CHAPTER V CONCLUSION AND SUGGESTION
T- Table
(Sugiyono, 2014)
The findings are shown about the result students’ score in pre-test and post-test. The impact of digital content on students’ writing skill at the eleventh grade students of SMA Negeri 14 Makassar academic year 2019/2020 was improved. The tables below shows the score of language use.
1. Language Use
Table 4.1. Students’ Writing Skill in Terms of Language Use Variable Pre-Test Post-Test Improvement (%)
Language Use 57 68 19%
Students’ mean score in pre-test was 57. After gave the students treatment, students’ mean score in post-test was improved 19% to 68. To get the mean score, the researcher summed all students’ score and divided total sample which 28. The figure below shows the clearly information students’ mean score in language use term by using diagram.
Figure 4.1. Students’ Writing Skill in Terms of Language Use
Figure above shows the improvement students’ score in term of language use. There is 11 score different between pre-test and post-test.
Students’ score in term of language use in pre-test and post-test was improved. The figure presents the students’ score.
Table 4.2. Students' Score in Terms of Language Use No Clasification Score Pre-Test Post Test
F % F %
1 Excellent 81-100 0 0 0 0
2 Very Good 61-80 12 43 21 75
3 Good 41-60 11 39 7 25
4 Fair 21-40 5 18 0 0
5 Poor 0-20 0 0 0 0
Total 28 100 28 100
In pre-test, there were 5 (18%) students got fair, 11 (39%) students got good, and 12 (43%) students got very good. Moreover in post-test, there were 7 (25%) students got good, 21 (75%) students got very good. Hence, there was improvement students’ score from pre-test to post-test.
50 55 60 65 70
Language Use
Pre-Test Post Test
2. Significant Testing
Analyzing t-test was used to find out the significant impact of the students’
score in pre-test and post-test. In order to know the level significance 5% (0.05), degree of freedom or df = N – 1 (df is N – 1 = 28 – 1 = 27), it was found that t- table value is 1.7033 the result of the calculation as follows:
Table 4.3. Distribution the Value of t-test and t-table
t-test t-table
3.14 1.7033
The data on the table above showed about the value of t-test is higher than the value of the t-table. It indicated that there was a significant difference impact the result of the impact of digital content on students’ writing skill after treatment.
It can be concluded that there was significance impact between students’
score in pre-test and post-test. It leads to an improvement in students’ writing skill by using digital content as the learning media. This also means that null hypothesis (H0) There is no significant impact of students’ writing skill before and after taught through digital content as learning media is rejected and the alternative hypothesis (H1) There is significant impact of students’ writing skill before and after taught through digital content as the learning media is accepted.
B. Discussion
problem in here. The students used Grammarly Keyboard often to make habit of every mistake they had made and corrected it.
After giving the treatment, students’ means score in post-test was 68 which still below the standar value or KKM (Kriteria Kelulusan Minimum). There was improvement about 19%. This is a lot better than in pre-test. Students’
mistake in tense was reduced. It was their regular used of Grammarly Keyboard to make students’ habit in writing better. Even though students’ score still below the standar value, but the Grammarly Keyboard and Blogger were making positive impact on students’ writing skill.
There are some impacts on students’ writing skill after they used Grammarly Keyboard and Blogger as the learning media. First, students can learn simple present tense much easier. Students had to write descriptive paragprah which used simplre present tense. Before they use Grammarly Keyboard and Blogger, they had problem with write a complete sentence. Their stuctural was mess. Using Grammarly Keyboard helped them to correct their sentence in a second. So, they can easly remember when they write. Students also analyzed why their sentence is not completed by using Grammarly Keyboard. Second, students can write punctuation in the right order. Punctuation is a symbol for writer use to make their writing easly to write. Sometimes, students confused where they have to put a comma, quation, or parantheses. Third, students can correct their spelling.
Spelling for foreign languge learners is sometimes difficult. These happen because students as foreign language learners rarely write in English. Many English words
are different from spelling and pronouncing which it is different from students’
mother tounge. Indonesian language is very simple. You write as you pronounce it but for English is not. Grammarly Keyboard as the learning media can easly correct the miss spelling so students can remember the correct spelling of their words. Fourth, using Grammarly Keyboard and Blogger as the learning media can improve students’ writing skill in terms of language use. Although in this research, the improvement was 19% and still not achieved the standar value (Kriteria Ketuntasan Minimal) which 75, students’ score still improved.
