1 THE USE OF SIX SIGMA TECHNIQUES TO IMPROVE STUDENTS’ WRITING SKILL AT
THE SECOND GRADE OF SMP KRISTEN KONDOSAPATA
Elvi Rospita1, Antonius Ali Wutun2, Sri Yulianti Ardiningtyas3 Sekolah Tinggi Keguruan dan Ilmu Pendidikan YPUP Makassar
1[email protected], 2[email protected], 3[email protected]
ABSTRACT
The purpose of this research was to determine whether the use of Six Sigma technique can improve students' writing skill in class VIII students of SMP Kristen Kondosapata. This research used pre- experimental research method in the form of a class that was given a pre-test and a post-test. The population was class VIII of SMP Kristen Kondosapata. The sample was 25 students selected by using the total sampling technique. The results of the data showed that the average value of post-test was greater than the pre-test (74.16˃57) and the t-test value was greater than the t-table value (21.140˃2.046) at an increasing level of 0.5 with degrees of freedom (df) 24. Based on the results of data analysis, it can be concluded that using Six Sigma technique can improve students' writing skill.
Keywords: Six Sigma technique, Writing skill.
INTRODUCTION
In general, to build a relationship with other people, both within the family, the neighbor, the general public, and between countries, requires good communication.
To build that communication, of coursed needed to know the use of relevant language. One of the most important languages to know today is English because English one of the most important aspects in supporting the creation of good communication, not only at the national level but also at the international level.
To master of English is not easy. Some parts that need to be considered, namely;
grammatical structure, phonology, vocabulary, and pronunciation. This can affect the ability to English language skills such as; listening, speaking, reading and writing. Of the four skills are very influential in the process among mastering English. . Harris (1995: 11) there are two main function of writing. One is the storage function, that permits communication over time and space, and provides man with a marking, mnemonic and recording device.
The second function of writing, which
shifts language from the annual to the visual domain, and makes possible a different kind of inspection, the re-ordering and refining not only of sentences, but of individual words. Some things should be considered in writing: grammar, vocabulary, sentence order, punctuation, and sentence relationship. . From that statement, the presence of the teachers in creating an interesting learning process is very necessary teachers need to provide learning materials using techniques that are believed to encourage students to increase interest in learning English, especially, writing.
At this time, there are so many techniques that are often used in teaching English writing such as clustering technique, mapping technique, collaborative technique, etc. Six Sigma technique is one of the techniques that will be used by researchers in conducting research because Six Sigma is a concept that can be used to identify problems in a learning process, and is related to improving the quality of the material being
2 taught, the character produced by students
and the quality of learning and school quality (Mhehrotra: 2012).
Based on the background above, the problem of this research was “Does using the Six Sigma techniques improve students' writing skills at the second grade of SMP Kristen Kondosapata?”
The objective of the research was to find out whether the use of Six Sigma technique improves students’ writing skills at the second grade of SMP Kristen Kondosapata.
REVIEW OR RELATED LITERATURE Indriani (2015) her research “Improving Students’ Writing Narrative Texts Using the Combination of Story Sequencing Cards and Round Table Technique (The Case of Eighth Grade of Junior High School 19 Semarang in the Academic Year of 2014/2015)”. The objective of this study is to find out whether the use of story sequencing cards and round table technique can improve students‘ writing ability or not and explain how it worked. It was carried out in two cycles involving the stage of planning, action, observation, and reflection.
Oktavia (2015) “The Use Of Free Writing Technique In Improving Writing Ability Of Class VIIB Students At SMP Muhammadiyah 2 Mlati The Academic Year 2014/2015”. This research conducted in two cycles. Based on the analysis of the research findings, the writing ability of the students were improved by using free writing technique based on the qualitative date, such as the results of the interview transcripts of the students attitude and field notes, it was shown that the students seemed to be more confidence and motivated begin to write in the terms for generating the ideas. Also, some activities with media assisted the technique lead the students an opportunity to identify and correct the mistakes, have proved in improving the students writing ability in the terms for the grammar features and organization of the text.
