TEACHING WRITING DESCRIPTIVE TEXT USING FLASH MULTIMEDIA AT THE TENTH GRADE STUDENTS OF SMAN 1 CIANJUR
ABSTRACT
The objective of this
paper entitled “Teaching Writing Descriptive Text Using Flash Multimedia
at the Tenth Grade Students
of SMAN 1 Cianjur was to measure whether
or not Multimedia Flash was effective in teaching the students’ writing
ability. The research method that the writer used was quantitative method. The
writer used one group pretest-posttest design. The instruments of the research
were pretest and posttest. The pretest was given to find out the ability of the
students at the beginning before the treatment, and the posttest was given to
find out the ability of the students after they were given treatment. Those
pretest and posttest contained instruction for students to write descriptive
text with the topic “My Pet”.
The research population was the students of the first grade of SMA Negeri 1
Cianjur which contain two classes,
and the sample of the research was one class which consist of 30 students. The data
of this research were collected by giving the students pretest and posttest. The collected data were
analyzed by using t-test using SPSS statistic
Program. The result of Normality Test showed that the data has a normal
distribution on the P-value of the pretest and posttest is bigger than 0.05
(pretest 1.150 and posttest 1.055). Based on the data analysis, it can be
concluded that the alternative hypothesis was accepted because the tobs was higher than the
t-table (20.487 > 1.699). It means that the Flash Multimedia has significance effect
to increase the students’ writing ability.
Keywords. A. Writing Descriptive Text, Flash Multimedia
PREFACE
In
the name of Allah, the Most Gracious and the Most Merciful,
Alhamdulillaahirobbil’aalamiin by the Grace of Allah SWT, the writer has
finished his
paper which entitled “Teaching Writing Descriptive Text Using Flash
Multimedia at the Tenth Grade
Students of SMAN 1 Cianjur” as one of the
requirements for the Sarjana Degree in English Education Study Program of STKIP
Siliwangi Bandung.
This
paper is an attempt to study the effectiveness and improvement of basic skill to senior high school which contain the
application of teaching English writing to the
students of SMA Negeri 1 Cianjur. This is
intended to find out the students achievement in English writing descriptive text.
The
writer realizes that this writing is still far from being perfect. Therefore,
the writer expects some constructive, suggestion, comments, and criticisms for
better work.
Bandung, February 2016
Ahmad Jaya Laksana
ACKNOWLEDGEMENT
Alhamdulillahirrobbil’aalamiin
Praise
be to Allah Lord of the world who has bestowed upon the writer in completing
this paper entitled
“Teaching Writing Descriptive Text Using Flash Multimedia at the Ten
Grade Students of SMAN 1 cianjur”.
Peace and blessing upon our prophet Muhammad SAW, his families, his companion,
and his followers.
This
paper is presented to the English Education Study Program of STKIP Siliwangi
Bandung in partial fulfillment of requirements for Sarjana Pendidikan degree. This
paper cannot be completed without a great deal of help from many people.
His
deepest gratitude goes to those who helped him in finishing his paper. They
are:
1. Dr.
H Heris Hendriana, M.Pd, as the head of STKIP
Siliwangi Bandung.
2.
Dasep
Suprijadi, S.Pd, M.Pd, as the head of English
Education Study Program and
the first Supervisor.
3.
Sri
Supiah, SH. M.Pd,
as
the Secretary of English Education Study Program and the second
supervisor.
4.
Yana, S.Pd and Nunu, S.Pd as the lectures and staff who had
given their valuable advise, support and cooperation.
5.
All lecturers and staff
in English Department who had given their valuable advice and cooperation.
6.
The librarian who had
given the writer much time to seek for resource books and read them.
7.
The principal of SMAN 1
Cianjur, his fellow teachers, and his dearest students, thank them for their
cooperation.
8.
The principal of SMAN 1
Karang Tengah Cianjur, his
fellow teachers, and his dearest students, thank them for their cooperation.
9.
His
beloved Mother (Ida Rupaendah) and Father (alm. Muhidin), His Brothers and
Sisters, his Fiance (Ika Kustika, S.Pd), Maman Salman, S.Pd and English
Comunity of SMAN 1 Cianjur, his
friend Abdul Rahman, and all his
friends for their support,
pray, and encouragement.
