CHAPTER III RESEARCH METHOD
G. Technique Data Analysis
Table 3.2 The Formula of to Process the Data from C. Tribble.31
Aspect Score Category Performance description Content 30-27
26-22
21-17
16-13
Excellent
Good
Fair
Very Poor
The topic is complete and clear and the details are relating to the topic
The topic is complete and clear but details are almost relating to the topic
The topic is complete clear but the details are not relating to the topic
The topic is not clear and the details are not relating to the topic
Organization 20-18
17-14
13-10
Excellent
Good
Fair
Identification is complete and description are arranged with proper connectives
Identification is almost complete and description are arranged with almost proper connectives
Identification is not complete and description are arranged with few misses of connectives
31 C Tribble, Writing, ( Oxford: Oxford Universitu Press, 1996 ), p. 130
9-7 Very Poor Identification is not complete and description are not arranged with connectives
Grammar 25-22
21-18
17-11
10-5
Excellent
Good
Fair
Very Poor
Very few grammatical or agreement inaccuracies
Few grammatical or agreement inaccuracies but not effect on meaning
Numerous grammatical or agreement inaccuracies
Frequent grammatical or agreement inaccuracies
Mechanics 5
4
3
2
Excellent
Good
Fair
Very Poor
It uses correct spelling, punctuation, and capitalization
It has occasional errors of spelling , punctuation and capitalization
It has frequent errors of spelling, punctuation and capitalization
It is dominated by errors of spelling, punctuation and capitalization
Vocabulary 20-18 17-14
Excellent Good
Effectives choice of words and word forms Few misuse vocabularies, word forms, but not change the meaning
13-10
9-7
Fair
Very Poor
Limiting range confusing words and words from
Very poor knowledge of word, word from, and not understandable
(Source : Assessing writing narrative text)
The primary data was correct statistically in the form of percentage by used the following formula:
1. Scoring the students correct answer
2. Classifying the students’ score used the following five level classification classifying based on the following criteria:
Table 3.3 The Criteria of the Students Score Classification
No Classification Score
1 Excellent 86 – 100
2 Good 71 – 85
3 Fair 56 – 70
4 Poor 41 -55
The students final Score
:
students gained scoremaximum score
x 100%
5 Very poor ≤ 40
3. Concluding the mean score of the students’ writing test used this formula:
Notation :
X = The mean score
∑𝑥 = Total number of students score 𝑁 = Total number of the students.32
31 L. R. Gay, Educatioal Research Competencies for Analysis and Applications, Second Edi tion (Columbus Ohio: Person Merrill Prentice Hall, 1981), p. 282
X =
∑𝑥𝑁
34 CHAPTER IV
FINDING AND DISCUSSION A. Research Finding
This chapter consist of two sections, namely the finding and discussion of the research. The finding deals data analysis as stated that in the previous chapter, this research use one only instrument that is a text.
1. The Students’ skill in Writing Summary of Narrative Text
To know the students skill in writing summary of narrative text of MA DDI Lil-banat parepare, the researcher used a text. A writing text was distributed to the students. The students was directed to perform their writing skill on a specific topic of a narrative text. The text consist of two text it is “The Ant and The Grasshopper”
and “The Beauty and The Beast” the text was formed in summary text that they were going to do. The students will write the summary of the text.
The text helped the students to rewrite more and restate some important information by using their own word and ideas that they have but still related with the topic. The score of the students writing skill obtained through tabulating the five indicator of writing, those are contents, organization, grammar, mechanic and vocabulary. Based on the result of students written summary text scores, the students’
score individually will be presented as follows :
Table 4.1. Students’ Individual Score in Writing Summary of Narrative Text.
Text 1. The Ant and The Grasshopper
Students
The Students Rate
Score Category
C O G M V
S1 18 14 10 3 10 55 Very Poor
S2 30 18 18 4 17 87 Excellent
S3 21 10 15 3 13 62 Fair
S4 22 18 17 3 12 72 Good
S5 24 18 15 4 10 71 Good
S6 21 13 21 2 14 71 Good
S7 17 14 17 4 10 62 Fair
S8 26 14 21 3 9 73 Good
S9 26 16 16 3 10 71 Good
S10 28 19 18 4 17 86 Excellent
S11 27 17 13 4 14 75 Good
S12 23 15 18 3 13 72 Good
S13 20 17 18 3 13 71 Good
S14 17 14 17 3 13 64 Fair
S15 17 13 18 2 7 53 Very Poor
S16 17 14 17 3 13 64 Fair
S17 20 17 18 3 13 71 Good
S18 25 17 21 3 13 79 Good
S19 17 14 17 3 13 64 Fair
S20 26 17 17 4 10 74 Good
Total 442 309 342 64 244 1.397 -
Average 22,1 15,45 17,1 3,2 12,2 69,85 Fair C=Content, O=Organization, G=Grammar, M=Mechanic, V=Vocabulary a. The mean score of the students from the text “The Ant and The Grasshopper”
X = ∑𝑥
𝑁 = 1397
20 = 69,85
Based on the table above, it can be seen that the students who got the KKM (Kriteria Ketuntasan Minimal) is only 4 students , it can be seen from the student’s
score includes from 20 students: S2 got score 87 (excellent category), S10 got score 86 (excellent category ), S11 got score 75( good category ), the last S18 got score 79 ( good category). they got same category but different score range. Where S1 got score 55 (very poor category) and S15 got score 53 (very poor category) also got the same category, that is 53 by category of “low”. So it can be conclude that highest score that achieved by the students was 87, while the lowest achievement, that is 55.
