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A COMPARATIVE STUDY OF QUICK WRITE AND FLOWER WRITING STRATEGIES ON STUDENTS’ WRITING ACHIEVEMENT
(A Study at IX Grade Students of SMP N 1 Sungai Rumbai Dharmasraya)
Oleh:
Mellki Sara *)
**) Sesmiyanti dan **) M. Khairi Ikhsan Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini bertujuan untuk membandingkan Kemampuan menulis dengan menggunakan strategi Quick Write dan strategi Flower Writing. Melalui penelitian eksperimen pada siswa kelas IX SMPN 1 Sungai Rumbai, Dharmasraya Tahun Pelajaran 2014/2015. Rancangan penelitian adalah the static group pretest–postest dan bentuk tes yang digunakan adalah writing test. Populasi dari penelitian ini adalah siswa kelas IX SMP N 1 Sungai Rumbai, Dharmasraya tahun ajaran 2014/2015 yang berjumlah 221 orang yang terdiri dari 7 kelas. Untuk menentukan sampel penelitian ini, peneliti menggunakan uji liliefors untuk menentukan kelas yang berdistribusi normal. Oleh karena itu, peneliti menemukan 7 kelas yang berdistribusi normal, peneliti menggunakan uji homogenitas bartlet untuk menentukan homogen kelas. Kelas yang berdistribusi normal antara lain kelas IX B, IX C, IX D, IX E dan IX G.
Peneliti mengambil kelas sampel dengan menggunakan cluster sampling dengan lotre. Lalu peneliti memilih kelas uji coba di kelas IX G, kemudian kelas IX C sebagai kelas eksperimen pertama dengan menggunakan Quick Write dan IX D sebagai kelas eksperimen kedua dengan menggunakan Flower Writing. Instrument penelitian ini adalah tes menulis berbentuk report dan narrative teks. Hasil analisis pada penelitian ini diklasifikasikan dalam 2 bentuk;
report test dan narrative test. Berdasarkan hasil analisis tes, didapat pada IX C sebagai kelas eksperiment pertama, jumlah pre-test 149 dan post-test 281 dan kelas IX D sebagai eksperimen kedua jumlah pre-test 175,5 dan post-test 279,5. Pengujian hipotesis ini dilakukan dengan uji t-table, setelah dilakukan pengujian diperoleh t-test kelas IX C 3,6 lebih besar dari t-table 2,045, dan kelas IX D 3,9 lebih besar dari t-table 2,045 maka hipotesis pada penelitian ini diterima, sehingga disimpulkan bahwa strategi Quick Write dan Flower Writing strategi dapat memberikan efek yang baik terhadap hasil Bahasa Inggris khususnya dalam writing (menulis) pada siswa kelas IX SMP N 1 Sungai Rumbai, Dharmasraya. Untuk mengetahui strategi mana yang lebih efektif diantara Quick Write dan Flower Writing digunakan analisa nilai post-test siswa kelas eksperiment pertama dan eksperimen kedua dengan cara mencari nilai rata-rata pada kedua kelas eksperimen, hasil nya didapatkan 8,5 pada IX C dengan jumlah post-test 281 dari 33 siswa dan 8,7 pada kelas IX D dengan jumlah post-test 279,5 dari 32 siswa. Dapat disimpulkan bahwa kemampuan menulis siswa dengan penerapan Flower Writing strategy lebih efektif daripada Quick Write strategi pada siswa kelas IX SMP N 1 Sungai Rumbai, Dharmasraya tahun ajaran 2014/2015.
Keywords: Quick Write, Flower Writing Strategy, Writing Achievement
*) Penulis
**) Pembimbing
2 INTRODUCTION
Writing is one of the crucial subjects that should be mastered by the students in learning English beside Listening, Reading, and Speaking. In writing, the students can express and share ideas, opinion, or feeling to other people in writing text such as recount text, descriptive text, procedure text, narrative text and report text. In written text, the students should understand how to make their writing well. On the other hand, the students should have a good skill to manage or arrange their thinking and feeling in written text. It means that the students have to express their ideas become a text that should be readable. Thus, the students can organize their thinking, feeling or opinion in a good writing process.