10. All
his friends in STKIP
Siliwangi Bandung.
11. All
of the people who have helped the writer to finish his study that cannot be
mentioned one by one.
May
Allah, the almighty bless them all, Amien.
Bandung, February
2016
Ahmad Jaya Laksana
LIST OF APPENDICES
Surat
Keterangan................................................................................................
Kartu
Kegiatan Bimbingan................................................................................
Question
of Pretest .............................................................................................
Question
of Posttest.............................................................................................
Silabus..................................................................................................................
Rencana
Pelaksanaan Pembelajaran................................................................
Answering
Students of Posttest..........................................................................
Answering
Students of Posttest..........................................................................
LIST OF TABLE
1.
Table 4.1 Scoring Criteria............................................................................... 24
2.
Table 4.2 The Students’ Pretest Scores .......................................................... 25
3.
Table 4.3 The Students’ Posttest Scores......................................................... 26
4.
Table 4.4 The Comparison of the Test Result................................................. 27
TABLE OF CONTENTS
Declaration
.......................................................................................................... i
Approval
sheet..................................................................................................... ii
Abstract................................................................................................................ iii
Preface.................................................................................................................. iv
Acknowledgment
................................................................................................ v
Table
of contents................................................................................................. vii
CHAPTER 1 INTRODUCTION
A.
The Research Background.............................................................................. 1
B.
The Research
Question and Hypothesis ......................................................... 3
C.
Purposes of the Research................................................................................ 3
D.
Limitation of the Problem............................................................................... 3
E.
Benefit of the Research .................................................................................. 4
F.
Definiton of key Term .................................................................................... 6
1. Teaching.................................................................................................... 5
2.
Writing....................................................................................................... 5
3.
Descriptive
Text........................................................................................ 5
4.
Flash Multimedia....................................................................................... 5
G.
Organization
of the Paper.............................................................................. 6
CHAPTER 2 LITERATURE
REVIEW
A.
English Langguage Teaching .......................................................................... 8
B.
Using Flash Multimedia ................................................................................. 9
C.
Teaching Writing in Senior High School ........................................................ 12
D.
Teaching Descriptive Text .............................................................................. 13
1.
General Concept of Descriptive Text ....................................................... 14
2.
Generic Structure of Descriptive Text ...................................................... 16
3.
Purposes of Descriptive Text .................................................................... 17
4.
Feature of Descriptive Text ...................................................................... 18
E.
The Character of Senior High School ............................................................. 18
F.
Previous
Studies.............................................................................................. 18
CHAPTER 3 RESEARCH METHODOLOGY
A.
Research
Design ............................................................................................. 19
B. Research Method............................................................................................ 19
C. Research
Instrument ....................................................................................... 21
D. Population
and Sample ................................................................................... 21
E. Research
Data Collecting
............................................................................... 21
F.
Data Analysis ................................................................................................. 22
G. Research
Procedure ........................................................................................ 23
CHAPTER
4 FINDINGS AND DISCUSSIONS
A.
Findings .......................................................................................................... 24
1.
Mean
......................................................................................................... 28
2. Standar Deviation .................................................................................... 28
3. T-test ........................................................................................................ 29
B.
Discussion ..................................................................................................... 32
CHAPTER
5 CONCLUSIONS AND SUGGESTIONS
A. Conclusions .................................................................................................... 33
B. Suggestions .................................................................................................... 33
REFERENCES
.................................................................................................. 34
APPENDICES ................................................................................................... 36
CHAPTER 1
INTRODUCTION
This chapter presents an
overview of this study, it consist of background, research questions, aim of
the study, research methodology, and organization of paper. Each part will be
discussed in different section orderly.
A.
Research Background
English
as an international language has an important role to develop science and
technologies many countries in the world use English as a medium of
communication among people in different countries, and also of writing many
kinds of books in which those are spread in different countries. In Indonesia
there are many kinds of foreign books written in English, whether they are
medical, Economical, Botanical, or other books, they claim Indonesian students
to be able to learn and to use English in schools or in society in order that
the books they read can be applied in various fields so that the development of
science and technologies in Indonesia can be obtained.
