A COMPARATIVE STUDY BETWEEN Y CHART STRATEGY AND QUICK WRITE STRATEGY IN TEACHING WRITING
A Study at Eight Grade Students of MTsN Dangung-Dangung in 2014/2015 Academic Year
Oleh : Sari Sabawanti *)
**) Sesmiyanti, S.S, M.Pd dan ***) Abriyenti, M.Pd Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat.
ABSTRAK
Penelitian ini bertujuan untuk mengetahui perbandingan penggunaan Quick write stategi dan Y chart strategi dalam pengajaran bahasa Inggris khususnya menulis. Penelitian ini menggunakan metode experimental comparison yang menggunakan dua kelas sampel yaitu kelas experimen pertama dan kelas experimen kedua. Pada kelas experimen pertama peneliti memberikan perlakuan dengan menggunakan quick write strategy dan kelas experimen kedua menggunakan Y chart strategy. Populasi dari penelitian ini adalah siswa kelas VIII MTsN Dangung-Dangung tahun ajaran 2014/2015. Total populasi dari penelitian ini adalah 257 siswa yang terdiri dari 7 kelas. Peneliti menentukan kelas sampel dengan melakukan Uji Normalitas dan Uji Homogenitas sehingga didapat kelas VIII.6 sebagai kelas experimen pertama dan VIII.4 sebagai kelas experimen kedua. Istrument dari penelitian ini adalah writing test berbentuk Narrative dan Recount.Hasil analisis dari penelitian ini diklasifikasikan dalam dua bentuk yaitu Narrative dan Recount text. Berdasarkan hasil analisis test dapat disimpulkan bahwa keefektifan Quick Write Strategy dan Y Chart Strategy adalah sama terhadap hasil belajar bahasa Inggris terutama menulis pada siswa kelas VIII MTsN Dangung-Dangung Tahun Ajaran 2014/2015. Hal tersebut ditentukan dari hasil analysis data dimana ttestlebih besar dari ttableyaitu dengan hasil ttest=2,5390 sedangkan hasil ttable= 2,00404. Hasil ttabledilihat dari tabel t dengan alpha 0,05.
Keywords: writing, y chart strategy, quick write strategy, cluster random sampling.narrative, recount
*) Penulis
**) Pembimbing 1
***)Pembimbing 2
INTRODUCTION
Writing is very essential skill that should be mastered by students. It is because writing is activities for students to exspress their ideas in the written text. These activities help the students how to deliver their ideas and feeling into written form. It makes the students must have ability and comprehension in writing. the students must organize their ideas well to make the process of writing can be understanable by the students. Because of this condition, the students should master in writing and make writing become favourite activities in the classroom.
There were sevearal problems faced by the eight grade students of MTsN Dangung-Dangung as follow: First, the students were lack of vocabularies. This problem found when the students used some words in each paragraph. They can not expresss their ideas because the students did not have rich vocabulary. Second, the students were difficult to explore their ideas into paragraph. Ideally in writing process, the students should know how to deliver their ideas into a good paragraph. This condition was not found in the eight grade students of MTsN Dangung-Dangung because they can not construct a good paragraph. Last, the studentst produce a text unclear the meaning of the text. Meanwhile a good paragraph give a good interpretation about the meaning of the text. the fact shown that the students can not conduct the text in paragraph which clear of the text meaning.
REVIEW OF RELATED FINDINGS Writing
In teaching and learning process, especially in learning english writing is one four language skills that should be mastered by students. It is because the goal of learning is to make the students must have ability to express their ideas into written form. The students should share their ideas based on the writing process. According to Oshima and Hogue (1991:2) writing is never a one step action, it is a process that has several steps. It means that in writing, if the students write something they should be do the step by step of writing. The students should complete the writing process and that steps should be continued. It means the process of writing is more important than the product. So that writing is a process to deliver ideas into written form. In delivering that ideas the writer should be considered about grammatical and lexical structure. It is because
writing like a progressive activities. This activities should be countinued. Finally, in writing the writer not only conducted their ideas, but writing is about all processes in developing ideas into written form.
Teaching writing
Teaching writing in classroom has function to enable to have ability in writing. In teaching writing, the students are hoped to be able in communicating and composing ideas into written form. It is make teaching writing is very important in learning english because the reason of teaching writing it self is to improve students writing skill. According to Harmer (2003:79) the reason of teaching writing for a foreign language students include reinforcement, language development and learning style. It means that in teaching writing many reasons should be considered by the teacher to make the students have good competence in writing skill.