Furthermore, writing process is a challenge for the students in teaching-learning process because the students should know the parts of writing process itself. The parts of writing process are sharing ideas, organizing ideas, and construct the ideas into written text, it is supported by Nation (2009:114) states that there are seven writing processes are considering the goals of the writer, having a model of the reader, gathering ideas, organizing ideas, turning ideas into written text, reviewing what has been written, and editing. If the students do not understand about the part of writing processes so, their text will be not structured. In this case, the students have to understand about the parts of writing process and how to organize their ideas to make their writing to be unity and coherence.
Based on the researchers’ observation and interviewed with the English teacher of SMP N 1 Sungai RumbaiDharmasraya, there were several problems that were faced by the students in writing process. First, the problem came from the students themselves. The students got difficulties in discovering ideas where it made the students pause to share ideas into a text. It can be seen when the teacher asked the students to choose a topic, the students were hard to discover their ideas become a text. Second, the students did not know the similar meaning of word. It caused by the students did not have many vocabularies. It can be seen when the teacher asked the students to rewrite ideas with their own word, they used same word with the teacher’
asked. Third, the students did not understand about structure of the text because every text has different purpose and structure. It can be seen when the teacher asked the students to write a report text, the students wrote about describing things or person in specifically (descriptive text) and seldom used correct structure of simple present tense in writing sentences.
The other problem came from the teacher.
They seldom used media in teaching writing so that the learning process would be bored. Besides media, the teachers’ strategy in learning process was also uninterested for the students. Some teachers taught by using Interactive Writing Strategy. It made the students writing product was complicated. This condition caused the students have low motivation in learning English.
Based on the problem above, the researcher concludes that the teacher will be better if the teacher is able to use appropriate strategy to stimulate the students to discover ideas into a good text. The teacher has to find out the appropriate learning strategy to solve the students’ problem in teaching writing achievement.
The researcher formulates the hypothesis of this research as follows:
1. The Quick Write strategy is effective toward students’ writing achievement for IX grade students of SMP N 1 Sungai Rumbai Dharmasraya.
2. The Flower Writing strategy is effective toward students’ writing achievement for IX grade students of SMP N 1 Sungai Rumbai Dharmasraya.
3. The Flower Writing strategy is more effective than Quick Write strategy toward students’ writing achievement for IX grade students of SMP N 1 Sungai Rumbai Dharmasraya
REVIEW OF THE RELATED LITERATURE
Definition of Writing
Writing is an activity that can usefully be prepared for by work in the other skill of listening, speaking, and reading. There are some experts have different argument about definition of writing.
According to Hyland (2003:9) defines that writing is a way of sharing personal meanings and writing courses emphasize the power of the individual to construct his or her own views on a topic. It means that writing is authentic ability from individual to share their ideas and create them into written form.
In addition, Nunan (2003:88) states that writing is the physical act of committing words or ideas to some medium, whether it is hieroglyphics inked onto parchment or an e-mail message typed into a computer. On the other hand, writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader. It means that, writing is the critical thinking in developing
3 ideas into statements and paragraphs that will communicate with the reader.
Teaching Writing
Teaching writing is not easy, both teacher and students should give concentration in this subject. Whitaker (1998:35) states teaching writing is addressed also in the discussion of “organizing for writing,” but it is so important that it deserves a separate section. The assignment or the way students are led to write is a critical influence on their “will”
to write and, thus, on their development as writers. It means that, in teaching writing the teacher asks the students to write a text which is decided by the teacher in doing assessment of students writing.
There are several mechanics in writing assessment like spelling, punctuation, capitalization, grammatical message that is delivered from the text.
Furthermore, Eager (2003:3) defines that teaching writing is a opportunity for students to develop clear thinking skill. When students are granted time to write a process their thoughts, they develop to away to analyze their thinking. In writing, the students prepare a topic to be developed into sentences. The sentences will be built into paragraph.