Arafeh (2016) condact research and title
“Leveraging Six Sigma Tools and Methodology to Improve Students Language Performance at Elementary School”. the purpose to find out quality
tools, such as cause and effect diagrams and quality function deployment, have been successfully applied within the Six Sigma DMAIC (Define, Measure, Analyze, Improve, and Control) framework in educational sector to improve the performance of students and enhance the teaching process.
Kartawijaya (2018) in his research
“Improving Students’ Writing Skill in Writing Paragraph through an Outline Technique” Classroom action research was a research that was conducted by a teacher in order to find out solutions of any problems found during teaching and learning process. In this research, it was done to explain whether by using an outline technique could improve the students’
writing paragraph and also to investigate some factors that influenced the students in writing descriptive paragraph.
Septiani (2018) “Improving Students Writing Skill By Using Four Square Writing Technique (A Collaborative Classroom Action Research) To The Eight Grade Students Of MTS Muhammadiyah 02 Pubian Lampung Tengah In The Academic Year Of 2018/2019”.The objective of the research was to describe whether or not and to what extend four square writing technique can improve students writing skill and how was the process of implementing teaching writing when four square writing when four square writing technique was implemented in the writing classes.
Based on the results of several research above, it can be concluded that using techniques in the English language learning process can improve students' writing skills.
The similarity of the research above with the research that will be carried out by the researcher is that students write freely based on what to know, then, arrange them into a correct sentence. While, the difference is that researchers will see whether the technique that researchers will use is able to improve students' writing skills, researchers will use the Six Sigma
3 technique to improve students' writing
skills
According Martin (2016) Writing is a matter of mind, hand, and heart--involving complex cognitive, physical, affective, and social processes. Writing is part of the communications whole. There is no one writing process. Writers use multiple skills and strategies as they move through stages of planning, drafting, revising/editing, and presentation. People write in many written genres/formats for different audiences and purposes in their daily lives.
Suprapto (2016) writing is the activity of making a recording language in a piece of paper or any other areas to express the idea and message from the writer including the usage of vocabulary and structure of language. Writing is also created by particular set of symbol, and letter for representing the wordings of particular language. The components in language include several things, such as: lexical, phonological, semantic, syntactic, pragmatic and grammar. All of those components should be mastered so that we can use language well and can be understood by others.
Mourssi (2013) “Writing is a complex cognitive activity in which foreign language learners are required to pay attention simultaneously to content, sentence structure, vocabulary, punctuation, spelling and letter formation. Therefore, there can be no guarantee that an effective teaching method in one context would result in effective student learning in another. It is proved that Product/Guided Writing resulting in poor writers, and Process Writing dos not provide much care for metalinguistic feedback or enough time for negotiation as well.
Based on the opinions of the above experts, the researcher concludes that writing is communication delivered by a massage that has a special meaning delivered by a person or a group of people written by mail, media, newspaper, and various types of writings (letters) arranged with regulative and regularly using words that are easily understood so that the message referred to author can be delivered to readers.
There are important of writing (cf.
Chappell, 2011; or what is the importance of writing?) since it helps to: 1.Express one’s personality, 2.Foster communication, 3. Develop thinking skills, 4. Make logical and persuasive arguments, 5. Give a person a chance to later reflect on his/her ideas and re-evaluate them, 6. Provide and receive feedback; and prepare for school and employment.
Beside that There are five main types of writing: expository, descriptive, narrative, persuasive and creative (Callela in Samosir 2020).According Harmer (2004) process of writing has four elements, there are: 1.
Planning, 2.Drafting, 3. Editing (reflecting and revising), and 4.Final version.
According Richards (2004) an emphasis on language structure as a basis for writing teaching is typically a four-stage process: 1.
Familiarization: learners are taught certain grammar and vocabulary, usually through a text, 2. Controlled writing: Learners manipulate fixed patterns, often from substitution tables, 3. Guided writing:
Learners imitate model texts,4. Free writing: Learners use the patterns they have developed to write an essay, letter, and so forth.
