CHAPTER III RESEARCH METHOD
G. Technique of Data Analysis
The researcher did some procedures to analyze the data. First, the researcher score the result of the test based on the writing components and the scoring system. Then, the reasearcherwould count the mean of the test result of the score. The formula which was used in this case was:
35
1. From the five components of writing, the researcher measured content and organization component. To measured the components of writing score the researcher used the following rating scale:
a. Content
Score Criteria
5 1. Meaning is conveyed effectively
2. Show a clear understanding of writing, topic and main idea
3. Contains some ideas and they are coherence with each other.
4 1. Meaning is conveyed but breaks down at items.
2. Shows a good understanding of writing, topic, and main idea development.
3. Contain some ideas and they are coherence with each other.
3 1. Meaning is frequently clear.
2. Show some understanding of writing, topic and main idea, less development.
3. Contain some ideas but they not coherence each other.
2 1. Meaning is unclear.
2. Shows little evidence of discourse understanding.
3. Contain some ideas and they not coherence each other.
1 1. No complete sentences are written 2. No evidence of concept of writing
(Harmer : 2001: 26)
36
b. Organization
Score Criteria
5 1. Organization is appropriate to write assignment and contains clear introduction, developments of idea, and conclusion.
2. Transition from one idea to another is smooth and provides rider with clear understanding that topic is changing
4 1. Events are organized logically, but some part of the sample may not be fully developed.
2. Some transition of ideas evidence
3 1. Organization may be extremely simple or there may be evidence of disorganization
2. There are few transitional markers or repetitive transitional markers.
2 1. Sample is compared if only a few disjoined sentences.
2. No transitional markers
1 1. No complete sentences are written 2. No evidence of concepts of writing.
(Harmer : 2001: 26) 2. To classify the students‟ score, there were seven classifications which
used as follows:
No. Score Classification
1.
2.
3.
4.
5.
85-100 65-84 55-64 35-54 0-34
Very Good Good
Fair Poor Very Poor
(Depdikbud: 1989)
37
3. To find out the mean score of the students‟ test, the researcher used the formula :
Where :
X = Mean Score
∑ = Total Score
= The number of students
(Gay, 1981: 298)
4. Analysis of the Final Result
To differentiate whether the students result of writing report text by using the documentary film in BBC VCD as an alternative mediawas significant or not the researcher would use the t-test formula.
) 1 (
)
( 2
2
N N
N D D
t D
Where :
t = Test of significance
D = The mean score
∑ D = The sum of total score of difference
∑ D2 = The square of the sum score of difference N = The total number of students
(Gay, 1981 :355) ∑
38 CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the findings and discussions of the research. The findings of the research cover the description of the students‟ writing skill improvement and the percentage of the students‟ progress or improvement. The discussions of the research cover further explanation of the findings.
A. Findings
1. The Students’ Mean Score in Writing Report Text
To answer the research question in the previous chapter, the researcher administered a test, which was given twice to the students. Firstly, pre-test was given before the treatment. Secondly, post-test was given after the treatment. The result of the students‟ ability to write report text was presented in the table, below:
Table 4.1The Mean Score of the Students’ Writing Report Text
Writing Report Text
Pre-test Post-test
Improvement
%
37.66 77.16 104.88%
The data in the table 4. 1 shows that the students‟ ability in writing report text as the result of calculating of students‟ pre-test and post-test after taught by using the documentary film in BBC VCD as a media. The students‟ score in pre- test (37.66) was differentfrom the post-test (77.16). It means that the mean score of the students‟ post-test was higher than the mean score of the students‟ pre-test.
39
2. The Improvement of Students’ Writing in Content
The improvement of the students‟ ability to write content of the topic were presented in the table, below :
Table 4.2 The Improvement of Students’ Writing in Content Variable Pre-test Post-test Improvement
%
Content 37.33 76.66 105.35 %
The data in the table 4. 2 shows that the improvement in content score as the result of calculting the pretest and posttest of the students‟ ablity in writing report by using documentry film in BBC VCD as a media. Where the students‟
score in pretest (37.33) was different from the posttest (76.66). It means that there were improvement (105.35 %) of the students‟ ability in writing report after taught by using documentary film in BBC VCD as a media.
