CHAPTER III RESEARCH METHOD
E. The Technique of Collecting Data
Researchers used writing test. Pre-test was took at the first meeting before giving posters for writing descriptive texts of students. This used to determine students' writing descriptive text skills. (Apsari, AAN (2019) At the second to fourth meeting, the researcher gave posters to students to conducted treatments.
Then, a post-test was conduct to determine the results of writing student texts after using posters. The researcher asked students to write one paragraph. The topic was about posters specifically idol posters.
There were some aspects to measure students’ writing ability which was be scored based on criteria which classify as follows:
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Table 3.1 Rubric for assessing the students’ writing descriptive text Criteria of a good
descriptive text
Score Indicator
Use figure of speech (see,hear,smell, and
touch)
5 Use figures of speech with clear sentences and complete sentences containing four basic senses 4 Use figures of speech with clear figures of
speech and contain basic sense sentences 3 Use figures of speech that are less clear and
contain little basic sense sentences
2 Misuses and very limited of figure of speech 1 Does not use figure of speech
Using vivid picture to make the description
clear and realistic
5 Use a very clear picture of the object, sharpness, and colour
4 Use a clear picture of the object, sharpness, and colour
3 Use a picture that has little object clarity, sharpness, and colour
2 Use a picture with less object clarity, sharpness, and colour
1 Do not use a clear image of the object, sharpness, and colour
5 Use variety of words of adjectives, nouns, adverbs, and phrases to suggest colors,
57 Using a variety of
words (vocabulary)
movements, expressions and feelings structurally and completely
4 Use variety of words of adjectives, nouns, adverbs, and phrases to suggest colors, movements, expressions and feelings 3 Slightly use variety of words of adjectives,
nouns, adverbs, and phrases to suggest colors, movements, expressions and feelings.
2 Lack of use variety of words of adjectives, nouns, adverbs, and phrases to suggest colors, movements, expressions and feelings.
1 Didn’t use variety of words of adjectives, nouns, adverbs, and phrases to suggest colors,
movements, expressions and feelings.
Using any detail.
5 Describe the object’s habit, characteristics, relationship, or complete information about the object
4 Describe the object’s habit, characteristics, relationship, or information about the object 3 Not very good at describing the object’s habit,
characteristics, relationship, or information about the object
2 Less describe the object’s habit, characteristics,
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relationship, or information about the object 1 Does not describe the object’s habit,
characteristics, relationship, or information about the object
Using simple present tense.
5 Using simple present tense, attribute verbs, specific noun, action verbs completely and according to the structure
4 Using simple present tense, attribute verbs, specific noun, action verbs
3 Not too structured in using simple present tense, attribute verbs, specific noun, action verbs completely and according to the structure 2 Less structured in the use of simple present
tense, attribute verbs, specific noun, action verbs completely and according to the structure
1 Unstructured in using simple present tense, attribute verbs, specific noun, action verbs completely and according to the structure
Using adjectives to describe the feature of
the subject.
5 Use very complete and precise adjectives 4 Use complete and precise adjectives
3 Not overly using complete and precise adjectives 2 Less use of complete and precise adjectives 1 Do not use complete and precise adjectives
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Apsari AAN (in Zahara, S, 2014: 29).
G. Data Collection
To collected the data from the students about the effect of the treatment, the researcher used written test. According to Richards (1985: 291), test is any procedure to measuring ability, knowledge, or performance. The researcher used 2 test, they are pre-test and post-test.
The research took 6 meetings in class. The first meeting was Pre-test, then the second meeting until the fifth meeting was treatment. The last meeting was Post-test to found the effects Posters in students’ writing descriptive text. Essay test consist by 1 essay test used by the researcher in this research. The students wrote a descriptive text in document or paper form.
H. Data Analysis
The researcher used statistical analysis. The data analysis of this research used SPSS type 22 to know if there any significant result from pre-test to post-test. Then, the t-test formula used to find out the effect of using posters on students’ writing descriptive text.