This activity activates the students’ thinking. The way they express their thoughts in written form is called as the process of writing. For this case, the teacher has to give the opportunity for the students to activate their thinking in writing.
Definition of Quick Write Strategy
Quick Write is a strategy that can be used in teaching writing. There are some experts that have different statement to explain the definition of Quick Write Strategy. Frazier (2010:71) states that Quick Write strategy is a short, focus writing in response to a specific prompt. It means that this strategy allow the students to write spontaneous and construct their arguments naturally. From this activity the students can find ideas that will be developed into a written.
In addition, Bowers and Keisler (2012:46) state that Quick Write Strategy provides students with the opportunity to write everything they know about a specific topic. This strategy can work as an informal pre assessment in allowing the teacher to have a better understanding of what background knowledge the students possess. It means that this strategy gives a chance for the students to free write anything that they have known. The teacher conducts the students’ background knowledge. It can be a topic for students to write a written text.
Procedures of Quick Write Strategy.
Kucer and Silva (2013:152) state that the procedures of this strategy are:
a. Into
1) The students discuss with the students that the purpose of a Quick Write is to help them discover ideas for writing.
b. Through
2) The teacher asks the students to start writing about any topic that comes to their mind.
3) If the students have a difficult time thinking of something to write, ask them to write “I cannot think of anything to write” until an idea comes to mind.
c. Beyond
4) Allow the students the opportunity to share the ideas they have explored in their Quick Writes.
5) Discuss with students when it might be helpful for students to engage in Quick Writers, such as when they do not know what to write next, when having difficulty thinking of writing topic, when having difficulty expressing their ideas.
Definition of Flower Writing Strategy
Flower Writing Strategy is a strategy that can be used in teaching writing. It helps the students in writing a text. Burton (2006:52) defines that Flower writing is a writing strategy that involves writing down the central idea supported by the details around that have connection to make a complete paragraph. In means that flower writing strategy uses a graph like a flower which has topic and supporting details to help the students explore their ideas into paragraph.
Furthermore, Holmes (2007:3) states that Flower Writing is strategy in writing to create the creativity and sense of students in taking a writing section by finding the main ideas from the text and determine the supporting details that is related to the topic aimed to construct a good paragraph. It means that this strategy develops the students’ critical thinking into a paragraph by discovering supporting details that related with the topic. In this activity, the teacher guides the students writing into a good writing.
Procedure of Flower Writing Strategy
There are some experts give different arguments about the procedures of Flower Writing Strategy in teaching writing. Burton (2006:52) explains that the procedures of this strategy in several steps:
4 a. Introducing the flower strategy in flower form
before beginning the lesson. It is aimed to make the students understand how to use this strategy.
Introduce the Flower Graphic
b. Selecting the main idea or topic that will be discussed. The students choose the certain topic in the middle of the strategy chart.
c. Finding the supporting details which are related to the topic. After finding the main idea the students are asked to find the supporting detail and put it into around the strategy chart.
d. Constructing a good paragraph by combining the topic and detail to be an essay. The Students are asked to write down and arrange the sentence into paragraph.
RESEARCH METHOD
This research used experimental research as a way to know the effectiveness between Quick Write and Flower Writing Strategies toward students’
writing achievement. According to Gay and Airisian (2000:367) defined that experimental research is a type of research that can test hypothesis to establish cause and effect relationship. Therefore, the design of this research was the static group pretest-posttest design which is part of pre experimental design. This research used experimental research as a way to know the effectiveness between Quick Write and Flower Writing Strategies toward students’ writing achievement. According to Gay and Airisian (2000:367) defined that experimental research is a type of research that can test hypothesis to establish cause and effect relationship. Therefore, the design of this research was the static group pretest-posttest design which is part of pre experimental design.