From data above the researcher can conclude that the result of the data the students skill in writing summary at eleventh grade especially in the first text “The Ant and The Grasshopper it can be conclude that the students have low skill in writing summary of narrative text.
Table 4.2 Students’ Individual Score in Writing Summary of Narrative Text.
Text 2. The Beauty and The Beast
Students
The Students Rate
Score Category
C O G M V
S1 17 14 11 2 10 54 Very Poor
S2 30 18 21 3 15 87 Excellent
S3 26 10 15 3 13 62 Fair
S4 28 18 21 2 10 79 Good
S5 25 17 22 4 10 78 Good
S6 25 15 22 3 10 75 Good
S7 22 14 21 3 10 70 Fair
S8 27 18 21 2 10 78 Good
S9 25 17 21 2 13 78 Good
S10 28 18 21 3 16 86 Excellent
S11 21 17 21 3 9 71 Good
S12 24 17 20 3 13 77 Good
S13 22 16 21 3 13 75 Good
S14 22 14 20 3 10 69 Fair
S15 15 14 11 4 7 55 Very Poor
S16 22 14 20 3 10 69 Fair
S17 22 16 21 3 13 75 Good
S18 27 18 21 3 16 85 Good
S19 12 14 20 3 10 69 Fair
S20 26 17 20 3 14 80 Good
Total 476 316 391 58 235 1.477 -
Average 23,8 15,8 19,5 2,9 11,7 73,85 Good C=Content, O=Organization, G=Grammar, M=Mechanic, V=Vocabulary b. The mean score of the students from the text “The Beauty and The Beast”
X = ∑𝑥
𝑁 = 𝟏.𝟒𝟕𝟕
20 = 73,85
Based on the table above, it can be known the students who got the KKM (Kriteria Ketuntasan Minimal) was there were 7 students , it can be seen from the student’s score includes: S2 got score 87 (excellent category), S4 got score 79 (good category), S5 got score 78 (good category), S6 got score 75 (good), S8 got score 78 (good), S9 got score 78 (good category), S10 got score 86 (excellent category ), S11 got score 75( good category ), S13 got score 75 (good category), S17 got score 75 (good category), S18 got score 79 ( good category), and the last S20 got score 80 (good category). the students got same category but different score range. Where S1 got score 54 (very poor category) and S15 got score 55 (very poor category) also got the same category, that is 54 by category of “low”. So it can be conclude that highest score that achieved by the students was 87, while the lowest achievement, that is 54.
From data above the researcher can conclude that the result of the data the students skill in writing summary at eleventh grade especially in the second text “The Beauty and The Beast” it can be conclude that the students have good skill in writing summary of narrative text.
From the result of the two text, It can conclude that the students skill in writing summary of the both the text were they have different category from the average. Which the first text the writing skill was still low and the second text the writing skill was good. It might be because the students make a lot of mistakes in certain indicator.
Table 4.3 The Students Score in Writing Summary of Narrative Text
No Score range Category Frequency Percentage
1 86-100 Excellent 2 10%
2 71-85 Good 11 55%
3 56-70 Fair 5 25%
4 41-45 Very Poor 2 10%
Total 20 100%
c. Calculating the students score percentage : P = 𝐹
𝑁 x 100% = 11
20 x 100% = 55%
The table above describes of the both the text, which they have the same category but different score range. From 20 students that have done the writing summary of narrative text. there were 2 students (10%) got score 41-45 (very poor), 11 students (55%) got score 71-85 (good), 5 students ( (25%) got score 56-70 (fair) and 2 students (10%) got score 86-100 (excellent).
From the data above, it can be seen that the average of students’ skill in writing summary of narrative text from the first text “The Ant and The Grasshopper”
was most of them regarded as fair category or in the other word their skill in writing summary was still low.
Then, the data from the second text “ The Beauty and The Beast” it can be seen the average of students skill in writing summary of narrative text the data was shows that the result of the all indicator of the students writing skill especially in the second text, was generally increase too good to average level from 20 students.
