CHAPTER III RESEARCH METHOD
F. Technique of Data Analysis
In analyzing the data, the researcher applied some steps as follows:
1. Scoring the result of the students‟ test classify as follows:
The researcher correct the students writing based on the analogies scale for writing.
a. Content
Table 3.1 Classification in Scoring Content
Classification Score Criteria
Excellent 90-100 The event is well describe, going readers very clear information to gain the aim Very Good 80-89 The event are quite compherensible,
adequate relevant, generally well development
Good 70-79 The event is adequately describe, going reader sufficient information to gain the aim
Fair 60-69 The event are not clearly stated, the ideas are get limit to support, not quite relevant, the ideas are lack of developing Poor >59 The event is a poorly described going the
readers incomplete information to gain the aim
Dastgeer G, (2015)
b. Organization
Table 3.2 Classification in Scoring Organization
Classification Score Criteria
Excellent 90-100 Fluently expression – ideas clearly Very Good 80-89 Somewhat copy – loosely organize
but mind ideas stand out.
Good 70-79 Not fluent but ideas stand out
Fair 60-69 Not fluent and ideas confuse or disconnect
Poor >59 Does not communicate, no
organization
Dastgeer G, (2015) 2. Calculation the mean score of the students by using formula:
̅
Where: ̅ = Mean score (symbol for the population mean) = The sum of all score
= Total sample/number of students
Gay, (2006:338) 3. To know the percentage of the students‟ increase by using formula:
X₂-X₁
₂ ₁
₁ Where : P = Improvement
X₂ = The mean score of Post-test X₁ = The mean score of Pre-test
Gay, (2006:337)
4. To find out the significance difference between the students‟ pre-test and post-test, the researcher used the formula as follow:
̅
√ ( ) ( ) Where: ̅ ₂ ₁
t = Test of significance
̅ = The mean score of difference (X1-X2)
∑D = The sum of the total score difference n = The total number
1 = Number of variable
Gay, (2006:400) 5. The criteria for the hypothesis testing as follow:
Table 3.3 Hypothesis Testing
Comparison Hypothesis
H₀ H₁
t-test < t-table Accepted Rejected t-test > t-table Rejected Accepted
Gay, (2006)
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings
The findings of this research showed the result description of the research through the mean score of the students in pre-test and post-test in terms of content and organization achievement by using photograph as teaching media. The findings obtained through writing test at the tenth grade students of SMAN 9 Makassar were describe as follows:
1. The Improvement of Students’ Writing on Descriptive Text in term of Content
Students‟ writing on descriptive text in term of content by using photograph as teaching media had different in pre-test and post-test. The result of the students of pre-test and post-test in this research could be seen in the following table:
Table 4.1 The students’ content achievement in pre-test and post-test Indicator The students’ score
Impro vement (%) Pre-test Post-test
Content 58.75 81.15
38.12
%
Table 4.1 showed that the improvement percentages of students in writing on descriptive text in term of content was 38.12% after using photograph as teaching media. The mean score of the students in pre-test were 58,75 and post-test with the mean score 81,15.
Figure 4.1 Graphic of the mean score of pre-test and post-test in term of content
Figure 4.1 showed that there was improvement of the students in writing on descriptive text through photograph in term of content from pre- test with the mean score was 58,75 to post-test with the mean score was 81,15.
2. The Improvement of Students’ Writing on Descriptive Text in term of Organization
The following table shows the distribution of main score in pre- test, post-test, and improvement of the students' organization.
Table 4.2 The students’ organization achievement in pre-test and post- test
Indicator The students’ score
Impro vement (%) Pre-test Post-test
Organization 55.9 75.3
34.70
%
Table 4.2 showed that the improvement percentages of students in writing on descriptive text in term of organization was 34,70% after using
0 20 40 60 80
58.75 (Main score of pre-
test)
81.15 (Main score of post-
test)
post test pre test
photograph as teaching media. The mean score of the students in pre-test were 55,9% and post-test which to be 75,3%.
Figure 4.2 Graphic of the mean score of pre-test and post-test in term of organization
Figure 4.2 showed that there was improvement of the students in writing on descriptive text through photograph in term of organization from pre-test with the mean score was 55,9 to post-test with the mean score 75,3.
Table 4.3 The classification of content in pre-test and post-test No Classification Score Pre-test Post-test
F % F %
1 Excellent 90-100 0 0% 6 30%
2 Very Good 80-89 2 10% 9 45%
3 Good 70-79 3 15% 2 10%
4 Fair 60-69 3 15% 1 5%
5 Poor >-59 12 60% 2 10%
Total 20 100% 20 100%
Table 4.3 showed that the classification of the students score of identify the content in pre-test there were 2 (10%) students got very good score, 3 (15%) students got good score, 3 (15%) students got fair score, and 12 (60%) students got poor score. After giving treatment, there was
0 20 40 60 80
55.9 (Main score of pre-
test)
75.3 (Main score of post-test)
pre test post test
improvement in post-test were 6 (30%) out of 20 students were classified into excellent, 9 (45%) students got very good score, 2 (10%) students got good score, 1 (5%) students got fair score, and 2 (10%) students got poor score.
