CHEPTER II REVIEW OF RELATED LITERATURE AND RESEARCH
B. Theoretical Bases
3. The Nature of Descriptive Text
3. The Nature of Descriptive text
image or real object which is located somewhere then they draw the thing they got in mind. To sum up, writing a descriptive text is a method of sketching images verbally in speech or writing and organizing those images in some kind of logical or association pattern.
b. Generic Structure of Descriptive Text
According to Pardiyono in Solechah, the generic structure of descriptive text consists of34:
1) Identification
This is the part of paragraph that introduces the character.
2) Description
In this part, it talks about the paragraph that describes the character.
3) Language Features of Descriptive Text
The language features used in descriptive text are35: (a) Use of declarative sentences
(b) Use of conjunction
(c) Using conjunction is to create a coherent text (d) Use of simple present tense
34Zuma’rini Juni Solechah, “The Effectiveness of Teaching Writing in Descriptive Text by Using Edmodo, (Thesis Sarjana, English Education Department IAIN Surakara, Surakarta, 2017), p. 21.
35 Ibid, 21.
Tense used in descriptive text is present tense because it tells about a facts, general accepted-facts, or reality. The formula of present tense is:
(e) Using Linking Verb/Relating Verb Examples:
(1) The temple is so magnificent.
(2) The temple consists of five terraces.
4. Research Hypothesis a. Ha (Alternative Hypothesis)
Ha = There is any significant effect of Power Card Strategy on the students’ ability to write a descriptive text.
When the value of tcount > ttable with the significant level 0.05, the Alternative Hypothesis (Ha) is accepted. It means that power card strategy is effective on students’ ability to write s descriptive texts.
b. H0 (Null Hypothesis)
H0= There is no any significant effect of Power Card Strategy on the students’ ability to write a descriptive text.
When the value of tcount < ttable with the significant level 0.05, the Null Hypothesis (H0) is accepted. It means that power card strategy is not effective on students’ ability to write descriptive texts.
S + V1 … or S + to be (is/am/are)...
CHAPTER III RESEARCH METHOD A. Approach and Type of Research
This research implemented quantitative approach in analyzing the data. Quantitative research applied objective measurement to collect the numeric data which used to answer the hypotheses36. Moreover, this research implemented experimental design to find the effect of certain treatment. The type of experimental design that this research used was Quasi-experimental. Quasi-Experiment includes assignment of subjects which is intentional and not random.
There are two types in Quasi- Experimental; those are Pre-test and Post-test Design and Posttest-Only Design37. In this research, the researcher implemented Pre-and Post-test Design. The design was presented in Table 3.1.
This research have two groups, experiment and control class. The group receiving the treatment was experiment group while the other group was control group. The control group was treated exactly like experiment group, however, it was not exposed to the experimental treatment.
Table 3.1
Quasi-Experimental Pre and Post-test design
Select Control Group Pre-test No Treatment Post-test
Select Experiment Group Pre-test Experimental Treatment Post-test
36 Donald Ary, Lucy Cheser Jacob, Chris Sorensen, & Asghar Razavieh., Introduction to Research in Education Eight Edition, (Canada: Wadsworth, Cengange Learning, 2010), p. 22.
37 John, W, Cresswell, Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Fourth Edition, (Boston: Pearson,2012),p. 309.
29
B. Population and Sample 1. Population
Population consists of entire set objects in some research.
According to Porte in Shoiruroh, population is the entire group the researcher was interested in, which he or she wants to describe or draw conclusion about38. To sum up, population is the whole object used by the researcher.
The research was conducted at SMAN 1 Kopang, the population is all the tenth graders in academic year 2019/2020.
Table 3.2 Number of Population No. Tenth-Grade Students
Class Total
1 X MIPA 1 33
2 X MIPA 2 30
3 X MIPA 3 33
4 X IPS 1 30
5 X IPS2 32
6 X IPS3 31
7 X IPS 4 30
SUM 221
2. Sample
Sample is a group of units select from large group (Population) to represent it, in case of the population is too large to study in its entry. The researcher took 2 classes; those are X MIPA 1 and X MIPA
38 Siti Naimatus Shoiruroh, “The Effectiveness Of Using Silent Way Method On Vocabulary Achievement” (Thesis Sarjana: English Education Program, State College For Islamic Studie (Stain), Tulungagung, 2012), p. 45.
3 where X MIPA 1 as the control group and X MIPA 3 as experiment group.
