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TEACHING WRITING DESCRIPTIVE PARAGRAPHS BY USING

WHOLESOME SCATTERING GAME TO THE EIGHTH GRADE STUDENTS

OF STATE HIGH SCHOOL 16 OF PALEMBANG

1. Background

The goal of teaching English as a foreign language (TEFL) in Indonesian is to

enable students to use English for communication. Whereas, communication itself may

accur in oral and written forms. In other words, the students are expected to be able use

English not only in speaking but also in writing. English is a compulsory subject in

Indonesia. It is given from the first grade of Junior High School until the first grade of

University. When learning English as a foreign language, the learners are required to be

able to communicate. It means that, she/he will be able to communicate and will be able

to use the foreign language, such as transfer the information, message, and ideas with

other people from different part of place and language in the world. From this, we can

see how important English is.

There are four skills that students need to have in order to concern about in

learning English.. The four language skills are listening, speaking, reading, and writing.

These skills are related to each other. Moreover, English mastery is important in career

development, therefore students need to understand and use English to improve their

confidence in facing global competition. One of the skill the students should master is

writing.

Writing is one of four language skills which is considered important for foreign

language learning. Writing is an activity of using the language to express ideas, feeling,

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or desire in the form of writing. Through writing, people are able to say something

about themselves, explain, explore and share their ideas.

According to Richard (2010:640), “Writing is viewed as the result of complex

prosesses of planning, drafting, reviewing, and revising and some approaches to the

teaching of first and second language writing teach students to use these processes.”

According to Sharples (1999:10),

Writing is one of the aspects which the students should learn. Writing is
demanding mental activity, yet some people appear to write without great
effort. Writing involves both engagement and reflection. An engaged
writer who was created appropriate constraints can be carried along by the
flow of mental assosiation, without deliberate..

As we know that writing is one of the important skills to be taught besides

listening, speaking, and reading in the school. The students are expected to master

writing skill in the curriculum. Writing is a skill that can determine our success in the

school, such as write our task, proposal and report. It can be concluded that writing skill

can help the students become success in studying English.

Teaching writing is not so easy because many students still have problems to

write, especially in Junior High School. The students get confused to use the elements

of writing such as, grammar, spelling, punctuation, and vocabulary. It is because

English language is not common in our country, so that’s why the students have

difficulties when they want to write. The other problems when teaching writing process,

sometimes the students feel unhappy and confused to start writing, such as how to get

idea, how to arrange and how to organize the word corretcly.

Based on the problems above, the appropriate method, technique, or strategy are

needed to solve the students’ difficulties in learning writing. One of them that the writer

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will use to solve the students’ problems is use Wholesome Scattering Game Strategy

(WSGS for short). According to Hess (1991:39), Wholesome Scattering Game is a

game which students predict the content and duplicate the sentences by using single

word that have been given by the teacher. Wholesome Scattering Game is one of the

strategies that is often use by the teacher in learning English. In addition, this strategy

will make the students enjoyable, creative, and memorable about the material especially

in writing skill.

Based on the explanation above, the writer ineterest and will conduct a research

study with the title “Teaching Writing Descriptive Paragraphs by Using Wholesome

Scattering Game to the Eighth Grade Students of State High School 16 of

Palembang”.

2. Problem of the Study

Based on the writer’s experience on Field Teaching Practice (PPL) II, the writer

found out that many students have low motivation in writing, such as in vocabulary,

grammar, and punctuation. The students cannot show their ideas in the teaching

learning process, especially in writing. Those are the reason why the writer will do this

research with the title “Teaching Writing Descriptive Paragraphs by Using Wholesome

Scattering Game to the Eighth Grade Students of State High School 16 of Palembang”

2.1 Limitation of The Problem

In this study, the writer focuses on teaching writing descriptive paragraphs with

the theme “My Idol” by using Wholesome Scattering Game to the eighth grade students

of State High School 16 of Palembang.

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2.2 Formulation of Problem

The problem of this study was formulated in the following question: “Is it

effective teaching writing descriptive paragraphs by using Wholesome Scattering Game

to the eighth grade students of State High School 16 of Palembang?”

