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THE USE OF OREO STRATEGY IN IMPROVING WRITING ABILITY AT THE THIRD SEMESTER OF STKIP YPUP MAKASSAR
Arna Ilma Yunita1, Andi Haeriati Alimuddin2
1STKIP YPUP MAKASSAR, Email: [email protected]
2STKIP YPUP MAKASSAR, Email: [email protected]
ABSTRACT
The objective of this research was to find out whether the use of oreo strategy increases students’
writing ability at the third semester students of STKIP YPUP Makassar. This research employed a pre- experimental method with one class pre-test and post-test design. The population of this research was the third semester students of STKIP YPUP 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 than the pre-test (79.5>60.7) and the t-test value was greater than the t-table value (32.00>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 higher than the pre-test. Therefore, it can be concluded that from the score of the five components of writing on post-test was greater than the score of the five components of writing on pre-test. So it concluded that Oreo strategy increases the students’ writing ability at the third semester students of STKIP YPUP Makassar.
Keywords: Oreo Strategy, the students’ writing ability.
INTRODUCTION
In Indonesia, the people have to learn English because we know that the famous and modern book of science, knowledge, international business, and healthy are in English that is why people of Indonesia must master English to improve the quality of education because English as a foreign language which is considered important to be introduced in the field of education. Education in Indonesia takes English as one of the main subjects taught from elementary school up senior high school and also examined in the national examination to determine students’ graduation. English requires four skills which are integrated each other and have to be mastered well by the students. They are listening, speaking, reading, and writing skills. As one of those four skills, writing is one of skills that students need to be mastered well because writing skill is important in some aspects of life. It means that when the students do the writing process, they are involved in producing language output rather than receiving it.
In writing, there are some difficulties that are faced by the students. Most of students found difficulties in mastering the writing skill. The difficulty not only in generating and organizing ideas but also in translating these ideas into readable text and understandable.
However, several solutions can be proposed in order to improve the students’ skills in writing.
One solution is by using an interesting method or strategy. Method or strategy is an important component in teaching writing skill. The suitable method that researcher is going to apply is Oreo Method. Schneberger (2005) stated that Oreo strategy is an introductory writing activity that is used to expose students to the concept of response writing (rather than simply regurgitating information). This activity can be used at any time in the school year, but it is good exercise to use early in the year to set the tone for the kind of writing you want students to do.
This is the simple procedure which will lead students to write a short step of making something. It is expected to increase their writing ability. This research is at finding out whether the use of Oreo Strategy increases students’ writing ability at the third semester students of STKIP YPUP Makassar. The scope of the research focused on using of Oreo Strategy in teaching English writing argumentative text of the third semester students of STKIP YPUP Makassar in 2019/2020 academic year. The researcher focused on scoring five components of writing, they were; content, organization, language use, vocabulary, and mechanic.
42 METHOD
In this research, the researcher applied pre experimental design that consists of one experimental group. The experimental group will receive Oreo Cookies Method. The experimental group will be given a pretest and a posttest. The pre-test is intended to find the prior knowledge of the students while the posttest is intended to find out the effect of the treatment on the students’ writing ability. (Gay, 2012: 265). The population of this research was the third semester students of STKIP YPUP Makassar in academic year 2019/2020 which consisted of 90 students. They were BI 3.1, BI 3.2, BI 3.3. In this research, the researcher used purposive sampling. It meant that the researcher only took the students of class BI. 3.2 that consisted of 20 students. The researcher took this class because they had low ability in writing especially in argumentative text. The total number of sample consisted of 20 students.
The data were collected through pre-test and post-test where pre-test consisted of a argumentative text to know the prior ability of the students to write correctly. In this step, the students gave the test with the same questions as in the pre-test and post-test is to know the improvement of the student’s writing ability after applying OREO Strategy.
RESULTS AND DISCUSSION Results
Table 4.1 The Raw Data of Students’ Pre-Test
No Name of Students
Pre-Test Score
Cont. Organiz Voc L.use Mech Final
TOTAL SCORE 319 259 277 310 52 1.214
MEAN SCORE 15.9 12.9 13.8 15.5 2.6 60.7
Based on the raw data above, students’ scores in five components in pre-test, the researcher discribed in the following chart below. The researcher concluded that from 20 students of class BI 3.2 was in low score level.