Table 3.3 Number of Sample No. Tenth-Grade Students
Class Total
1 X MIPA 1 33
2 X MIPA 3 33
SUM 66
In this research, the researcher used Cluster Random Sampling where each class of population has the same opportunity to be chosen as sample. Cluster Random Sampling is a method to get random samples when the population is large. The researcher took two classes as the sample in determining which two classes out seven were chosen as the samples. The steps to take sample are as follows:
1. First, the researcher wrote the name of each class on small piece of paper.
2. Second, the researcher rolled the paper and put it into bottle.
3. Third, the researcher shook the bottle and put outside two rolled paper. The result was class X MIPA 1 and X MIPA 3 as the samples.
4. Then, the researcher had to decide which one of the two classes would be the control group and which one would be the experiment group. In this case, a lottery was applied to two rolled papers and the result was the first rolled paper as control
group and the second as the experiment group. X MIPA 3 as the experiment group, while X MIPA 1 as control the group.
C. Setting and Time of Research 1. Setting of the Research
This research was held at SMAN 1 Kopang, central Lombok. The research will be conducted at the tenth-grade in academic year 2019/2020.
2. Time of Research
The research was started November until December 2019 at the tenth-grade students of SMAN 1 Kopang in academic year 2019/2020.
D. Variables of Research
In this study, the researcher took two variables, such as:
1. Independent variable is variable that consequence of or upon antecedent variables. In this case, the independent variable was Power Card Strategy (x)
2. Dependent variable is the response or the criterion variable that presumed to be caused by or influenced by the independent treatment conditions and any other independent variables. In this study, Descriptive Text took a part as the dependent variable (y).
E. Design of Research
The design of research that this study employed was pre-test and post-test design. In the beginning, both the selected control (X MIPA 1) and experiment (X MIPA 3) group were given a pre-test by the researcher
to find out students’ knowledge and their readiness toward the subject, in this case, about descriptive text. After the pre test , X MIPA 3 as the experiment group was treated to an experimental treatment while X MIPA 1 as the control group not. The experimental treatment in this research was the power card strategy. After the treatment, both the selected control and experiment group were given a post-test by the researcher in aimed to determine what the students have learned and to see whether the given treatment shown any significant effect or not from X MIPA 3 students as the experiment group.
F. Instrument of Research
Instrument is a tool used by researcher to collect data. The instruments that the researcher applied to find out the effect of using power card strategy in writing descriptive text toward the tenth-grade students in SMAN 1 Kopang was a test. The test was performed twice, pre-test and post-test in aimed to find out students writing skill in descriptive text before and after the treatment. The type of test that the researcher was applied both in pre and post-test was composing paragraph, in this case was descriptive paragraph about person. Moreover, in scoring the students’ work, the researcher implemented the model of assessment criteria adapted from Brown as shown in the table below39.
39 H Douglas Brown, Teaching by Principle an Interactive Way to Approach Language Pedagogy Second Edition, (US: Pearson Education , 2007), p. 357.
Table 3.4 The Scoring of Writing
Aspect Score Performance Description Weighting
Content ( C )
30% Topic
Detail
4
The topic is complete and clear and the details are relating to the topic.
3x 3
The topic is complete and clear but the details are almost relating to the topic.
2
The topic is complete and clear but the details are not relating to the topic.
1
The topic is not clear and the details are not relating to the topic.
Organization (O)
20 %
Identification
Description
4
Identification is complete and description are arranged with proper connectives.
2x 3
Identification is complete and description are arranged with almost proper connectives.
2
Identification is not complete and description are arranged with few misuse of connectives.
1
Identification is not complete and description are arranged with misuse of connectives.
