CHAPTER III RESEARCH METHOD
A. Findings
1. The Improvement of Students’ Writing Ability Using Padlet Application
writing skill in organization. For further interpretation of the data analysis are given below:
1. The Improvement of Students’ Writing Ability Using Padlet Application
Researcher using Padlet Application to measure the improvement students‟ writing ability.In writing test, the researcher divided two kinds of component in writing, content and organization.
a. Students’ Writing Invitation Letter Using Padlet Application in Terms of Content
Students‟ writing skill using Padlet application had different in Pre-test and Post-test. In pre-test students still less understand about Content but after applied Padlet application the students
more understand about Content and organization, can be seen clearly in the table 4.1:
Table 4.1 Students’ Writing Invitation Letter Using Padlet Application in Terms of Content
No Component of Writing Skill
The Student’s Score Pre-
Test Post-Test Improvement Content 54.70 82.35 50.54 %
Table 4.1 shows that the mean score of content skill from students in post-test improved after teaching Writing Invitation Letter in terms of content by using Padlet application. The mean score of the students in Pre-test was 54.70 and Post-test which to be 82.35. The improvement was 50.54 %.
Figure 4.1. The Mean Score of The Students’ Writing Invitation Letter Using Padlet Application in Terms of Content
0 10 20 30 40 50 60 70 80 90
CONTENT
Content
Pre-Test Post Test
Table 4.2.Classification of the Students’ Writing Invitation Letter Using Padlet Application in Terms of Content (Pre-test and Post-test)
No
Classification Score Pre-Test Post-Test
F % F %
1 Excellent 96-100 - - - -
2 Very Good 86-95 - 5 29.41
3 Good 76-85 - 6 35.29
4 Fairly Good 66-75 3 17.64 6 35.29
5 Fairly 56-65 5 29.41 - -
6 Poor 36-55 7 41.17 - -
7 Very Poor 0.0-35 2 11.76 - -
Total 17 100 17 100
Table 4.2 shows that the Classification of the students Score in Content Skill from pre-test there were 3 (17.64%) students fairly good, 5 (29.41%) students got fairly, 7 (41.17%) got poor, 2 (11.76%) got very poor and none of them got excellent, very good and good. While, from post-test there were 5 (29.41%) students very good, 6 (35.29%) students got fairly good, and none of them got excellent, fairly, poor and very poor.
b. Students’ Writing Invitation Letter Using Padlet Application in Terms of Organization
Students‟ content skill in Writing Invitation Letter using Padlet application had different in pre-test and post-test. In pre-test students still less understand about organization but after applied Padlet Application the students more understand about organization, can be seen clearly in the table 4.3:
Table 4.3Students’ Writing Invitation Letter Using Padlet Application in Terms of Organization
No
Component of Writing
Skill
The Student’s Score
Pre-Test Post-Test Improvement Organization 57.05 87.05 52.58 %
Based on the table 4.3 above, it shows that the mean score of students‟ Organization Skill in post-test improved after teaching writing Invitation Letter in by using Padlet Application. The mean score of the students in pre-test was 57.05 and post-test which to be 87.05. The improvement was 52.58 %.
Figure 4.2. The Mean Score of The Students’ Invitation Letter Using Padlet Application in Terms of Organization
0 10 20 30 40 50 60 70 80 90 100
Organziation
Organization
Pre-Test Post Test
Table 4.4 Classification of the Students’ Writing Invitation Letter Using Padlet Application in Terms of Organization(Pre-Test and Post Test)
No Classification Score Pre-Test Post-Test
F % F %
1 Excellent 96-100 - - - -
2 Very Good 86-95 - - 8 47.05
3 Good 76-85 - - 8 47.05
4 Fairly Good 66-75 2 11.76 1 5.88
5 Fairly 56-65 6 35.29 - -
6 Poor 36-55 9 52.94 - -
7 Very Poor 0.0-35 - - - -
Total 17 100 17 100
Table 4.4 shows that the Classification of the students score in Organization Skill from pre-test there were 2 (11.76%) students fairly good, 6 (35.29%) students got fairly, 9 (52.94%) students got poor and none of them got excellent, very good, good, and very poor. While, from Post-test there were 8 (47.05%) students got very good, 8 (47.05%) students got good, 1 (5.88%) students got fairly good and none of them got excellent, fairly, poor, and very poor.
