IMPROVING STUDENTS’ WRITING ABILITY BY USING COLOR CODING METHODE AT THE FIRST GRADE STUDENTS OF SMKN 3 MAKASSAR
Ismawati
STKIP YPUP Makassar
ABSTRACT
The objective of this research was aimed to know the whether the use of color coding method can improve students’ reading writig ability at the first grade students of SMKN 3 Makassar. This research used a pre- experimental method with one group pre-test and post-test design. The population of this reseach was the first grade students of SMKN 3 Makassar. The total sample was 20 students and it used purposive sampling. The result of the data showed that the mean score of post-test was greater that the pre-test ( 76.0>68.3 ) and the t-test value was greater than the t-table value ( 12.97>2.093) at the level of significant 0.05 it can also prove by the result of the five components of writing, where the post-test result was hinger than the pre-test. So it can be conculeded that from the score of the five components of writing on post-test ( content, vocabulary, language use, organization, and mechanic) was greater than the score of the five components of writing on pre-test. So it can concluded that Color Coding Method improves the stuidents’ writing ability at the first grade students of SMKN 3 Makassar.
Keywords: Color Codig M ethod, the Students’ Writing Ability.
INTRODUCTION Background
English is is one of the imporrtant language in this modern world because it becomes the global language which learned by countries in the world to inrease the prosperity of those country itself. A part from our mother tounge we need to have a common language which makes us able to communicate with other part of the world. Languge as a tool communication with the others people to share the human needs to very important.
Writing is one of important skill which taught in school. Writing is language skill that can be used to communicate and express with other in written form. Based on many the statement, writing is very important because writng can help us to express our idea, feeling, and expanding our knowledge.
To overcome the difficulties, the research will propose a new strategy at this paper which is expected to help stuents to have a better writing. This strategy is known as color coding method. According to Meacham in Rahmat (2018), color is prossed in various parts of the brain.
Relating
the explanations above, the researcher will conduct a research entitle “ Improving Students’ Writig Abiliy By Using Color Coding Method at the First Grade Students of SMKN 3 Makassar”.
Problem Statement
Due to background above, the researcher formulates a problem statement as follow :
”Does color coding method improve the students’ writing ability at the first grade students of SMKN 3 Makassar?.”
Objective of the Research
The objective of the research was to find out whether the use of color codimg method can improve students’ writing ability at the first grade students of SMKN 3 Makassar.
Significance of the Research
There were two significances of the research namely theoritical and practical aspect.
Theoritically, the result of this research is expected to be useful and helpful information generally for teachers and especially for the first grade students of SMKN 3 Makassar in teaching writng. It can be also used as the reference for the other researcher who wants to conduct a research about writing. Practically, the result of this reseaech is expected to contribution for the students to improve the English ability especially in writng ability trough the color codig method.
Scope of the Research
The scope of the research focused on using color coding method to improve students’
writing ability a the first grade students of SMKN 3 Makassar in 2020/2021. The researcher focused in narative text based on scoring of five components in writing. They are content, organization, language use, vocabulary, and mechanic .
REVIEW OF RELATED LITERATURE Previous Related Studies
Many researchers have reported to expose the writing ability of the students comprehend in writing materials and some of them were as follows: .
Otto (2013) illustrated in her research conclusion that by using a Color- Embedded Writing Strategyshowed a clear, consistent difference in the impact of the two interventions with the experimental groups who were taught the color-embedded writing strategy demonstrating greater improvement in their conceptual development as well as actual writing skill and this strategy can be powerful tool for teaching skills to students with mild-moderate disabilities.
Geigle(2014) stated in her research conclusion that by using Scaffolding Color Codes and SAW Approach in ESL focused on improving students’writing ability by color coding formulate writing chance can improve students’ writing ability. The result of the study showed that there were some improvements related to their writing ability.
Rahmat (2018), the result in his research could be combined into the components of the writing classroom and showed how the Selective Attention Approach can be used in the writing classroom.