According Mehrotra (2012)Six sigma In Education is an art of learning through a study of orientation to the customers’, the ultimate parents and the children studying at a college in particular. It is the pride and enhancement of the products to get recognition out of the Quality Environment of learning and study Cult which replicates and explores the success at large among masses. The implementation or application of six sigma starts with the recognition of a problem, and the defining of a project to cure or alleviate that problem. The project is undertaken by team using DMAIC, which stands for 1. Define This phase involves the definition of the project/assignment, using process maps, application area, desired improvement, likely benefits, etc. 2. Measure This phase involves the analysis of the process to determine its present state and the future, as obtained. Data collection is the main emphasis of this phase, 3. Analyze the data analysis for identification of parts of
4 process which affect the quality of the
problem, 3. Improve This phase adds to the process to find a permanent solution to the problem, 4.Control This phase involves the process of closing the problem by putting in the right procedures. From the steps above, the researcher conclude how used the Six Sigma Technique. It can be seen as follows:
students can write descriptive text about person, a) my best friend, b) my favorite teacher, c) my family, and d) my idol.
THEORITICAL FRAMEWORK
a) Input to determine students before being given treatment
b) Process refers to activities carried out by researchers using Six Sigma techniques to improve students' writing skills, c) Out Put refers to increasing students’
writing skills after using the Six Sigma technique in the learning process
HYPOTH ESIS a. Null hypothesis (H0): Teaching
descriptive text using the Six Sigma Technique cannot improve students’
writing skills.
b. Alternative hypothesis (H1): Teaching descriptive text using the Six Sigma Technique can improve students’
writing skills.
METHOD OF THE RESEARCH The method applied in this research was pre-experimental method. This method consists of three steps namely pre-test, treatment, and post-test. Before doing the treatment, there was a pre-test. Pre-test aims to know the students vocabulary mastery. After treatment, there was a post- test. Post-test to find out increasing of students vocabulary after applying The Six Sigma technique. The comparison of the pre-test and post-test score was determined
the success of the treatment. The design of the method was presented as follows:
Pre-test Treatment Post- test
O1 x O2
Where:
O1 : Pre-test X : Treatment O2 : Post-test
(Gay, 2012) There were two variables in this
research, namely independent and
dependent variables. Independent variable of this research was The Six Sigma Technique and dependent variables was students’ descriptive text.
Population : The population of this research was the second grade students of SMP Kristen Kondosapata, which consists of one class with the total population are 25 students. Sample : the researcher used total sampling technique, where the numbers of sample is the same as the population with the whole 25 students and consists of only one class.
The instrument of the research used descriptive text. The test .the test gave form of pre-test and post-test. To get valid results, the content of the pre-test is the same as the content of the post-test. The test gave is in the form of a written test where students will describe about person.
In collecting data, The researcher used 3 stages in data collection, namely: 1) Pre- test, Before doing the treatment, the researcher gave a pre-test with descriptive text material to see students’ writing skill.
2) Treatment After giving the pre-test, the researcher gave treatment to the students using the six sigma technique, as follows:
a) Define: the researcher explained what material about descriptive text about person. b) Measure: the researcher instructed students to make choices regarding the given to be described.
INPUT Teaching material
PROCESS give the six sigma technique
in teach
5 c)Analyze: students make words based on
the theme into several groups, such as:
physical appearance, food, habit, characteristic, quality, shape, expression, etc. d) Improve: the words that have been grouped has arranged into a descriptive text. e) Control: students re-check the writing they have written, before reading it or submitting it to researcher. The following are the materials that taught: the first meeting, researcher provided descriptive text material person about classmate. The second meeting, researcher provided descriptive text material about teacher. Third meeting, researcher provided descriptive text material about family. And the fourth meeting, researcher provided descriptive text material about idol. 3) Post- test, After giving the treatment, the researcher gave post-test. The researcher gave the text with the same level in the pre- test but in a different form. Post-test was given to determine whether after using Six Sigma techniques in the learning process can improve students' writing skills.
The data obtained from the test were analyzed using the following procedure: 1.
