382
THE USE OF SHOUTING CORNER TO CORNER GAME TOWARD STUDENTS’ WRITING ABILITY AT THE SEVENTH GRADE OF SMP YP PGRI 4 MAKASSAR IN ACADEMIC YEAR
2021/2022
Sri Dewi1, Arma Amir Hamzah2, Andi Khaeriati Alimuddin3
1STKIP YPUP Makassar, Email: [email protected]
2STKIP YPUP Makassar, Email: [email protected]
3STKIP YPUP Makassar, Email: [email protected]
Abstract
This research aimed to find out whether Shouting Corner to Corner Game improves students' writing ability, especially in writing descriptive text. This research was conducted at the seventh grade of SMP YP PGRI 4 Makassar. The method of this research was a pre-experimental study with one group pre-test and post-test design. The instrument used to collect data is writing test used in pre-test and post-test. The sample of this research is seventh-grade of SMP YP PGRI 4 Makassar which was taken by using purposive sampling technique. The results of the research showed that there is a significant difference between the mean score of pre-test and post-test while the t-test value was greater than t-table value (12.7>2.093). It indicates that H1 is accepted and H0 is rejected. Based on the result, the researcher concludes that Shouting Corner to Corner Game improves students’ writing ability at the seventh-grade of SMP PGRI 4 Makassar.
Keywords: Shouting Corner to Corner, Game, the students' writing ability.
INTRODUCTION
Bartan (2017) mentioned in Indonesia, 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 to university 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 skill that students need to be mastered. It is important in some aspects of life. It means that when students do the writing process, they would involve in producing language output rather than receiving it.
Writing skills are language skills used to communicate indirectly. Writing is a productive and expressive activity. Writing skills are characteristic of an educated person or an educated nation.
Practicing writing in English is not an easy thing for students. The main objective of teaching English in junior high schools is to increase students' interest in learning English. Teaching writing in English requires techniques that are in accordance with the characteristics of students. Therefore, a pleasant and enjoyable learning atmosphere tends to be their learning activity. The frequency of doing various activities can make students happier learning English, especially reducing their burden in participating.
383 METHODS
In this research, the researcher used pre-experimental method. Pre-experimental method is a design that includes only one group or class that is given pre and post test. The one group pre-test and post-test design was carried out on one group without any control or comparison groups. It aims to find out the use of Shouting Corner to Corner Game can improve the students’ writing ability at the seventh grade students of SMP YP PGRI 4 Makassar in academic year 2020/2021.
The researcher consisted of two variables, namely independent variable and dependent variable. Dependent variable is students’ writing ability and independent variable is Shouting Corner to Corner Game.
The population of this research was the students at seventh grade students which class Seventh A consist of 20 students and class B consist of 20 students at SMP YP PGRI 4 Makassar in academic year 2020/2021 which consists of the total population for sevent grade is 40 students.
In this research, the researcher used purposive sampling. It means that the researcher only took the students of the seventh A grade that consisted of 20 students of the SMP YP PGRI 4 Makassar in academic year 2020/2021.
In order to find out the data, the researcher used a writing test as an instrument with dictation some sentence. 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 writing ability of the students after giving the treatment based on through applying the Shouting Corner to Corner Game
In analyzing the students’ score, the researcher applied some procedures as follows:
1. The data collected through a written test in pre-test and post-test to be analyz quantitatively. The way of getting the score determined based on some criterias, they are content, vocabulary, organization, language use, and mechanics.
Table 3.1 Content Component
Score Classification Criteria
27 – 30 Very Good Knowledgeable. Substantive. Thorough development of thesis. Relevant to assigned topic.
22 – 26 Good Some knowledge of subject. Adequate range. Limited development of thesis. Mostly relevant to topic, but luck detail.
17 – 21 Poor Limited knowledge of subject. Little substance. Inadequate development of topic.
13 – 16 Very Poor Does not show knowledge of subject. Non-substantive. Not pertinent, or not enough to evaluate.
Table 3.2 Organization Component
Score Classification Criteria
18 – 20 Very good Fluent expression. Ideas clearly stated/ supported. Succinct. Well organized. Logical sequencing. Cohesive.