Concept of writing
a. Definition of writing
According Lukman in Groth (2013:1) stated that writing can be done as a means of expressing ideas or impressions in writing, at our leisure. Writing can be pleasant, as long as we have the thoughts and the means to achieve this. Cambridge Dictionary (2018)
recommended that writing is the art of a person making up letters and words with a pen or pencil, or something written.
b. Types of writing
Meer (2016) explained that the types of writing divided into four parts. Those are:
1. Expository
Expository writing’s main purpose is to explain. It is a subjuct oriented writing style, in whch authors focus on telling you about a given topic or subject without voicing their personal opinions.
2. Descriptive
Descriptive writing’s main purpose is to describe. It is a style of writing that focuses on discraibing a character, an event, or a place in great detail. It can be poitic when the author takes time to be very specific in his or her descriptions.
3. Persuaasive
Persuasive writing’s main purpose is t o convince. Persuasive writing contains the opinions and biases of the author. To convince other to agree with the author’s point of view, persuasive writing contains justifications and reasons.
4. Narrative
Narrative writing’s main purpose is to tell a story. The author will create different characters and tell you what happens to them ( sometimes the author writers from the point of view of one of the characters this is known as first narration.
Concept of Narrative Text
a. Definition of Narrative text
Munand (2020) elaborated that narrrative text is a story with complication or problematic event and it tries to find the resolutions to solve the problems. An important part of narrative text is the narrrative mode, the set of methods used to communicate the narrative through a procces narration.
b. The purpose of Narrative Text
The purpose of Narrative Text is to amuse or to entertain the reader with a story.
c. The Generic Structure of Narrative Text 1) Orientation
Sets the scene: where and when the story happened and introduces the participants of the story: who and what is involved in the story.
2) Complication
Tell the beginning of the problems which leads to the crisis (climax) of the main participant.
3) Resolution
The prolem (the crisis) is resolved, either in a happy ending or in sad(tragic) ending.
4) Re-orientation
This is a closing remark to the story and it is optional. It consists of a moral lesson, advice or teaching from the writer.
Concept of Color Coding Method a. Definition of Color Coding Method
According To meacham in rahmat (2018:25), colour is processed in various part of the brain. She specially pointed out that colour is often used to direct the brain’s attention to certain imformation. While, Hayes in Otto (2013: 9-12) stated that six colors (yellow, orange,pink, green, blue, and red) make up the color – coding schematic used in this study.
b. Procedures of Color Coding Method
Kruse (2017) stated that there are some procedures of using Color Coding Method, such as:
1. The teacher asked students to analyze a text. Ask them to read with color. This color-coding strategy helps them to delineate between a main idea, suppporting details, and the larger theme.
2. The teacher asked students to use stict notes to flag evidence in a text.
3. The teacher asked students to color codes the mood of the story.
4. The teacher asked students to dentify different parts of a paragaph.
5. The teacher assked stdents to use color to help students create meaningful associations with heir vocabulary words. One popular activity is shades of meaning. After students have chosen a vocabulary word, they can select a paint strip (free from the store) with a color they thin fits the mood of that word.
Research Design
The researcher used pre-experimental method. It aimed to find out the use of Coor Coding Method can improve the students’ writing ability at the first grade studnts of SMKN 3 Makassar. The design of this ressearch was presented below.
The design of this research was represented below:
Pre-test Treatment Post-test
O1 X O2
Where:
O1 : Pre-test X : Treatment O2: Post-test
(Gay, 2012: 265) Research Variable
This study consisted of two variables those were independent and dependent variable.
Dependent variable increased the ability of the students to write and independent variable was the use of Color Coding Method.
Populations and Samples Population
The population of this research was the first grade students of SMKN 3Makassar in academic year 2020/2021 which consists of 300 students those are devided of five departments they are otomotif, listrik, arsitek/sipil, TTT (Teknik Tenaga Terbarukan) and TKJ. Each departments consists of three classes.
samples
In this research, the researcher used purposive sampling. It meant that the researcher only took the students of class X Otomotif 1 that consisted of 20 students. The researcher took this class because they has lowest ability in writing especially in writing narrative text. The total number of sample consisted of 20 students.
Instrument of the Research
In order to find out the data, the researcher used a writing test as an instrument. The instrument writing test was used in pre-test and post-test. The pre-test was used to measure the basic skill of students in writing, and the post-test was used to measure the skill of the students after giving the treatment based on through Color Coding Method.