Meanwhile, result of students’ category on each aspect of writing are :
2. The Students Result of the Indicator Category in Writing Skill Table 4.4 The Category of Students Skill in Writing Content
No
Score Range
Category
Frequency Percentage T1 T2 T1 T2
2 30-27 Excellent 3 5 15% 25%
3 26-22 Good 7 12 35% 60%
4 21-17 Fair 10 2 50% 10%
16-13 Very Poor - 1 5%
Total 20 100%
T1 : Text 1 (The Ant and The Grasshopper) T2 : Text 2 (The Beauty and The Beast)
Based on the table above, of the two text we can conclude that in this research most of the students have enough skill in writing summary especially in writing the content of the text, which there were 3 students or (15%) got excellent category in the first text, 5 students or (25%) got excellent category in the second text, then 7 students or (35%) got good category in the first text and there were 12 students or (60%) got good category in the second text, 10 students or (50%) got fair category in the first text, and only 2 students or (50%) got fair category in the second text and then only 1 student or (5%) got very poor category in the second text.
Table 4.5 The Category of Students Skill in Writing Organization No
Score Range
Category
Frequency Percentage T1 T2 T1 T2
2 20-18 Excellent 4 5 20% 25%
3 17-14 Good 14 13 70% 65%
4 13-10 Fair 2 2 10% 10%
5 9-7 Very Poor - - - -
Total 20 100%
T1 : Text 1 (The Ant and The Grasshopper) T2 : Text 2 (The Beauty and The Beast)
Based on the table in this research, most of the students have enough skill in writing especially in writing organization.
From the text first “The ant and The Grasshopper” in this aspect of writing, most of the students were in good category, it is show that from 20 samples of this research, there were 14 students or 70% were categorized good, 4 students or 20%
were categorized excellent and 2 students or 10% were categorized fair category.
And from the second text “The Beauty and The Beast” in this aspect of writing same with the second text, which most of the students were in good category from 20 samples, there were 13 students or 65% are categorized good, 5 students or 25% are categorized excellent and 2 students or 10% are categorized fair. the students who got fair category are balance with the students who got good and excellent category. Its means that most of the students have enough skill indicator in organization.
Table 4.6 The Category of Students Skill in Writing Grammar No
Score Range
Category
Frequency Percentage T1 T2 T1 T2
2 30-27 Excellent - 2 - 10%
3 26-22 Good 8 14 40% 70%
4 21-17 Fair 11 4 55% 20%
16-13 Very Poor 1 - 5% -
Total 20 100%
T1 : Text 1 (The Ant and The Grasshopper) T2 : Text 2 (The Beauty and The Beast)
The researcher can conclude that the two texts there were a few mistakes found in grammar component, namely 11 students or (55%) got fair category in first text, 4 students or (55%) got fair category in the second text, then 8 students (40%) got good category in first text, 14 students or (70%) got good category in second text and there were 2 students or (10%) who got excellent category in the second text. but in the first text there was 1 student or (5%) who got very poor category.
Seeing their skill of the students, its means that the students were not have enough skill in writing summary especially in writing the grammar of the text. The students still need more knowledge and practice to improve their skill in writing especially about grammar, because most of the students still make mistakes in grammatical especially in the use of simple past in narrative text.
Table 4.7 The Category of Students Skill in Writing Mechanic No
Score Range
Category
Frequency Percentage T1 T2 T1 T2
2 5 Excellent - - - -
3 4 Good 7 1 35% 5%
4 3 Fair 13 13 65% 65%
2 Very Poor - 6 - 30%
Total 20 100%
T1 : Text 1 (The Ant and The Grasshopper) T2 : Text 2 (The Beauty and The Beast)
From in both the text, the researcher can conclude that, there were some students who put punctuation and capitalization in writing incorrectly, but there were also students who sometimes had difficulty spelling. they were misspelled because it's different between pronunciation and written form of a word. It is reflected in written text in their narrative text. They only had a few error mechanics, we can see from the table above, In both texts, there were no students who got the excellent category. 13 students or (65%) got fair category in firs text, 13 students or (65%) got fair category also in second text , 7 students or (35%) got good category in first text and only 1 student or (5%) got good category in second text and there were 6 students or (30%) got poor category in second text .
It means that their skill in writing summary of narrative text have not enough skill so the students still need more improvement.
Table 4.8 The Category of Students Skill in Writing Vocabulary No
Score Range
Category
Frequency Percentage T1 T2 T1 T2
2 20-18 Excellent - - - -
3 17-14 Good 4 4 20% 20%
4 13-10 Fair 14 14 70% 70%
9-7 Very Poor 2 2 10% 10%
Total 20 100%
T1 : Text 1 (The Ant and The Grasshopper) T2 : Text 2 (The Beauty and The Beast)
From the table above the researcher can conclude that many of the students have basic choice of words. The ideas of the students were too general. It might be because the students did not know many vocabularies in English. For more details we can saw the table which there are 14 students or (70%) got fair category in both the ext. 4 students or (20%) got good category in both the text also and 2 students or (10%) got very poor category in both the text.
