CHAPTER I INTRODUCTION. INTRODUCTION
A. Findings
Based on data analysis, it was found that the use of Flowchart Method is one of learning strategy of English Writingability was effective to improve the students’ Writing ability, to the good and accurate content as indicated by means score, frequency and rate percentage of pre-test and post-test covering the two elements of Writing ability.
1. The Improvement of Students’ Writing Ability related to Vocabulary Furthermore, the result of data analysis from pretest and posttest of the students’ Vocabulary in Writing shown in the following data:
Table 4.1.The mean score of the students’ writing ability in terms of vocabulary in pre-test and post-test.
Variable Mean Score of the Test
Vocabulary Pre-test Post-test
4,63 7,1
1.
Table 4.1 shows that the mean score of student’s writing ability in terms of vocabulary in pre-test was 4,63and the mean score of post-test was 7,1. It means that the means score of post-test was higher than pre-test in term of vocabulary.
From the data analysis in table above, the researcher concluded that there is significance difference between the pretest and posttest in improving the students’ writing ability. This means that learning by Flowchart Method could improve the students’ writing ability.
2. The Improvement of Students’ Writing Ability related to Organization The result of data analysis from pre-test and posttest of the students’
organization in writing shown in the following data:
Table 4.2.The mean score of the students’ writing ability in terms of organization in pre-test and post-test.
Variable Mean Score of the Test
Organization Pre-test Post-test
4,12 6,36
Table 4.2 shows that the mean score of student’s writing ability in terms of organization in pre-test was 4,12and the mean score of post-test was 6,36. It means that the means score of post-test was higher than pre-test in term of vocabulary.
Furthermore based on table above, the researcher concluded that there is significance difference between the pretest and posttest in improving the students’
writing ability. This means that learning by Flowchart method could improve the students’ writing ability.
2. The Rate Percentage and Frequency of Pretest and Posttest
The rate percentage from pre-test and posttest of the students’ ability (in term of Vocabulary and Organization) in Writing shown in the following data:
Table 4.3 The Percentage and Frequency of Pretest and Post test
No. Classification Score
Pretest Posttest
Frequency
Percentage
(%) Frequency
Percentage (%)
1. Very Good 81-100 0 0 2 6.7
2. Good 61-80 3 10 24 80
3. Fair 41-60 14 46.7 4 13.3
4. Poor 21-40 13 43.3 0 0
5. Very Poor 0-20 0 0 0 0
Total 30 100 30 100
Based on the table4.3 above, pretest shows there were 3(10 %) out of the 30 students classified into good score, there was 14 (46.7 %) of them classified into fair score, 13(43.3%)out of them were classified into poor score, and there was none of them classified into very good and very poor score. From the result, it can be concluded that most of the students’ Writing ability in pretest werefair.
In posttest, there were 2 (6.7%) of the students classified into very good score, there was 24 (80%) out of the 30 students classified into good score, there were 4 (13.3%) classified into fair score, and there was none of them classified into poor and very poor score. Based on the result, it can be concluded that most of the students’ Writing ability after giving treatment (posttest score) weregood.
5. The Mean Score of Pretest and Posttest
The result of the pretest and posttest after calculating the mean score is presented in the following table:
Table 4.4 The Mean Score of Pretest and Post test
Variable Mean Score
Vocabulary and Organization Pre-test Post-test
43,87 67.77
Table 4.4 shows that the mean score of student’s pre-test was 43.87and the mean score of post-test was 67.77. The mean score of the student’s post-test was higher than the mean score of student’s pre-test. This means that learning by Flowchart Method is effective to improve the studets’ writing ability.
6. T- Test Value
In order to know whether or not the mean score is different between the two variables (pre-test and post-test) at the level of significance 0.05 with degrees of freedom (df) = n-1, where n = number of subject (30).
The following table shows the result of the calculation:
Table 4.5 T-Test Value and T-Table value
T-Test Value T- Table Value
11.32 2.045
Table 4.5 above shows that t-table (2.045) was smaller than t-value (11.32) of the students’ Writing achievement. So, it can be concluded that there is significance difference between the results of the student’s pre-test and post-test.
7. Hypothesis Testing
To find out degree of freedom (df), the researcher used the following formula:
df = N - 1 = 30 - 1 df = 29
For the level of significance (P) = 0.05 and degree of freedom (df) = 29, then the value of t-table = 2.045 and t-test = 11.32. Thus the value of t-test is greater than t-table (11.32 > 2.045).
These findings are used to determine whether or not the hypothesis stated in this research is statically proved. As being stated in previous chapter that the null hypothesis (H0) is rejected when the t-test value is greater than the t-table value and the alternative hypothesis (H1) is accepted. Therefore, based on the result above where the t-test value is greater than the t-table value (11,32>2,045).
It means that the hypothesis “The use of Flowchart Method effectively improves the students’ Writing ability” is accepted.
From the analysis above, the researcher concluded that there is a significance difference between pre-test and post-test in the use of Flowchart Method in improving Writing ability. In other words, Flowchart Method is effective to be used in improving Writing ability.