CHAPTER III RESEARCH METHOD
F. Technique of Data Analysis
1. The data analysis was done through some component as follows:
Component Score level
Criteria
Content 86-100
71-85 56-70
<55
Excellent to very good knowledge, substance Good to average, some knowledge of subject title substance, etc.
Fair to poor, limited knowledge
Very poor class not showed knowledge
Organization 86-100
71-85
56-70
<55
Excellent to very good; influent express idea clearly
Good to average; somewhat choppy-loosely organized but main idea stand out
Fair to poor; not fluent idea
Very poor; does not communicate, not organization
(Cushing, 2002:116)
2. The researcher gave the raw score, which was classified into 5 levels as follows:
a. 86-100 : classified as very good b. 71-85 : classified as good c. 56-70 : classified as fair d. 41-55 : classified as poor e. <40 : classified as very poor
(Cushing, 2002: 116) 3. To find the gain score on the raw score of 5 components in writing
Score = × 10
(Gay, 1981) 4. Finding mean score the researcher used the following formula:
=
Where:
X : Mean score
Σx: The sum of the score N : The number of subjects,
(Gay, 1981:289) 5. To find standard deviation, the researcher used this formula:
SD = in which SS = -(∑ )
Where :
SD = standard deviation SS = standard of square N = the number of student
∑x = the sum of all square
((∑ ) = the sum square of the sum score
(Gay, 1981) 6. The test of significant
Finding out the significant different between the pre-test and post-test by using this formula:
=
∑ − ² ∑ ²
− 1
Where,
= ∑ Where :
T = test of significance
= the mean of different score
∑D = the sum of total score of significance
∑D² = the square of the sum for difference N = the total number of subject
(Gay, 1981: 366)
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter deals with the data analysis as well as findings and discussion of the result of the data analysis. The finding of the research cover the description of the result of the data collected through reading test.
A. Findings
1. The Development of Students’ Writing Ability Viewed From Its Content.
The researcher used Basic Youtube offline in treatment to see the improvement of students’ in Writing and there was improvement in pre-test to
post- test. It showed from mean score of the students in pre-test and post-test and also improvement percentage. It could be seen in the table below:
Table 4.1. The Mean Score and Standard Deviation of The Student’sWriting Ability in Terms of Content in Pre-test and Post-test.
Pre-test Post-test Gain
40 69.69 74.22%
Based on the Table 4.1 shows that the mean score of students’ content in pre- test was 40 and students mean score in post-test was 69.69. It can be seen that the mean score in terms of content in post-test was higher than in pre-test.
Graphic 4.1. TheMean Score and Development of The Students’ writing Skill viewed of content
The graphic above showed that the result of pre-test and post-test had improvement which was 74.22 % The data showed that using Basic Youtube Offline in writing could improve students’ writing narrative paragraph viewed from content.
Frequency distribution of students’ scores in content is describe as follows:
Table 4.2. The Distribution of Frequency and Percentage Score of Students’
Writing Ability in Terms of Content in Pre-test and Post-test
Score Classification
Pre-test Post-test
F % F %
100-86 Very Good 0 0 0 0
85-71 Good 0 0 12 36.36
70-56 Fair 0 0 21 63.63
55-41 Poor 15 45.45 0 0
0 20 40 60 80
pre test post test
mean score of content
< 40 Very poor 18 54.54 0 0
Total 33 100 33 100
Table 4.2 shows that there were no students that is classified into good and very good score. There were 18 (54.54%) out of 33 students that are classified into very poor score, 15 (45.45%) classified into poor score. It could be concluded that students writing ability in terms of content was poor.
Table 4.2 shows that 12 (36.36%) of the students are classified into good students, and 21 (63.63%) out of 33 students that classified into fair score.
2. The Development of Students’ Writing Skill Viewed From Organization
Researcher also assessed students’ organization in writing skill. It was begun from pre-test to post-test. After researcher gave pre-test and post- test, there was improvement of students’ writing skill in terms of organization. It was indicated by the significant difference between students’ pre-test and post-test score. Besides that, researcher also had counted improvement percentage of students. It is shown in the table 4.3 :
Table.4.3 The Mean Score of The Student’s Writing Ability in Terms of Organization in Pre-test and Post-test.