14 – 17 Good Somewhat copy. Loosely organized but main idea stand out. Limited support. Logical but incomplete sequencing.
10 – 13 Poor Non-fluent. Ideas confused or disconnected. Lacks logical sequencing and development.
384 7 – 9 Very Poor Does not communicate. No organization, or not enough to evaluate.
Table 3.3 Vocabulary Component
Score Classification Criteria
18 – 20 Very Good Sophisticated range. Effective word/ idiom choice and usage. Word form mastery. Appropriate register.
14 – 17 Good Adequate range. Occasional errors of word/idiom form, choice, usage, but meaning not obscured.
10 – 13 Poor Limited range. Frequent errors of word/idiom form choice, usage.
Meaning confused not obscured.
7 – 9 Very Poor Essentially translation. Little knowledge of English vocabulary, idioms and word form, or not enough to evaluate.
Table 3.4 Language Use Component
Score Classification Criteria
22 – 25 Very good Effective complex constructions. Few error of agreement, tense, number, word order/ function, articles, pronouns, preposition.
18 – 21 Good Effective but simple constructions. Minor problems in complex constructions. Several errors of agreement, tense, number, word order/
function, articles, pronouns, preposition but meaning seldom obscured.
11 – 17 Poor Major problems in simple/complex constructions. Frequent errors negation, agreement, tense, number, word order/ function, articles, pronouns, preposition and fragment, run-ons, deletions. Meaning confused or obscured.
5 – 10 Very Poor Virtually no mastery of sentence constructions rules. Dominated by errors. Does not communicate, or not enough to evaluate.
Table 3.5 Mechanic Component
Score Classification Criterion
5 Very good Demonstrates mastery of conventions. Few errors of spelling, punctuation, capitalizations, paragraphing.
4 Good Occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured.
3 Poor Frequent errors of spelling, punctuation, capitalization, paragraphing.
Poor handwriting. Meaning confused or obscured.
2 Very Poor No mastery of conventions. Dominated by errors of spellings spelling, punctuation, capitalization, paragraphing. Handwriting illegible. Or not enough to evaluated.
2. Classifying the students’ score from pre-test and post-test the data that obtained and classified by referring to the scoring system based on the guided provides by ESL composition profile which propose by Jacobs as follows:
385 Level A : Score 100- 88 is classified as very good writing ability
Level B : Score 85 – 76 is classified as good writing ability Level C : Score 75 – 64 is classified as average writing ablity Level D : Score 63 – 45 is classified as poor writing ability Level E : Score 44 – 34 is classified as very poor writing ability
Jacobs (2014) 3. Computing the frequency and rate percentage of the students score by using formula:
P =𝐹
N X 100%`
Where:
P = Percentage F = Frequency
N = Total number of the sample
4. Calculating the mean score by applying the formula:
N X = X
Where :
X : mean score, or arithmetic average, of the scores
x : total row of score
N : total number of the sample
5. Finding the mean score of the difference score by using formula:
D = ∑ D
N
Where:
D = the mean score
∑D = the sum of difference Score 𝐍 = the total number of Sample
6. To find the significance different between the score of pre-test and post-test, the researcher calculated the score of the test by using the following formula:
t = 𝐷
√∑ 𝐷2 __( ∑ 𝐷 )2𝑁 𝑁 (𝑁−1)
Where:
T : Test of significant
𝐷 : The mean of difference between the pair score
∑D2 : The difference between two pairs of score ( ∑D2 ) : Squares the sum of the D
N : The number of students
(Gay,2012) HASIL DAN PEMBAHASAN
Hasil
386 Tabel 4.1 Classification, score and percentage in pre-test and post-test
No Classification Score
Frequency pre
Percentage Frequency
post Percentage
1 Very Good 85-100 1 5 12 60
2 Good 75-84 1 5 6 30
3 Fair 65-74 7 35 2 10
4 Poor 55-64 6 30 0 0
5 Very Poor 00-54 5 25 0 0
Total 20 100 20 100
The table 4.1 above showed that there was one student classified as very good, there was one student classified as good, there were seven students classified as fair, there were six students classified as poor, there were five students classified as very poor. It means that, the students’ achievement in pre- test was fair and poor. there were twelve students who classified as very good, there were six students classified as good, there were two students classified as fair, and there none student classified as poor and very poor.