Procedure of Collecting Data 1. Pre-test
The researcher gave the students pre-test before giving the treatment by using Color Coding Method. It aimed to know the prior students ability in writing before giving treatment. Before giving treatment, the researcher administrated the pre-test. The pre-test was intended to see the students’ ability before giving treatment.
2. Treatment
The researcher provided care to the students as long as four meeting after pre-test. Each meeting’s activities run for 90 minutes, and during the treatment, the materials gave to the students about a narrative text for four meetings with diffferent topics. They were True Friends, Pinocio, Fox and a Cat, and the Ant and Dove topics. The diagnosis protol has been the same as for every tretment. Here was the procedure of treatment by using Color Coding Method.
1. The researcher asked students to analyze text. Ask them to read with color. This Color-Coding strategy helps them to delineate between a main idea, supporting details, and larger theme.
2. The researcher asked students to use stick notes to flag evidence in a text.
3. The researcher asked to color codes the mood of story.
4. The researcher asked students to identify different part of a paragraph.
5. The reearcher asked students to use color to hel students create meaningful associations with ther vocabuary words. One popular activity is shades of meaning.
After students have chosen a vocabulary word, they can select a paint strip (free from the store) with a color they think first the mood of that word.
3. Post-testy
After giving treatment as long as four meetings, , the researcher gave the post test. To the students to find out the use of Color Coding Method. The post-test was the same as pre- test.
Technique of Data Analysis
1. The data collected through written test in pre-test and post-test to analyzed quantitative. The way of getting the score is determined based on the criteria they are:
a) Content
To evaluate the score of the content, the researcher used the following scale.
Table 3.1 Content component Score classification Criteria
27 – 30 Very Good Being compotent. Subtantial. Thorough thesis growth. Related to the subject assigned.
22 - 26 Good Any subject awareness. Adequate distance. Restricted thesis growth.
Mostly related to the subject, but information about luck.
17 – 21 Poor Restricted subjct information. A small subtance, inadeque topical growth.
13 – 16 Very Poor Do not show subject information. Non- subtantive here. Not significant, or not enough to determne.
b) Organitation
The reseacher used the following scale to measure the range of the organitation.
Table 3.2
Organization component Score classification Criteria
18 - 20 Very Good Speech fluent. Clearly stated/ endorsed principles. Succint, that. Well structured. Sequencing with logic. From cohesive.
14 – 17 Good Copy somewhat. Loosely arranged, but emphasizing the main concept. Limited support. Sequencing is logical but incomplete.
10 - 13 Poor Non-flowing. Confusing or
disconnecting thoughts. Lacks retional requencing and growth.
7- 9 Very Poor Does not touch. No organitation, or not enough to evaluate.
c) Vocabulary
The researcher ussed the following scale to assess the vocabulary’s score.
Table 3.3
Vocabulary component Score classification Criteria
18 - 20 Very Good Sophisticated assortment. Efficient choice and use of word/ idiom. Mastery of Word form. Suitable registery.
14 - 17 Good Adequte range. Occasioal errors in word/idiom form, range, use, but not obscured context.
10 - 13 Poor Limited selection. Frequent word/idiom type collection, usage errors. Confusing context, not obscured,
7 - 9 Very Poor Translation, basically. No awareness, or not enough to test, of Engglish vocabulary, idioms and word form.
d) Language use
The researcher used the follwing scale to determine the rating of the language used.
Table 3.4 Language component Score classification Criteria
22 – 25 Very Good Comple buildings that are successful.
Few agreements, tense, number, word order/function, articles, pronouns, preposition errors.
18 - 21 Good Builngs that are successful but easy. In complex contructions, minor problem.
Multiple agreement errors, tense, number, word order / function, articles, pronouns, preposition, but rarely obscured context.
11 - 17 Poor In simple / complex constructions, big issues. Frequent negation, agreement, tense, number, word order / function, articles, pronouns, fragment and prosition errors, run-ons, delections.
Confused or obscured meanings.
5 - 10 Very Poor There is Virtually no mastery of the laws of sentence construction.
