CHAPTER III RESEARCH METHOD
G. Technique of Data Analysis
The data got from cycle I and cycle II were analyzed through the following steps:
1. Calculating the meanscore of the students’ writing skill by using the following formula:
X
=
∑ xNWhere:
X = the mean score
∑X = the total raw score
N = the number of students, (Gay, 1981:298).
2. Then the data also make in the percentage form
P = X 100%
Where: P = Percentage
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F = frequency
N = Number of students,(Hatch and Hassen in Ike 2007: 26).
3. To classify the students’ score, there arefive classifications which used as follows:
a. Scores 90-100 is classified as excellent.
b. Scores 80-89 is classified as good.
c. Scores 60- 79 is classified as fair.
d. Scores 50-69 is classified as poor.
e. Scores 0-50 is classified as very poor, (Depdikbud, 2008: 2).
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of the finding of the research and discussion. The findings present the improvement of students’ writing skill, the percentage of students’ progress and students’ participation during the teaching and learning process. The discussions of the research cover further explanation of the findings.
A. Findings
The findings of the research deals with the answer of the research question which it aims to find out the improvement of the students’skill in writing descriptive text. The result of data analysis found that teaching writing skill by using visual- spatial media can improve the students’ writing skill in term of content and organization at the class of VII Students of SMP WAHYU Makassar. Therefore, for the clear explanation about the students’ improvement can be seen in the following table:
1. The Improvement of the Students’ Writing Skill in Writing by using visual- spatial media
The table below shows the mean score of students’ achievement in writing descriptive text both of content and organization components. Based on the table, it indicated that the improvement of the students’ writing skill by using visual-spatial media was successful. The students’ mean score in d-test was 52.54 classified into poor score, the students’ mean score in cycle I was 60,24 classified into fair score
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and the students’ mean score in cycle II was72.27 classified into Good score. So, the improvement of the students’writing skill between d-test to cycle I was14, 36%,then, the improvement between cycles I to cycle II was 20, 80%.
Table 5:The Mean Score of Students’ Writing Skill
Based on the percentages above there are significant improvement of students’
writing skill by visual-spatial media. To see clearly the improvement of the students’
writing skill, the following chart is presented.
The data can also be seen in form chart below:
Graphic 1: The Students’ Improvement in Writing Skill
0 20 40 60 80
D-Test Cycle I Cycle II DT-CI CI-CII 52.54 60.24
72.77
14.36 20.8 No Indicator
Mean score Students’ Improvement (%) D-Test Cycle I Cycle II Dt - CI CI - CII
1 Content 52.77 60,87 72,77 15,34 % 19,54 %
2 organization 52,32 59,61 71,77 13,39 % 22,07 %
∑X 105,09 120,48 144.54 28,73 % 41.61%
X 52.54 60,24 72,27 14,36 % 20,80 %
The chart above shows that,the improvement of the students’ improvement in writing skill in diagnostic test to cycle II (38,50%) greater than diagnostic test to cycle I (14,65%), and it shows also from cycle I to Cycle II (20,80%) the give score are classified from poor to good. After evaluation in cycle I and cycle II, there is a significant improvement of the students’ that shown clearly in the chart after taking an action in two cycles by using visual-spatial media.
2. The Improvement of theStudents’ Achievement in Writing in Content Table 6:The Mean Score of Students’ Writing in Content
Variable d-test cycle I cycle II Improvement (%)
Content
52.77 60,87 72,77
d-test-cycle I cycle I-cycle II
15,34 % 19,54 %
Based on the table, it indicates that the improvement of the students’ writing skill by usingpeer review strategy in content was successful. The students’ mean score in d-test was 52.77 (very poor), the students’ mean score in cycle I was 60,87(fair to poor) and the students’ mean score in cycle II was 72,77(good to average). So, the improvement of the students’ content between d-test to cycle I was 15, 34 %, then, the improvement between cycle Ito cycle II was 19, 54 %.
Based on the result of analysis above, it can be conclude thatthe students’
score of cycle I and cycle II was higher than d-test. It means that, there was improvementof the students’ achievement in writingskill in term of content.
