Discussions - FINDINGS AND DISCUSSIONS - teaching creative writing to improve

CHAPTER IV: FINDINGS AND DISCUSSIONS

B. Discussions

The description of data collected from the students’ writing skill in term (content and grammar) as explained in the previous section showed that the students’ writing skill in term of content and grammar was achieved. It was supported by mean score and the total score, also the percentage of the improvement of the students’ pre-test and post-test result. Based on the finding above, the using Creative Writing Technique made students had mean score that was higher is writing skill than before they used Creative Writing.

Based on the findings of the students’ score, the mean score of content pre-test was (42.17). It shows the achievement of students’ writing before the treatment and the mean score of post-test was 72.17 after treatment and the improvement was 30.00 (71.14%). The mean score of the students’ pre-test in grammar was (39.27). It shows the achievement of students’ before treatment and the mean score of post-test was 69.33 after treatment and the improvement was 30.06 (76.54%). Nevertheless, the difference mean score of the post-test was higher than

the pre-test. It means that teaching creative writing to improve students’ writing skill in junior high school was effective in teaching writing in the class.

From the result of calculation, it is obtained the value of the t-test in content is 18.01 the degree of freedom (df) is 29 (obtained from N-1) = (30-1=29), the value of the t-test in grammar is 17.46 the degree of freedom (df) is 29 (obtained from N-1) = (30-1=29). The researcher used the degree of significance of 0.05 the value of degree of significance are 1.699. If the test compared with each value of the degrees of significance, the result of content is 15.065>1.699, the result of grammar is 12.575>1.699. Since t-test score obtained from the result of calculating, the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected.

1) If the result of t-test is higher than t-table (t-test>t-table), the null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted. It means that there is a significance difference between variable X₁ and variable X2.

2) If the result of t-test is lower than t-table (t-test<t-table), the null hypothesis (H₀) is accepted and alternative hypothesis (H₁) is rejected. It means that there is no significance difference between variable X1 and variable X_2.

Based on the result of the data analysis, it is proven that the students’

improvement in writing in term of (content and grammar) and taught by using Creative Writing Technique got better. It means that creative writing technique in teaching writing can achieved. Another reason based on the students’ responses,

because most of students found that learning English could be more fun by writing so that they could putting their creative ideas. When the researcher compared with previous research finding from Nushrat Akhter (2015) in his thesis

“The Effectiveness of Creative Writing in Language Learning: A Comparative Study between Bangla Medium and English Medium Elementary Level”, he conclude that using is creative writing technique is effective in language learning tool. He made comparison between Bangla and English Medium and it show that students of both like creative writing classes and it influences their language learning.

1. The achievement of the students’ writing in term of content

One of the important elements in writing is content. The teacher needs more effort training the students to practice how the writing have a good content in order to make the reader understand what the people write.

The use of creative writing technique made the students’ writing skill in term of content increased. The table 4.1 indicated that the students’ content in post-test is greater than pre-test (72.17>42.17). The process that could be explained from pre-test to post-test and giving of treatment as follows:

At the first meeting when the researcher gave a pre-test for the students, there were some findings that researcher could find, they were:

a. Most of students’ essay still limited knowledge about the topic.

b. Most of the students’ essay in mastery of knowledge about topics and substances was very lacking.

Therefore, most of them were difficult to write a good content. As a result, the mean score of the students’ writing content in pre-test was still low. After the researcher gave treatment by the application of Creative Writing Technique then gave a post-test, the findings were:

a. Some of students’ essay is substantial mastery of knowledge

b. Some of students’ essay in mastery of knowledge about the topics was good.

The explanation above indicates that, the use of Creative Writing Technique can achieve the students’ good content. It is because the students has prepared their ideas before delivering it. In this case, the teacher help them in doing preparation and expanding the idea.

2. The achievement of the students’ writing in term of grammar

One of important elements in speaking is grammar. The use of creative writing technique made the students’ writing in term of grammar increased. After the researcher applied the method, the students’ grammar increased. The table 4.1 indicated that the students’ grammar in post-test was greater than pre-test (63.33>39.27). The process that could be explained from pre-test to post-test and the giving of treatment as follows:

At the first meeting when the researcher gave a pre-test for the students, there were some findings that researcher could find, they were:

a. The students still poorly achievement in grammar.

b. Some students’ writing was containing with irrelevant words and the meaning of their grammar still confused and obscured.

Example: /UN also every year increasingly very hard/

/student enterprising learn the value is almost the same/

Therefore, most of them were lack of grammar and difficult to compose what they are going to express in writing. As a result, the mean score of the students’

grammar in pre-test was still low. After the researcher gave treatment by the application of creative writing technique then gave a post-test, the findings were:

a. Students already achieve the grammar.

b. Students were effectively using grammatically words, so the meaning of their writing was usage.

