O2 Post-test
F. Technique of Data Analysis
1. Language Use
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CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter presents the research findings and discussions. The findings present the description of the data collected through test. The further explanations and intrepetation are given in the discussion section.
3. Findings
Base on the result of the research, the writer presented as follows
The implementation of Seven Nucleus to improve students’ writing skills in teaching tenses in the term of language use, content and organization at Cambridge English College (CEC) Makassar.
After the researcher gave the treatment by using seven nucleus method inteaching tenses to improve students’ writing skill, the students’
improvement in language use in descriptive text can be seen in the table below.
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Base on the table 4.1 above, it showed that the mean score of the students in pre-test were 67,5 most of students did not how to write correctly appropriate language use, the students had not had ability in using verb correctly appropriate with time and event which make their grammar worse.
After that the researcher gave treatment by using seven nucleus method in teaching tenses to improve their writing skill and the score of the students had significant improvement. It showed in post test which to be 83. It was indicated that the students could write better than before.
The result of pre-test and post-test had improvement which was 22.96%.
The data showed that using Seven Nucleus for teaching tenses in writingcould improve the students’ writing skill in language use.
2. Content
Table 4.2 The improvement of students’ wirting skill in term of Content in descriptive teks.
INDICATORS MEAN SCORE IMPROVEMENT%
Content
Pre-test Post-test %
64 72 12.5%
Based on the table 4.2 above, it showed that the mean score of the students in pre-test were 64. Most of students did not know how to compose their idea to complete their writing’s content. It was caused that they did not have the
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ability to think creatively. After that, the researcher gave treatment by using Seven Nucleus Method and the score of the students had improved. It showed in post-test which to be 72. The students’ writingwas suitable to the topic and they could make their writing contentwell.
The result of pre-test and post-test had improvement which was 12.5%.
The data showed that using Seven Nucleus for teaching tenses in writingcould improve the students’ writing skill viewed from Content although is not significant enough.
3. Organization
Table 4.3 The improvement of students’ wirting skill in term of Organization in descriptive teks.
INDICATORS MEAN SCORE IMPROVEMENT%
Organization
Pre-test Post-test %
63.5 78 22.83%
Based on the table 4.3 above, it showed that the mean score of the students in pre-test were 63.5. Most of students felt confuse in organizing their writing.
It was caused that they do not know how to organize the introduction, developement of idea, and conclution. After the researcher giving treatment by using Seven Nucleus Method, the score of the students’ had improved. It showed in post-test which to be 78. It was indicated that the studen’s could understand how to make the ideas are well organized, coherent, and relevant
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to the topic. The percentage of improvement the students in pre-test to post- test was 22.83%. It was meant that Seven Nucleus Method could improve students’organization in writing.
Writing Improvement
Table 4.4 The improvement of students writing skill in implementation of seven nucleus method.
No INDICATORS Pre-test Post-test Improvement%
1. Language Use 67.5 83 22.96%
2. Content 64 72 12.3%
3. Organization 63.5 78 22.83%
∑ 195 233 19.48%
Mean 65 77.66 19.48%
Base on the data table above, comparison between pre-test and post-test shows that there was an improvement, in the post-test result after treatment by applying seven nucleus for teaching tenses to improve students’ writing skill. It was proved by the scores in the pre-test was 195, while the scores in the post-test was 233. It means the result of scores in the post-test are better than in the pre- test.
The scores of improvement, shows a significant improvement there were 3 indicators at improvement above the first is language use 22.96% improvement,
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the second is content had 12.3% improvement and the third is organization had 22.83% improvement and the total of improvement is 19.48% it indicated that explanations above had a significant improvement.
Students Classifications Scores
Table 4.5 Language use classifications
Score Classification Pre-test Post Test
Frequency Percent Frequency Percent
76-100 Very good 1 10% 7 70%
71-75 Good 2 20% 3 30%
56-70 Fair 6 60% 0 0%
41-55 Poor 1 10% 0 0%
≤ 40 Very poor 0 0% 0 0%
Based on the table above Pre-test Showed that there were 1 student (10%) who got very good while good, 2 students (20 %) score. Into fair there were 6 students (60%), into poor 1 student (10%) and none student who got very poor into classifications.
The table above also showed the result of post-test were none of them classified into Very good 7 students ( 70%) out of them classified into good 3 students (30%) and none students who got fair, poor and very poor.
Table 4.6 Content classifications
Score Classification Pre-test Post Test
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Frequency Percent Frequency Percent
76-100 Very good 1 10% 2 20%
71-75 Good 1 10% 2 20%
56-70 Fair 6 60% 6 60%
41-55 Poor 2 20% 0 0%
≤ 40 Very poor 0 0% 0 0%
Based on the table above Pre-test Showed that there was 1 student (10%) who got very good and good, there also 1 students (10%) score. Into fair there were 6 students (60%), into poor 2 student (20%) and none into very poor classifications.
The table above also showed the result of post-test were none of them classified into Very good 2 students (20%) out of them classified into good 2 students (20%) and there were 6 students (60%) who got fair and there were not students who got poor and very poor.