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It is more clearly showed in the chart below:
Graphic 2: The Improvement of Students’ Score in Content
3. The Improvement of theStudents’ Achievement in Writing inOrganization.
Table 7:The Mean Score of Students’ Writing in Organization
Variable d-test cycle I cycle II Improvement (%)
Organization
52.32 59,61 71,77
d-test-cycle I cycle I-cycle II
13,93 % 22,07 %
Based on the table, it indicates that the improvement of the students’ writing skill by usingvisual-spatial media was successful. The students’ mean score in d-test was 52, 32(very poor), the students’ mean score in cycle I was 59,61 (very poor) and the students’ mean score in cycle II was 71,77 (good to average). So, the improvement of the students’ language use between d-test to cycle I was 13, 93 %, then, the improvement between cycle I to cycle II was 22, 07%. Based on the result of
0 20 40 60 80
D-test
cycle 1
cycle 2
Chart Title
analysis above, it can be conclude that the students’ score of cycle I and cycle II was higher than d-test. It means that, there was improvementof the students’ achievement in writing skill in term of organization.
It is more clearly showed in the chart below:
Graphic 3: The Improvement of Students’ Score in Organization
Based on the result of the data achievement from both elements above, the researcher conclude that there was a significant improvement between the result of d-test, cycle I and cycle II. So, the application of visual-spatial media was successful and effective in improvement of the students’ writing skill in term of content and organization.
0 10 20 30 40 50
D-Test cycle 1 cycle 2
Chart Title
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4. The Percentage of the Students’ Achievement in Writing by Using Visual- Spatial Media
a. Content
The following table and chart show the percentage of students’ achievement in writing in term of content before and after application of visual-spatial media.
Table 8: The Percentage of Students’ Writing Achievement in Content
No Score Classification d-test Cycle
I
Cycle II
Freq (%) Freq (%) Freq (%)
1 39-50 Excellent to Very good
0 0 0 0 0 0
2 27-38 Good to average 0 0 0 0 23 74,19
3 16-26 Fair to Poor 0 0 10 32,25 8 25,80
4 0-15 Very Poor 31 100 21 67,74 0 0
TOTAL 31 100 31 100 31 100
The table above shows that in the d-test, all the students (100%) classified very poor score.The table above also show that the result of students’ writing skill in content component in cycle I and cycle II. In cycle I, 21 students (67,74%) got very poor score,10students (32,25%) classified into Fair to Poor, and no body good to average and excellent to very good in cycle I. In cycle II there were, 8 students (25,80%) classified into fair to poorscore, 23 students (74,19%) classified into good to average score. The data was also shown in the chart below:
Graphic 4:The Percentage of The Students’ Writing Achievementin Content
b. Organization
The following table and chart show the percentage of students’ improvement in writing descriptive text in term of organization before and after application of visual-spatial media.
Table 9: The Percentage of Students’ Writing Achievement inOrganization
No Score Classification D-test Cycle I Cycle II
Freq P(%) Freq P(%) Freq P(%)
1 39-50 Excellent to Very good 0 0 0 0 0 0
2 27-38 Good to Average 0 0 0 0 19 61,29
3 16-26 Fair to Poor 0 0 8 25,80 12 38,70
4 0-15 Very Poor 31 100 23 74,19 0 0
TOTAL 31 100 31 100 31 100
0 20 40 60 80 100
d-test cycle I cycle II
74.19
32.25 25.8
100
67.74
Excellent to Very good Good to average Fair to Poor Very Poor
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The table above shows that in the d-test, all the students (100%) classifiedvery poor score.The table above also show that the result of students’ writing skill in organization component in cycle I and cycle II. In cycle I, 23 students (74,19%) got very poor score,8students (25,80%) classified into Fair to Poor. No body got good to average score and excellent to very goodscorein cycle I. In cycle II there were, 12 students (38,70%) classified into fair to poorscore, 19 students (61,29%) classified into good to average score.