Language is a system of choices by which we can
communicate certain functions, allowing us to express our experiences of the
world, to interact with others, and to create coherent messages (Hylland, 2004:
25). We use language to convey our ideas, feelings, and so on.
In Indonesian, English is taught in junior high school and senior high school,
even in elementary school. Studying English is not a new thing for the students
of Senior high school before. Although English is not the new thing for Senior
high school students, in fact they still have many difficulties in studying
English. As we know that English is not the Indonesian native language. It is
difficult for the students to remember all the words in English and to
understand when someone speaking English.
Writing is one of difficult subjects at school. So
the teacher must create the
subject
so that the students can study the subject easily and more attractive. Besides,
the kinds of the text can also be important in teaching English in order to
make the writing teaching successful. To select the appropriate texts, the
teacher must consider the characteristics of the students, which directly
related to the learning process. Harmer (2004 : b.86) states that
writing is a process and that we write is often heavily influenced by
constraints of genres, then these elements have to be present in learning
activities.
There many kinds of texts that can be used such as
narrative, descriptive, explanation, recount, information, report, exposition,
and argumentation. They are
very
useful for the teacher to achieves the instructional goals of teaching-
learning process and they can also be interesting for the students and make more interactive in the class without wasting
time to write the material on the white board.
In this research writer tries to find out what the
text that is really good to teach writing ability. Writer tries to find out how
good ability of the ten grade students of senior high school for producing text
or paragraph by learning descriptive text and mention it in multimedia, Flash multimedia is used as interactive teaching and
learning.
By using descriptive text as a genre for teaching writing, the students will be
more interested and easy to study it because descriptive text describe some
think with interesting explain so the students like look the object that can
make students enjoy reading and explain in teaching form package as a
multimedia.
B.
Research Questions and Hypothesis
This
research was conducted to answer the following questions. Can the use of Teaching
Descriptive text Using Flash Multimedia improve the students writing ability?
This research was Hypothesis was the
tobs was higher than the
t-table. It also meant that the Flash Multimedia has significance effect to
increase the students’ writing ability especially on writing descriptive text.
C.
Purposes of the Research
The research was aimed to find out wether
or not investigating the effectiveness of Teaching Descriptive
text Using Flash Multimedia to senior high school.
D.
Limitation of the Problem
This
research is focused on toward “teaching writing descriptive text using flash
multimedia at the Tenth Grade Students of SMA NEGERI 1 Cianjur” in academic
year 2015/2016.
E.
Benefit of the Research
This study is expected to :
1.
The result of the research will be
hopefully useful for English teachers in Multimedia teaching descriptive text
to improve writing ability.
2.
The writer also expect that the result
will be useful for Senior high school students in learning writing and producing
the new interesting text and attractive form.
F. Definition of Key Terms
Clarification of the Key
Terms are written to focus on what is being investigated and avoid
misunderstanding between the readers. Those are as follows:
1.
Teaching
“Teaching is like acting: Know your
material well, show enthusiasm, and have fun” (Manvel, 2009:105).
2.
Writing
Writing
is “a system of recording language by means of visible or tactile marks”
(Coulmas, 2003:1).
3.
Descriptive text
A descriptive text is a text which
portrays the image of certain thing from which a writer wants to transfer it to
the readers.
4.
Multimedia Flash
Multimedia learning projects are those that integrate media objects such
as text, graphics, video, animation, and sound to represent and convey
information which have the potential to connect key learning objectives in a
prescribed curriculum to real world contexts, integrate diverse curriculum
areas, support student decision-making Multimedia Learning
Among the articles that reference multimedia production, Their
guidelines are integral to the development of multimedia learning objects with
regard to how to incorporate images, audio, video, written and spoken
narration. With this background knowledge, practitioners can critically analyze
the components of multimedia in order to prevent an overload of cognitive
stimulation which can impede learning that
combining project-based learning and multimedia offers a rich and valuable
means of instruction. As Armstrong (2000) suggests, project-based learning
tends to redefine the boundaries of the classroom. Through project-based
learning, the curriculum is moved toward
authentic complexity and the "big ideas" of the world, allowing
students and teachers to look beyond what can be housed within the traditional
schoolroom. In turn, multimedia projects—those that integrate media objects
such as text, graphics, video, animation, and sound to represent and convey
information—have the potential to connect key learning objectives in a
prescribed curriculum to real world contexts, integrate diverse curriculum
areas, support student decision-making, and foster authentic collaboration.