1. To scoring the students’ answer of the test, the researcher used formula correct answer score
𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 × 100 = 𝑓𝑖𝑛𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
( Depdiknas, 2006 )
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After scoring the result of the test by using rubric for assessing the students’ writing descriptive text which was mentioned in table 3.2, the data classified as follows :
Table 3.2 The Classification of the Students’ Result of the Test
No Score Classification
1 2 3 4 5 6 7
96-100 86-95 76-85 66-75 56-65 36-55 0-35
Excellent Very Good Good Fairly Good Fair
Poor Very Poor
(Depdikbud, 2010: 27)
2. T-test
The t-test used in this research specifically was Independent-samples T- test with a two-tailed test of significance. If the result indicated p-value or Sig (2- tailed) higher than the significance level of Sig α=0.05 (5%), then, the null hypothesis accepted. On the contrary, if p-value is lower than Sig α=0.05 (5%), then the alternative hypothesis is accept. This aimed to determine whether the null hypothesis or alternative hypothesis, is accept or reject (Apsari, A. A. N, 2019)
1. Open file of the SPSS of the input research data.
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2. Click Analyze>Compare Means>Independent-Samples T Test on the menu.
3. Filled in the pre-test score and post test score in the Independent-Samples T Test dialogue box by dragging and dropping or using the button.
4. Then, filled in the grouping variables by used the available button.
5. Highlight the suitable groups by click define groups; then click “1” and click continue button. Add note: (insert numbers based on the labels data).
6. click button option if the confidence interval percentage needs to be changed 7. Click Continue>OK to see the t-test result.
62 CHAPTER IV FINDINGS DISCUSSION
This chapter specifically presented research findings with a description of the results of the data collected through the pre-test and post-test. It was showed the results of the effect of posters on students' abilities in writing descriptive text using the Direct Instruction Model. Meanwhile, in the discussion section, the research described the findings in detail.
A. Findings
The purpose of this study was to determine whether there was a significant difference in the writing ability of students with idol posters. This research was conducted on students VIII 3 of SMPN 1 MAKASSAR in the 2020/2021 academic year, which consisted of 19 students who took online class. The results of the data findings found that the effect of posters on students' writing skills through the Direct Instruction Model could enhance student achievement in writing descriptive text in VIII 3 SMPN 1 MAKASSAR. The results of the data analysis can be seen as follows:
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1. The Effect Of Poster in Students’ Writing Ability a. Pre test
Table 4.1 students’ score in Writing Ability by Using Poster
Based on the pre-test data, it was clear that the mean of the total pre-test score is 45.84, a minimum of 20, a maximum of 70 and a standard deviation of 12.93257.
Frequency Percent Valid Percent
Cumulative Percent
Valid 20.00 1 5.3 5.3 5.3
30.00 2 10.5 10.5 15.8
36.00 2 10.5 10.5 26.3
40.00 3 15.8 15.8 42.1
46.00 3 15.8 15.8 57.9
50.00 1 5.3 5.3 63.2
53.00 3 15.8 15.8 78.9
N Valid 19
Missing 0
Mean 45.8421
Std. Deviation 12.93257
Variance 167.251
Range 50.00
Minimum 20.00
Maximum 70.00
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56.00 2 10.5 10.5 89.5
70.00 2 10.5 10.5 100.0
Total 19 100.0 100.0
Table 4.2 Frequency and Rate Percentage of the students’ Writing Ability by Using Poster in Pre-test
Table 4.2 shows the frequency and percentage of students' pre-test writing of 19 students who took online class. As clearly presented, the percentage of students was highest (89.5%). Meanwhile, some students had poor skills and only a small proportion was good at writing. In addition, none of the students scored very good or very bad.
In conclusion, before gava the treatment, VIII grade students of SMPN 1 MAKASSAR had quite good writing skills, especially in descriptive text.
a. Post test
N Valid 19
Missing 0
Mean 82.2632
Std. Deviation 6.47939
Variance 41.982
Range 23.00
Minimum 73.00
Maximum 96.00
Table 4.3 students’ score in Writing Ability by Using Poster in post-test
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Based on the data of post-test above, as clearly presented the mean of the total post-test score 82.26 the minimum was 73, maximum was 96 and standard deviation 6.47939.