Chart 4.3 The Graphic of The Comparison between the Students’ Mean score
The diagram above showed that the result of students’ mean score in post- test was higher than the result of students’ mean score in pre-test. The gain was in 22%. It means that there was a significant difference between before and after giving the treatment by using Shouting Corner to Corner Game as a strategy in teaching writing ability. Or the means score was presented clearly about the comparison means score between pre-test result and post-test result was explained in the table comparison below. The table comparison showed about how far the use Shouting Corner to Corner Game as a strategy can improved the students’ writing ability.
After calculating, it was found that the t-test score = 12.7 where assuming that, the level of significant (P) = 0.05 and the degree of freedom (df) = N - k = 20 - 1 = 19. The score of t-table = 2.093. The data in the table showed that the T-test was higher than t-table score (12.7>2.093). It can be concluded that there was a significant difference between the result of the students’ pre-test and post-test after using Shouting Corner to Corner Game as a strategy in teaching writing ability. It
61.75
83.25
0 20 40 60 80 100
Pre-test Post-test
Series 1
387 means that the null hypothesis (HO) of this research is rejected and the alternative hypothesis (H1) is acceptable because there is significance difference between the pre-test and post-test result by using Shouting Corner to Corner Game as a strategy to improve students writing ability
The used of t-test in this research was the students’ significant difference in writing ability after treatment by using Shouting Corner to Corner Game as a strategy. The used of t-test in this research was also to answer the hypothesis in this research that (HO) is rejected. There was no significant difference of the students’ writing ability before and after using Shouting Corner to Corner Game as a strategy and (H1) there was significant difference of the students’ writing ability before and after using Shouting Corner to Corner Game as a strategy
For level of significance (P) = 0.05 and degree of freedom (df) = 19 the score of t-table = 2.093. Comparing with the t-test score, it can be concluded, t-test score (12.7) was higher than the t- table (2.093). In other hand, we said that 12.7>2.093. It means that null hypothesis (H0) of this research is rejected and the alternative hypothesis (H1) is acceptable because there is significance different between the pre-test and post-test result by Shouting Corner to Corner Game as a strategy for improving students writing ability.
From the analysis above, the researcher concludes that there was significance different between the result of pre-test and the post-test of students’ score after using Shouting Corner to Corner Game as a strategy in teaching writing ability at the seventh-grade of SMP YP PGRI 4 Makassar.
Pembahasan
Table 4.7 T-test and T-table
Variable T-test T-table
X2-X1 12.7 2.093
The researcher gave students the writing ability test includes one picture to describe as an essaythe essay as a pre-test. This class consists of 20 students who met in the pre-test, treatment, and post-test. The Shouting Corner to Corner Game as a strategy did not give in this class a pre-test. The pre-test was given to know the students' achievement after getting the treatment by using Shouting Corner to Corner Game as a strategy.
After giving the pre-test, the students were given the treatment by Shouting Corner to Corner Game as a strategy in teaching writing ability especially descriptive text. The treatment was carried out for 4 meetings. Each meeting was applied at the school for 90 minutes and students wear uniforms because the learning process in the school was worked normally. All preparation related to place, time, attendance, and the number of students was arranged by the teacher at SMP YP PGRI 4 Makassar.
In the first meeting, the researcher started the process of learning by warm-up the students, the researcher talked about what they will be doing for four meetings. The researcher taught some topics by Shouting Corner to Corner Game as a strategy. After the students understood the explanation of how the Shouting Corner to Corner Game as a strategy would be applied. In the first meeting, the researcher also explained about descriptive text, explained the meaning, example, language features, and generic structure of descriptive text. In this case, the researcher explained this strategy works in
388 the writing test. Then, the researcher asked the students to make a small group after that the researcher distribute descriptive text and asked the student to read the descriptive text and make a summary one by one paragraph. After the students make a summary and read the summary in front of the class the researcher asked some questions to students.
In the second, third, and fourth meetings of treatment, the researcher gave material about descriptive text. After the researcher gave the material, the researcher asked students to read the text.