Table 4.4 The classification of organization in pre-test and post-test No Classification Score Pre-test Post-test
F % F %
1 Excellent 90-100 0 0% 1 5%
2 Very Good 80-89 0 0% 10 50%
3 Good 70-79 3 15% 6 30%
4 Fair 60-69 3 15% 1 5%
5 Poor >-59 14 70% 2 10%
Total 20 100% 20 100%
Table 4.4 showed that before giving treatment in term of organization by using photograph, in pre-test there were only 3 (15%) out of 20 students were classified into good score, 3 (15%) students got fair score, and 14 (70%) students got poor score. After giving treatment, there was improvement in post-test were 1 (5%) out of 20 students were classified into excellent score, 10 (50%) students got very good score, 6 (30%) students got good score, 1 (5%) students got fair score, and 2 (10%) students got poor score.
The hyphothesis was tested by using inferential analysis. In this case, the researcher used t-test (test of significance) for independent variable test, that was a test to know the significant difference between the result of students‟ mean scores in pre-test and post-test. The researcher used t-test analysis on the level of significant (α) = 0.05 with the degree of freedom
(df) = N-1, where N= number of subject (20 students) then the value of t- table was 2.09 the t-test statistical, analysis for independent variable was applied.
The result of the data analysis t-test of the students‟ writing on descriptive text by using photograph as teaching media in table 4.5.
Table 4.5 The comparison of t-test and t-table score Variables T-test T-table Description
Content 8.38 2.09 Significance
Organization 7.91 2.09 Significance
Table 4.5 showed that the value of t-test in writing on descriptive text by using photograph was higher than the value of t-table. The t-test value were greater than t-table (8.38>2.09). It showed that the null hyphothesis (H₀ ) rejected and the alternative hyphothesis (H₁ ) accepted. It means that there was a significance differences between the result of students‟ writing on descriptive text after giving treatment that using photograph as teaching media. Furthermore, the t-test value was higher than t-table at the level of significance 0.05 and degree freedom (df) 20 (N-1=20-1), thus the alternative hyphothesis (H₁ ) was accepted and null hyphothesis (H₀ ) was rejected. In contrary, if the value was lower than t-table at the level of significance 0.05 and the degree freedom 20, thus the alternative hyphothesis was rejected and null hyphothesis was accepted.
B. Discussion
1. The Improvement of Students’ Writing on Descriptive Text in term of Content
The research findings indicated that the students‟ writing on
descriptive text by using photograph showed the improvement of the students writing on descriptive text in terms of content. After checking the students‟ score in pre-test, the score of the students in term of content were poor 58.75 because the paragraph was unclear and the students no mastery of sentence construction rules. After giving treatment, the students‟ score in post-test were good enough 81.15 because the ideas was clearly and showed some understanding of writing topic and ideas. The result showed that photograph could give influence to the students‟ writing on descriptive text.
It could be seen from the result of the score of post-test that higher than the score of pre-test. Therefore, most of students were easy to got information and could organize their ideas better as well. Students were able to write a good paragraph on descriptive text.
At the beginning, their writing skill was less good and the result of students‟ pre-test was low. It caused that students did many mistakes in writing and most of the students were difficult in writing and do not know what they were going to write. Most of the students feel confused and did not know what they were going to write, some of them also do not pay attention, doing other activities, and some of them also talking each other while the learning process. To solve the problem, the researcher using photograph that famous for the students to make them interested and motivated in learning activities and the students also would like to used photograph to worked the writing assignment. The improvement of the class situation before and after the treatment are the students more enthusiastic,
motivated, and interested in joining the teaching and learning process. This finding is line with Wright (1989) point out that photos can contribute to interest and motivation, a sense of context of the language, and a specific reference points or stimulus.
The researcher gave the treatment by using photograph. Using photograph as teaching media could help the students more interested and pay a good attention and also become more active in learning process.
Photograph also help the students become more critically in giving responses such as comments, question or description about the topic of the material that using photograph. Then, the students‟ writing on descriptive text were good day by day.
The researcher used photograph as a teaching media was success to improved students‟ writing on descriptive text in term of content. The students became more actively in learning process, asking question, giving comments about the teaching materials. In addition, students experience a lot of improvement after doing the treatment, such as students became more serious in doing their writing activities, motivated in learning and the students also able to determine what should be written first and next to get a good fluent descriptive text. It is relevan with the research finding of Patrisia, et al. (2012) found that used photographs to description of place, found the result that can improved the students‟ motivation for learning because the students interest with the teaching media, the students can more express their experience independent and creative.