Grammar (G)
20% Use Present Tense
4
Very few grammatical inaccurances
2x 3
Few grammatical inaccurances but not affect on meaning 2
Nomerous grammatical inaccurances
1
Frequent grammatical inaccurances
Vocabulary (V) 15%
4
Effective choice of words and words form
1.5x 3
Few misuse of vocabulary, word forms, but not change the meaning
2
Limited range confusing words and word form
1
Very poor knowledge of words, word forms, and not
understandable
Mechanism (M) 15% Spelling
Punctuation
Capitalization
4
It uses correct
spelling,punctuation,and capitalization
1.5x 3
It has occasional errors of spelling, punctuation, and capitalization
2
It has frequent errors of spelling, punctuation, and capitalization
1
It dominated by errors of spelling, punctuation, and capitalization
G. Procedure of Data Collection
In collecting the data, the researcher conducted the pre-test once after the first observation both in control (X MIPA 1) and experiment (X MIPA 3) group.The implementation of pre-test aimed to see the students’
ability in writing descriptive text in general. The test was composing paragraph. In this stage, the students were asked by the researcher to write a single paragraph or more in form of descriptive text about person based on the content of their existing textbook. After that, the researcher did the treatment to the students at X MIPA 3 as the experiment group which performed three times. In treatment, the researcher gave some explanation related to writing skill and descriptive text in general based on the material in lesson plan and provided them with some power cards. Moreover, in this face, the researcher asked the students about person/character that they interested in, to know students’ special interest and then asked them to describe the object directly. After knowing what the students interest at the experiment group, the researcher conducted the post-test both in control and experiment group. In this part, the students were asked by the researcher to compose a single paragraph or more of descriptive text about person based on what they interest in with power cards provided. The result of post-test was compared with the pre-test both in control and
experiment group, notably to find out whether there is an effect of using power card strategy in students’ writing descriptive text or not at the experiment group (X MIPA 3).
H. Technique of Data Analysis
To analyze the result of the test conducted both at pre-test and post-test, the researcher used the data analysis method with descriptive statistics and prerequisite test with inferential statistics.
1. Descriptive Statistics
A term of the process in analyzing data that describe, show or summarize data in a meaningful way was called as descriptive statistics. Typically, there are two statistic ways that are used in describing the data, those are:
a. Measures of central tendency
These are ways of describing the central position of a frequency distribution for a group of data which include mode, median, and mean. The formulas are as follows:
1) Mean score:
Where:
M: The mean score Sumed up score n: The number of sample 2) Median
Where:
Me : Median
L : The lower limit of the interval within which the median lies
I : Interval
Cfb: The cumulative frequency in all interval below the interval containing the median
fw : The frequency of cases within the interval containing the median
3) Mode
Where:
Mo: Modus
L : The lower limit of the interval within which the median lies
i : Interval
f1 : The frequency in above of interval containing mode f2 : The frequency in below of interval containing mode
b. Measures of spread
These are ways of summarizing a group of data by describing how spreads out the scores are that stand for the range, quartiles, variance, and standard deviation. The formulas are as follows:
1) Variance
Where:
: Variance Ʃ : Sum of
x² : deviation of each score from the mean squared N : number of cases in the distribution
2) Standard deviation
Where:
SD : Standard Deviation
ƩD² : Different scores squared, then summed (ƩD)² : Difference scores summed then squared N : Number of pairs
2. Prerequisite Test and Inferential Statistics
Inferential statistics used to make a generalization or conclusion related to the populations where the sample data come from in a research. In this study, inferential statistics analysis was
used in hypothesis testing using independent t-test. Before the hypothesis testing was conducted, the researcher first did the prerequisite testing in aimed to find the normality and homogeneity of the data obtained.
a. Normality test
The normality test used the Kolmogorov-Smirnovand Shapiro- Wilk formula in SPSS 16.0. If the Sig. values > 0.05, it means the distribution of sample data is normal, on the other hand, if the Sig.
values < 0.05, it indicates that the sample data is non normal distributed.
b. Homogeneity test
The homogeneity test used the Levene statistic in SPSS 16.0. If the Sig. values Based on Mean> 0.05, it means that the data variance is homogeneous. However, if the Sig. values Based on Mean < 0.05, it indicates that data variance is not homogeneous.
c. Hypothesis Testing
After obtaining the scores, the writer then analyzed the data by using independent t-test. The writer calculated the data by using paired sample t-test through SPSS 16.0 to find out whether there is a significant effect of using power card strategy on students ‘ability in writing descriptive text or not. In testing the hypothesis, there are two conditions which defined the conclusion of this study as following:
1) If is t-test of < t-table in the significance of 0.05, Ho rejected. It means that the experimental groups have higher skill in descriptive text than control groups.
2) If t-test > t-table in the significance level of 0.05, Ho is accepted. It means that the control groups have lower skill in descriptive text than experimental groups.
I. Validity and Reliability 1. Validity
The validity is a measurement that shows validity of the instrument. In this research, the researcher used content validity. Heaton opines that the instrument test which applied content validity should be constructed as a representative of the material that has been learned by the students40. The researcher constructed the instrument based on core competence in K-13 syllabus in Senior High School, especially for tenth grade.