Frequency Percent Valid Percent
Cumulative Percent
Valid 73.00 1 5.3 5.3 5.3
76.00 5 26.3 26.3 31.6
80.00 4 21.1 21.1 52.6
83.00 3 15.8 15.8 68.4
86.00 2 10.5 10.5 78.9
90.00 2 10.5 10.5 89.5
93.00 1 5.3 5.3 94.7
96.00 1 5.3 5.3 100.0
Total 19 100.0 100.0
Table 4.4 frequency and rate percentage of the students in Writing Ability by Using Poster in post-test
Table 4.4 shows the students' writing frequency on the post-test of 19 students, as presented in the table for almost all students in either category or good writing test results. In addition, the very small percentage who got either category was only 1 student or 5.3%. None of the students were categorized as fairy, as well as poor and very poor. Hence, students' writing skills in school significantly improved after treatment.
Based on the percentage of values in table 4.1, the pre-test results showed that there were no students who got very good scores, 2 (10.5%) students got quite
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well, 2 (10.5%) students got enough, 12 (34.3%) ) students become bad and 3 (15.8%) students become bad enough. Then in the post-test in table 4.4 there was a significant increased in students' writing skills. There were 1 (5.3%) students got very good, 4 (21.1%) students got very good, 12 (34.3%) students got good, and 1 (5.3%) students got pretty good, unfair and poor.
Indicator Pre-Test Post-Test Improving %
Six characteristics writing descriptive text according to Apsari AAN
(in Zahara, S, 2014: 29)
45,84
82,26
79,45%
Table 4.5 Students’ Enhancement Writing In Writing Ability Based on the table 4.5 showed that the mean score of pre-test was 45,84 and post-test was 82,26. The improvement of pre-test and post-test was 79,45%. Based on the result, it concluded that the effect of Poster using Direct Instruction Model was able to give better contribution in teaching and learning writing descriptive text. By used six characteristics writing descriptive text according to Apsari A. A.
N (in Zahara. S, 2014: 29) as an indicator to assessed students' ability to write descriptive text was greatly helped the researcher to got scored from student’ test results
2. Hypothesis Testing (t-test of Significant)
Hypothesis testing was a next stage to got conclusions from the analysis of this research. Researchers conducted tests in one class taught using
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the Direct Instruction Model. Therefore, to determine the level of significance of the pre-test and post-test, the t-test analysis was used at the significance level (p) + 0.05 with degrees of freedom (dl) = N-1 where N- the number of subjects (19 students) then the table value of 1734 t-test statistic, independent sample analysis was applied. Researchers used the SPSS 22 program to analyze the T-test.
The hypothesis in this study was H0 which was stated that there was no significant difference in the writing ability of students before and after the treatment material using the Direct Instruction Model in the descriptive text of class VIII students of SMPN 1 MAKASSAR in the 2020/2021 school year.
While the alternative hypothesis (H1) stated that there was a significant difference of students' writing skills before and after the treatment material using the Direct Instruction Model on the descriptive text of grade VIII students of SMPN 1 MAKASSAR on academic material. 2020/2021.
Hypothesis tested did after tested for normality.
Paired Samples Test Paired Differences
t df
Sig. (2- tailed) Mean
Std.
Deviation
Std. Error Mean
95% Confidence Interval of the Difference Lower Upper Pair
1
PreTest - PostTest
-36.42105 13.36378 3.06586 -42.86219 -29.97992 -11.880 18 .000
Table 4.6 T-Test Calculation/Value
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The result of t-test for writing ability focused on using idol poster in writing descriptive text as follows:
Variable T-test T-table comprehension classification Poster in
Writing ability
11.880 1.734 t-test > t-table Significantly different Table 4.7 the T-test Value of Students’ Writing Ability
Table 4.2 shows that the t-test value of writing skills was focused on writing descriptive text with a t-test value of 11.880> 1.734. This shows that the results of the t-test value for the variables and indicators were higher than the t- table value. Hence, there was a significant difference between the pre-test and post-test results in writing descriptive text.