Researcher believes if the using Grammarly Keyboard and Blogger for longger meeting than only six can improve the students score much more.
2. Problems
Based on the tables 4.1. and table 4.2. in findings, there were some improvements on students’ writing skill in terms of language use. The improvements was 19% in language use. Moreover, the researcher faced some troubles and problems when applied this method on XI IPS 5 in SMA Negeri 14 Makassar. The problems were:
1. Students were not familiar with these media.
SMA Negeri 14 Makassar actually already applied smartphone as their learning media. Even the final examination semester (ujian akhir semester) used smartphone to answer the questions that appear in the individual students’ screen. Based on this, I had confident to use digital content which Grammarly Keyboard and Blogger as the learning media.
2. Students still did not know how to use email properly.
Email is the basic thing for people even students when using smartphone.
Because, every application or social media uses email for its registration.
Sadly, the students in XI IPS 5 still struggle to use their own email. This problem consumes too much time during the treatment.
3. Students were still struggle in construct simple present tense sentences.
The good reason to choose this class for researcher’s sample is because this class for students that have interest in learning English (mata pelajaran minat). It was really shocked for researcher because students did not know the simple present pattern. Of course, in researcher treatment there was simple present learning but because of this problem takes much time also.
4. There was not projector available in the school during the treatment.
Essentially, teaching digital content recommend using digital hardware too. The school actually has projectors but due many teachers used them, at that moment, researcher did have one. It is not actually big problem, only the researcher had to look every students phone to check whether the step to use digital contet is correct or not.
5. Teach writing skill is cannot be done by six meeting only.
Writing has five steps to complete, start from pre-writing, writing, revising, editing, and publishing. These steps are easy if the amounts of students are small. XI IPS 5 has 28 active students. Thus, to check every student’s writing it took time. The time of this research started from 5 until
26 November 2019. The treatment cannot add more meetings due after 26 November 2019, there were a final test (ujian akhir semester) for students which every meetings had to be done that week.
6. The researcher
The students and the school were not the problems, the researcher itself also. During the treatment the researcher did not improvise well and handle the class. The researcher already known from the teacher that this class was hard to teach due the time was afternoon and mostly students were not motivated well in learning. Thus, during the treatment, every problem came one by one.
Based on the research’s conclusion, findings, and discussion, there were some suggestions, which were:
1. Teaching digital content as the learning media must and have to be supported with digital equipment/media too. The needed of projector, laptop, and so on are essential; otherwise the teacher will have difficult managing time to explain the material trough conventional equipment/media.
2. Students must be aware more about their digital media and digital content.
It is crucial because the digital life is really fast improved. Hopefully, the students can be well known digital content as learning media rather than use social media every second.
3. Next researchers have well prepared about digital equipment/media in case the school did not provide much of them.
44
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APPENDICES
Pre-Test
Choose one topic below and write minimum one paragraph and maximum two paragraphs about it.
1. My school
2. The best parent in the world 3. Favorite movie
Post-Test
Choose one topic below and write minimum one paragraph and maximum two paragraphs about it.
1. Digital payment 2. Digital education 3. Digital game
Lesson Plan
Educational Unit : SMA (Senior High School) 14 Makassar
Class : XI / MIA
Subject English
Subject Matter : Descriptive Paragraph Focus Skill : Writing
Time Allocation : 12x45 minutes (6 meetings)
A. Kompetensi Inti (KI)
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar (KD)
3.4. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya
4. Teks deskriptif
4.4.1. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif, lisan dan tulis, pendek dan sederhana terkait tempat wisata dan bangunan bersejarah terkenal
4.4.2. Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, terkait tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
C. Tujuan Pembelajaran
1. Menunjukkan kesungguhan belajar bahasa inggris terkait teks descriptive sederhana tentang tempat wisata dunia atau bangunan terkenal.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggug jawab dalam melaksanakan komunikasi terkait teks describtive tentang tempat wisata terkenal.
3. Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada teks describtive sederhana tentang tempat wisata atau bangunan terkenal 4. Merespon makna dalam teks describtive, lisan dan tulis, sederhana,
tentang orang
5. Menyusun teks describtive lisan dan tulis sederhana tentang tempat wisata dunia atau bangunan terkenal.
D. Materi Pembelajaran
Struktur Descriptive Text (generic structure) adalah:
1. Identification (identifikasi) adalah pendahuluan, berupa gambaran umum tentang suatu topik.
2. Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text:
1. Menggunakan simple present tense
2. Menggunakan attribute verb, seperti be (am, is, are) 3. Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
1. Kata benda yang terkait dengan orang/benda/tempat/binatang 2. Kata sifat yang terkait dengan sifat orang/binatang/benda 3. Kata kerja bentuk pertama (present tense)
4. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
5. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
6. Rujukan kata
Contoh Teks Descriptive
My Sphinx Cat
My Sphinx cat is the only pet I have. He has a little hair but is not totally hairless as he has peach fuzz over much of his body. His coat is often a warm chamois. My Sphinx has a normal cat proportion.