Pre-Test Post-Test Gain
45.3 67.42 48.83%
Based on the Table 4.3, the mean score of students’ organization in pre-test was 45.3 and students mean score in post-test was 67.42. It can be seen that the mean score in terms of organization in pre-test was higher than in post-test.
Graphic 4.2. The Mean Score and Development of The Students’ Writing Skill Viewed of Organization
The graphic above showed that the result of pre-test and post-test had improvement which was 48.83 % The data showed that using Basic Youtube Offline in writing could improve students’ writing narrative paragraph viewed from content.
0 20 40 60 80
pre test post test
mean score of organization
Table 4.4. The Distribution of Frequency and Percentage score of Students’ Writing Ability in Terms of Organization in Pre-test and Post-test
Score Classification
Pre test Post-test
F % F %
100-86 Very Good - 0 - 0
85-71 Good - 0 14 42.42
70-56 Fair 7 21.21 14 42.42
55-41 Poor 12 36.36 5 15.15
< 40 Very poor 14 42.42 - 0
Total 33 100 33 100
Table 4.4, pretest shows that there were 14 (42.42%) out of 33 students classified into very poor score, 12 (36.36%) classified into poor score, 7 (21.21%) classified into fair score. There were no students that classified into good and very good score.
Based on the Table 4.4, post-test shows that were 5 (15.15%) out of 33 students classified into poor students, 14 (42.42%) out of 33 students classified into fair score, 14 (42.42%) classified into good.
3. Hypothesis Testing
The researcher had used t-test analysis on the level of the significance (p) 0,5 with the degree of freedom (df) = N-1, where N = number of students (33 students) and then the value of t-table was 2.021. The t-test statistical analysis for independent sample was applied. The following table showed the result of t-test calculation.
Table 4.5. The t-Test Analysis of The Students’ Improvement
No. Components t-Test Value t-Table Value Description
1. Content 19.05 2.021 Significant
2. Organization 19.16 2.021 Significant
Table 4.4. shows that t-test value of content is greater than t-table value (19.05 > 2.021) and also t-test value of organization is greater than t-table value (19.16 > 2.021). It meant that there is significance difference between the students’ writing narrative text before and after researcher used Basic YouTube
offline in writing ability at the seven grade students at SMPN 5 Enrekang. It was show that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.
B. DISCUSSION
The description of the data collected from writing skill in terms of content and organization showed that the students’ writing skill in content and organization in writing skill was improved. It was supported by mean scores and percentage of the
students’ pretest and posttest result. Based on the findings, the implementation of Basic Youtube Offline made the students’ have mean score that was higher in writing
skill than before they implemented Basic Youtube Offline.
1. The Development of Students’ Writing Ability Viewed From Its Content.
In the first meeting in pre-test, the researcher found that most of the students were still difficult to write, they were still confused what they wanted to write in the paper. It can be seen from the students’ writing achievement in pre-test was poor. It was 40.
In terms of content in pre-test, the students’ did not know how to began the paragraph. Besides that, the students’ were still unable to apply word in a well-formed sentence. For instance, when the students’ began to write, they used “three child school bicycle to school” in their writing, they should used “there are three students’ who use bicycle to school” in the sentence.
After the students had given treatment by using basic youtube offline , the students’ mean score of the post test had shown an improvement. The students could apply word in the correct form of sentences.
As the post-test score shown 69.69 and it was higher than pre-test score.
It indicated a significant improvement from the pre-test to post-test mean score (40 –69.69) as the percentage of improvement was 74.22%. it shows that using basic youtube offline was effective to improve the students’
writing ability in terms content.
2. The Development of Students’ Writing Skill Viewed From Organization
In the first meeting when the researcher gave pre-test, the researcher foundthat most of the students’ failed to create good narrative text because they could not generate ideas effectively, so their ideas were still confusing.
It can be seen from the students’ writing achievement in pre-test was poor.
It was 45.3.
In terms of organization in pre-test, the students’ were difficult to arrange good narrative paragraph. It was hard to determine what their writing wanted to tell about. In a student narrative paragraph he only wrote an orientation without following by complication and resolution. For instance :
“to a certain day three child school bicycle to school together friend return home school nominal have feeling high land”
After the students had given treatment by using basic youtube offline , the students’ mean score of the post test showed an improvement. It was 67.42. The students’ could arrange narrative paragraph.