Table 4.5 The Improvement of Pre Test and Post Test in terms of Content and Organization
Component of Writing Skill
Pre Test Post Test Improvement
Content 54.70 82.35 50.54 %
Organization 57.05 87.05 52.58 %
The table above shows that the improvement of pre test to post test in terms of content and organization. We could see the
improvement of pre test to post test in terms of content was 50.54
% while in terms of organization was 52.58 %. Based the result we know that the improvement of organization was higher than
content.
Figure4.3 The Improvement of Pre Test and Post Test in terms of Content and Organization
Based the table above, it can be seen that there was significant different between pre test and post test towards the improvement even in terms of content and also organization. The improvement of organization was higher than content.
c. Hypothesis Testing
The hypothesis is tested by using T-test analysis. In this case, the researcher used t-test (test of significance) for paired sample test, that is, a test to know the significant difference between the result of students‟ mean scores in pretest and post test the researcher used t-test analysis on the level of significant (α) = 0.05 with the degree of
Pre-Test Post Test
Improvement 0
50 100
CONTENT
ORGANIZATION
Content and Organization
Pre-Test Post Test Improvement
freedom (df) = N – 1, where N = Number of subject (17 students) then the value of t-table was 2.11 the t-test statistical, analysis for paired sample is applied. The result of the data analysis t-test of the students‟
writing skill through Padlet Application are showed in the table below;
Table 4.6The Significance between Pre-Test and Post-Test Score of the Students’ Writing Invitation Letter in Terms of Content
Paired Samples Test
Paired Differences
Mean Std. Deviation Std. Error Mean
95%
Confiden ce Interval
of the Differenc
e Lower Pair 1 Content hypothesis testing –
content hypothesis testing 27.647 6.873 1.667 24.113
Paired Samples Test Paired Differences
T Df
Sig. (2- tailed) 95% Confidence
Interval of the Difference
Upper Pair 1 Content hypothesis testing-
content hypothesis testing 31.181 16.585 16 .000
Table 4.6shows the hypothesis testing that was done by Using IBM Statistic SPPS 22 Software shows that Sig (2-tailed) is 0.000, because of Sig <α (0.000 < 0.05), so it indicates that the students
score of content between Pre-Test and Post-Test is significantly different. Besides that, the value of the t- test is higher than the value of t-table. The t-test value of contentwas greater than t-table (16.58>2.11).
Thus, the alternative hypothesis (H1) is accepted and null hypothesis (H0) is rejected
Table 4.7The Significance between Pre-Test and Post-Test Score of the Students’ Writing Invitation Letter in Terms of Organization
Paired Samples Test
Paired Differences
Mean Std. Deviation
Std. Error Mean
95%
Confidence Interval of
the Difference
Lower Pair 1 Organization hypothesis
testing–organization hypothesis testing
30.000 3.536 .857 28.182
Paired Samples Test Paired Differences
T Df
Sig. (2- tailed) 95% Confidence
Interval of the Difference
Upper Pair 1 Organization hypothesis testing–
organization hypothesis testing 31.818 34.986 16 .000
Table 4.7 shows the hypothesis testing that was done by Using IBM Statistic SPPS 22 Software shows that Sig (2-tailed) is 0.000, because of Sig <level of significance (α) (0.000 < 0.05), so it
indicates that the students score of Organization between Pre-Test and Post-Test is significantly different. Besides that, the value of the t- test is higher than the value of t-table. The t-test value of content was greater than t-table (34.98> 2.11). Thus, the alternative hypothesis (H1) is accepted and null hypothesis (H0) is rejected.
Table 4.8 T-test value of the students’ ability using Padlet Application
Variable T-test T-table Comparison Classification
Content 16.585 2.11 t-test > t table Significant Organization 34.986 2.11 t-test > t table Significant
The data on table 4.7 shows that the value of t-test was higher than the value of t-table . It indicated that there was a significant different between the result of students‟ ability to write content and organization.