Utilizing multimedia in project-based learning enables students to acquire new
information and build personal knowledge and skills in the course of designing,
planning, and producing some product or performance (Simkins et al. 2002:101).
G.
Organization of the Research Paper
The
paper is divided into five chapters that can be presented as follows.
Chapter 1 : Introduction
It
Gives the introduction that contains Research Background, research Questions,
Purposes of the research, objectives of the research, limitation of the
problem, benefit of the research, research methodology, population and sample
of research, and organization of the research paper.
Chapter 2 : Literature Review
It
elaborates about English Language using of
Multimedia Flash in Teaching English, Definitions of Writing, Presents review
of related literature which discusses English language teaching, teaching writing
in Senior high school, general concept of writing, steps in writing, types of
exam writing, teaching descriptive text, general concept of descriptive text,
generic structure of descriptive texts, types of descriptive texts, technique
in teaching descriptive texts, the characteristics of Senior high school
students and action research and Finally Teaching Writing to Senior High School
via Multimedia.
Chapter
3 : Research Methodology
It
deals with research method which discusses research design, research Method, Research
instrument, research
population, research sample, research data, research collection and research procedure.
Chapter 4 : Result and Discussion
This
chapter presents the finding of the study
regarding the use of Multimedia in improving students writing skill and gives
interpretation of the result of the study which discuss mean, standard deviation, T-test and
discussion.
Chapter 5 : Conclusions and Suggestions
It
presents some conclusions and suggestions.
CHAPTER 2
LITERATURE
REVIEW
This Chapter mainly discusses the theories related
to the use of multimedia flash in teaching English, definition of writing,
techniques and strategies of teaching writing, and teaching to senior high
school via multimedia flash include audio-video and animation.
A.
English Language Teaching
English
is one of many languages in the world. There are some doubts as to its future
status, but even in the present it is worth countering the idea that is an all
embracing world language. There are many more people in the world, especially
in Indonesia, who do not speak English than there are people who do. Therefore,
English language teaching has an important role in improving language skill.
Harmer (2004: a. 57) describes that teaching means
to give (someone knowledge) or to instruct or train (someone). It is
undertaking certain ethical task or activities the intension of which is to
induce learning. Therefore, English language teaching means that the teacher
gives some knowledge about English so that they can use English well anywhere.
B.
Using
Flash Multimedia
In teaching English, a teacher can use and elaborate many kinds of media.
The media ccan be in the form of written text and reading passages which were
considered as tradtional way of foreign langguage teaching or they can be
presented in variety of actual modes of communicating which were considered as
authentic text such as newspaper, advertisements, radio report, pictures, film
review, etc.
We
believe that incorporating the theory of multiple intelligences and multimedia
increases opportunities for problem-solving and promotes learning activities
that are context-rich and naturalistic Crichton and Kopp: Multimedia
Technologies, Multiple Intelligences, and Teacher Prof Published by NSUWorks,
2006 (Armstrong 2000). From our work with students (both children and adults),
we know that student-centered instructional strategies and access to multimedia
tools allow students to wrestle with important concepts and construct personal
knowledge.
Students strive to collect, filter, evaluate,
organize, and make sense of the world's ideas presented as media outside the
classroom walls. Moreover,
as suggested by Jacobsen and Crichton 2004; Theodosakis 2001, students engage
in the powerful act of editing and creating
when they work to produce knowledge, to represent this knowledge using various
media, and to share their
understandings within a larger world forum. As a result, multimedia becomes a
powerful tool by which
learners become engaged by—and in—the production of knowledge through :
-
individual and collaborative engagement,
-
different representations of
understanding,
-
the presentation of these
representations, and, ultimately,
-
the creation of a visible record for
formative and summative assessment of process and product.