Classifying the score of students as follows:
a) Level A: 90-100 classified as excellent, b) Level B: 80-90 classified as very good, c) Level C: 70-80 classified as good, d) Level D: 60-70 classified as fairly, e) Level E: 50-60 classified as poor and f)Level F:
0-50 classified as very poor
(Gay 2012: 155)
Calculating the mean score of the students by using the following formula
𝑥̅ =∑ x 𝑁 Where 𝑥̅: Mean Score
∑X: The sum of all the scores N: The total number of sample
(Gay 2012: 323)
Finding the mean score of difference score by using formula:
∑(𝑥 − 𝑥̅)2
Where: ∑ = the sum of difference score 𝑁 X = any score
𝑥̅ = mean score
N =total number of sample (Gay 2012: 326)
Calculating the result of the test, to assess the varying significance between the pre-test score and post-test, the test value is determined using the following formula:
t= 𝐷
√𝛴𝐷 2− ( 𝛴𝐷 )2𝑁
𝑁 ( 𝑁−1 )
Where:
t : test of significance D : score change
∑D : the man of different score N : total number of sample FINDINGS AND DISCUSSION The research findings include all descriptions of the results of the data that have been collected through written tests (pre-test and post-test). The purpose of gave students a pre-test before treatment was to see the students' previous writing skills, while the post-test is given after the treatment aims to determine whether there is an increase in students' writing skills after the treatment. In this treatment, the researcher used the Six Sigma Technique to improve student’s writing skills in the second grade of SMP Kristen Kondosapata.
Then, The researcher compared the student scores that had been obtained in the pre-test and post-test to see whether or not there was a significant increase after using the Six Sigma Technique in the learning process, the researcher found the data on student scores as follows:
Table 2.1
6 The students score pre-test (X₁) and post-
test (X₂)
No Students Pre-test (X)
Post-test (y)
D(X₂-X₁) D2 X2 y2
1 MA 50 65 15 225 2500 4225
2 EJN 55 75 20 400 3025 5625
3 YHL 60 80 20 400 3600 6400
4 MA 65 88 23 529 4225 7744
5 SN 50 70 20 400 2500 4900
6 ILB 45 60 15 225 2025 3600
7 RG 60 88 28 784 3600 7744
8 ES 45 60 15 225 2025 3600
9 NNL 55 70 15 225 3025 4900
10 JJ 50 65 15 225 2500 4225
11 YSL 65 80 15 225 4225 6400
12 RT 60 75 15 225 3600 5625
13 RAP 55 68 13 169 3025 4624
14 KY 50 65 15 225 2500 4225
15 NNL 60 75 15 225 3600 5625
16 RO 65 85 20 400 4225 7225
17 RN 50 70 20 400 2500 4900
18 SN 70 90 20 400 4900 8100
19 TH 55 65 10 100 3025 4225
20 YT 60 80 20 400 3600 6400
21 RGP 65 80 20 400 4225 7225
22 EJ 60 85 20 400 3600 6400
23 TI 50 65 15 225 2500 4225
24 MI 70 85 15 225 4900 7225
25 IJ 55 65 10 100 3025 4225
∑ X=1.425
∑ y=1.854
∑D=429 ∑D2 = 7.757
∑ X2
=82.475
∑ y2
=139.612
The student's score in the pre-test is known that 2 students got a score of 45 with a level F classification as very poor. 6 students got a score of 50 and 5 students got a score of 55 with a level E classification as poor. 6 students got a score of 60 and 4 students got a score of 65 with a level D classification as fairly. 2 students got score 70 with a level C classification as good. And none students who got score 80 and 90 levels B and A very good and excellent classification.
The number of students who got the lowest to the highest score on the post-test was 2 students got a score of 60, 6 students
got a score of 65 and 1 student got a score of 68 with a level D classification as fairly.
3 students got a score of 70 and 3 students got a score of 75 with a level C classification as good. 4 students got a score of 80, 3 students got a score of 85 and 2 students got a score of 88 with level B classification as very good. 1 student got a score of 90 with level A classification as excellent. And none students who got score below 60 levels E and F levels as classification poor and very poor.