The explanation above indicate that, the use of creative writing technique can improve students’ writing skill in term of content. It is make the students’

grammar increased.

Furthermore, creative writing is very good technique to apply in the class because by applying the creative writing technique the students’ got more chance to put their ideas on writing form. Moreover, the teachers are easy to control the class and measure the students’ writing skill easily. It’s mean both students’ and teachers get the advantages of this method.

CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

Based on the result of data analysis and the discussion of the result in the previous chapter, the researcher concludes that:

1. The use of teaching creative writing is able to improve the students’

writing skill in term of content at VIII Grade Students of SMPN 1 Siompu Barat Kab. Buton Selatan. It was prove by the mean score of post-test (72.17) is higher that pre-test (42.17).

2. The use of teaching creative writing is able to improve the students’

writing skill in term of grammar at VIII Grade Students of SMPN 1 Siompu Barat Kab. Buton Selatan. It was prove by the mean score of post-test (69.33) is higher that pre-test (39.27).

The students who are taught by using Creative Writing have better writing skill. So, Creative Writing Technique is effective in improving students’ writing skill.

B. Suggestion

The successful teaching does not depend on the lesson program only, but more important is how the teacher presents the lesson and uses various methods to manage the class more lively and regarding to the teaching writing by using Creative Writing Technique, the researcher gave some suggestion for the teacher

and students.

The teacher should be more creative to enrich their teaching method and material. Choosing strange or unique words can stimulate them in learning English. The materials are presented in an enjoyable, relaxed and understandable way. That’s why; it is suggested for the teacher to apply creative writing in teaching English.

The students are hoped to be more goods in writing English to be active and creative in enriching their grammar to apply in writing activity. They should ask the teacher if there is word that they cannot understood.

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Angkasa.

A

P

E

N

D

I

X

APPENDIX I

1. Mean score X = ^𝑋_𝑁 Where:

X = Mean score

Σ x = The Total of all score N = Number of student

(Gay, 1981) a. The students’ mean score of pre-test and post-test in content:

 Pre-Test X = ^𝑋_𝑁 = ¹²⁶⁵

= 42.17

 Post-Test X = ^𝑋

𝑁

= ²¹⁶⁵ 30

= 72.17

b. The students’ mean score of pre-test and post-test in grammar:

 Pre-Test X = ^𝑋_𝑁

 Post-Test X = ^𝑋_𝑁

= ¹¹⁷⁸ 30

= 39.27

= ²⁰⁸⁰ 30

= 69.33

APPENDIX II 2. Improvement Percentage Students

P = ^𝑥^{2− 𝑥1}

𝑥₁

x 100

Where:

P = percentage of the students X1 = the first mean score X2 = the second mean score

(Gay, 1981) The students’ improvement percentage in content and grammar:

 Content P = ^𝑥^{2− 𝑥1}_𝑥

1 x 100 = 72.17−42.17

42.17 x 100 = ³⁰

42.17 x 100 = 71.14 %

 Grammar P = ^𝑥^{2− 𝑥1}_𝑥

1 x 100 = 69.33−39.27

39.27 x 100 = ^30.06

39.27 x 100 = 0.765 x 100 = 76.54 %

APPENDIX III

3. Percentages of Students’ Writing in Pre-Test and Post-Test

 Content

% = ^F

N X 100

Where:

%: The percentage of students’ speaking F: The frequency of students

N: Total number of students

(Sudjana, 2017:131)

 Pre-test 1. Very Good

% = ^F

N X 100

= ₃₀⁰ X 100 = 0 % 2. Good

% = ^F

N X 100

 Post-test 1. Very Good

% = ^F

N X 100

= ₃₀⁵ X 100 = 16.67 % 2. Good

% = ^F

N X 100

= ₃₀⁰ X 100 = 0 % 3. Fair

% = ^F

N X 100

= ²⁴₃₀ X 100 = 80 % 4. Poor

% = ^F

N X 100

= ₃₀⁶ X 100 = 20 %

= ²⁵₃₀ X 100 = 83.33 % 3. Fair

% = ^F

N X 100

= ₃₀⁰ X 100 = 0 % 4. Poor

% = ^F

N X 100 = ⁰

30 X 100 = 0 %

 Grammar

% = ^F

N X 100

Where:

%: The percentage of students’ speaking F: The frequency of students

N: Total number of students

(Sudjana, 2017:131)