Process of writing
The writing process presents students with a step by step procedure that leads to the completion of a piece of writing. According to Oshima and Hogue (1991:19) there are several process in writing, such as Prewrite to get ideas, Organize the ideas, Write draft, Editing, Write the final draft.
Y chart strategy
Y chart is a wonderful strategy that can be used in teaching writing. This strategy encourages students to think critically about classroom climate and to identify appropriate behaviour. It can help students to clarify their concept and ideas. It is a usually complete as a pre product stage or brainstorm from which one can star creating a product such as a written report. This strategy can be use in groups, pairs and individually. According to Hill and O’lauglin (1995:1) Y chart is a graphic organizer that requires the brainstorming of ideas arround three dimensions: what a particular topic/situation ‘looks like, sounds like and feels like. It means that in Y chart there are three factor should be consideration to encourage students ideas, as follow: first, look like. Look like encourage them to start with the concrete, the obvious, what ever is easy to see or imagine as a visual. Then encourage them to look for ideas and more abstract images.
Second, sounds like. Too often students are limited to recording actual sounds related to an event. Third, feels like. This is clearly the zone
for tactile and kinaesthetic imagination and expression.
Procedure of y chart strategy
According to Frangenheim (2005:33) there are several process to apply Y chart as follow:
a.The teacher lead the students throught a visualization process starting. The teacher can show a picture and video about the topic that to be disscuss, b.The teacher allow the students to draw
up a simple Y chart with the topic filled out.
c.In the “look like” segment, the teacher asks the students to write anything that their see.
d.In the “sounds like” segment the teacher asks the students to write anything that their hear.
e.In the “feel like” segment the teacher asks the students to write anything that their feel in a tectile/kinesthetic sense as well as in an emotional response.
f. The teacher encourage the students use of powerful adverb and adjective in writing. It means when the students write, the teacher encourage them used adverb and adjective.
g.The teacher can play a music whilst the students write. This music have function to make the students relax.
h.After the students finish their writing, the teacher asks them to swap their story and encourage the students to read what ever their see on their hand.
It means the teacher asks students to change their writing with their friends and read their friends writing,
Quick write strategy
Quick write also a strategy that effective in teaching writing. This strategy provide students with the opportunity to write everything they know what about a specific topic. This strategy can help the the teacher to have a better understanding about students background knowledge. This strategy that can be linked to braistorming and give written reflection on the topic. This strategy can be use as indiviadually, with a team or snowball and group summary. According to Harris (2011:27) quick write strategy is strategy that offers students a chance to reflect on the key points and objectives of the lesson. It means that this strategy can helps the students summarize their ideas. It can serve a quick and easy assesment.
By appiled this strategy the students can offers to stated some points before they do the writing activities.
Procedure of quick write strategy
Kucer and Silva (2013:152) sugested the way to use quick write strategy such as:
Into
a.The teacher discuss with the students that the purpose of a quick write is to help them discover ideas for writing.
Emphasis that quick writes allow the writer to explore a particular topic or idea by focusing on meaning without concern for spelling, punctuation, capitalization, or the quality of the piece. The point here is to emphasized to the ideas flowing. Encourage the students to cover the ideas with as much writing as possible. In this step the teacher brainstorm the students and explore the topic or ideas.
Through
b.The teacher asks the students to start writing anything about topic that comes to their mind. In this steps the students can write anything that they know about the topic.
c.If students have a difficult time thinking something to write, ask them to write “i can not thinking of anything to write” until an ideas comes to mind.
Beyond
d.The teacher allow the students the opportunity to share the ideas they have explored in their quick writes. It means in this step the students get the opportunity to share their ideas into paragraph or text.
e.The teacher discuss with the students when it might be helpful for students to engage in quick writes, such as when they do not know what to write next, when having difficulty thinking of a writing topic, when having difficulty expressing their ideas, etc.
Narrative text
Narrative text is a kind of text that should be learn in junior high scholl. Pardiono (2007:94) mentions that narrative text is a text that have function to retell the activities and event in past time. This text show the problematic experiences and and resolution.
