggunaannya yang sedang dipelajari.
→ Wawancara/tanya jawab dengan nara sumber
Mengajukan pertanyaan berkaiatan dengan materi Pengertian teks deskriptif, contoh dan penggunaannya yang telah disusun dalam daftar pertanyaan kepada guru.
COLLABORATION (KERJASAMA)
Peserta didik dibentuk dalam beberapa kelompok untuk:
→ Mendiskusikan
Peserta didik dan guru secara bersama-sama membahas contoh dalam buku paket mengenai materi Pengertian teks