 Pre-test  Post-test

1. Very Good

% = ^F

N X 100

= ₃₀⁰ X 100 = 0 %

2. Good

% = ^F

N X 100 = ⁰

30 X 100 = 0 % 3. Fair

% = ^F

N X 100 = ¹⁷

30 X 100 = 56.67 % 4. Poor

% = ^F

N X 100

= ¹³₃₀ X 100 = 43.33 %

1. Very Good

% = ^F

N X 100

= ₃₀² X 100 = 6.67 %

2. Good

% = ^F

N X 100 = ²⁷

30 X 100 = 90 % 3. Fair

% = ^F

N X 100 = ¹

30 X 100 = 3.33 % 4. Poor

% = ^F

N X 100 = ₃₀⁰ X 100 = 0 %

APPENDIX IV 4. T-test Analysis

Calculating the t-test analysis of students’ writing achievement mean deviation of gain ( −

𝐷 ).

−

𝐷

=

^𝛴𝐷

𝑁

=

⁹⁶⁵₃₀

=

32.17

 Content t

=

^𝑫⁻

𝚺𝑫𝟐−(𝜮𝑫) 𝟐 𝐍(𝐍−𝟏) 𝑵

= 32.17

1930−^{(931225 )}₃₀ 29(30)

= 32.17

1930−31.04 870

= 32.17

1.898 870

= ^32.17 2.18

 Grammar

=

⁻^𝑫

𝚺𝑫𝟐−(𝜮𝑫) 𝟐 𝐍(𝐍−𝟏) 𝑵

= 30.07

1804 −^{(813604 )}₃₀ 30(29)

= 30.07

1804 −(27.12) 870

= 30.07

1.776.88 870

= 30.07 2.04

= ^32.17

1.97

= 21.88

= ^30.07

1.43

= 21.02

Research Instrument Pre-test

Subject : Bahasa Inggris

Name :

Class :

Choose one of the topic bellow and create into two paragraphs!

1. Fairy Stories

 Cinderella

 Snow White 2. Fable

 The Goose and The Golden Eggs

 Kancil and crocodile 3. Legend

 Malin Kundang

 The Origin of Candi Prambanan

Research Instrument Post-test

Subject : Bahasa Inggris

Name :

Class :

Choose one of the topic bellow and create into two paragraphs!

4. Fairy Stories

 The Prince Frog

 Sleeping Beauty 5. Fable

 The Greedy Crocodile

 Rabbit and Snail 6. Legend

 Sangkuriang

 The Origin of Tangkuban Perahu

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMPN 1 SIOMPU BARAT Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/1

Pertemuan Ke : 1

Aspek / Skill : Writing Materi Pokok : Narrative Text Alokasi Waktu : 2 x 40 Menit A. Kompetensi Inti (KI)

1. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

2. Mencoba, mengolah, dan menyaji 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.

B. Kompetensi Dasar (KD).

3.10. Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakanfungsi sosial teks naratif dengan menyatakan dan menanyakan tentangdeskripsi orang, binatang, dan benda serta tempat pendek dan sederhana, sesuaidengan konteks penggunaannya.

4.12. Menyusun teks naratif tulis, pendek dan sederhana, tentang orang, binatang, benda dan tempat dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

C. Indicator Pencapaian

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif sederhana.

2. Dapat membuat central image pada penulisan sebuah teks naratif.

3. Dapat menuliskan key word untuk mengembngkan topic.

4. Focus pada basic ordering ideas untuk mendapatkan informasi mengembangkan topik.

5. Dapat menyusun paragraf narrative text berdasarkan pada topic yang telah diberikan.

D. Tujuan Pembelajaran

1. Mengatahui fungsi sosial, struktur teks, dan unsure kebahasaan dari teks naratif sederhana.

2. Siswa dapat membuat central image pada penulisan sbuah teks naratif.

3. Siswa dapat menuliskan key word untuk mengembangkan topic.

4. Siswa focus pada basic ordering ideas untuk mendapat informasi untuk mengembangkan topik.

5. Siswa dapat menyusun paragraf narrative text pada topic yang telah diberikan.

E. Materi Pembelajaran

 Writing Narrative Text Fungsi Sosial:

Narrative text is a story with complication or problematic events and it tries to find the resolutions to solve the problems. An important part of narrative text is the narrative mode, the set of methods used to communicate the narrative through a process narration.

Tujuan:

The purpose of Narrative Text is to amuse and entertain the reader with a story.

Jenis-Jenis Narrative Text There are many kinds of narrative text:

1. Personal experience Ex: when I was Vacation 2. Legend

Ex: Malin kundang, the legend of Tangkuban Perahu and the story of Toba Lake

3. Fable:

Ex: The smartest Parrot and The story of Monkey and Crocodile.