3. Objective of the Study

The objective of this study was to find out whether or not it is effective teaching

writing descriptive paragraphs by using Wholesome Scattering Game to the eighth

grade students of State High School 16 of Palembang.

4. Significance of the Study

This study is expected to be useful for the following:

1) For the Teachers

The result of this reseach can give teachers alternative strategy to teach writing.

The teachers can create enjoyable atmosphere in teaching activities in order the

students will be motivated and interested in learning activities. The teachers can

find the best way to teach writing by using wholesome scattering game strategy.

2) For the Students

The process of teaching learning activities during the research is expected to be

able to improve the students’ descriptive writing achievement. The students are

expected to be more motivated to leran descriptive writing by using wholesome

scattering game strategy, and it is expected to be useful in improving students’

proficiency in writing descriptive paragraphs and as their alternative way.

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3) Other Researchers

The result of this research will be a source of the material in conducting similar

studies and future studies. It also can be useful source and information for other

researchers who are also investigating about wholesome scattering game

strategy to improve writing achievement, especially for descriptive writing.

4) For the Writer Herself

In this research, the writer will be able to get valuable experience to increase her

knowledge in teaching descriptive paragraphs. The writer is expected to got

knowledge and experience in educational research.

5. LITERATURE REVIEW

In this part, the writer discusses about (1) concept of teaching, (2) concept of

writing, (3) concept of paragraph, (4) concept of descriptive paragraph, (5) concept of

wholesome scattering game (WSG), (6) adventages and disadventages of WSG strategy,

(7) procedure of teaching writing through WSG strategy, (8) related previous study, (9)

hypotheses, and (10) criteria for testing hypothesis

5.1 Concept of Teaching

Teaching is an activity or process of transfering and delivering a knowledge to

the students. There are many definitions of teaching such as the one given by Sari

(2014:5), “Teaching is showing or helping someone to learn how to do something,

giving instruction, guiding in the study of something, providing with knowledge,

causing to know or understand.” Teaching is an activity to aim, give the easier how the

way to find something (not give something) based on the students’ ability (Umar,

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2008:51). According to Brown (2000:7), “Teaching is guiding and facilitating learning,

enabling the learner to learn, setting the condition for the learning. It means that the

teachers have function are as facilitator, guide, motivator, and manager.” As a

facilitator, a teacher provides facilities such as circumtances, equipment, that make

students are possible or easy learn. As a guide, a teacher shows or helps students to

learn how to do something and understand knowledge. As a motivator, a teacher

stimulates the interest of learners and as manager, a teacher arranges information and

environment for students to learn.

Based on explanation above the writer can conclude that, teaching is the process

to deliver and transfer the knowledge to the students by a teacher as facilitator, guide

and motivator using the combination of arts, science and skill.

5.2 Concept of Writing

Writing is one of four skills that is reputed hardest for some people. In fact, it is

not easy as we always think. Among the skills, writing is the most difficult skill to be

learn, because it needs hard thiking in producing words, sentence and paragraph at the

same time. Sometimes students feel difficult to organize their ideas. Furthemore, many

students make some mistake and face difficulties to build and develop their imagination.

According to Taylor (2009:12), “Writing is not marely a skill we employ to

record our knowledge, but the very moment at which we confront what learning and

understanding are all about.” It means that, when you first write something, you have

already been thinking about what you want to say and how to say it. Then after you

have finished writing, you read over what you have written and make changes and

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corrections. You write and revise and write and revise again until your writing has

certain characteristics of writing exactly. According to Sharples (1999:121),

Profesional writing is a solitary activity. The writer must rely on their


own mental resources and find the time for uninterrupted work. The
successful they become, the more they need to create a structure to the
working day, one that forms a barrier againts interruption by publisher,
agent, jurnalist, and readers and allow them to slide rapidly into a
productive frame of mind.

Based on the ideas presented previously, the writer can conclude that, writing is

an activity to share our knowledge or an activity to share or explore the writer’s ideas or

something that we have thought into written form by using the rules of writing exactly.