The Flash
Multimedia
is an application in teaching and learning with animation, sound and video
which used as an interactive program. As the traditional way of foreign langguage teaching or an authentic text
which is presented through the variety of actual modes of communicating such as
newspaper, radio, picture, film or videotape, Multimedia, etc.
Picture. 2.1
Multimedia Flash “how
to write descriptive text”
Picture. 2.2
Generic
Structure of Descriptive text
Picture. 2.3
Describing
the Subject
A Cognitive Theory of Multimedia Learnings
now leads us to the topic of how cognitive science can guide us to create more
effective computer-based training and multimedia instruction, which Mayer
(2001) simply defines as the presentation of material using words and pictures.
This definition includes printed materials and emphasizes what Mayer describes
as a learner-centered approach rather than the technology centered approach
normally associated with the concept of multimedia. Mayer calls for instruction
with multimedia methods that are based on empirical evidence. His Cognitive
Theory of Multimedia Learning (Mayer & Moreno, 2002) states that multimedia
narration and graphical images produce verbal and visual mental
representations, which integrate with prior knowledge to construct new knowledge. The Cognitive Theory of Multimedia
Learning is based on several.
C.
Teaching Writing in Senior High
School
As
stated before that senior high school students are expected to reach
informational level because they are expected to produce knowledge using their
own language. In this case, the students should be able to create a text using
their own words. The texts used are narrative, descriptive, recount, etc.
In Senior high school, literacy is the focus of
development learning English in this curriculum. One of the goals in learning
English at Senior high school is to develop communication skill in English both
spoken and written language. Therefore, the teachers should be careful in
teaching writing to his/her students.
According
to 2004 curriculum of the tenth grade of
Senior high school, the teaching writing covers:
a. Grammar (simple present tense, simple past
tense, simple future tense)
b. Introducing texts (narrative, recount,
descriptive)
c. Generics structure of the texts
From the explanation above, the writer come to a
conclusion that teaching writing
for Senior high school students should
be related to curriculum. Furthermore, the teacher should be able to create an interesting atmosphere in teaching learning process especially in teaching
writing. Parent
could be very helpful to encourage them
to learn writing and finally the expected result can be reached.
D.
Teaching Descriptive Texts
As
an international language, English are also thought in Indonesia as a foreign
language. The goal of English language teaching in Indonesia, as stated in the
decree of the Indonesian Ministry Of Education and Culture, is to give students
a working knowledge of the English language with the following detailed
objectives in order of importance :
a.
To give students on effective reading
ability
b. To
give students the ability to understand spoken English
c.
To give students a writing ability
d. To
give students a speaking ability
One the objectives of English language teaching is
to give students an effective writing ability. Learning to write is a process
of discovering and organizing the ideas, putting them on a paper and reshaping
and revising them.
Writing is the
lesson in the school since the students have to produce
the text by using English. They have to write about what they think in their
mind and state it on a paper by using the correct procedure.
Descriptive text is one of the most powerful writing
styles. A descriptive text is a text
which portrays the image of certain thing from which a writer wants to transfer
it to the readers. Mostly descriptive texts depict or describe in words the
image of certain person, animal, thing, and location or place. A descriptive
text is organized with generic structure of identification in the first
paragraph to introduce what is exactly going to be described. After stating the
identification, a descriptive text will show the description of the object.
Paragraphs of description may contain parts or physical characteristic, value
or quality, usage or function. To figure problems out, the writer can use descriptive text
in improving writing. Students can feel more relax in learning writing lesson
and it will be easier for them to produce descriptive texts.
1.
General Concept of Descriptive
Texts
English
should be learned as a second language
that is the major language spoken in the community or the language of
instruction in the schools where English is taught as a foreign language. To
make the students feel enjoyable and pleasure in learning writing, teachers should select interesting writing text to
teach writing.
The writer
chose “Descriptive Texts”, as the writing material. Kane (2000: 352) states
that Description is about sensory experience—how something looks, sounds, tastes.
Mostly it is about visual experience, but description also deals with other
kinds of perception.