Dominated by mistakes. Does not
e) Mechanic
The researcher used the following scale to determine the mechanic’s rating Table 3.5
Mechanic component Score classification Criteria
5 Very Good Demonstrates conventions’ mastery.
Little speling errors, punctuations, capitalizations, paragraph.
4 Good Occasional speling mistakes ,
punctuation, capitalization, paragraphing, but not obscured meaning.
3 Poor Frequent mistakes in pronunciation, punctuation,paragraphing,
capitalization. impoverished handwriting. Confsed or obscured meanings.
2 Very Poor No conventions’ mastery. Occupied by spelling mistakes, punctuation, spelling, capitalization, paragraphing. Unreadable handwriting. Or not enough to determine.
Jacobs. Holly L (2014: 2) 2. Classifying the scores of the students’ pre-test and post-test
a. Score 100 – 88 is classified as very good writing ability b. Score 85 - 76 is classified as good. Wwriting ability c. Score 75 - 64 is classified as averange writing ability d. Score 63 - 45 is classified as poor writing ability e. Score 44 - 34 as classified as very poor writing ability
3. Cmputing the frequency and rate percentage of the students score by using formul:
𝑋" = ∑ 𝑋 Where: 𝑋" = mean score 𝑁
∑ 𝑋 = total raw score
N = total number of students
4. Finding the mean score of the different score by used formula:
𝐷'= ∑ "# Where:
𝐷' = The mean score
∑ 𝐷 = The sum of different score N =The total number of students
5. To find out the significance difference between the pre-test and post-test by calculated the value of the T-test. The following formula was employ.
t =
!"
#∑ !%&(∑ !)%
)
#(#%&)
where:
t = Test of significance
𝐷' = The significances between two pairs of score
∑ 𝐷( = The sum of D ( the differences between two pairs of score ) (∑ 𝐷)( = square the sum of the D
N = total number of students
Gay, (2012) FINDINGS
The classification of the students’ pre-test and post-test scores can be seen in the table below.
The Raw scrore of five components of writing in pre-test Table 4.1
Frequency andPercentage in Pre-test No Classification Range Frequency Percentage
1 Very Good 100- 88 0 0
2 Good 85- 76 4 20
3 Averange 75- 64 11 55
4 Poor 63- 45 5 25
5 Very Poor 44- 34 0 0
Total 20 100
Based on the data shown in the table 4’1 that before treatment was given to students, none students, classified as very poor score ( 0% ), 5 ( 25% ) students who
131 categorized as poor score, 11 (55% ) students got averange score 4 (20% ) students who achievement good score, while none students classified as very good score ( 0% ).
Table 4.5 Frequency and rate percentage of the students in post-test.
Table 4.8
The Frequency and Rate Percentage in Post-test Classification Frequency Percentage (%)
Very Good 0 0
Good 11 55
Averange 9 45
Poor 0 0
Very poor 0 0
Total 20 100
Based on the table 4.8 above, the researcher classified the students’ score of post- test in five components were content, organization, vocabulary, language use and mechanic.
Table 4.15
The Mean Score of the Students’s Pre-test and Post-test component Mean score of pre-test Mean Score of Post-Test
Content 18.0 20.1
Organization 16.0 17.4
Vocabulay 15.5 17.5
Language Use 16.4 17.7
Mechanics 2.4 3.1
Final Score 68.3 76.0
Based on the explanation above, it could be concluded that the ability of the students’ writing in post-test was hinger than the ability of the students’ writing on pre- test. Based on result of the t-test, the researcher found that there was significant difference between the result of pre-test after comparing it. The researcher concluded that the mean score of the students’ writing based on the result on post-test 76.0 was greater than the mean score of pre-test 68.3. it meant that there was an improvement between the students’ writing narrative text by using Color Coding Method.
16,7
14,5 13,1 15,9
2,7 0
20,7
15,3 17,5 19,3
3,3
0 content organizationvocabularylanguage in usemechanic
Chart 4.3
The Comparison between the Students’ Mean Score in pre-test and post-test The diagram above shows that the result of students’ mean score in post- test was higher than the result of students’ mean score in pre-test concerning to score classification of five components namely content, organization, vocabulary, language uise, and mechanic. The researcher presented in the above chart.
a. T-test and t-table value
t =
!