Based on the calculation of the total score got by students in the pre-test and post-test at the second grade of SMP Kristen Kondosapata is pre-test (∑X₁) was 1.425 and post-test (∑X₂) was 1.854 Gain/difference between matched pairs (∑D) was 429 and the total square of gain (∑D2) was 7.757. This means that students' writing skills are considered different after being given treatment.
After calculating the pre-test, post-test and gain result, the researcher also calculating the mean score of this research as following :
Table 2.2
The mean score of students’ in pre-test and post-test
Mean score in pre-test
Mean score of post-test
57 74,16
Based on the results of the calculation of the average score of students in the pre-test and post-test, it is got: in the pre-test the average score of students is 57 which means they are at level E with poor classification. Meanwhile, in the post-test the average score of students is 74.16 which means they are at level C with a good classification. it means that the post-test value is higher than the pre-test value.
Therefore, the researcher concluded that using the Six Sigma technique can improve students' writing skills at the second grade of SMP Kristen Kondosapata.
T-test was used to see a significant difference student’s writing skills between
7 the pre-test and post-test scores. The
formula is:
𝑡 = 𝐷̅
√∑𝐷2−(∑𝐷2) 𝑁 (𝑁 − 1)𝑁 𝑡 = 17,16
√7.757 −4292 25 (25 − 1)25
𝑡 = 17,16
√7.757 −184.041 25 (24)25
𝑡 = 17,16
√7.757 − 7.361,64 600 𝑡 = 17,16
√395,36 600 𝑡 = 17,16
√𝑜, 6589 𝑡 = 17,16
0,8117
𝑡 = 21.140
The t-test value of this research is 21.140
Table 2.3
The t-test value and t-table value Variable t-test
value
t-table value Pre-test and
post-test
21,140 2,046
The table above shows that the t-test value = 21.140 and the t-table value = 2.046. For the significance level (α) = 0.05 and the degree of freedom (df) = 24. Thus the t-test value is higher than the t-table (21.140 > 2,046). So, the results of the T- test above show that there is a significant difference between the pre-test and post-test after using treatment used the six sigma technique. It could be concluded that there was significant different student’s writing
skills between the result of students’ pre- test and post-test.
HYPOTHESIS TESTING
The hypothesis about used the six sigma technique cannot improve students' writing skills (H0) or using the six sigma technique can improve students' writing skills (H1).
Then the hypothesis is calculated with the following formula:
df = N – 1
df: degree of freedom N: number of sample So
df=N – 1 df= 25 -1 df= 24
for the level significant (α) = 0, 05 and degree of freedom (df) = 24, and t-test value 21.140 was higher than value t-table 2,046 it means that null hypothesis (H0) of this research is rejected and the alternative hypothesis (H1) is accepted, because there was a significant different between students’ scores‟ pre-test and post-test by used the Six Sigma Technique to improve students’ writing skills.
In this section, the researcher discusses the results of research that has been carried out in the second grade of SMP Kristen Kondosapata use the Six Sigma technique to improve students’
writing skills.
As previously explained, Writing is a matter of mind, hand, and heart--involving complex cognitive, physical, affective, and social processes. Writing is part of the communications whole. There is no one writing process. Writers use multiple skills and strategies as they move through stages of planning, drafting, revising/editing, and presentation. People write in many written genres/formats for different audiences and purposes in their daily lives Martin (2006).
Therefore, writing has the most important elements as stated by Harmer (2004) process of writing has four elements, there are: (1) Planning. When planning, writers have to think about three main issues. In the first place they have consider the purpose of their writing since this will influence (amongst other things) not only the type of text they wish to produce, but also the language the use, and the information they choose to include. Secondly, experienced
8 writers think of the audience they are
writing for, since they will influence not only the shape of the writing (how it is laid out, how the paragraphs are structured, etc.), but also the choice of language whether, for example, it is formal or informal in tone. Thirdly, writers have to consider the content structure of the piece that is, how best to sequence the facts, ideas, or arguments which they have decided to include. (2) Drafting. We can refer to the first version of a piece of writing as a draft. This first go at a text is often done on the assumption that it will be amended later. As the writing process proceeds into editing, a number of drafts may be produced on the way to the final version. (3) Editing (reflecting and revising). Reflecting and revising are often helped by other readers (or editors) who comment and make suggestions. Another reader’s reaction to a piece of writing will help the outdhor to make appropriate revisions. (4) Final version. Once writers have edited their draft, making the changes they consider to be necessary, they produce their final version. This may look considerably different from both the original plan and the first draft, because things have changed in the editing process.