The population of this research was the ninth grade of students at SMP N 1 Sungai Rumbai Dharmasraya was seven classes in 2014/2015 academic year. In getting the appropriate sample, the researcher measured the normality of the population
that become the sample by using the score of mid semester in ninth grade students in first semester 2014/2015 academic year. After the researcher’s pre observation, the researcher found the normality by using Liliefors test (and homogeneity by using Barlet. As the result, the researcher found five classes which had normal class. There are IX B, IX C, IX D, IX E and IX G. In finding the normality and homogeneity, the researcher chose two normal classes from five classes by putting piece of paper as select the sample, the researcher found (IX C and IX D) to be samples. In IX C was first experimental class and IX D was second experimental class and IX G for try-out class. In first experimental class the researcher taught by using Quick Write Strategy and second experimental class the researcher taught by using Flower Writing Strategy. The instrument of this research was writing test.
RESEARCH FINDINGS
Based on the data analysis, the researcher found some findings as followed:
1. The researcher arranged the research by comparing two strategies, between Quick Write strategy and Flower Writing strategy. This research was conducted at IX grade students of SMP N 1 Sungai Rumbai Dharmasraya. The researcher chose two classes to give treatment, there were first experimental and second experimental class.
After did pre-test, treatment and posttest in first experimental and second experimental class, the researcher calculated the pretest and posttest scores by comparing pretest and posttest. Based on the calculated score and after researcher did treatment that both strategies were effective bacause in learning process the student are active and get spirit. The researcher was also found that ttest in first experimental and second experimental class were higher than ttable. It means both strategy were effective in teaching writing at IX grade students of SMP N 1 Sungai Rumbai, Dharmasraya.
2. Then, to find more effective strategy between Quick Write and Flower Writing strategy, the researcher calculated the score of the posttest and saw all activities in first experimental and second experimental class. As result, the researcher conducted that Flower Writing strategy was effective than Quick Write strategy because Flower Writing strategy was more give achievement toward students’ writing and researcher was also found that ttest was higher than ttable. It was means the hypothesis was accepted.
CONCLUSION AND SUGGESTION DETAI
L#5
DETAI L#4
DETAI L#3
DETAI L#2 DETAI
L#1
TOPIC
5 Conclusion
In this research, the researcher used pre-test and post-test score from two experimental classes that was given different treatment. In IX C (first experimental), the researcher gave treatment by using Quick Write Strategy, the researcher found out the difference of the score both pre-test and post-test was 4,00 The researcher found that t-test was 3,6 it was bigger than t-table 2.024 at the degree of freedom 32 and at the level of significance 0,05 Therefore, it can be conclude that the Quick Write Strategy was effective toward students’ writing achievement.
Moreover, in IX D (Second experimental), the researcher gave treatment by using Flower Writing Strategy, the researcher found out the difference of the score both pre-test and post-test was 3,14. The researcher found that t-test was 3,9 it was bigger than t-table 2.024 at the degree of freedom 31 and at the level of significance 0,05. Therefore, it can be conclude that the Flower Writing Strategy was effective toward students’ writing achievement.
Based on calculated the data posttest, it can be said that the Flower Writing Strategy was more effective than Quick Write strategy in teaching writing at the IX grade students of SMP N 1 Sungai Rumbai, Dharmasraya. It was shown by the result of this research that the mean score of post-test in the second experimental class 8,7 was higher than the mean score of first experimental class 8,5 Furthermore, ttest 3,9 is higher than ttable 2.042 at degree freedom 64 and level significance α = 0.05.
Thus, the H1 of this research was accepted and the H0
was rejected. In other words, Flower Writing strategy was effective than Quick Write Strategy toward students’ writing.
Suggestion
The researcher gave some suggestions for English teacher:
1. English teacher should find the appropriate strategies in teaching writing such as Quick Write Strategy and Flower Writing strategy in order to achieve the students’ writing.
2. In applying the strategies, the teacher should prepare the material and guide the students to find the topic and supporting details into written text. Not only from the teacher but also the students could explore their ideas freely by guiding the teacher.
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