3. The Improvement of Students’ Writig in Organization
The result of the students‟ to write organization of the topic that presented in the table, below :
Table 4.3 The improvement of students’ wrtitng in organization Variable Pre-test Post-test Improvement %
Organization 36 78.33 117.58 %
The data in the table 4. 3 shows that the students improvement in organization score as the result of calculating the students‟ pretest and posttest at
40
the students‟ ablity in writing report by using documentry film in BBC VCD as a media. Where the students‟ score in pretest (36) was different from the posttest (117.58 %). It means that there was improvement (58.69%) of the students‟ ability in writing report after taught by using documentary film in BBC VCD as a media.
4. The Significance of Students’ Ability in Writing Report Text
To know the level of significance of the pre-test and post-test, the researcher used t-test analysis on the level of significance (p) = 0.05 with the degree of freedom (df) = N-1,where N=number of subject (30 students) then the value of t-table is 2.045. The t-test statistical, analysis for independent sample was applied. The following table shows the result of t-test calculation:
Table 4.4 T-test of the Students’ Ability in Writing Report Text
Writing Report Text
T-Test T-Table Comparison Classification
11.99 2.045 T-Test> T-Table
Significantly Different
The table 4. 4 shows that t-test value was greater than t-table (T-Test> T- Table), the final result showed that t-test value for the final score of students‟
writing ability was (11.99 > 2.045). It means that there was significant difference between the students‟ writing ability before and after using documentary film in BBC VCD as a media. It was also said that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) is accepted.
41
B. Discussion
The description of previous section showed the students‟ ability in writing report text has improved. Based on findings above in applying the documentary film in BBC VCD as a media in the class, the data was collected through test as explained in previous finding sections showed that the students‟ ability in writing report text was significantly improve the students‟ score after applying the documentary film in BBC VCD as a media was better than before the treatment was given to the students. Before giving treatment, the students‟ ability in writing report text was categorized as fair. After giving the treatment, their ability was significantly improved.
1. The Students’ Improvement in Writing Report Text
After calculating the score, the researcher found the students‟ ability in writing report text had improved 104.88%from the mean score 37.66 on pre-test to be 77.16 on post-test. It was supported by the mean score post-test of the students‟ ability in writing report text was higher than pre-test.
The score of the students post-test was higher than the mean score of the students‟ pre-test. Therefore, the use of the documentary film in BBC VCD as a media can enrich the students‟ ability in writing report text.
It was also supported by the result of the data analysis on the table 6 showed that from the level of significance (p) = 0.05 with the degree of freedom (df) = N-1, where N=number of subject (30 students) then the value of t-table was 2.045, the value t-test of the students‟ writing in report text was higher than the t-
42
table (11.99> 2.045). Then, then students‟ ability in writing report text could enrich by using the Documentry film inBBC VCD as a media.
2. The Improvement of the Students’ Writing Content
After calculating the score, the researcher found the students‟ ability to write content had improved 105.35 %from the mean score 37.33 on pretest to be 76.66 on posttest. It was supported by the mean score of posttest was higher than the mean score of pretest. Therefore, the use of documentary film in BBC VCD as a media could enrich the students‟ ability to write content in report text.
3. The Improvement of the Students’ Writing Organization
After calculating the score, the researcher found the students‟ ability to write organization had improved 117.58 %from the mean score 36 on pretest to be 78.33 on posttest. It was supported by the mean score of posttest was higher than the mean score of pretest. Therefore, the use of documentary film in BBC VCD as a media could enrich the students‟ ability to write organization in report text.