Then, the researcher asked students to look at the first paragraph and identify the most important or the key concept. after that, the researcher asked students to write a summary of the paragraph. Next, the researcher shows the student the second paragraph and then makes a writing again in other words the researcher controlled the students did activities like the previous meeting.
The last meeting was post-test. The researcher gave the post-test after gave the treatment. The researcher gave a new question to do it. the researcher gave 60 minutes to answer the question based on their writing ability after showed a picture to describe.
The things that the researcher noticed before and after researching using the Shouting Corner to Corner Game as a strategy in the seventh grade of SMP YP PGRI 4 Makassar were as follows: 1) the students in the first class of SMP YP PGRI 4 Makassar preferred learning methods that made them active in class such as using Shouting Corner to Corner Game as a strategy instead of learning method that only makes them sit and listen to the teacher's explanation. 2) the students in the seventh grade of SMP YP PGRI 4 Makassar have a low interest in learning English so every time they enter the class, the researcher always motivated students to be interested in learning English. 3) The students could not understand how to write at the first time and how to start to write the text fully so the researcher made think about the caracter showed as a picture about the content of the text. The implementation of Shouting Corner to Corner Game as a strategy in teaching writing ability especially descriptive text at the seventh grade of SMP YP PGRI 4 Makassar has some positive impacts. Some positive impacts are building students motivation in learning, decrease students' tension, and increase students' activeness
Founded on the results of students' scores above, it was found that the use of Shouting Corner to Corner Game as a strategy in teaching writing ability was gradually increasing. All of the results of instruments after accomplishing the classroom action research revealed good results from Shouting Corner to Corner Game as a strategy. the students admitted that they were interested in this strategy. The students look motivated in teaching writing ability especially descriptive text.
Choosing the right strategy in the learning process is important. The right strategy means that the strategy is suitable for the students' ability. Every strategy has advantages and disadvantages.
But, in the implementation of Shouting Corner to Corner Game as a strategy in teaching writing ability especially descriptive text at the seventh grade of SMP YP PGRI 4 Makassar, there are no bad responses from the students. All of them enjoy and are enthusiastic about the learning process.
But some students were confused when the researcher explained in full English. But the researcher try to combined the use English and Bahasa in giving explanation in the classroom teaching.
The responses to the implementation Shouting Corner to Corner Game as a strategy in teaching writing ability at the seventh-grade of SMP YP PGRI 4 Makassar, based on the discussion,
389 that use Shouting Corner to Corner Game as a strategy can help students to start their writing and make the writing structured. Shouting Corner to Corner Game as a strategy also make students feel enjoy and happy in the learning process. The student did not feel sleepy in the learning writing ability because the student can work together and discuss with their team. It's very helpful in how to start the text in writing.
From the discussion above find proof that Shouting Corner to Corner Game as a strategy is suitable for the writing ability learning process in the seventh grade of SMP YP PGRI 4 Makassar.
Shouting Corner to Corner Game as a strategy to be used in teaching writing ability especially descriptive text in the seventh grade at the SMP YP PGRI 4 Makassa. First, the students become happy, enjoy, and are interested in the learning process. As the result, the researcher is easier to conduct the material in the learning process and manages the class easily. Second, the students become active in doing activities such as writing text, writing the summary, and working together with the team. Besides that, the positive impacts of the Shouting Corner to Corner Game as a strategy also make writing ability learning easy for students and can help students easier to start their writing and the content structured. These findings are supported by Saroh (2020) stated that the dictation method show the dificulties the students in writing has changed. The implementation for few days can improve the writing ability students by using dictation method. The dictation method Second Grade SD Negeri Slawatu 2 Kecamatan Patrang Kabupaten JEMBER. Based on the findings and discussion of the study about the use of dictation method where the method is similar with Shouting Corner to Corner in implementation. Findings also supported by the researcher Faridah (2013), she said one of the strategies that can be used to help students' The previous research found out the game can increase the students’ listening skill. The Shouting Corner to Corner Game show that the students gave positive attitude. The Shouting Corner to Corner can improve the students listening ability especially in pronounce english word.
Using Shouting Corner to Corner Game as a strategy in teaching material is very good way, especially to enhance their writing ability. This is because Shouting Corner to Corner Game as a strategy provides motivation through moral lessons and gets students involved in learning activities.