It is really not easy work to do. In writing a paragraph we need to thinking, asking

question and reading many sources to know the truth of the information when we will

write.

5.3 Concept of Paragraph

According to Oshima and Hogue (2007:3), “A paragraphs is a group of related

statements that a writer develops about a subject. The first sentence states the spesific

point, or idea, of the topic.”

A paragraph has three parts namely: a topic sentence, supporting sentence and

concluding sentence. In a paragraph the topic sentence is the most important sentence in

a paragraph. It tells about the topic which is going to discuss. According to Oshima and

Hogue (2007:39), “Topic sentence has two parts, a topic and a controlling idea. The

topic names the subject to the paragraph will say about the topic. The position of the

topic sentence is usually in the first sentence in a paragraph.”

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The following are the tips to write a good paragraph based on Oshima and

Hogue (2007:47):

a) Begin with a conclusion signal.

b) Remind what you have read by use the following methods:

 Repeat the idea in the topic sentence in the diffrent word. Don’t just

copy the topic sentence

 Summarize end a paragraph of points of the paragraph

c) Never end a paragraph of poits of the paragraphs

Based on the explain above, the writer can conclude that paragaraph is a

group that has related sentences one each other and has three parts: 1) topic sentence, 2)

supporting sentence, and 3) concluding sentence. And paragraph also is the collection

from the sentences that has meaning which is related of one each other.

5.4 Concept of Descriptive Paragraphs

Descriptive text is a text which gives a description about something or someone.

Its purpose is to describe a particular person, place, or thing.

According to Pardiyono (2007:34), “Descriptive text is a type of written text,

which has specific the function to give description about an object (human or non

human).” According to Hami (2011:16), “There are two keys to write good description.

The first key is to use space order, and the second key is to use specific detail.” In space

order, students might describe something from top to bottom or from left to right. For

example, when they describe a person, they could start from the person’s head until the

person’s feet. The second key to writing good description is to the specific detail. It’s

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means that when students describe something, they must be ilustrate the things detail

until the reader can imagine the things itself.

Pardiyono (2007:36) state that “There are some Generic Structures of

Descriptive Text.”

1) Identification
 The form of statements that describe the object to be described.
 The statements should be interesting, capable to provoking the
readers to be interested to read the description completely.
 The use of adjectives or degree of comparison is helpful.
2) Description
 Given the picture of the condition of the object can been reviewed
from some aspect, such as: Location, means of transport, people,
weather, size, etc.
 Grammatical Patterns:
a. Present tense, present perfect tense
b. Verb, be ( is,are), have linking verbs ( seems, looks, sounds,
like).
c. The use of the adjectives that have a fuction to describe or
ilustrate the condition of the object.

Based on the explanation above, the writer can conclude that descriptive text is a

kind of text that describes about something. The purpose is to describe and reveal a

particular person, place, or thing. This text has two generic structurs, identification and

description.

5.5 Concept of Wholesome Scattering Game

Wholesome scatering game is one of game that is interesting and useful to

increase the students’ writing ability. In this game the students are given some

keywords to stimulate their writing ability. The students can find ideas to write sentence

or paragraphs from keyword.

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According to Hess (1991:39), “Wholesome scattering game is a game which

students predict the content of passage and duplicate sentence by using single word that

have been given by the teacher.” Students on occasion not only predict the content of

the passage they are about to read, but also almost duplicate sentences, which actually

appear in it. Before the teacher performs the main activities in playing wholesome

scattering game, the teachers should be prepare the instrument early. The teachers can

chooses twelve to the sixteen keyword from the paragraph that is going to read with the

students in the class.

5.5.1 The Adventages and Disadvenatges of the Wholesome Scattering Game

According to Hess (in Hami, 2011:25), there are some adventages of

wholesome scattering game in teaching writing descriptive paragraph, namely:

1) To stimulate students’ ideas to write sentence. Students usually have the blank
idea when they are thought material. In this game, students will be given some
keyword to stimulate their brain. They hoped can get some ideas in writing
descriptive paragraph.
2) Easy to be prepared. When teachers want to use a media in their learning
activities, they have to decide whether it is difficult to prepare or not, and
wholesome scattering game is a simple game because this game easy to be
prepared. The teachers prepare some keyword appropriate for material.
3) The students can develop their text based on keyword that have been given by
the teacher.