The researcher conducted validation for English learning testing experts from Mr. Afif Ikhwanul Muslimin, M.Pd.
2. Reliability
Reliability is a vital characteristic for both public achievement and proficiency test at the classroom. An instrument test can be considered as a reliable if the result is consistent and dependable. The given test to the same student or matched students on two different occasions should
40 John Brian Heaton, Writing English Language Tests, (United States of America:
Longman 1988), .P. 160
have a similar outcome to know if the used test is reliable. In this research, the researcher used inter-rater reliability. According to Heale and Twycross, inter-rater reliability is a procedure that includes a quantitative system in order to determining the level of agreement between two or more raters41. This study employed two raters. The first rater is the tenth-grade English teacher from MA Al-Faqih Mantang and the second is the English teacher of SMAN 1 Kopang. The raters were gave the assessment at different place as well as the time, and occasion. If the students’ scores are similar or consistent, then the instrument is reliable.
41 Roberta Heale, & Alison Twycross, “Validity and Reliability in Quantitative Research” Journals BMJ. Vol. 18, No. 3, July 2015., p, 67.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion of the study which has been conducted at the tenth-grade students of SMAN 1 Kopang.
A. Research Findings
In this section, the researcher would present the final result of this study in form of descriptive data. The objective of this research is to find out whether there is a significant effect of using power card strategy on students’ ability in writing descriptive text or not. There are two classes that the researcher took as the sample; those are X MIPA 1 as the control group and X MIPA 3 as the experiment group which both of the group consisting of 30 students. After conducting the experiment, the researcher obtained the desired data. The data analyzed in this research were pre-test and post-test of writing descriptive text scores from both of the groups, experiment and control group. The pre-test and post-test scores of both the experiment and the control groups were compared by using independent t-test.
1. Data Description
The data description of each group, control and experiment group will be presented by using Microsoft Excel 2007 analysis as follows:
a. Pre-test Result in Control and Experiment Group
The pre-test data at control group obtained the lowest score was 25 and the highest score was 53 from 30 students in writing descriptive text. While the pre-test data at experiment group
42
obtained the lowest score was 28 and the highest score was 63 from 30 students in writing descriptive text (see in Appendix 4). The researcher then described the data in pre-test both in control and experiment group as follows:
Table 4.1
Descriptive Data of Pre-test at Control and Experiment Group Descriptive Data Control Group Experiment Group
Pre-test Pre-test
Mean 37.0 44.1
Median 38.5 41
Mode 41 35
Variance 61.30 116.25
Standard
Deviation 7.82 10.78
Maximum 53 63
Minimum 25 28
Range 28 35
Total 1112 1324
It can be seen that the pre-test score at experiment group gained higher mean score (44.1) than does the pre-test score at control group (37.0). The median score in pre-test at control group were 38.5, while the mode score was 41 with the variance score was 61.30 and the standard deviation was 7.82. While at experiment group, the median score was 41 with mode score was 35, the variance was 116.25 and standard deviation was 10.78.
Additionally, the total of pre-test score in experiment group was 1324 which indicated that it was higher than the total score of pre- test in control group which only gained 1112 as showed at Table
4.2. Furthermore, the pre-test score both at experiment and control group were presented in form of histogram as following:
Figure 4.1
Histogram of Pre-test Score at Control Group
Figure 4.2
Histogram of Pre-test Score at Experiment Group
b. Post-test Result in Control and Experiment Group
The post-test data at control group obtained the lowest score was and the highest score was 57 from 30 students in writing descriptive text. While the post-test data at experimental group obtained the highest score was 57 and the lowest score was 28 from 30 students in writing descriptive text (see in Appendix 4) . The researcher then described the data in post-test both in control and experiment group as follows:
Table 4.2
Descriptive Data of Post-test at Control and Experiment Group Descriptive Data Control Group Experiment Group
Post-test Post-test
Mean 39.2 66.9
Median 38.5 66
Mode 28 75
Variance 80.04 135.75
Standar Deviation 8.94 11.65
Maximum 57 86
Minimum 28 50
Range 29 36
Total 1177 2009
It can be seen that the post-test in experiment group gained higher mean score (66.9) than the post-test in control group (39.2).
The median score in post-test at control group were 38.5, while the mode score was 28 with the variance score was 80.04 and the standard deviation was 8.94. While at experiment group, the median score was 66 with mode score was 75, the variance was 135.75 and standard deviation was 11.65. Additionally, the total score in experiment group was 2009 which indicated that it was