Based on the result above, hypothesis test showed that Null Hypothesis (H0) was rejected and Alternative Hypothesis (H1) was accepted. So, the researcher concluded that there was significant improvement of the students‟
ability in writing report text by using the documentary film in BBC VCD as alternative media in teaching writing report in SMA Mahaputra Tello, Makassar.
This study found that the students‟ writing ability in writing report text by using the documentary film in BBC VCD as an alternative media was improve. It indicates similar with the previous study by Kurniawaty (2009), Amalia (2010), Tristy (2010), Rochiyani (2010), Lucky (2010) who done this research before
43
considered that by using this media could improve the sudents‟ writing proficiency in report text. They could be more motivated, eaiser to understand, while the teacher felt easy to teach the sudents how to write a report.
44 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter deals with conclusion and suggestion. The first part was conclusions that were based on the research finding and discussion. The second part was suggestion that based on the conclusion.
A. Conclusions
Based on the discussion and explanation in the previous chapter and looking at the result of this research, the researcher put forward some conclusions as follows:
The use of doumentary film in BBC VCD was effective to be used as a media in teaching writing report because there was a significant difference between the progresses in writing of the students whenthey were taught using the documentary film in BBC VCD as a media and when they were not. By using this media, the students can express their ideas and easy to understand. The students‟
attitude of the eleventh grade students of SMA Mahaputra Tello, Makassar in learning English writing was positive and more interested to learn by using the documentary film in BBC VCD as a media. It was proved that there was significant difference between the result of students‟ pre-test and post-test by the value of t-test was greater than the value of t-table(Ttest value (11.99)> Ttable value
(2.045)
45
B. Suggestions
In relation to the conclusion above, the researcher formulates some suggestion in the following points:
1. The teacher should motivate and give explanation about the important of writing as well as other language skills.
2. The teacher should be more creative to enrich their teaching material. They can use the documentry film in BBC VCD as a media to motivate the students in learning English especially in writing.
3. The teacher should give more chance and guidance practice to write as the one way to develop the students‟ writing ability in the class.
46
BIBLIOGRAPHY
Amalia, A.R. 2010. The Use of Animal Documentary Films as Media in Teaching Spoken Report Text. A Final Project: UNNES. (http://uap.unnes.ac.id) Retrivied on May, 28th 2014
Amir, Arjuninengsih. 2012. Improving the Students’ Ability to Write Descriptive Text by Using Picture Method. Makassar: Thesis of UNISMUH.
Ba‟dulu, A.M.1974. Introduction to Linguistics. Makassar.
Brown, H.D. 2001. Teaching by Principle: An Interactive Approach to Language Byrne, Donn. 1989. TeachingWriting Skill. UK: Longman.
Depdikbud, 1989. Garis – Garis Besar Program Pengajaran (Kurikulum 1994) Untuk Sekolah Menegah Umum. Depdikbud.
Erniwaty, Andi. 2007. Improving the Ability of the Students of SMUN 374 Enrekang to Write Descriptive Paragraph. Makassar: Thesis of UNM.
Gay, L. R, 1981. Education Research : Competenciesa For Analysis And Applicant. Columbus : Clurles E. Marril Publishing Company.
Gerlach and D.P. Ely, 1980. Teaching and Media, Systematic Approach. New Jersey:Prentice Hall, Inc.
Hammond, J. 1992. English for Social Purposes. Sydney: Macquire University.
Harmer, Jeremy. 1998. How to Teach English. Malaysia: Longman.
. 2001. The Practice of English Language Teaching. Harlow: Longman.
Heaton, J. B. 1974. Writing English Language Test. London: Longman.
Heinich, et.al. 1996. Instructional Media and Technologies for Learning (5th Ed.) New Jersey: Prentice‐Hall Inc.
Hornby. 2000. Oxford Advanced Learner’s Dictionary. USA: Oxford University Hugo. 1986. Teaching and Researching Writing. London: Pearson Education
Limited. Press.
http://www.bbc.com. (accessed on August 13th, 2014).
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Kemp. J.E and Dayton, D.K 1985. Planning and Producing Instructional Media.