There was detail classification of content in the pre-test, there was one student or 5% classified as fairly score, six students or 30% classified as poor score, 13 students got very poor score or 65%
and none of students classified as good and very good score.
Classification of organization in the pre-test, there were four students or 20% classified as good score, nine students or 45% classified as fairly score, seven students or 35% classified as poor score and none of students classified as very poor and very good score.
Classification of vocabulary in the pre-test, there was none student got very good and very poor score, there were nine students 35% got good score, there were 10 students 55% got fairly score, and there was one student 5% got poor score.
Classification of language use in the pre-test, it showed that the result of the students’ writing ability, it can be proved that there were six students or 25% classified as fairly score, 14 students or 70%
classified as poor score and none students classified as very poor, good and very good score.
Table 4.2 The Raw Data of Students’ Post-test
No Name of Students
Post-Test Score
Cont Organiz Voc. L.use Mech. Final
TOTAL SCORE 386 355 385 393 71 1590
MEAN SCORE 19.3 17.7 19.2 19.6 3.5 79.5
According to the classification of students’ scores on five components in post-test, the researcher concluded that from 20 students of class BI 3.2 was categorized improving their writing ability. There was detail classification of content, there were 14 students or 70% classified as fairly score, six students or 30% classified as poor score and none students classified as very good, good and very poor score.
43 Classification of organization in detail, there were 14 students or 70% classified as very good score, three students or 15% classified as good score, three students or 15% classified as fairly score and none students classified as very poor and very poor score.
Classification of vocabulary in post-test, there were 19 students or 95% classified as very good score, one student or 5% classified as good score, and none of them classified as fairly, poor and very poor score.
There was Classification of language in use, it showed that the result of the students’ writing ability in language use in post-test. It can be proved that there were two students or 10% classified as very good score, 11 students or 55% classified as good score, six students or 30% classified as fairly score, one student or 5,0% classified as very poor score and none students classified as very poor score.
Meanwhile, the score of mechanic in post-test result, there were 12 students or 60% got good score, seven students or 35% got fairly score, one student got poor score and none students got very poor and very good score. It can be concluded that the students’ writing ability was improved after giving the treatment by using Admit Slips Strategy.
The following table showed the distribution of mean score in pre-test and post-test.
Table 4.3 The Comparison of the Students’ Mean Score in pre-test and post-test Components Mean Score of Pre-test Mean Score of Post-Test
Content 15.9 19.3
Organization 12.9 17.7
Vocabulary 13.8 19.2
Language Use 15.5 19.6
Mechanics 2.6 3.5
Final Score 60.7 79.5
The result of data analysis from pre-test and post-test of the students’ writing ability on content component showed in the table 4.15. The mean score in pre-test is 15.9, it categorized as very poor. Meanwhile, the mean score of post-test is 19.3, it categorized as poor. It can be concluded that the mean score of student s’ writing ability of content component in post-test is higher than pre-test.
The result of data analysis from pre-test and post-test of the students’ writing ability on organization component showed that the mean score in the pre-test is 12.9, it categorized as fairly. In contrary the mean score of post-test is 17.7, it categorized as good. It can be concluded that the mean score of students’ writing ability of organization component in post-test is higher than pre-test.
Based on the result of data analysis from pre-test and post-test of the students’ writing ability on vocabulary component showed in the pre-test is 13.8, it categorized as govery fairly. Meanwhile, the mean score of post-test is 19.2, it categorized as very good. It can be concluded that the mean score of students’ writing ability of vocabulary component in post-test is higher than pre-test.
The result of data analysis from pre-test and post-test of the students’ writing ability on language use component showed that the mean score in the pre-test is 15.5, it categorized as poor. In contrary the mean score of post-test was 19.6, it categorized as fairly.