#∑ !%&(!)%
)
#(#%&)
t= ).+
,*.%,-&(∑ *.*)%%/
%/ (%/&*)
t= ).+
,*.%,- &%%.1/*
%/
%/(*2)
t= ).+
-*.%,-&*.*3/./.
41/
t= ).+
-*%,.2.41/
t=..//0).+
t= 12.97
Table 4.16
Students’ writing ability achievement variable T –test value t-table value
X2-x2 12.97 2.093
The data in the table showed that the t-test value higher than t-table value. It can be concluded that there was a significant difference between theresult of the students pre-test and post-test before and after teaching and learning through Color Coding Method.
Discussion
The discussion deals with interpretation of the findings derived from the data analysis. The description of the data collected through reading test was explained in previous showed that the students’ English reading was improved. It was supported by the result of frequency and the rate percentage of the students pre-test and post-test. The students’ score after presenting material through Get Your Mouth Ready Strategy in teaching reading was better than before the treatment that given to them.
Before the researcher gave the students treatment by using Get Your Mouth Ready Strategy, the researcher gave the pre-test to the students. It is aimed to find out the students’
prior knowledge in reading comprehension. After the researcher gave the students pre-test, the researcher gave the students treatment by using Get Your Mouth Ready Strategy for four meetings. After giving the treatment, at the last meeting of the research, the researcher gave to the students post-test. It is aimed to found out the students’ achievement in reading comprehension after been taugh using Get Your Mouth Ready Strategy.
Based on the explanation above, the researcher concludes Get Your Mouth Ready Strategy is a reading strategy to represent an easy way to remember the students in comprehending the point of reading text and faster for the students to identify the main idea and supporting details. Then, the students write the main idea and supporting details on the Get Your Mouth Ready Strategy.
From the discussion above, it can be concluded that the firstgrade students of SMP Negeri 5 Pallangga have a good comprehension after learning reading subject through Get Your Mouth Ready Strategy Finally, it is clearly enough that the mean score and the t-test analysis drew some result or conclusion, that is there was a significant difference between the result of pre-test and post-test. In other words, Get Your Mouth Ready Strategyis one method as media in teaching and learning English reading was effective to improve the students’ reading comprehension.
CONCLUSION AND SUGGESTION Conclusion
The aim of this researh is to improve students’ writing skills through the use of Color Coding Method. This research was conducted at the first grade students of SMKN 3 Makassr.
Based on the data and discussion gathered in the previous chapters, it can be concluded that the implementation of Color Coding Method helped the students in generating ideas, organizing text and improving their vocabulary mastery. First, Color Coding Method could improve sudents’ motivation. It was able to engage the students’ attention and interests during the teaching and learning process of writing. Besides, Color Coding Method could provide the students with illustration and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. The students more confident to write and active in the classroom activities. Third, since the students were motivated and the writing class ran well, the students’ writing skill were also improve.
Based on the conclutions above, the implementation of the color coding method is successful to improve the wwriting ability of the first-grade students of SMKN 3 Makassar.
Color Coding metho also helps the students improve their skill in organizing the text because it helped them remembering the elements in narrative text. The Color Coding Method also made the students tofcus on the lesson. Thus, it meant the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) was accepted Makassar.
Suggestions
Based on the result of this pre-experimental research, the researcher has some suggestions for the first, the english teacher that the Color Coding Method is usuful to improeve the students’ writing skills. It helps the students in generating ideas, enrich the text content and organizing the text. It also improve the students’ motivation and attention
towards writing. It also can be customized with other media and other text types that will be taugh. The English teacher is suggeste to use the Color Coding Method to teach writing in order to improve students’ writing ability.
The second is other researchers, this research study is aimed at improving the tudents’
writing ability. Related to the focus of the study, it is advisable that the results of the study c be used as one of the references for the other reserchers who conduct the similar studies related to the devepment of the studies’ writing ability.
The third, the students are suggested to continue this actity. Iwill be very useful for them in improving their writing ability. It can also be used as a references when they need to write the same topics. The students should aalways practice writing to build their writing habits, one of the ways is by using Color Coding Method.
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