But the writer is now ready to send the written text to its intended audience. So that, teaching writing is needed as stated by Richards (2004) an emphasis on language structure as a basis for writing teaching is typically a four-stage process:
(1)Familiarization: learners are taught certain grammar and vocabulary, usually through a text. (2) Controlled writing:
Learners manipulate fixed patterns, often from substitution tables. (3) Guided writing: Learners imitate model texts. (4) Free writing: Learners use the patterns they have developed to write an essay, letter, and so forth.
Based on this, the researcher used the Six Sigma technique to improve the students’ writing skills at the second grade of SMP Kristen Kondosapata, In teaching, the researcher uses descriptive text material, in which the researcher focuses on describing about person. The implementation procedure is divided into 3
stages, namely pre-test, treatment, and post- test.
Pre-test was given before giving treatment to measure students' prior knowledge about descriptive writing. The pre-test was held on Monday, March 28, 2022. It was followed by 25 students for 60 minutes. The researcher distributed descriptive test material and asked students to write according to their skills. The results of the pre-test obtained showed that there were 2 students who scored 70 with level C with good classification, and 6 students scored 60 and 4 students scored 65 with level D with fairly classification, while other students scored below 60 and 50 with level E and F classification poor and very poor. These results indicate that students' writing skills are still lacking. This happens because students are lazy to learn because English is different from how to read and write, and also English is boring. Therefore, it is necessary to provide learning materials use techniques that are believed to encourage students to increase their interest in learning English, especially, writing.
From the results of the pre-test obtained, students were then taught to use the Six Sigma technique for four meetings.
In each meeting, the meeting was held for 90 minutes. And every meeting, the students were given the same topic, namely descriptive text but in a different form.
After four meetings, the researcher gave a post-test to the students. Where, the test is not much different from the test given in the pre-test. The results of the post test showed that 1 student passed got a score of 90 with an A level classified as excellent. 4 students got a score of 80, 3 students got a score of 85 and 2 students got a score of 88 with B classification very good. 3 students scored 70 and 3 students scored 75 with level C classification good. 2 students got a score of 60, 6 students got a score of 65 and 1 student got a score of 68 with a fairly fair level D classification. And there are no students who got a score below 60 with levels E and F classification poor and very poor.
The data shows that, the lowest score of the pre-test is 45 and the highest is 70. While, the lowest score of the post-test is 60 and the highest is 90 from the number
9 of students is 25. It can be concluded that
the students' writing skill has improved.
This means that students are considered different after being given treatment. Post test showed a significant improvement.
Where, the total value of the pre-test (∑X₁) was 1.425, the total score of the post-test (∑X₂) was 1.854. Advantages/differences between the matched pair (ΣD) was 429 and the total square gain (∑D2) was 7,757.
From the total pre-test and post-test scores, the researcher got the students' pre- test average score of 57, and the students' post-test average score was 74.16. This indicates that the post-test mean value is higher than the pre-test mean. Another case also showed an increase in students' abilities, an increase in students' writing skills, as evidenced by the t-test. The t-test of this research is (21.140) and the t-table (2.046) means that the t-test value is higher than the t-table value. In this case, the researcher succeeded in applying the Six Sigma technique in improving students' writing skills.
After getting the pre-test and post- test data, the researcher compared the results of the students' pre-test and post- test. It aims to determine whether there is a significant difference between the pre-test and post-test. The results show positive results on the post-test, and emphasize the benefits of using Six Sigma techniques in Teaching. In addition, the findings of this study are supported by previous researcher.