During the treatment, the students are able to write a good descriptive text that include identification and description by using photograph, it showed that the students writing achievements in term of content was significantly improved. The description of the data collection through writing test as explained to the previous findings section that the students‟
writing on descriptive text in term of content after using photograph was significant. By using photograph in writing on descriptive text, the researcher found that the mean score of post-test students‟ achievement was greater than pre-test. It can also be concluded that using photograph as a teaching media was effective to improve students writing on descriptive text in term of content at the tenth grade students of SMAN 9 Makassar. It was supported by seen the frequency and the percentage of the result of the students‟ score after writing descriptivetext by using photograph was better than before the treatment given to thestudents.
Furthermore, this finding is also relevant with Safitri (2017) is research find that the use of personal photograph can make a good classroom atmosphere for students that can increase the motivation of the students to improve learning achievement. The students like to use photograph to improve their interest in writing descriptive text because the materials are very closely related to buildings, place or beach around of the students. Besides, photograph also have artistic value which is colorful and from the phorograph there are a lot of information that can make students will have sense to think critically about the interpretation of image and
students can write it in ideas.
2. The Improvement of Students’ Writing on Descriptive Text in term of Organization
The research findings indicated that the students‟ writing on descriptive text by using photograph showed the improvement of the students writing on descriptive text in terms of organization. It could be seen from the result of the score of post-test that higher than the score of pre-test.
After checking the students‟ score in pre-test, the score of the students in term of organization were poor 55.9 because the paragraph was not organized as well. After giving treatment, the students‟ score in post-test were good enough 75.3 because the ideas was clearly and the students could perform good text organization which deals with generic structure of descriptive text.
Based on the background of the problem in SMAN 9 Makassar, students were always felt difficult in organizing their ideas and did not know what they want to write. Besides, the students also not interested and less of motivated in teaching and learning process. In order to solve the problem, the researcher gave treatment for several times by using photograph as a media in teaching writing on descriptive text. With the presence of using photograph as teaching media was expected that students can express and productive in generating their ideas, interested and motivated in learning process and understand the benefit of writing activities that are implemented.
In order to know the effectiveness of using photograph as teaching
media in students‟ writing on descriptive text, the researcher gave treatment for six meetings. At the beginning, the students writing on descriptive text was less good. Most of the students were difficulty in writing and don't know what they are going to write. In addition, almost of them also were confused, spent much time to think and also talked each other and they did not understand about how to write descriptive text. During the treatment, the researcher guided the students to write a good descriptive text that include generic structure of descriptive text. Therefore, during the treatment the students also shared their knowledge about grammar, shared about tourist place and historical buildings around the world and they tried to write descriptive text as interesting as they could. In organization, some of the students were able to write a descriptive text with clear identification. In addition, some of the students were had problem in writing the conclusion in their paragraph and forgot to end their paragraph with concluding sentence.
After giving the treatment, the students could write a good paragraph and good organized, it showed that the students writing achievement in organization is significantly improved.
This finding is similar as the research finding of Nurfainul (2014) found that by using photograph students can be motivated in learning language, become more active, participate in learning process and it could develop the ideas of students and improve students‟ writing ability.
Therefore, this finding is also relevant with Linarti, et al. (2015) found that using unique and famous photograph as a media in teaching writing on
descriptive paragraph could make the students enthusiastic to write descriptive paragraphs. By using photograph as a media in teaching and learning process was capable to encouranging students to explore language to express their ideas creatively as well as write them from their personal experiences.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings in the previous chapter, the researcher concludes that:
1. Using photograph as a teaching media was effective to improve students writing on descriptive text in terms of content and organization at the tenth grade students of SMAN 9 Makassar. It was proved by the mean score before and after giving treatment. The mean score of students‟ pre- test in term of content before giving treatment was 58.75 and the mean score after giving treatment was 81.15 improve 38.12%. Then, the mean score of students‟ pre-test in term of organization before giving treatment was 55.9 and the mean score after giving treatment was 75.3 improve 34.70%.
2. Using photograph as a teaching media was effective to improve students writing on descriptive text in terms of content and organization at the tenth grade students of SMAN 9 Makassar. It was proved by the mean score before and after giving treatment. The mean score of students‟ pre- test in term of organization before giving treatment was 55.9 and the mean score after giving treatment was 75.3 improve 34.70%.
3. Suggestion
Based on the conclusion above, the researcher presents some
suggestions as follows:
1. It is suggested to the English teacher to use photograph as one alternative among other media that can used in teaching writing because it helps the students to be more interested, active, and enjoy in learning process.
Teacher as facilitator should be creative in presenting materials and innovate to select the right media. Photograph is effective as a media in teaching writing on descriptive text because it can make students express their ideas and gain a lot of information.
2. For the next researcher, it is suggested to use this thesis as an additional reference. This research will be a useful information and contribution for the next researcher especially about photograph, decriptive text and writing ability.
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