4. Fairy Tale

Ex: Cinderella, Snow White, The story of Rapunzel and Painting the Wall.

Generic structure:

A Narrative text will consists of the following structure:

1. Orientation:

Introduce the participants and informing thetime and places.

2. Complication:

Describe the rising crises which the participants have to do with.

3. Resolution

Show the way of participant to solve the crises, better or worse or solution to the problems.

Language features in narrative

Narrative text usually uses the language features as follows Past tense : killed, drunk, etc

Adverb of time :Once upun a time, one day, etc Time conjunction : When, then, suddenly, etc

Specific character :The character of the story is specific, not general.

(Cinderella, Snow White, Alibaba, etc)

Action verbs : A verb that shows an action. (killed, dug, walked) Direct speech : It is to make the story lively. (Snow White

said,”My name is Snow White). The direct speech uses present tense.

Example of Narrative Text:

The Fox and the Grapes (fable)

One afternoon there was a fox that was walking through the forest and spotted a bunch of grapes hanging from over a lofty branch. “Just the thing to quench my thirst,” quoted the fox. Taking a few steps backward, the fox jumped but unfortunately he missed the hanging grapes. Again the fox took a few paces backward, ran, and tried to reach them but he still failed.

Finally, giving up, the fox turned up his nose and said, “They’re probably sour anyway,” and proceeded to walk away.

F. Model dan Metode Pembelarajan

 Creative Writing Strategy G. Media, Alat dan Sumber Belajar

1. Media : (Worksheet) dan lembar penilaian 2. Alat : Papan tulis dan spidol

3. Sumber Belajar : Kurikulum 2013, Buku Teks wajib.

H. Langkah-Langkah Pembelajaran

Kegiatan Deskripsi

Kegiatan

Alokasi Waktu

Pendahuluan

1. Mengucapkan salam dan berdoa 2. Mengecek kehadiran siswa 3. Guru memberi motivasi belajar

4. Memberi brainstorming berupa pertanyaan yang sesuai dengan materi yang akan disampaikan.

5. Mengajukan pertanyaan-pertanyaan yang

10 Menit

sudah didapat berkaitan dengan materi.

6. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan di capai.

7. Menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.

Inti

1. Guru menjelaskan materi tentang narrative text.

2. Guru menjelaskan tentang langkah-langkah menyusun narrative text.

3. Guru meminta siswa mengembangkan topik dalam bentuk teks narrative.

4. Guru meminta siswa untuk bertanya tentang hal yang belum dipahami berkaitan dengan materi.

60 menit

Penutup

1. Guru meminta siswa untuk mengumpulkan tulisannya.

2. Guru memberikan umpan balik terhadap proses dan hasil pembelajaran.

3. Guru mengakhiri kegiatan proses belajar mengajar dengan memberikan beberapa nasehat.

10 menit

I. Evaluasi Pembelajaran

 Evaluasi : Writing Text J. Penilaian Pembelajaran

1. Bentuk Penilaian:

a. Teknik : Performance Assessment b. Bentuk : Tulisan (Written Text)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMPN 1 SIOMPU BARAT Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/1

Pertemuan Ke : 2

Aspek / Skill : Writing Materi Pokok : Narrative Text Alokasi Waktu : 2 x 40 Menit A. Kompetensi Inti (KI)

1. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

B. Kompetensi Dasar (KD).

C. Indicator Pencapaian

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif sederhana.

2. Dapat membuat central image pada penulisan sebuah teks naratif.

3. Dapat menuliskan key word untuk mengembngkan topic.

4. Focus pada basic ordering ideas untuk mendapatkan informasi mengembangkan topik.

5. Dapat menyusun paragraf narrative text berdasarkan pada topic yang telah diberikan.

D. Tujuan Pembelajaran

1. Mengatahui fungsi sosial, struktur teks, dan unsure kebahasaan dari teks naratif sederhana.

2. Siswa dapat membuat central image pada penulisan sbuah teks naratif.

3. Siswa dapat menuliskan key word untuk mengembangkan topic.

4. Siswa focus pada basic ordering ideas untuk mendapat informasi untuk mengembangkan topik.

5. Siswa dapat menyusun paragraf narrative text pada topic yang telah diberikan.

E. Materi Pembelajaran

 Writing Narrative Text Fungsi Sosial:

Tujuan:

The purpose of Narrative Text is to amuse and entertain the reader with a story.

Jenis-Jenis Narrative Text There are many kinds of narrative text:

5. Personal experience Ex: when I was Vacation 6. Legend

Ex: Malin kundang, the legend of Tangkuban Perahu and the story of Toba Lake

Dalam dokumen teaching creative writing to improve - Admin Digital Library (Halaman 55-61)