Although Wholesome Scattering Game has many adventages, Wholesome

Scattering Game also has some limitation or disadventages as follows:

1) The teachers need more time to collect and prepare the keyword appropriate for
material before teaching and learning process.
2) The students still have limitation by the keyword that have been given by the
teacher in organizing sentences.

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5.5.2 Procedure of Teaching Writing through Wholesome Scattering Game

According to Hess (in Hami, 2011:24), the following is the procedure of

applying Wholesome Scattering Game:

1) The teacher asks three to five students to come forward and write down the
keywords that the teacher dictates on the board. Each student write the
keywords randomly and arrange the keyword in unusual shape such as
horizontally, vertically, or square. In this step, the teacher not comment the
spelling that the students write.
2) While the students in the board are doing this game, the students in their seat
can produce their own arrangement of the word on paper or their notebook.
3) When the teacher has finished dictating the words, the students who write
down in the board return to their seat.
4) The teachers ask to the students, if anyone in the class have a produce
particularly unusual arrangement of the word. If there are volunteers, the
teacher ask them to display their arrangements.
5) The teacher start to correct the spelling, pronounciation and meaning
6) The teachers ask to the students to write sentences using the words on the
board and make a good descriptive text individually, in a group or in pairs
with the time limit only twenty five minute. The text that the students
produce should be as close as possible with the teacher’s text.
7) The teachers should stop them, when the time is up and ask them to tell in
front of the class.
8) At the end of the game, the players who has score the most point is declared
is the winner. This score based on the matrix assessment for students’
writing ability.

According to Siti (2016:51), in the implementation of wholesome scattering

game, the teachers should make some preparation, one of them is the teacher should

prepare a text then choose twelve or fifteen keyword from the text, especially in the

descriptive text.

“The implementation of wholesome scattering game, the teacher can use same

steps as stated in theory” (Siti, 2016:51)

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1) The teacher asks three students to come forward and write the keyword that is
dictated by a teacher.
2) The teacher asks to the students to write the keyword in diffrent or unusual
shapes.
3) From the keyword, the teacher asks the student to make a good descriptive text
in group.
4) After twenty five minutes, each group will present their text in front of the class.
5) Based on the presentation, the teacher will decide which group as the winner. In
this case, the winner is the one that can make a descriptive text close enough
with the original text that is kept by the teacher.

5.6 Related Previous Study

In this part, the writer explains the similarities and diffrences between the

writer’s study and other’s study done. The title of the previous study is “Increasing the

Writing Ability through Wholesome Scattering Game to the seventh grade students of

the State High School 1 of Parepare” by Juvrianto.

There are some the similarities and differences between the previous study and

the writer’s study. The similarites between the previous study and the writer’s study is:

(1) the same of strategy, (2) the same of the instrument of the research is writing test.

While, the differences between the previous study and writer’s study is population and

method of research. In the previous study, Juvrianto’s study took the population of the

seventh grade students of the State High School 1 of Parepare. The writer will take the

eighth grade students of the State High School 16 of Palembang. For the method of

research, the writer’s mehtod of research is Pre-experimental and the previous study is

Quasi-experimental method.

According to Juvrianto’s thesis, the result of Increasing the Writing Ability

through Wholesome Scattering Game, t-obtained was higher than t-table. It means that

Increasing the Writing Ability through Wholesome Scattering Game to the seventh

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grade students of the State High School 1 of Parepare can increase the students writing

ability.

5.7 Hyphoteses

According to Fraenkel et al, (2012:40), “Hypothesis is a prediction of some sort

regarding the possible outcomes of a study.” The hypothesis of this study are in the

form of null hypothesis (Ho) and the alternative hypothesis (Ha), as a stated below:

a) Null Hypothesis (Ho): It is not effective to teach writing descriptive paragraph

by using Wholesome Scattering Game to the eighth grade students of State High

School 16 of Palembang.

b) Alternative Hypothesis (Ha): It is effective to teach writing descriptive

paragraph by using Wholesome Scattering Game to the eighth grade students of

state high school 16 of palembang.