Based on the result of data analysis from pre-test and post-test of the students’ writing ability on mechanic component showed in the pre-test is 2.6, it categorized as poor. Meanwhile, the mean score of post-test is 3.5, it categorized as fairly. It can be concluded that the mean score of students’
writing ability of mechanic component in post-test is higher than pre-test.
From the result of five components on the table 4.15, the final score from pre-test and post-test of the students writing ability, it described that the mean score in the pre-test is 60.7, it categorized as fair.
Meanwhile, the mean score of post-test is 79.5, it categorized as good. It can be concluded that the mean score of students’ writing ability of final score in post-test is higher than pre-test.
44 Chart 4.1 The Comparison Between the Students’ Means Score in Pre-test and Post test
In order to know whether or not the difference between pre-test and post-test is statically significant, the t-test statistical analysis for non independent sample is employed. The calculation data of the t-test value in the following
The test value of this research was 32.00
To know the level of significance of the pre-test and post-test, the researcher uses t-test analysis on the level of significance (p) = 0,05 with the degree of freedom (df) = N-1, where N=
number of subject (20 students) then the value of t-table is 2.093. The t-test statistical, analysis for independent sample is applied.
To find out degree of freedom (df), the researcher used the following formula below:
Df = N-1 where (N=19) Df = 20-1
Df = 19
The level of significance (p) = 0.05 and degree of freedom (df) = 19 thus value of t-table is 2.093. Compared with the t-test value, it can discribed that the t-test value 32.00 was higher than the value of t-table 2.093. Therefore, it can be said that 32.00>2.093. It means that the null hypothesis (HO) of this research is rejected and the alternative hypothesis (H1) is accapted because there is a significant difference between pre-test and post-test by using Oreo strategy in teaching writing ability.
Based on the data analayze above, it can be concluded that the used of Oreo strategy could increase the students’ writing ability.
Discussion
The discussion deals with the interpretation of findings delivered from data analysis. The description of data through the test has been explained in the previous section. Here, the researcher discussed the result of the Oreo Strategy in students’ writing ability at the third semester students of STKIP YPUP Makassar in relation to the research question. Relating to the description above writing is a very important subject because in writing the students must share idea from their brain, it is not easy to translate concept in their brain to be written language, and they must also be clever to choose and to combine the vocabulary to create something that is meaningful. The students also must pay attention to the grammar, so it is normal if the students think that writing is a difficult subject because they must pay attention to many things (idea, concept, vocabulary, and grammar).
Based on the result in this chapter, the researcher saw that through Oreo Strategy in five components of writing (content, organization, vocabulary, language use and mechanic) showed where in the content component in pre-test before the use of Oreo Strategy, the students’ mean score was categorized into very poor level. While, in the content component in post-test after using Oreo Strategy, the students’ mean score was categorized into poor level. It means that, after implementing the treatment by using Oreo Strategy, the students’ mean score was improved especially in content.
In organization component in pre-test before the implementation of Oreo Strategy, the students’ mean score was categorized into fairly level. While, In the organization component in post- test after the implementation of Oreo Strategy, the students’ mean score was categorized into good
15,8
12,6 13,6 15
2,5
19,2 17,2 19,3 19,5
3,4 CONTENTORGANIZATIONVOCABULARYLANGUAGE IN USEMECHANIC
pre test post- test
45 level. It means that, after implementing the treatment by using Oreo Strategy, the students’ mean score was improved especially in organization component.
In the vocabulary component, the students mean score was categorized into fairly level. While after the implementation of Oreo Strategy, the students’ mean score was categorized into very good level. It means that, after implementing the treatment by using Oreo Strategy, the students’ mean score was improved especially in vocabulary.
Next, in the language in use component, the students mean score was categorized into poor level. While, in the language in use component in post-test after giving the treatment by using of Oreo Strategy, the students’ mean score was categorized into fairly level. It means that, after giving the treatment by using Oreo Strategy, the students’ mean score was improved especially in language in use.
Meanwhile in the mechanic component, the students mean score was categorized into poor level. While, in post-test after the applying Oreo Strategy, the students’ mean score was categorized into fairly level. It means that, after applying the treatment by using Oreo Strategy, the students’ mean score was improved especially in mechanic.