From the definition above, the writer can conclude that Descriptive text
structure is typically used to give information in a straight forward, factual
manner. This type of text often appears in encyclopedias, on informative
websites or in textbooks in order to relay information to the reader. It is
most often written in present tense and lacks prose, flowing in a
matter-of-fact manner. Students will be able to find examples of descriptive
text all around them in both the classroom and library. We can see some examples from the text below :
I
have a pet named Mio. It is a male Persian
cat.
Mio
Looks cute and classy. His fur is beautiful. He has thick soft hair. Every
three months, he gets vitamins shots and other precaution measures.
Mio
is a modern
cat. He likes eating canned and dried food. When Mio doesn’t feel well, he doesnt do much meowing and eats
less than usual. In this moment, he needs extra vitamins and milk. Usually, he will be better within two days.
2.
Generic Structure of Descriptive
Texts
The generic structure of descriptive text consists of
identification and description.
a. Identification
Identifies phenomenon to be
described. It is a part of paragraph which introduces or
identifies the character.
b.
Description
It is a part of paragraph
which describes the character. Describes parts, qualities, characteristics,
etc.
Picture. 4
“Identification and Description”
Wardiman, et al (2008:16) also explain that in
descriptive text, there are two important parts or generic structures which
should be noticed, those are: Introduction
and Description. Introduction is the part of the paragraph that introduces
the character. Example: Paragraph 1 in
“Lovely Mio” text. Description is
the part of the paragraph that describes the character. Example: Mio
Looks cute and classy. His fur is beautiful. He has thick soft hair.
Descriptive writing is usually used to
help a writer develop an aspect of his
work, e.g. to create a particular mood, atmosphere or describe a place so that
the reader can create vivid pictures of characters, places, objects etc.
Description is used in
all forms of writing to create a vivid impression of a person, place, object or
event e.g. to:
a)
Describe a special place and explain why
it is special.
b)
Describe the most important person in
your life.
c)
Describe the animal's habitat in your
report.
Description
is a style of writing which can be useful for a variety of purposes:
a.
To engage a reader's attention
b.
To create characters
c.
To set a mood or create an atmosphere
d.
To bring writing to life.
3.
Purposes of Descriptive Text
Description
is used in all forms of writing to create a vivid impression of a person,
place, object or event e.g. to:
e.
Describe a special place and explain why
it is special.
b. Describe
the most important person in our life.
c. Describe the animal's habitat in our report.
Descriptive writing is usually used to help a writer
develop an aspect of their work, e.g. to create a particular mood, atmosphere
or describe a place so that the reader can create vivid pictures of characters,
places, objects etc.
4.
Features of Descriptive Text
Description
is a style of writing which can be useful for a variety of purposes to engage a
reader's attention, create characters, set a mood or create an atmosphere and
bring writing to life.
E.
The Characters of Senior High
School Students
The
followings
are some general characteristics as the children of that group according to Hidayat
Tulus (1997: 10):
a.
The Senior high school students still
need another help in learning.
b.
They prefer to practice something
interesting than studying the lesson.
c.
They often do or imitate negative thing
from what they know or they watch.
d.
They prefer to state their ideas than to
obey the advice from another people.
e.
Most of Senior high school students are
creative.
F. Previous Studies
The
first study conducted by Sitti Rahma (2005: 61) in her research on improving
the students’ ability to write descriptive paragraph through direct
observation. The researcher concluded that write descriptive paragraph about
anything especially the place through direct observation can be improved the
students writing English.
The second study conducted by Sofiatun
(2008) is ―Retelling Story as a Technique to Improve Student‘s Ability in
Speaking English ( A Case of Second-Year Students of SMK 7 Semarang). She suggested
that the implementation of retelling a story as a technique to improve
students‘ speaking ability has proved it to be successful; it was supported by
the results of the post-test which was higher than the pre-test.
CHAPTER 3
RESEARCH
METHODOLOGY
This chapter discussed research methodology. They
include research design, research method, research instrument, population and
sample, research data collecting, data analysis, and research procedures.
A.