The data was also shown in the chart below:
Graphic 5: The Percentage of Students’ Writing Skill in Organization
5. The Result of theStudents’Activeness in Teaching and Learning Process This table shows the students’improvement activate in learning process after applied visual-spatial media as follows:
0 50 100
d-test cycle I cycle II
65.71 51.43
34.29 100
48.57
Excellent to Very good Good to average Fair to Poor Very Poor d-test
Table 10: The Result of theStudents’Activate Each Meeting in Cycle I and II
Cycle
Meetings
Average Score
Improvement
I II III IV
I 41,12% 49,19% 56,45% 63,70% 52,61%
17%
II 55,64% 65,32% 75,80% 83,06% 69,95%
The table above explains that the average score of the students’ activeness in teaching and learning process through observation sheet by observer. The table above shows the process of the students’activity in each meeting. The percentages of the cycle I from the first meeting to the fourth meeting are 45.71%, 49.78%, 56.43% and 66.42%. Moreover, the percentage of the cycle II from the first meeting to the fourth meeting are 59,28%, 65%, 74,28%, and 79,28%. In addition, the average score in every cycle, in cycle I is 54.46% and in cycle II is 69.46%. From that, the improvement of the students’ activity is 15%. To know the improvement clearly, look at the following chart:
52,61% 69,95%
17%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
Cycle I cycle II Improvement
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Graphic 6: The Improvement of theStudents’Activeness
The chart above shows that there is improvement of students’ activeness in teaching and learning process where in cycle I is 52,61% lower than cycle II is 69,95%.it means that (Cycle I < Cycle II). The improvement ofstudents’activeness is 17%.
B. Discussions
In this part, the researcher would like to discuss the result of findings. The discussion aimed at describing the students’ writing for content and organization by using visual-spatial media.
1. The Improvement of the Students’ Achievement in Writing Skill by Using Visual-Spatial Media
In the analysis of the students’ achievement the researcher found that the mean score of students in writing skillby using visual-spatial media was improved.
The students’ score in d-test was 52.54 (poor), in the cycle I the students’ mean score was60.24 (fair) and in the cycle II the students’ mean score was 72.77(good). The improvement of students’ achievement from mean score of d-test to cycle I was 14,36%, whereas the improvement of students’ achievement from mean score of cycle Ito cycle II was 20,80%.
a. Content
The improvement of students’ achievement in writing by using visual-spatial media had effective effect. The researcher found that before the application of visual-
spatial media, the students’d-test mean score in content was 52.77 (very poor). But after application of peer review strategy, the students’ score in cycle I was 60,87 (very poor) and in the cycle II became 72,77 (good to average). So, the improvement of students’ achievement from mean score of d-test to cycle I was 15,34%, whereas the improvement of students’ achievement from mean score of cycle Ito cycle II was 19,54%.
From the explanation above, the researcher analyzed that by using visual- spatial media could improved the students’ writing skill in writing descriptive text in term of content, where the students’ mean score in cycle I and cycle II was higher than d-test.
b. Organization
The improvement of students’ achievement in writing by using using visual- spatial media had effective effect. The researcher found that before the application of peer review strategy, the students’d-test mean score in language use was 52,32(very poor). But after application of peer review strategy, the students’mean score in cycle I was 59,61 (very poor) and in the cycle II became 71.77(good to average). So, the improvement of students’ achievement from mean score of d-test to cycle I was 14,36%, whereas the improvement of students’ achievement from mean score of cycle Ito cycle II was 20,80%.
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From the explanation above, the researcher analyzed that by visual-spatial media could improved the students’ writing skill in writingdescriptive text in term of content, where the students’ mean score in cycle I and cycle II was higher than d-test.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter contains conclusion and suggestion based on the research findings in previous chapter, the writer puts forward the following conclusion and suggestions:
A. Conclusion
After conducting classroom action research about using Visual –Spatial Media and based on the research finding in the previous chapter, the researcher can make conclusion as follows:
1. Visual-Spatial Media can improve the students’writing skill of the class VII of SMP WAHYU MAKASSAR in term of content and organization. The researcher analyzed that by using visual-spatial media could improved the students’ writing skill in writing descriptive text in term of content and organization, where the students’ mean score in cycle I and cycle II was higher than d-test.
2. After using Visual-Spatial Media, there is a significance difference between the result of diagnostic test, cycle 1, and cycle 2, where the mean score of diagnostic test (52,54) which is lower than the mean score of cycle 1 (60.24), and the mean score of cycle 2 (72,77).
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B. Suggestion
The improvement of the students’ writing ability has been proved in the result of research findings in previous chapter. To gain those such result, some suggestions forwarded as follows:
1. It is suggested to the English teacher to maximize in giving guidance to the students in learning and teaching writing process.
2. It is suggested that the teachers have enough chance to create effective strategies based on the students’needs.
3. It is suggested to the English teachers to use visual-spatial media as the alternative in the teaching and learning process to improve the students’
English skill especially in improving their writing skill.
4. For next researchers, they use visual-spatial media in doing research, because it can give enough opportunity to the students’ to practice their writing ability and it is enjoyable way for learning.
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