As the post-test score shown 67.42 and it was higher than pre-test score.
It indicated a significant improvement from the pre-test to post-test mean score (45.3 – 67.42) as the percentage of improvement was 48.83%. it shows that using basic youtube offline was effective to improve the students’ writing abilityin terms organization.
3. Test of Significance Testing and Hypothesis
The data of t-test significance described that most of the students were success in improving their score into writing narrative text in terms of content and organization by using Basic Youtube Offline. This improvement was also prove by the significance of testing. The t-test value (19.16) was greater than t-table (2.021) for the degree of freedom (0.05). it means that the null hypothesis (Ho) was rejected and alternative hypothesis (H1) was accepted. Based on the data, it can be concluded that there was significant improvement of the students’ writing ability in terms content and organization by using Basic Youtube Offline at the Seventh Grade Students of SMPN 5 Enrekang.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter deals with the conclusion and the suggestion of the research as explained as follow:
A. Conclusion
Based on the description of the previous chapter the writer would like to conclude that using basic YouTube offline was effective to improving the students writing ability at the seventh grade students at SMPN 5 Enrekang. It is proved by the students’achievementin writing ability in terms of content, were the mean score for pre-test is 40 and the mean score for post-test is 69, 69.
And the students achievement in writing ability in terms of organization, were the main score of pretest is 45.3 and the mean score for posttest is 67.42. it is also proved by t-test value in terms of content was higher than the t-table (19.05 > 2.021), and t-test value in terms of organization was higher than t- table (19.16 > 2.021).
B. Suggestions
Based on the conclusion above, the researcher would like to present some suggestion as follow :
1. To improve the English writing ability, the teachers of English at SMPN 5 Enrekang should use the basic YouTube offline as a medium.
2. The teachers should guide and motivate the students to increase their interest to learn through writing to improving and use basic YouTube
offline on the writing text in teaching writing in order to present interesting activities and something different will be more enjoying for the students. The teacher should give more opportunity to the students to practice their writing ability.
3. The next researcher should use Basic Youtube Offline as a medium to improve the students writing ability. It also can motivate and make student interest an more active. The next researcher is suggested to use Basic Youtube offline by applying another technique in teaching writing.
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APPENDIX A
Instrument
Pre-test
Direction:
Make a narrative paragraph by using your own word based on the video “cita-cita setinggi tanah”!
Post-test
Make a narrative paragraph by using your own word based on the video “Joyce”!
APPENDIX B
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 5 Enrekang Mata Pelajaran : Bahasa Inggris Kelas/Semester : VII/ 1
Alokasi Waktu : 2 x 45 menit
Topik Pembelajaran : Teks Berbentuk Narrative
Standar Kompetensi Menulis
6.1 mengungkapkan makna dalam teks tulis fungsional pendek dan essai sederhana berbentuk recount, narrative, dan procedur dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar
6.1.1 mengungkapkan makna dan langkah-langkah retorika teks tulis essai secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks tulis essai berebentuk prosedur, recount, dan narrative teks.
Indikator Pencapaian
Mengungkapkan makna dan langkah-langkah retorika teks tulis essai secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.
I. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
Mengidentifikasi kejadian dalam teks yang dibaca
Menghasilkan teks berbentuk narrative II. Materi Pokok
Film pendek “Kebohongan seorang ayah”
III.Metode Pembelajaran/Teknik:
3 phase technique
IV.Langkah-langkah Kegiatan Pembelajaran
Kegiatan Pendahuluan
Mengucap salam
Mengecek kehadiran siswa
Melakukan apersepsi Kegiatan Inti
Guru menjelaskan general struktur narrative text
guru memperlihatkan film pendek yang berjudul ”kebohongan seorang ayah”
siswa membuat paragraph narrative (penjelasan tentang topik, urutan kejadian, pembelajaran apa yang diambil dalam cerita) berdasarkan film yang telah ditonton
guru memberikan koreksi
guru memperlihatkan kembali film penek kepada siswa. Agar siswa dapat memperbaiki tugasnya
siswa membuat kembali tugas akhir Kegiatan Penutup
Bersama-sama dengan peserta didik membuat rangkuman atau
Kesimpulan materi yang telah dipelajari
Melakukan penilaian terhadap kegiatan yang sudah dilaksanakan
V. Sumber/Bahan/Alat
Sumber : Youtube offline
Media : LCD, laptop
VI. Instrument
Make a narrative paragraph with use story based on the picture VII. Penilaian
Rubric penilaian
Content 86-100
71-85 56-70
<55
Excellent to very good knowledge, substance Good to average, some knowledge of subject title substance, etc.