The problem of the students were the students know vocabulary but sometimes they do not how to make a good sentence by using a suitable word in appropriate sentence. That is why, most of the students still need to improvement and practice to make a sentences or paragraph in order to make them more perfect in writing.
B. Discussion
In this part the researcher would like to describe the discussion of the result from the data analysis in line with scope of the research that had been previously discussed. This discussion was I tended to describe the students writing skill of narrative text.
Parera states that a narrative is one of the forms of developing writing, for example characters told the history of something based on the development of writing from time to time.33
Based on the findings above, the researcher used two narrative texts that were distributed to students to summarize them into 3 paragraphs, and there were
33 Devigantari Agusta “ Improving Students Ability in Writing Narrative Text Using Short Animated stories at Class VIII C of AMPN 2 Sanden, Bantul In the Academic Year of 2013)2014
approximately twenty sheets of narrative text for students which were used as data in this study.
The researcher presents those findings by reflecting on some theories related to the students’ writing skill. Alan Mayers says that Good writing in any language involves knowledge the conventional of written discourse in culture as well as the ability to choose the precise word that convey one’s meaning. To write an interesting text and a good paragraph, we should know what a paragraph is. “ A paragraph is a group of sentences that discuss a smaller idea furthermore, paragraph like an essay, it is generally contains of introduction a body and a conclusion.
The researcher then used the scoring rubric to find out the students' skills in summarizing the narrative text where by looking at the indicator of writing like George Wishon and Burks said that The indicator of writing divides into five main areas . They are content, organization, grammar, mechanic and vocabulary.34
First the researcher correct the first indicator in the scoring rubric. It is the students skill to write the content of the summary. The content here how the students write the content of summary of narrative text but still related to the topic and has a clear explanation in order to make the readers understand with their writing. The researcher found that most of the students in that class have good category. It means that the students have enough skill in writing summary especially in indicator of the content.
The next indicator of scoring rubric that were going to correct by the researcher are organization. Writing organization the students have to write sentence by sentence or paragraph by paragraph in good arranging, and also with proper
34George Wishon and Burks, Lets Write English. (New York: Litton Education Publishing.
Inc, 19809, p 128-129
connectives to a create a good text. After correct the students skill in writing organization, the students who got good category are balance with the students who got fair category and excellent category. That is why, after the researcher correct their skill in writing summary of indicator vocabulary, most of the students have enough skill in writing summary in organization component but still need to improvement and practice to make a sentences or paragraph in order to make them more perfect in writing.
After that the researcher then correct the skill of students in grammar indicator. In writing grammar is one of the important indicator that is much needed because if someone make mistakes in grammatical the reader will not understanding the text. And also making mistakes in grammatical will change the meaning of the sentence or paragraph of the text. Seeing their skill from the both the text of the students. The researcher can conclude that the students have not enough skill in writing especially in grammar indicator, and the students make more mistake in the first text , namely “The Ant and The Grasshopper” Based on the theory Keariveti said that the students faced the difficulties in summarizing the text because of the problems in vocabulary and grammar. The problem makes them difficult to understand the content of the source text.35 that’s why the students still need more knowledge and practice to improve their skill in writing especially about grammar, because most of the students still make mistakes in grammatical especially in the use of simple present in narrative text.
The next indicator was correct is mechanic. George E. Wishon said that it is related with the ability to use correctly words to the written language such as using of
35 Kareivati, Exploring Students’ Difficulties in Writing Academic Paper, unublished academic paper. Bandung: indonesia, 2004
a capitalization, punctuation and spelling. It is very important to lead the readers to understand or recognize what the written means to express.36 In mechanic the students have to write correct spelling, punctuation and capitalization. the researcher result that most of the students in the both of the text got fair category and there were no students who got excellent category and the students also got poor category of the second text. It means that their skill in writing summary of narrative text have not enough skill especially in mechanic indicator. And the students make more mistake mechanic in the second text, namely “The Beauty and The Beast” that’s why the students still need more improvement to make their writing skill more perfect than before.
The last indicator is vocabulary, as we know that vocabulary is one of the important component in writing because without enough vocabulary someone cannot writing anything. After the researcher correct their skill in writing summary especially in component vocabulary, the students who got fair category are balance with the students who got good and very poor category. The problem of the students is the students know vocabulary but sometimes they do not how to make a good sentence by using a suitable word in appropriate sentence. That is why, Jeremy Harmer said that the students need to learn what words mean and how they are used.37.
36 Scott Thonbury, How To Teach Grammar, (England: Pearson Education Limited, 1999), p.1
37 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Group, 1991), p. 23.