Research design
In
this research the writer used the one group pre-test – post test design Vaillant
(1985:113) says, the researcher to take a pre-test measures Y1, manipalute the
independent variable X, and make an observation on dependent variable Y2.
Paradigm
of one group pre-test – post-test design
|
Group |
Pretest |
Treatment
|
Posttest |
|
|
O |
|
O |
B. Research
method
In this section we present a brief overview of the
quantitative methods covered in this text. There are numerous applications for
each of the following methods.
In
this research, the writer used quantitative method which the numerical data
gathered, and then analyzed statistically. McMillan & Schumacher (2000:40)
state “Quantitative emphasizes a priori category to collect data in the form of
numbers. The goal is to provide statistical descriptions, relationships, and
explanations”. The writer applied quantitative method because the gathered data
is more in the numerical form.
The quantitative
analysis of survey data - whether from one's own work or the work of others -
is often presented as a daunting task for those social scientists who are not
mathematically trained. The texts below are intended to explain the main
methods involved in statistically analysing secondary and primary data (mainly
survey data). The majority of these texts are introductory but all provide
suggestions for further reading Duncan Cramer's (2003:25). text may be of more use to those with prior
experience of quantitative data analysis.
Research is considered more formal,
systematic and intensive process of carrying on scientific method of analysis,
application of problem, identification, formulation, observation analysis and
conclusion.
Methodology comes from word “Methods” are the different stabling and measuring
linguistic feature such as statistical count,
field reasoning procedure.
Which
are commonly use in educational research. They are historical, descriptive and
the writer use descriptive method. Focusing on the existing problem that occurs
in the present time are the
data gained are arranged described and then analyzed.
Using
this method, the writer conducted
to get valid description on the result of the teaching descriptive text using Multimedia Flash at the tenth grade student of SMA Negeri1 Cianjur.
C. Research instruments
The instruments that were used for
gathering the data were:
1.
Pretest
Pretest
was given in order to find out the students achievement before giving
treatments.
2.
Posttest
Posttest
was given in order to find out the result of the treatments. The procedure was
similar to the pre test.
D. Research
Population and sample
“A population is a group of elements or
cases, whether individuals, objects, or events, that conform to specific
criteria and to which we intend to generalize the results of the research”
(McMillan & Schumacher, 2000:40). The
research took place at SMA Negeri 1 Cianjur. The population was the tenth grade students. There were two
classes and one class (10
A) was taken as the sample. This class consisted of thirty students.
E. Research data collecting
Firstly in this research the writer administered a pretest, the test
consist of modeling of the text entitled
is “My Lovely Mio”.
The written test was used to measure students’ achievement before giving the
treatments. It was conducted on Februari
9th, 2016
in tenth
grade (10
A).
Secondly, the writer gave a posttest. The procedure was
similar to the pre test. This test was used to measure students’ achievement
after giving the treatments. It was conducted on February 11th, 2016 in ten grade (10 A).
The
writer arranged raw score from the students’ pretest and posttest then the
writer analyzed the result of pretest and posttest.
F. Data analysis
The steps in analyzing the data were as
follow:
-
Taking a pre test measures
-
Manipulating the independent variable
(treatment)
-
Making an observation on dependent
variable (post test)
-
Compering or analyzing score of pre test
and post test to find out weather there is a significant difference between pre
test and post test by using t- test.
The formula is:
Where :
|
The mean = x = |
S
=
G. Research procedure
The research procedure consists of the
following steps:
1.
Teaching descriptive text without
explaining how to get the specific information from the text. Then gave a test (pre test) to find out
the students’ achievement before giving the treatments. It was conducted on February
9th, 2016.
2.
Teaching descriptive text and gave the
treatments (how to get specific information from the text). In was conducted on February 10th, 2016
3.
Gave test again (post test) to find out
the students’ achievement after giving the treatments. It was conducted on February
11th, 2016.
CHAPTER
4
FINDINGS
AND DISCUSSIONS
In
this chapter
the writer elaborates
the result of pretest and posttest which are then analyzed. The final result of
the analysis will proof whether or not the teaching way applied (the Flash Media) in teaching writing descriptive
text improve the ability of student
in writing.