5.8 Criteria for Testing Hypotheses

Testing hyphotesis means to reject or accept this reserach. In this study, the

hypotheses will be tested by using critical value of t-distribution table (Sugiyono,

2010:372). The total number of the sample in this study are 37 students with the degree

of freedom (df) is 36 (n-1), the significance level is 5% (0.05) for the one tailed test and

the critical value in the t-table is 1.68. The criteria for testing hypothesis are (a) If the t-

obtained is less than of t-table, the null hypothesis (Ho) will be accepted and the

alternative hypothesis (Ha) will be rejected, (b) if the t-obtained higher of t-table, the

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null hypothesis (Ho) will be rejected and the alternative hyphotesis (Ha) will be

accepted.

6. RESEARCH METHODOLOGY

In this part, the writer discusses about (1) research variables, (2) operational

definitions, (3) method of research, (4) population and sample, (5) technique for

collecting data, (6) validity, (7) reliability, and (8) technique for analyzing data

6.1 Research Variabels

According to Fraenkel et al, (2012:77), “Variable is a concept a noun that stands

for variation within a class of objects, such as chair, gender, eye color, achievement,

motivation, or running speed.”

There are two kinds of research variables. They are the independent variable and

the dependent variable. The independent variable is pressumed to have an effect on, to

influence somehow another variable and the dependent variable is a variable that the

independent variable is pressumed to effect. In this study, the independent variable is

the application of Wholesome Scattering Game in writing descriptive paragraphs, and

dependent variable is the achievement of the eighth grade students in writing

descriptive paragraph.

6.2 Operational Definitions

The are four terms will be use in this study, they are: Teaching, Writing,

Descriptive Paragraph and Wholesome Scattering Game. The terms are operatioally

define as follows:

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1) Teaching

Teaching is an activity or process of facilitating students to get knowledge.

2) Writing

Writing is an activity which imagine what are in their mind and then there are

expressions to the written form.

3) Descriptive Paragraph

Descriptive text is a text which gives a description about something or someone.

Its purpose is to describe and reveal a particular person, place, or thing.

4) Wholesome Scattering Game

Wholesome scattering game is a game which students predict the content of

passage and duplicate sentence by using single word that have been given by the

teacher.

6.3 Metode of Research

According to Brown (2000:14), “Method was described as an overall plan for

systemathic presentation of language based upon a selected approach.” In other word, a

method is a way to do something. In this study, the writer will be use pre-experimental

method with the one group pre-test and post-test design. According to Arikunto

(2014:123), “The pre-experimental is not a real investigation, it is not full of condition

experimental and does not allow the certain rules.”

According to Fraenkel et al, (2012:269), “The one group pre test and post test

design, a single group is measured or observed not only after being exposed to a

treatment of some sort, but also before.”

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In this case, the writer will use one of pre-experimental categories, it is the one

group pre-test and post-test design.

The formula of one group pre-test and post-test design, as follow:

O1 X O2

Where: O1 = test before treatment (pre-test)

X = treatment

O2 = test after treatment (post-test)

In doing this research, the writer will be take the following steps:

1) surveying the literature relating to the problems

2) indentifying and defining the problem

3) formulating the hypothesis

4) constructing an eksperimental plan by writing a research design

5) giving the pre-test

6) conducting the experimental

7) giving the pos-test to collecting data

8) analyzing the collecting data

9) drawing the conclusion

10) proposing suggestion

11) writing the research report

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6.4 Population and Sample

6.4.1 Population

According to Arikunto (2014:173), “Population is the entire subject of researh.”

According to Fraenkel et al, (2012:92), “Population is the group of interest to the

researcher, the group to whom the researcher would like to generalize the results of the

study.” The population this study will be take all the eighth grade students of state high

school 16 of Palembang. The distribution of the population show in Table 1.

