CHAPTER IV FINDINGS AND DISCUSSION
A. Findings
The findings of the research found that teaching writing ability through Inquiry Method was effective to improve the students’ achievement in content writing and also effective to improve the students’ achievement in mechanic writing. In the further interpretation of the data analysis were given below:
1. The Effectiveness of Inquiry Method towards the Students’ Writing Ability in Content
The effectiveness of Inquiry method on the students’ content writing deal with the unity and completeness at the Eight Grade of SMP Negeri 2 Baraka can be seen clearly in the following table:
Table 4.1
The Effectiveness of Inquiry Method towards the Students’ Writing Ability in Content
No
Writing Ability in Content
The Student’s Score Improvement Pre-Test Post-Test (%)
1. Unity 4.62 5.90 27
2. Completeness 4.76 5.83 22
̅ 4.69 5.87 25
The data on table above shows about the mean score of the indicators of each variable in the students’. The improvement of the
students’ writing ability in content was 25% from the mean score in pre- test 4.69 to be 5.87 in post-test, where the students’ mean score of unity in pre-test 4.62 to be 5.90 in post-test and completeness in pre-test 4.76 to be 5.83 in post-test. Besides, from data above, it can be seen that the significantly improvement of the students’ writing ability in terms of unity and completeness after being taught by Inquiry Method.
After calculating the score, the researcher found that the students’
writing ability in content has improvement of 25% from the mean score of 4.69 in pre-test to be 5.87 in post-test. It was more clearly shown in the figure below :
Figure 1. The Effectiveness of Inquiry Method toward the Students’ Writing Ability in Content
0 5 10 15 20 25 30
Unity Completeness Mean Score
4.62 5.9 4.76 5.83 4.69 5.87 27
22
25
Content
Pre-test Post-test Improvement
The figure above show that the improvement of the students’
content and the mean score of the students. The improvement of the students’ unity was 27% and the improvement of the students’
completeness was 22%. The improvement of the students writing ability in content was 25%.
2. The Effectiveness of Inquiry Method towards the Students’ Writing Ability in Mechanic
To answer the research question in the previous chapter, the researcher has administered a test, which gave twice to the students.
Firstly, pre-test was given before the treatment. Secondly, post-test was given after the treatment. The result of the students’ writing ability in mechanic whose indicators capitalization and punctuation in pre-test and post-test were presented in the table below :
Table 4.2
The Effectiveness of Inquiry Method towards the students’ Writing Ability in Mechanic
No
Writing Ability in Mechanic
The Student’s Score Improvement Pre-Test Post-Test (%)
1. Capitalization 5.26 6.12 16
2. Punctuation 5.11 6.19 21
̅ 5.19 6.16 18
The data on table above shows about the mean score of the indicators of each variable in the students’. Based on the table, it indicates
that the use of Inquiry Method in teaching and learning writing was successful. The improvement of the students’ writing ability in mechanic was 18% from the mean score in pre-test 5.19 to be 6.16 in post-test, where the students’ mean score of capitalization in pre-test 5.26 to be 6.12 in post-test and punctuation in pre-test 5.11 to be 6.19 in post-test.
Besides, from data above, it can be seen that the significantly improvement of the students’ writing ability in terms of capitalization and punctuation after being taught by Inquiry Method.
After calculating the score, the researcher found that the students’
writing ability in mechanic has improvement of 18% from the mean score of 5.19 in pre-test to be 6.16 in post-test. It was more clearly shown in the figure below :
Figure 2. The Effectiveness of Inquiry Method toward the Students’
Writing Ability in Mechanic
0 5 10 15 20 25
Capitalization Punctuation Mean Score 5.26 6.12 5.11 6.19 5.19 6.16
16
21
18
Mechanic
Pre-test Post-test Improvement
The figure above show that the improvement of the students’
mechanic and the mean score of the students. The improvement of the students’ capitalization was 16% and the improvement of the students’
punctuation was 21%. The improvement of the students writing ability in mechanic was 18%.
Based on the data above, it can be concluded that the use of Inquiry Method can improve the students’ writing ability in mechanic. It can be provided by the improvement of the students mechanic in writing as capitalization was 16%, punctuation was 21% and the mean score was 18%.
The effectiveness of using Inquiry method to know the level of significant of the pre-test and post-test, the researcher used t-test analysis on the level of significant (p) = 0.05 with the degree of freedom (df) = N – 1, where N = Number of subject (23 students) then the value of t-table is 1.717. The t-test statistical, analysis for independent sample was applied.
The result of the data analysis t-test of the students’ writing ability through Inquiry Method table below:
Table4.3
The Comparison of T-test and T-table Score of the Students’ Writing Ability
Variables t-test t-table Comparison Classification
Content 11.7 1.717 t-test>t-table Effective
Mechanic 9.6 1.717 t-test>t-table Effective
X 10.65 1.717 t-test>t-table Effective
The table above shows that the value of the t- test was higher than the value of t-table. The t-test value of content were greater than t-table (11.7 > 1.717) and t-test value of mechanic were greater than t-table (9.6 >
1.717). The result of calculating t-test of the indicators in the students’ t- test in content and mechanic in writing ability was greater than t-table ( 10.65 > 1.717). It was more clearly shown in the chart:
Figure 3: The Comparison of T-test and T-table Score of the Students’
Writing Ability
The value of the t-test was greater than t-table. The score in variable of writing ability was (10.65 > 1.717). It said that the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) was accepted. It means that there was a significance difference between, the
0 2 4 6 8 10 12
T-test T-table
Comparison
result of the students’ content and mechanic in writing ability in writing through Inquiry Method after treatment.
If the t-test value is greater than t-table at the level of significance 0.05 and degree freedom 22(N-1=23-1), thus the alternative hypothesis (H1) will be accepted and null hypothesis (HO) will be rejected. In contrary, if the value is fewer than t-table at the level of significance 0.05 and the degree freedom 22, thus the alternative hypothesis would be rejected and null hypothesis will accepted.