Fair to poor, limited knowledge
Very poor class not showed knowledge
Organization 86-100
71-85
56-70
<55
Excellent to very good; influent express idea clearly
Good to average; somewhat choppy-loosely organized but main idea stand out
Fair to poor; not fluent idea
Very poor; does not communicate, not organization
Makassar, Juni 2016 Mahasiswa
Putri Herma Sari
APPENDIX C
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 5 Enrekang Mata Pelajaran : Bahasa Inggris Kelas/Semester : VII/ 1
Alokasi Waktu : 2 x 45 menit
Topik Pembelajaran : Teks Berbentuk Narrative
Standar Kompetensi Menulis
6.1 mengungkapkan makna dalam teks tulis fungsional pendek dan essai sederhana berbentuk recount, narrative, dan procedur dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar
6.1.1 mengungkapkan makna dan langkah-langkah retorika teks tulis essai secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks tulis essai berebentuk prosedur, recount, dan narrative teks.
Indikator Pencapaian
Mengungkapkan makna dan langkah-langkah retorika teks tulis essai secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.
III. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
Mengidentifikasi kejadian dalam teks yang dibaca
Menghasilkan teks berbentuk narrative IV. Materi Pokok
Film pendek “ripple”
III.Metode Pembelajaran/Teknik:
3 phase technique
IV.Langkah-langkah Kegiatan Pembelajaran
Kegiatan Pendahuluan
Mengucap salam
Mengecek kehadiran siswa
Melakukan apersepsi Kegiatan Inti
Guru menjelaskan general struktur narrative text
guru memperlihatkan film pendek yang berjudul ”ripple”
siswa membuat paragraph narrative (penjelasan tentang topik, urutan kejadian, pembelajaran apa yang diambil dalam cerita) berdasarkan film yang telah ditonton
guru memberikan koreksi
guru memperlihatkan kembali film penek kepada siswa. Agar siswa dapat memperbaiki tugasnya
siswa membuat kembali tugas akhir Kegiatan Penutup
Bersama-sama dengan peserta didik membuat rangkuman atau
Kesimpulan materi yang telah dipelajari
Melakukan penilaian terhadap kegiatan yang sudah dilaksanakan
V. Sumber/Bahan/Alat
Sumber : Youtube offline
Media : LCD, laptop
VI. Instrument
Make a narrative paragraph with use story based on the picture VII. Penilaian
Rubric penilaian
Content 86-100
71-85 56-70
<55
Excellent to very good knowledge, substance Good to average, some knowledge of subject title substance, etc.
Fair to poor, limited knowledge
Very poor class not showed knowledge
Organization 86-100
71-85
56-70
<55
Excellent to very good; influent express idea clearly
Good to average; somewhat choppy-loosely organized but main idea stand out
Fair to poor; not fluent idea
Very poor; does not communicate, not organization
Makassar, Juni 2016 Mahasiswa
Putri Herma Sari
APPENDIX D
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 5 Enrekang Mata Pelajaran : Bahasa Inggris Kelas/Semester : VII/ 1
Alokasi Waktu : 2 x 45 menit
Topik Pembelajaran : Teks Berbentuk Narrative
Standar Kompetensi Menulis
6.1 mengungkapkan makna dalam teks tulis fungsional pendek dan essai sederhana berbentuk recount, narrative, dan procedur dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar
6.1.1 mengungkapkan makna dan langkah-langkah retorika teks tulis essai secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks tulis essai berebentuk prosedur, recount, dan narrative teks.
Indikator Pencapaian
Mengungkapkan makna dan langkah-langkah retorika teks tulis essai secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.