TABLE 1

THE POPULATION OF THE STUDY

No Classes Total

1 VIII.1 35

2 VIII.2 37

3 VIII.3 35

4 VIII.4 36

5 VIII.5 33

6 VIII.6 35

7 VIII.7 35

8 VIII.8 34

9 VIII.9 35

10 VIII.10 35

Total 350

(Source: State junior high school 16 of Palembang


Academic year 2016/2017)

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6.4.2 Sample

According to Arikunto (2014:174), “Sample is a part of the population that will

be investigated.” According to Fraenkel et al, (2012:91) A sample is a group in a

research study on which information is obtained. It is selected in such a way that it

represents, the larger group (population) from which it is obtained.

In this study, the writer will use the cluster random sampling method. According

to Fraenkel et al, (2013:185), “Cluster random sampling is similar to simple random

sampling except that groups rather than individuals are randomly selected (that is, the

sampling unit is a group rather than an individual).”

In this study, the writer use lettery system to taking a sampling. First, the writer

will be take a piece of paper then, divided it into ten pieces. Second, the writer write

down each classes on paper. Third, put them into a glass, after that, the writer will

shuffle and then take one paper as the sample of the study. As a result, one class as a

sample of this study. The sample of this study can be see on Table 2 below:

TABLE 2

THE SAMPLE OF THE STUDY

No Class Number of the students

1 VIII.2 37

Total 37

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6.5 Techniques for Collecting Data

In collecting the data, the writer will use a written test. According to Arikunto

(2014:193), “A test is any series of question of exercises or other means of measuring

skills, knowledge, intellegence, and capacities for an individual group.”

The students will be given the test, it is pre-test and post-test.

1) Pre-test will be given before doing the teaching experiment to the students.

2) Post-test will be given after the teaching experiment (treatment) is conducted.

The use of Wholesome scattering game strategy will be applied by the writer.

The pre-test will be given to know a measure the students’ ability in the material, and

the post-test will be given to the students after the treatment to measure whether the

strategy is effective or not. The writer will be comparing the students’ scores before

and after the treatment to know that the implementation of the method success or not.

6.5.1 Validity

Validity is the most important idea to consider when preparing or selecting an

instrument for use. According to Arikunto (2014:211), “Validity is a size that indicates

the level of accuration”. The validity of the measurement instrument shows how far the

instrument can measure something that has to be measured. Even though the

measurement instrument will be show high reliability by giving the consistent result

test, the measure what has to be measured.

According to Fraenkel et al, (2012:147), “Validity refers to the approprietness,

meaningfulness, correctness, and usefulness of the inference a researcher makes.”

Therefore, the validity of the test is the extent to which the test measures what is

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intended to measure. The writer will make a planning of the test in the table of

specification below:

TABLE 3

TEST OF SPECIFICATION

Basic of Type of
Material Indikator Direction
competence test

To measure Descriptive The students Written The students

the paragraph are able to test of should write

students’ write good descriptive a descriptive

writing skill descriptive paragraph paragraph

paragraph based on the

with the theme keyword that

“My idol” have been a

consisting of teacher

100 words. given.

6.5.2 Reliability

According to Fraenkel et al, (2012:154), “Reliability refers to the consistency of

the scores obtained, how consistent they are for each individual from one

administration of an instrument to another and from one set of items to another.”

In this study, to measure the reliability the test items, the writer will use Inter

rater reliability. and The writer will need two judge, the first judge from the teacher of

English teacher and the second judge from the writer itself.

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𝐧.𝐫𝐱𝐲
r=
(𝐧−𝟏)𝐫 𝐱𝐲+𝟏

Before, calculating r-value, the value of standard deviation and the correlation between

two raters have to be found out first, the test is reliable if t-value > t-table. This

following is the formula that will be use in this study:

∑(𝑿−𝑴𝒙)² ∑(𝒀−𝑴𝒚)²
Sx =√ Sy = √
𝑵 𝑵

And the formula to calculate the correlation between the two jugdes is:

∑(𝑿−𝑴𝒙)(𝒀−𝑴𝒚)
rxy =
𝑵.𝑺𝒙.𝑺𝒚

Where:

Mx : mean score of rater 1

My : mean score rater 2

X : students’ score of rater 1

Y : students’ score rater 2

rxy : corelation between 2 raters

r : inter-rater reliability

N : number of students

n : number of raters

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6.6 Technique for Analyzing the Data

The data will be analyze by using: (1) criteria for scoring the student’s writing,

(2) conversion of persentage range, (3) matched t-test.