Table 4.7 Organizations Classification
Score Classification Pre-test Post Test
Frequency Percent Frequency Percent
76-100 Very good 0 0% 5 50%
71-75 Good 1 10% 3 30%
56-70 Fair 7 70% 2 20%
41-55 Poor 2 20% 0 0%
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≤ 40 Very poor 0 0% 0 0%
Based on the table above Pre-test Showed that there was not student who got very good whereas good, 1 student (10%) score. Into fair there were 7 students (70%), into poor 2 students (20%) and none into very poor classifications.
The table above also showed the result of post-test were none of them classified into Very good 5 students (50%) out of them classified into good 3 students (30%) and who got fair 2 students (20%), and none who got poor and very poor.
4. Hypothesis
If the t-test value is higher than t-table at the level of significant 0.05 and degree freedom 9, thus the alternative hypothesis (H1) is accepted and null. Hypothesis (HO) is rejected in contrary, if the value t-test is lower than t-table at the level of significant 0.05 and the degree freedom 9, thus alternative is rejected and null hypothesis is accepted. The data analysis of the test value shows that the t-test was greater than t-table value. It was proved by on the result of the value t-test was 7.440 whereas the value of t-table is 2.262 it means that alternative hypothesis was accepted and null hypothesis is rejected. It can be concluded that applying seven nucleus can improve the students’ writing skill.
4. Discussion
This part present a discussion dealing with the interpretation of the research findings derived from the result of statistical analysis of the students’
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writing skill in the teaching to improve students’ writing skill, focusing in writing descriptive text.
The description of data collected from writing skill in terms of language use content and organization, as explanation in the previous section showed that the students’ writing skill in language use, content and organization were improved. It was supported by mean score and percentage of the students’ pres-test and post- test result. Based on the finding above, the use of seven nucleus’ method for teaching tenses made students’ mean score higher in writing skill than before being given seven nucleus method.
c. The improvement of students’ writing skill in implementing seven nucleus’
method in term of language use.
The improvement of writing in term of language use can be seen from their writing product, score in language use aspect increase significantly. In regard with the improvements language use of a descriptive text (using simple present tense, using linking verbs, using to be (is, am, are), modals (will, shall) using adjective, and using descriptive language.
In the first meeting researcher gave pre-test, researcher looked most of students still difficult to use verb correctly in their writing skill. They did not know how to use verb appropriate with time and even. It could be seen in the table 4.1 that the students’ writing achievement in pre-test’s mean score was poor, it was 67.5.
After the students had given treatment by implementing seven nucleus method, mean score of students’ in post-test had improved become 83. It was
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higher than pre-test score. Pre-test to post-test score, there was achievement score of students from low to high by implementing seven nucleus’ method. The improve percentage showed 22.96% improvement.
d. The improvement of students’ writing skill in implementing seven nucleus method in term of content
In my observation at Cambridge English College (CEC) Makassar when the students are given as a test to know their prior knowledge about writing, they are still confused what they want to write in the paper. They did not know how to compose their writing based on the topic. It could be seen in the table 4.2 that the students’ writing achievement the mean score of pre-test was poor, it was 64.
After the students had given treatment by implementing seven nucleus method, mean score of students’ in post-test had improved become 72. It was higher than pre-test score. Pre-test to post test score, there was achievement’s score of students from low to high by implementing seven nucleus’ method. It had improvement percentage showed 12.3%.
e. The improvement of students’ writing skill in implementing seven nucleus`
method in term of organization.
Besides, the improvement of students writing skill in term of language use and content, the improvement also can be seen from their writing product. Score in organization aspect increase significantly. The improvement of students’
writing skill in terms of organization of a descriptive text in identification is not complete and descriptions are arranged with few misuse of connectives when
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they were given a pre-test it could be seen in the table 4.3 that the students’
writing in pre-test’s mean score was poor, it was 63.5.
After the students had given treatment by implementing seven nucleus method, mean score of students’ in post-test had improved become 78, it was higher than pre-test score which was only 63.5. Pre-test to post-test score, there was achievement score of students writing skill in term of organization. The improvement percentage showed 22.83%.
f. The improvement of students’ writing skill
The students’ total score after calculating the three aspects the result of pre- test was 195. After giving the treatment by implementing seven nucleus method, the students’ total score of post-test was 233, it means that the mean score of the students’ had an improvement, namely 19.48% and the mean score inthe pre-test was 650 it lower than the result of post-test was 776.66 it indicate that had an improvement, improvement was 19.48% it can be seen in the table 4.4.
The data analysis of the test value shows that the t-test was greater than t- table value. It was proved by on the result of the value t-test was 7.440 whereas the value of t-table is 2.262 it means that alternative hypothesis was accepted and null hypothesis was rejected. It can be concluded that applying seven nucleus can improve the students’ writing skill.
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CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on discussion and explanation in the previous chapter and looking at the result of this research, the research put forward some conclusions as follows:
The implementation of seven Nucleus to improve students’ writing skill in teaching tenses in terms of language use, content and organization at Cambridge English College (CEC) Makassar was effective to be used It was proved by students’ mean score in pre-test was 65 while post test had 77.66, it was better than pre-test and the total of improvement was 19.48% and provex by the result of the statiscal analysis at the level of t-test value was 7.440 was greater than t-table 2.306.