Mehrotra (2012) In education, Six Sigma pertains to improving the quality of matter taught, the character generated of the pupils, and the quality of study and school life, the students can also be asked to write papers on a particular subject and after the presentation of papers, a discussion can take place on the respective subject. The implementation or application of six sigma starts with the recognition of a problem, and the defining of a project to cure or alleviate that problem. That is undertaken by using DMAIC, which stands for Define, Measure, Analyze, Improve, and Control.
This technique is very simple, namely by making the lessons taught interesting and not boring through certain steps such as (1) Determine: the researcher will explain the material about descriptive texts about
people.(2) Measuring: the researcher will instruct students to make choices about what is given to explain.(3) Analyzing:
students will make words based on the theme into several groups, such as: physical appearance, characteristics, qualities, habits, expressions, etc.(4) Improving: the words that have been grouped will be arranged into descriptive text.(5) Control:
students will re-check what they have written before they are read or submitted to the researcher.
In the four meetings that were conducted, of course there were problems found in the learning process so that the researchers found several problems experienced by students. Where, the students not interest to learn about English.
Even students do not focus while studying.
Students also feel insecure in writing words in English. Students could not understand what the researcher explained in English.
Therefore, the researcher combines English and Indonesian so that students can understand the researcher's explanation.
Use techniques in learning can increase students' interest in learning English.
It can be seen, when students start to be active, interpret words and arrange them into a descriptive sentence, even though at first their writing is still very bad, students are not discouraged, but are still enthusiastic and help each other in writing by remembering the right words and arranging them. Students do not have the confidence to compose texts, but when they are told how to write properly, students are active and enjoy in the teaching and learning process. They show enthusiasm and interest in learning to write using the Six Sigma technique, students also often ask researchers about how to writing descriptive text.
This research were supported by previous researcher, Oktavia (2015) in her researcher entitled “Free Writing Technique”, the students were improved by using free writing technique based on the qualitative date, such as the results of the interview transcripts of the students attitude and field notes, it was shown that the students seemed to be more confidence and motivated begin to write in the terms for generating the ideas. Also, some activities
10 with media assisted the technique lead the
students an opportunity to identify and correct the mistakes, have proved in improving the students writing ability in the terms for the grammar features and organization of the text.
Based on the explanation above, it can be concluded that the use of the Six Sigma technique can improve students' writing skills at the second grade of SMP Kristen Konsapata in the 2021/2022 academic.
CONCLUSION AND SUGGESTION Writing is communication delivered by a massage that has a special meaning delivered by a person or a group of people written by mail, media, newspaper, and various types of writings (letters) arranged with regulative and regularly using words that are easily understood so that the message referred to author can be delivered to readers. So writing is one of the most important things to learn especially, for students. Because, writing is a mandatory thing that every student must know to be able to move to the next level or be accepted in college, it is necessary to have the ability to write. but one of the obstacles that make students inability to write was caused by lazy to learn to write English, less vocabulary and also writing English is boring. This is also influenced by the lack of teacher presence in creating an interesting learning process so that the material being taught tends to be boring and makes students lazy to learn to write.
Therefore, the researcher used the Six Sigma technique to improve students writing skills at the second grade of SMP Kristen Kondosapata. By the use this technique students have interest to learn and not felt bored. So, it can improve students writing skills. This can be seen from the previous findings, that the result of the pre-test total score was 1.425 and the total score post-test was 1.854. The mean score of pre-test was 57, and the mean score of post-test was 74.16. It means the total score and mean score of post-test was higher than total score and mean score of pre-test, and for the level significant (α) = 0.05, and degree of freedom (df)=24, t-test
value was 21.140 and t-table value 2.046. It means the null hypothesis (H0) is the research is rejected and alternative hypothesis (H1) is the research is accepted.
It be concluded teaching descriptive text using the Six Sigma technique can improve students writing skills.
From the conclusions above, the researchers suggest to teachers, teachers can apply or use six sigma techniques in future teaching so that the learning process is not boring but makes students more interested in learning to write English. To the next researcher, researchers can use this research as a reference in writing and also analyze other aspects of writing from other researchers
BIBLIOGRAPHY
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