6.6.1 Criteria for Scoring the Student’s Writing

In this study for scoring the writing test or to analyze the student’s test in writing

descriptive text, the writer will focus on the items in the elements of writing as state by

Heaton (1989:146), there are five major items or categories, they are:

a) Content : the substance of writing, ideas expressed.

b) Organization : the organization of the content.

c) Vocabulary : the choice of words, structure and lexical items to

give particular tone a flavor the writing.

d) Language use : the employing grammatical and syntactic forms

e) Mechanic : the use of grapich convention of the language

TABLE 4
THE CRITERIA FOR SORING THE STUDENT’S WRITING
No Element Score Criteria

1 Content 30  Excellent to very good: knowledgeable –


substantive
25  Good to average: some knowledge of
subject – adequate range
20  Fair to poor: limited knowledge of subject
– little substance
15  Very poor: does not show knowledge of
subject – non substantive
2 Organization 30  Excellent to very good: fluent expression
ideas clearly stated
25  Good to average: somewhat choppy losely
organized but main ideas stand out
20  Fair to poor: non-fluent ideas confused or
disconnected

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15  Vey poor: does not communicate no
organization
3 Vocabulary 30  Excellent to very good: sophisticated
range-effective word/idiom choice usage
25  Good to average: adequate range-
occasional errors of word/idiom for choice
20 usage but meaning not obscured
 Fair to poor: limited range-frequent errors
15 of word/idiom form, choice usage
 Vey poor: essentially translation little
knowledge of english vocabulary.
4 Language use 30  Excellent to very good: effective complex
instructions
25  Good to average: effective but simple
constructions
20  Fair to poor: major problem in
simple/complex constructions
15  Vey poor: virtually no master of sentence
construtions rules
5 Mechanic 30  Excellent to very good: demonstrated
master of conversation
25  Good to average: occasional errors of
speeling, punctuation
20  Fair to poor: frequent errors of spelling,
punctuations, and capitalization
15  Vey poor: no master of convensions
dominated by errors of spelling,
punctuations, capitalization, paragraphing.

6.6.2 Conversion of Persentage Range

The conversion of persentage analysis will be use to interpret the students

individual whether they very good, good, and poor. They are as follows:

TABLE 5
CONVERSION OF PERSENTAGE RANGE
Persentage grade Qualification

91 - 100 Excellent

81 - 90 Very good

23
71 - 80 Good

61 - 70 Moderate

51 - 60 Enough

41 - 50 Low

31 - 40 Poor

0 - 30 Very poor

(Source: Students’ report book)

6.6.3 Matced t-test

In analyzing the data, this study will be use matched T-test. It is will use to

know the diffrence between the students’ achievement in the pre-test and post-test.

Therefore, the matched t-test will be apply with the formula as follows (Hatch and

Lazaraton, 1991:288)

̅̅̅̅
𝑋̅1 − 𝑋̅2
t= ̅
𝑆𝐷

Where:

t : The value by which the statiscal significance between two

means would be judge

𝑋̅1 : Students’ means Score in Pre-test

𝑋̅2 : Students’ means Score in Post-test

̅
𝑆𝐷 : Standrad Errors of diffrences between two means

̅ is as follows:
The formula for 𝑆𝐷

24
1
∑𝐷²(𝑁)(∑𝐷)²
̅=
𝑆𝐷
𝑆𝐷
SD = √
√𝑛 𝑛−1

Where:

SD = Standard Devision

D = Diffrence between pre-test and post-test

n = Number

(Hatch and Lazaraton, 1991:288)

25

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