A. Findings
Findings
were obtained during the process of the research. Those findings were the
result of pretest and posttest. To find out the score of those tests, the
writer made the criteria for scoring the students’ tests. Those criteria are
organization of the text, contents, structure, and spelling. Those criteria can
be seen in the table below:
Table
4.1
Scoring Criteria
|
NO |
CRITERIA |
SCORE |
|
1 |
Organization of the text |
25 |
|
2 |
Contents |
25 |
|
3 |
Grammar or structure |
25 |
|
4 |
Spelling |
25 |
|
TOTAL MAXIMUM
SCORE |
100 |
|
Note:
0
– 5 = poor 11 – 15 = good 21 – 25=
excellent
6
– 10= sufficient 16 – 20= very
good
Table 4.2
The Students’ Pretest Scores
Based on the pretest result, the total
score ∑ = 1270 M1 = 42.33. The scores mean that most of the students did not do
well on the test, they felt difficult to do the test. They did not answer all
the questions well.
Table
4.3
The Students’ Posttest Scores
Based on the
posttest result, the total score ∑ = 1985 M2 = 66.77. The scores mean that most
of the students did well on the tests, they felt easier to do the test. They
could answer almost all of the questions well.
Table
4.4
The
Comparison of the Test Result
Based on the
data in the table, the writer calculated the result ∑D = 715 and ∑D2 = 18.725. To calculate the standard deviation
of the result of average score, the writer used the formula as follows (Crowl,
1996:140):
A.
Mean
|
The mean = x = |
Remark:
X = the difference in
scoring of the pretest-posttest.
n = the total number of
students.
x =
x = 24
B.
Standard
Deviation
S =
Remark:
S = the standard
deviation of the difference in scoring of the pretest-posttest
X = the difference in
scoring of the pretest-posttest
n = the total number of the student.
S
=
S
=
S
=
S
=
S
=
S
= 25
C. T-test
t
=
t
=
t
=
t
=
t
=
t
=
t
= 5.369
So, the result
is 5.369 indicated
that there was a difference of degree. Then, to complete the result of the
research, the writer found
out the degree of freedom (df) with the formula:
df
= N - 1
df
= 30 - 1
df
= 29
df
= 29 (see table of ‘t’ value at the degree of significance of 0.05.
At
the degree of significance 0.05 = 2.045, and the result is 5.369 > 2.045
The result of
analyzing the data by using the above formula shows that the coefficient is
5.369. It means that there is a significance effect after the Multimedia Flash used in
teaching writing descriptive text.
D.
Discussion
M1
= 42.33
tobs = 5.369
The
critical value
df = 30 – 1 = 29
The
level of significance at
0,05
= 2.045
Based on the
data analysis above, the writer concluded that the alternative hypothesis was
accepted because the tobs
was higher than the t-table ( 5.369 > 2.045). It also meant that the
Multimedia Flash Method has significance effect to increase the students’
writing ability especially on writing descriptive text.
CONCLUSIONS AND SUGGESTIONS
This
is the last chapter that summarizes all of the previous chapters that have been
discussed. It consists of conclusions and suggestions.
A.
Conclusions
Based
on the data analysis, the writer concluded that the alternative hypothesis was
accepted because the tobs
was higher than the t-table (5.369 > 2.045). It also meant that using the flashmedia has significance effect to increase the
students’ writing ability especially on writing descriptive text.
The
students who got improvements were indicated on especially structure and
spelling. They could write
the
sentences based on the well-structure. They also write each word on each
sentence with good spelling. No wonder, the score they had after they got
treatment was higher than the test before the treatment.
B.
Suggestions
There
are some suggestions that the writer would like to propose. The first suggestion is for the
English teacher, he/she should be more creative in creating teaching method or
technique. Using Flash
Multimedia would be applicable to be applied in teaching
writing, especially in teaching writing descriptive text.
The second
suggestion is for the students, they should have more facilities to support
their English learning. They should have dictionaries online, English books, English CD’s, etc.
The last
suggestion is for the next
researcher, therefore the writer hopes there would be another research that can
develop more about the result. The next researcher may use this paper as their
reference.
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