Based on the above research results, the researcher concluded that there was an effect on the students' writing ability using posters through the Direct Instruction Model.
B. DISCUSSION
In this section, the researcher conclude the effects of poster in students writing skill to make the findings of the result strongest. Teaching through idol posters had several advantages, namely; delivery of messages became more attractive to students; it doesn't wasteful in the use of quota network for students during pandemic; it is easy and did not require electricity to implement this media;
This also helped students to express their ideas more easily as proved in their
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result of the text. The success of used posters as a medium in learning could also saw from the enthusiasm of students in answering tests well. Indah (2018) said that posters in descriptive text can help the students to understand easier the material which is being taught, because they can connect the media to real life, etcetera. In conclusion, it showed that the students' scores were higher after being treated in the class by using Poster specially Idol Poster in students' writing ability.
Using a direct instruction model could also help smooth the process of this research, researchers deliberately compile a learning design as efficient as possible according to existing conditions with reference to learning objectives and the purpose of using the Direct Instruction Model itself. According to Amy Fredrickson, (2018) all children can improved academically and in terms of self- image by using the Direct Instruction Model in the process of learning. Hence, it can be proved that learning used this model was very relevant for students.
Then to measured the characteristic of a good descriptive text, the researcher used the characteristic by Apsari AAN (in Zahara, S, 2014: 29) greatly helps the researcher to get scored from student test results. There was six characteristics of a good description text described by Apsari AAN (in Zahara, S, 2014: 29) and had described in chapter two as an indicator for researchers to assessed students' ability to write descriptive text. It included the used of figurative words, the used of pictures must be clear, used the right variety of words, used various information about the object to be described therefore the descriptive text was clear, used a clear simple present tense, and used appropriate
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adjective sentences. This made the researcher easier to assessed student test results which could make this research successful and sustainable with each other.
Based on the finding result in pre-test and post-test, showed that the mean score of pre-test was 45,84 and post-test was 82,26. The improvement of pre-test and post-test was 79,45%. Hence, it concluded that the effect of Poster using Direct Instruction Model was able to give better contribution in teaching and learning writing descriptive text. By used six characteristics writing descriptive text according to Apsari A. A. N (in Zahara. S, 2014: 29) as an indicator to assessed students' ability to write a good of descriptive text was greatly helped the researcher to get scored from students’ results test.
Then, the t-test value showed 11.880 was higher than t-table values 1.734.
This means that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted because there was a significant difference in the average score from the tests gave by researchers using Posters Trough Direct Instruction Model in the classroom.
From the discussion above, the researcher concluded the Effects of Poster in Enhanced Students’ Writing Ability through Direct Instruction Model was successed in VIII. C students of SMPN 1 Makassar.
71 CHAPTER V
CONCLUSION AND SUGGESTION A. CONCLUSION
Based on discussion proposed in previous chapter, it can be concluded that the effect of posters in students’ writing ability at the second grade of SMPN 1 MAKASSAR through Direct Instruction Model in academic year of 2020/2021 was getting an enhancement. It proved by the students’ mean score from pre-test to post-test. The students’ mean score of pre-test was 45.84. While the post-test was higher than mean score of pre-test the post-test was 82.26. Moreover, based on the data analysis, t-test value was higher than the t-test table (11.880> 1.734). It means that there was a significant difference. Therefore H0 was rejected and H1 was accepted.
B. SUGGESTION
After going through all the procedures for completing this thesis, the researcher would like to provide some suggestions for the use of posters in learning writing skills through the Direct Instruction Model, as follows:
1. Researchers suggest to English teachers to found out students' interest in learning English and to know how to monitor students, because this was very important to support students' knowledge in preparing material or understanding material especially in writing ability as the common problems of students’ in learning English. Using posters in
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teaching writing descriptive text through Direct Instruction Model help to solved the problems because this brought an interesting way in learning process
2. Other researchers who wish to conduct similar research. They are advised to apply this technique at different student levels because each school has different levels of students. Other researchers must be creative and innovative to modify technical activities in the use of the Poster Through Direct Instruction Model to improve students' writing skills.
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