I like his tail although my mom says that it is like a rat’s tail. I love his usual color varieties including, tortoiseshell, chocolate, black, blue, lilac, chocolate etc. He is really an amazing cat. Believe it or not, he is very intelligent cat. He can respond my voice commands.
He is really funny as well as my friends get a joke. I love him so much as I love my mother.
E. Metode Pembelajaran
1. Approach : Scientific approach 2. Strategy : Identifying paragraph
3. Method : Questions and answers, discussion
F. Media, Alat, dan Sumber Pembelajaran 1. Oxford dictionary (application or hardcopy)
2. Grammarly Keyborad (available on Play Store (Android) or App store (Apple))
3. Blogger (available on Play Store (Android) or App store (Apple)) 4. Understanding and Using English Grammar Third Edition by Betty
Schrampfer Azar.
5. Internet (https://www.thoughtco.com/how-to-write-a-descriptive-
paragraph-1690559 and https://www.wikihow.com/Write-a-Descriptive- Paragraph)
6. Laptop 7. Proyektor 8. Smartphone
G. Langkah-langkah Pembelajaran Pertemuan 1
Kegiatan Deskripsi Alokasi
Waktu Pendahuluan 1. Menyiapkan siswa untuk mengikuti proses pembelajaran.
2. Memotivasi siswa secara kontekstual sesuai manfaat dan aplikasi materi pembelajaran dalam kehidupan sehari-hari.
3. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
10 Menit
Inti 1. Observing (Mengamati)
Guru memberikan materi descriptive paragraph.
Guru menjelaskan definisi, ciri-ciri, serta generic structure yang ada di dalam descriptive paragraph.
Guru memberikan beberapa contoh descriptive paragraph.
Siswa membaca beberapa contoh descriptive
65 Menit
paragraph.
2. Questioning (Menanya)
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks deskripsi yang ada dalam bahasa Inggris terutama tentang fungsi sosial, struktur teks, dan unsur kebahasaan.
Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi tertentu dari descriptive paragraph.
3. Associating (Mengasosiasi)
Dalam kerja kelompok yang terdiri dari 2 orang siswa menganalisis gambar tempat wisata dunia dengan fokus pada fungsi sosial, struktur teks, dan unsur kebahasaan.
Siswa mengelompokkan teks deskripsi sesuai dengan fungsi sosialnya.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan dalam kerja kelompok.
4. Communicating (Mengkomunikasikan)
Menyampaikan hasil kerja kelompok tentang tempat wisata dunia sesuai dengan panduan yang disiapkan guru.
Penutup 1. Siswa menyimpulkan dan merefleksi penguasaan materi pembelajaran yang telah dipelajari.
2. Siswa diberikan informasi terkait materi di pertemuan selanjutnya.
15 Menit
Pertemuan 2
Kegiatan Deskripsi Alokasi
Waktu Pendahuluan 1. Menyiapkan siswa untuk mengikuti proses pembelajaran.
2. Memotivasi siswa secara kontekstual sesuai manfaat dan aplikasi materi pembelajaran dalam kehidupan sehari-hari.
3. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
10 Menit
Inti 1. Observing (Mengamati)
Guru bertanya tentang materi descriptive yang telah diajarkan di pertemuan sebelumnya.
Guru bertanya tentang definisi, ciri-ciri, serta generic structure yang ada di dalam descriptive paragraph.
Guru memberikan beberapa contoh descriptive paragraph.
Siswa membaca beberapa contoh descriptive paragraph.
2. Questioning (Menanya)
Dengan bimbingan dan arahan guru, siswa mempertanyakan generic structure, ciri-ciri, dan unsur kebahasaan yang ada dalam descriptive paragraph.
3. Associating (Mengasosiasi)
Dalam kerja kelompok yang terdiri dari dua orang siswa mengidentifikasi generic structure, ciri-ciri, dan unsur kebahasaan yang ada dalam descriptive paragraph.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan dalam kerja
65 Menit