The researcher concluded that, Oreo Strategy is one of the good technique in teaching writing to write what their feelings, opinion, their own and they may write with their own language. The implementation of Oreo Strategy in teaching writing at STKIP YPUP Makassar can improve the students writing ability. This was proved by the t-test value was higher than t-table.
This strategy was applied to teach English in order to improve the writing skills of the students of the third semester students of STKIP YPUP Makassar in 2019/2010 academic year. This strategy was able to encourage the students written become better than before. The significant differences was shown by the total scores of the students writing skills under the five components of writing where the students post-test total scores was greater than the pre-test.
Based on the observation before giving the treatment, the students’ problems were in organization and lack of vocabulary. After giving the treatment, the students’ organization and vocabulary in writing was improved.
Beside that we can see the result of the student’s pre-test, post-test, the value of t-test, the value of t- table. This means that there was a significant difference between the result of the students score in pre-test and the result of the student’s in post-test. It can be seen by proved that the mean score of the student’s post-test was higher than the result of the student’s pre-test. Another prove also shows the improvement of the students’ writing ability was prove by the value of the t-test was higher than the value of the t-table. Thus, it meant the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted
As supported also by the theory from Schneberger (2005) elaborated that Oreo strategy is an introductory writing activity that is used to expose students to the concept of response writing (rather than simply regurgitating information). This activity can be used at any time in the school year, but it is good exercise to use early in the year to set the tone for the kind of writing you want students to do.
Instead of writing a plot summary or a simple description, you hope students’ writing will always include their feelings, opinion and ideas. That kind of writing is called response writing.
This researcher had done the research by using Oreo Strategy at STKIP YPUP Makassar, the findings of this research, it derived from the result of statistically data analysis through writing test. By focusing on Oreo Strategy the students are better able to write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g, because, and, also) to connect opinion and reasons, and provide a concluding statement or section. The result is similar with Pantul (2011), Marwah (2018) and Naul (2018) who found that by using this method can improve the students writing ability.
In other words, Oreo strategy was successful not only because this technique itself but also because the teacher’s ability to present well-matched material with the program, the various teaching and the class condition and situation as well as the students’ eagerness to support all other factors. To create their own written and the researcher also showed other important points such as the rules of writing help the students learn to write well it could not be applied in common because it has the standard rule and the teacher’s goal to make the students not feel bored easily to write.
46 Finally, the researcher concluded that Oreo strategy can improve the students writing ability in class BI 3.2 of the third semester students of STKIP YPUP Makassar.
CONCLUSION
There was a strategy which was successful in influence students writing collaborative Oreo strategy (opinion, reasons, example, opinion).Oreo strategy is an introductory writing activity that is used to expose students to the concept of response writing (rather than simply regurgitating information). This activity can be used at any time in the school year, but it is good exercise to use early in the year to set the tone for the kind of writing you want students to do. The implementing Oreo Strategy also give students opportunities to write or share their opinion or ideas, to dramatize and style of recitation materials given during the teaching learning process of writing. It is expected that writing teacher can apply this technique in their writing courses since they are happy doing their tasks and comprehend the text well. The result of data analysis showed that the mean score of students writing by using Oreo strategy was good. The students writing skill was influence by seeing the comparison between frequency and rate percentage of students score in pre-test in post-test, the mean score in pre-test and post-test, the t-test, value of students’ score in pre-test and post-test.
Based on frequency and rate percentage of students’ score in pre- test and pos-test , it describes that the students writing skill was influence, the frequency and rate percentage of the students who got good and very good category in post-test was higher than pre-test. The mean score of pre-test and post-test, it describes that the students reading comprewriting skill was influence. The mean score of students score in post-test was higher then the mean score of the students’ score in post- test. Teaching and learning English writing skill were effective to influence the students’ ability to comprehend the text through Oreo strategy. It was proved with the t-test value which was higher than t-table. It can be concluded that there was a significant different between the result of pre-test and post-test of the students in learning writing skill through Oreo strategy at the third semester students of STKIP YPUP Makassar.
REFERENCES