New York: Harper & Row Publishers.
Kurniawati, Y. 2009. The Effectiveness of Documentary Films and Photographsto Improve the Students’ Ability in Writing Report Text. A Final Project:UNNES. (http://uap.unnes.ac.id) Retrivied on June, 2nd 2014 Littel, Joy. 1981. Basic Skills In English. USA : Mac Douggal, Littel and
Company.
Lucky. 2009. Using Documentary Film as an Alternative Media to Improve Students Skill in Spoken Report at the Second Grade Students. A Final Project: SMA 2 Watansoppeng.
Martideou, Rachel. 2009. Using Audio Visual Media To Teach. Synergies Sud – Est european.
Meyers, A. 2005.Gateways to Academic Writing: Effective Sentences, Paragraphs and Essays. New York: Pearson Education, Inc.
Murcia, M.C. 2001. Teaching English as a Second or Foreign Language, Third Edition. United States of America. Heinle & Heinle.
Oshima, Alice and Hogue Ann.1997 Introduction to Academic Writing. New York : Longman.
Pei, M. & Gaynor, F. 1954. Dictionary of Linguistics. New Jersey: Littlefield, Adam & Co.
Pollard, Lucy. 2008. Teaching English. All Right Reserved.
Rahmat, Rasfati. 2011. The Application of Sensations and Feelings Technique to Improve the Second Year Students’ Writing Ability. Makassar: Thesis of UNISMUH.
Robert Flaherty's film Moana (1926), published in the New York Sun on 8 February 1926 and written by "The Moviegoer", a pen name for documentarian John Grierson in (http :// www. Wikipedia.com).
Retrieved on 28 May 2014.
Rochiyani. 2010. Improving Students’ Skill in Writing Report Text by Using Video BBC at the Eleventh Grade Students. A Final Project: SMA 2 Wonosobo.
(http://uap.unnes.ac.id) Retrivied on June, 2nd 2014
TAN, Charlene.(ed). 2007. Engaging Films and Music Videos in Critical
48
Thinking. Singapore: Mc-Graw Hill Education (Asia).
Tristy, R. R. 2010. Improving Students’ Skill in Writing Report Text with All AboutAnimals VCD. A Final Project. UNNES. (Unpublished).
(http://uap.unnes.ac.id) Retrivied on June, 5th 2014
Yuharniati. 2002. Teaching Rhetorical Devices in English Writing ( A study at the Third Year Students of MAN 2 Model Makassar). Makassar: Thesis of UNISMUH.
THE RAW SCORE OF STUDENTS’ IN PRETEST
STUDENT CONTENT ORGANIZATION
1 3 2
2 2 2
3 2 1
4 3 2
5 2 3
6 1 1
7 2 2
8 4 3
9 2 3
10 2 1
11 3 1
12 1 2
13 1 1
14 3 3
15 1 1
16 1 1
17 1 1
18 2 4
19 1 1
20 1 3
21 2 1
22 2 1
23 1 4
24 2 1
25 2 2
26 1 1
27 2 1
28 1 2
29 2 2
30 3 1
THE RAW SCORE OF STUDENTS’ IN POSTTEST
STUDENT CONTENT ORGANIZATION
1 4 3
2 3 3
3 3 4
4 4 4
5 4 4
6 3 5
7 5 4
8 4 4
9 4 3
10 5 4
11 3 4
12 4 5
13 5 5
14 4 4
15 5 4
16 3 5
17 3 5
18 4 4
19 5 4
20 5 4
21 5 3
22 3 5
23 4 4
24 4 5
25 2 4
26 2 3
27 1 3
28 4 5
29 5 4
30 5 4
To know the final score of the student was :
Example = 5 100 60
3X
THE RESULT OF STUDENTS’ ABILITY TO WRITE REPORT TEXT IN PRE-TEST
Code of sample
Content Organizati on
Total score
Mean score
Classification
S 01 60 40 100 50 Fair
S 02 40 40 80 40 Poor
S 03 40 20 60 30 Poor
S 04 60 40 100 50 Fair
S 05 40 60 100 50 Poor
S 06 20 20 100 50 Poor
S 07 40 40 80 40 Poor
S 08 80 60 140 70 Poor