This text have function to entertain the reader and give the moral value. It means that ideally in narrative text that tells about the past events with the problematic experience and in the end this text show the moral value based on the events.
Recount text
Kurniawati, et al (2009:11) mention that recount text is a text that used to tell the story about the experiences and story of someone in the past. It means in recount text the students tell about their experiences and their life story. That story is already happen in their past time. So recount text is a text which function to tell the sequences even, experiences and story as a past experience. This event al ready happend in the past time.
METHOD OF THE RESEARCH
This research used experimental research as a way to know the effectiveness of Y chart strategy and Quick write strategy toward students’ writing achievement. According to Gay Airaisian (2010:367) experimental reseach is a type of research that can test hypothesis to establish cause and effect relationships. The design of this research is randomized post-test only comparison group design. According to Sukmadinata (2010:206) randomized post-test only comparison group design can be used to compare experimental group without pre-test.
FINDINGS
There were some findings of this research that were found by reseacher:
1. Quick write strategy was as similar as Y chart strategy toward students writing achievement. It was provent by the means score of the first experimental class that used Quick write strategy was not too different from the mean score of second experimental class that used Y chart strategy. Where mean score in first experimental class was 60,98.
Meanwhile mean score in the second experimental class was 63,25.
2. The result of Fcalculated(f0)=was 1,16 while the result of fawas 1,85. It means that the result of Fcalculated was lower than Ftable.
Therefore if the f calculated lower than f table the variance of the sample was homogen. In the other words the variant was homogenous.
3. The result of ttest was higher than the resul ttable. Where the result of ttest = 2,5390 and the result of ttable= 2,00404.
It could concluded that both of these strategies were gave different effect on students writing achievement at the VIII grade students of MTsN Dangung-
Dangung in the 2014/2015 Academic year.
CONCLUSION
In this research, the researcher would discuuss the conclusion of the research. The researcher did the research toward VIII grade students of MTsN Dangung-Dangung in 2014/2015 Academic year. There the reseacher found problem especially in teaching writing.
The problem involve teaching strategy. Because of that the reseacher presented the solution by using two strategies. The strategies were Quick write strategy and Y chart strategy. There were two classess that would be given by using those strategies. They were the first experimental class (VIII.6) and second experimental class (VIII.4). In the first experimental class the reseacher tought by using Quick write strategy and the second experimental class the reseacher tought by using Y chart strategy.
The reseacher compared both of Quick write strategy and Y chart strategies to find out which strategies gave different effect toward students writing achievement at the VIII garde students of MTsN Dangung-Dangung in 2014/2015 Academic year. After applied those strategies, the reseacher found Quick write strategy and Y chart strategy gave different significance effect toward students’ writing achievement at the VIII grade students of MTsN Dangung-Dangung in 2014/2015 Academic year. It was proven by the result of t test of the test which used both Quick write strategy and Y chart strategy was higher than the result of t table. It means that H0was rejected and H1 was accepted.
SUGGESTION
The reseacher gave the suggestion for the reader especially english teacher who want to practice those strategies above because Quick write strategy and Y chart strategy had siignificant effect toward students writing achievement. The first one the teacher should be prepare the media such as pictures and video.
The second one is the teacher the teacher guide the students about the material to active students prior knowledge. Last the teacher discuss with the students about the topic and quide students to explore into paragraph or text. All of those are expexted to give contribution for english subject especially in teaching writing.
REFERENCES
Frangenheim, Eric. 2005. Reflections On Classroom Thinking Strategies.
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Gay, LR and Peter Airisian. 2000. Educational Research: Competencies for analysis and application (6theds). New York:
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Harmer, Jeremy. 2001. The Practice of English Language Teaching. England:
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Hill, Susan and Jane O’laughlin. 1995. Book Talk, Collaborative Responses To Literature. Eleanour Curtin Publishing.
Kucer, Stephen B and Cecilia Silva. 2005.
Teaching The Dimensions Of Literacy. New York: Routledge.
Kurniawati. Et al. 2009. Detik Detik Ujian Nasional Bahasa Inggris. Klaten:
Intan Pariwara.
Oshima, Alice and Ann Hogue. 1991. Writing Academic English: Second Edition.
Chicago: Addison-Wesley Publishing Company, INC
Pardiono. 2007. Pasti bisa, Teaching Genre- Based Writing. Yogyakarta: Andi Offset.
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