Shouting Corner to Corner Game as a strategy also gives students time to interact with the text by deictation method the whole story from various short stories. The findings of this research are supported by Mubarokah (2020) found that The students listening skill on the theme of the beauty of diversity before action and after action has significant different. The game has similiar with this game in this research. In the other words the implementation of the Chain Whisper Game improve the students’ listening skill.
. The researcher used descriptive text as a strategy to help the student enhance their writing ability and the researcher hopes this, students will not have problems to start their writing and confused in writing ability. Based on the findings and discussion of the study about the use Shouting Corner to Corner Game as a strategy to enhance students' writing ability in the seventh grade students of SMP YP PGRI 4 Makassar, it can be concluded that this study answered the research question.
The use of Shouting Corner to Corner Game can enhance students' writing ability. It can be seen from the mean score of students' results at all meetings and it reached the criteria of success.
The criteria used to reject or accept the hypothesis said that the null hypothesis was rejected when the value of the t-test was greater than the value of the t-table. After understanding these
390 criteria, the researcher concluded that the alternative hypothesis of this researcher was rejected which means that the student's scores on the pre-test and post-test were significantly different.
In the brief of the discussion above, the use of the Shouting Corner to Corner Game as a strategy was effective in increasing the students' writing, especially writing ability in descriptive text.
The improvement between the students' pre-test and post-test scores could serve as evidence. Thus, it indicates that the seventh grade students of SMP YP PGRI 4 Makassar improved their writing ability by using Shouting Corner to Corner Game as a strategy.
Finally, the use of Shouting Corner to Corner Game as a strategy was effective to increase students' writing ability especially descriptive text in SMP YP PGRI 4 Makassar and the researcher recommended the Shouting Corner to Corner Game as a strategy to be applied to teach English to improve writing ability students.
Pre-test and post-test processes were done to find out the product is efficacy. During the treatment process, it is discovered that the students have significant differences and a great interesting learning ability of writing in a relaxed way and cheerful lesson because the technique is accompanied by story material. To put it another way, teaching using Shouting Corner to Corner Game as a strategy is better than the traditional method. Eventually, it is concluded that teaching understanding writing using Shouting Corner to Corner Game as a strategy is easier to teach than the other teaching method, because this technique is easy to apply in the class, and as a result, the students' writing ability can be increased.
CONCLUSION
Shouting Corner to Corner Game to improve the students’ writing ability at SMP YP PGRI 4 Makassar in the academic year 2022/2023. There was a significant difference from the students’
score. It can be seen through the students’ pre-test. The researcher has showed that Shouting Corner to Corner Game is effective in improving the students’ writing ability. It is proved by statement and the result of pre-test and post-test that after doing this research. The researcher found there is a development in writing ability after giving treatment by using Shouting Corner to Corner Game.
Thus the researcher concluded that the students’ writing ability in SMP YP PGRI 4 Makassar was increased by using Shouting Corner to Corner Game
For the students, the students should be more active to practice their English ability especially in writing ability. Shouting Corner to Corner Game as a strategy is one of alternative ways that can be chosen. Shouting Corner to Corner Game can provided opportunities to the students to be active in the class because they can share, ask and discuss their writing ability to their group mates. The students can use Shouting Corner to Corner Game as a strategy in learning writing ability because it is really need for them to get better writing ability. Therefore, Shouting Corner to Corner Game can be used by the students to get good achievement. thus when students cannot understand what they want to write, they can use the strategy is Shouting Corner to Corner and help their classmate or group to get the dictation.
For the English teacher who want to teach the writing ability in teaching and learning English can apply the same strategy is Shouting Corner to Corner Game to make students are not bored in classroom with a lot of text to write without strategy, and some students were sleepy because of a lot
391 of text in descriptive text. Thus the researcher in this research give this way the use of Shouting Corner to Corner Game to solve the problem in teaching and learning English especially writing ability.
For the next researcher who are interested for a further study, related to this research should explore the knowledge to enlarge their understanding about to improve writing ability and search the other reference. There are so many cases that the students face in their everyday life in English study especially writing ability. The researcher hopes to the next researcher can explore the newest strategy or technique to overcome that cases and the students’ problem in learning in writing ability.
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