S 09 40 60 100 50 Poor
S 10 40 20 60 30 Good
S 11 60 20 80 40 Poor
S 12 20 40 60 30 Fair
S 13 20 20 40 20 Fair
S 14 60 60 120 60 Poor
S 15 20 20 40 20 Good
S 16 20 20 40 20 Poor
S 17 20 20 40 20 Poor
S 18 40 80 120 60 Poor
S 19 20 20 40 20 Good
S 20 20 60 80 40 Fair
S 21 40 20 60 30 Poor
S 22 40 20 60 30 Poor
S 23 20 80 100 50 Poor
S 24 40 20 60 30 Fair
S 25 40 40 80 40 Poor
S 26 20 20 40 20 Poor
S 27 40 20 60 30 Poor
S 28 20 40 60 30 Poor
S 29 40 40 80 40 Poor
S 30 60 20 80 40 Poor
Total Score (∑X)
1120 1080 2260 1130
Mean Score (X)
37.33 36 75.33 37.66
THE RESULT OF STUDENTS’ ABILITY TO WRITE REPORT TEXT IN POST-TEST
Code of sample
Content Organiza tion
Total score
Mean Classification
S 01 80 60 140 70 Very good
S 02 60 60 120 60 Good
S 03 60 80 140 70 Good
S 04 80 80 160 80 Very good
S 05 80 80 160 80 Good
S 06 60 100 160 80 Good
S 07 100 80 180 90 Good
S 08 80 80 160 80 Good
S 09 80 60 140 70 Good
S 10 100 80 180 90 Very good
S 11 60 80 140 70 Good
S 12 80 100 180 90 Good
S 13 100 100 200 100 Very good
S 14 80 80 160 80 Good
S 15 100 80 160 80 Good
S 16 60 100 160 80 Good
S 17 60 100 160 80 Good
S 18 80 80 160 80 Good
S 19 100 80 180 90 Good
S 20 100 80 180 90 Good
S 21 100 60 160 80 Good
S 22 60 100 160 80 Good
S 23 80 80 160 80 Good
S 24 80 10 90 45 Good
S 25 40 80 120 60 Good
S 26 40 60 100 50 Good
S 27 20 60 80 40 Good
S 28 80 100 180 90 Good
S 29 100 80 180 90 Good
S 30 100 80 180 90 Good
Total Score (∑X)
2300 2350 4630 2315
Mean Score (X)
76.66 78.33 154.33 77.16
THE DATA ANALYSIS OF THE RESEARCH
Code of Sample
Score and Classification
Gain
(D) D2 Pre-
test (X1)
Classification
Post- test (X2)
Classification
S 01 50 Good 70 Very good 20 400
S 02 40 Poor 60 Good 20 400
S 03 30 Poor 70 Good 40 160
S 04 50 Good 80 Very good 30 900
S 05 50 Fair 80 Good 30 900
S 06 50 Poor 80 Good 30 900
S 07 40 Fair 90 Good 45 2025
S 08 70 Fair 80 Good 10 100
S 09 50 Fair 70 Very good 20 400
S 10 30 Good 90 Very good 60 3600
S 11 40 Poor 70 Good 30 900
S 12 30 Good 90 Very good 60 3600
S 13 20 Good 100 Very good 80 6400
S 14 60 Poor 80 Good 20 400
S 15 20 Good 80 Very good 60 3600
S 16 20 Poor 80 Good 60 3600
S 17 20 Poor 80 Good 60 3600
S 18 60 Poor 80 Good 20 400
S 19 20 Good 90 Good 70 4900
S 20 40 Fair 90 Good 50 2500
S 21 30 Fair 80 Good 50 2500
S 22 30 Fair 80 Good 50 2500
S 23 50 Poor 80 Very good 30 900
S 24 30 Fair 45 Good 15 225
S 25 40 Poor 60 Good 20 400
S 26 20 Poor 50 Good 30 900
S 27 30 Poor 40 Good 10 100
S 28 30 Poor 90 Very good 60 3600
S 29 40 Poor 90 Very good 50 2500
S 30 40 Poor 90 Very good 50 2500
Total 1130 2315 1180 55810
Mean 37.66 77.16 39.33 1860.33
1. Mean Score of pre-test and post test X =
N
xX1= 37.66 30
1130
X2= 77.16 30
2315
Where: X : Mean score
X : The sum of all scores N : The number of students2. To find out the mean score differences by using the formula:
D= N
DD= 30
1180= 39.33
Where: D : The mean of the differences score
D : The sum of the differences score N : The total number of students3. To find out the significant differences between the score of pre-test and post-test by using the formula:
T =
1
2 2
N N
N D D
D
T =
2
1 30 30
30 55810 1180
33 . 39
T =
29 3030 55810 1180
33 . 39
T =
870
33 . 46413 55810
33 . 39
T =
870 66 . 9396
33 . 39
T =
80 . 10
33 . 39
T = 3.28 33 .
39 = 11.99
Where: T : Test of significance D : The mean score
D : The sum of total score of difference D : The Square of the sum score of different N : The total number of studentsResearch Instrument Post-Test
(Time: 60 minutes)
Name : ...
Reg. Number : ...
Class : ...
Choose one of the topic below and make a report text!
The Lion Family The Giraffe life
...
Research Instrument Pre-Test
(Time: 60 minutes)
Name : ...
Reg. Number : ...
Class : ...
Make a simple report text about your favourite animal!
Write your text here!
...
RENCANA PELAKSANAAN PEMBELAJARAN (RPP 1, 2)
Nama Sekolah : SMA Mahaputra Tello, Makassar Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / Ganjil Tahun Pelajaran : 2014/ 2015 Alokasi Waktu : 4 X 45 Menit Skill : Writing
A. STANDAR KOMPETENSI
Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
B. KOMPETENSI DASAR
Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition.
C. INDIKATOR
Mengidentifikasi makna paragraf report
Mengidentifikasi kalimat berbentuk report
D. TUJUAN PEMBELAJARAN
Siswa dapat mengenal makna paragraph report
Siswa dapat mengenal kalimat dalam paragraph report
E. METODE PEMBELAJARAN DAN MODEL PEMBELAJARAN Metode : Three Phase Technique
Model : Ceramah, diskusi, dan pemberian tugas
F. MATERI AJAR
“Report”
1. Meaning
Report is the kind of text that describe the way things are. The things must be representative in the class.
2. Content
General classification : Tells what the phenomenon under discussion is
Description : Tells what the phenomenon under discussion is like in term of parts, qualities, habits or behaviors, uses/function)
3. Organization
the use of general nouns
the use of present tense
the use of relating verbs
the use of behavioral verbs
the use of technical terms Report
Tigers
Every body know tigers especially in thier wildness of hunting instincts and skill for survival and their extinction. The habitats of tigers are in Asia, Siberia and India. And the habitats of the tigers in each place is decrease every year, like we found in India where there are less than 3500 tigers in wild around of which 1411 are in India with its habitat falling by over 50% in last 30 years.
Globally tigers occupy less than 7% of their historical geographical landscape.
Tigers are one of the biggest among the 37 species of cats in the world today. Tigers have very sharp teeth and very powerful claws to catch thier food such as deers, zebras, even buffaloes and other animals to be able to survie.
Althoug tigers placed in the highest rank of predators but they also has a predator except a human. The predator of the tigers is a lion. Lions do not eat the tigers but just kill them to erase rivaly in catching their target. Tigers have big mouths and also have big gums. Tigers have piericing yellow eyes that glown in the dark that are used to hunting their food in the night.