THE EFFECTIVENESS OF STORY CIRCLE TO IMPROVE STUDENTS’ WRITING ABILITY (An Experimental Study at the Eight Grade Students’ of SMP Negeri 1 Sungguminasa, Gowa) A THESIS Submitted as the Fulfillment to Accomplish Sarjana Degree At faculty of Teacher Training and Education Makassar Muhammadiyah University Alfin Fathil Difan 10535 5183 12 ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHERS TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2017
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THE EFFECTIVENESS OF STORY CIRCLE TO IMPROVESTUDENTS’ WRITING ABILITY
(An Experimental Study at the Eight Grade Students’ of SMP Negeri 1 Sungguminasa,Gowa)
A THESISSubmitted as the Fulfillment to Accomplish Sarjana Degree
At faculty of Teacher Training and EducationMakassar Muhammadiyah University
Alfin Fathil Difan10535 5183 12
ENGLISH EDUCATION DEPARTMENTFACULTY OF TEACHERS TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY2017
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ABSTRACT
ALFIN FATHIN DIFAN, The Effectiveness of Story Circle to ImproveStudents Writing Ability at The Eight Grade Students of SMPN 1Sungguminasa Kab. Gowa, under the thesis of English Education Department theFaculty of Teacher Training and Education, Makassar MuhammadiyahUniversity. (Guided by H. Bahrun Amin and Amar Ma’ruf).
This research aimed to find out how are the students’ writing narrativeability before and after applying story circle and whether or not the story circleeffective in improving the students’ writing narrative ability at the eight gradestudents’ of SMP N 1 Sungguminasa in academic year 2016/2017.
Pre-experimental method was applied in this research with one grouppre-test and post-test design. The instrument of this research was a writing test.The population of this research was the eighth grade year and the total sample ofthis research consisted of 25 students.
The students’ writing narrative ability before applying story circle waspoor. It was proved by the result of the pre-test. No one of the students got,excellent, very good, good, and fairly. The categorized of the students’ writingnarrative before applying story circle was fair, poor, and very poor classification.There were 3 (12%) students’ in fair classification, 9 (36%) students’ in poorclassification, and 12 (48%) students’ in very poor classification.
The students’ writing narrative ability after applied story circle wasimproved. It was proved by the result of the post-test. The rate percentage andscore frequency of the students’ writing narrative in post-test was categorizedgood, and fair classification. There were 5 students’ (20%) in good classification,and 20 students’ (80%) in fair classification. Thus, the researcher concluded thatthe students’ writing narrative ability was improved after applied story circle fromvery poor to good classification. The story circle was effective to improve thestudents’ writing narrative, it was proved by the result of the mean score of thestudents’ post-test was higher than the mean score of pre-test.
Keyword: Story Circle, Writing, Narrative text, Experimental.
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ACKNOWLEDGEMENTS
In the name of Allah, Most Gracious, Most Merciful
Alhamdulillah, the writer expresses thank you very much for the gratitude
Allah Subhana Wata’ala for His blessing and mercy on the writer during the
process until the finished writing this thesis. Shalawat and salam are addressed to
the final chosen religious messenger, the Prophet Muhammad Sallalahu Alaihi
Wasallam, who has given him the best everything to complete the whole process
of this work.
In writing this thesis the writer found many difficulties, so the writer
realized that the thesis has a lot of mistakes and weakness. In order to become
perfect, the writer needs correction and suggestion. The writer would like to say
thank you very much for the people who gave spirit, advice, suggestion, and
helping to the write as follows:
1. The highest appreciation and deepest thankful to my beloved parents Chaerul
Hamzah & Mukrimah Sartono who always supporting me to finish this study
and ofcourse for their love for me, my beloved aunty Rusdiana M.Pd and all of
my aunties and uncles who always supporting me and my brothers and sister to
TABLE OF CONTENTS......................................................................................vii
LIST OF TABLES ................................................................................................x
LIST OF FIGURES ..............................................................................................xi
CHAPTER I INTRODUCTION ..........................................................................1
A. Background ............................................................................1B. Problem Statement .................................................................3C. Objectives of the Study ..........................................................4D. Significant of the Study..........................................................4E. Scope of the Study..................................................................5
CHAPTER II REVIEW OF RELATED RITELATURE .....................................6
A. Previous Research Findings ..................................................6B. The Nature of Writing ............................................................7
1. Definition of Writing .........................................................72. The Importance of Writing ................................................93. The Characteristic of Good Writing ..................................104. Types of Writing................................................................11
C. Concept of Narrative ..............................................................121. Definition...........................................................................122. Unity of Narrative..............................................................14
D. Writing Skill in the Curriculum of SMP ................................18E. Story Circles ...........................................................................18
1. Definition...........................................................................182. Advantages of Story Circle Method ..................................203. Disadvantages of Story Circle Method..............................21
F. Advantages and Disadvantages of Classroom Projects..........221. Advantages ........................................................................222. Disadvantages ....................................................................23
G. Conceptual Framework ..........................................................24H. Hypothesis ..............................................................................25
CHAPTER III RESEARCH METHOD ...............................................................26
A. Method of the Research..........................................................26
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B. The Population and Sample....................................................271. Population..........................................................................272. Sample ...............................................................................27
C. Variables and Indicator ..........................................................271. Variable..............................................................................272. Indicator.............................................................................28
D. Research Instrument ...............................................................28E. Procedure of the Research......................................................28F. Data Collection.......................................................................30G. Data Analyis ...........................................................................31
CHAPTER IV FINDING AND DISCUSSION....................................................33
A. Findings ..................................................................................331. The Rate Percentage of the Students’ Pre-test
and Post-test.......................................................................332. The Mean Score and The Improvement of Pre-test
and Post-test.......................................................................383. Hypotesis Testing ..............................................................38
B. Discussion ..............................................................................391. The Students’ Writing Ability Before
Applying Story Circle........................................................392. The Students’ Writing Ability After
Applying Story Circle........................................................403. The Difference of The Students’ Writing Ability Before and
After Applying Story Circle ..............................................40
CHAPTER V CINCLUSION AND SUGGESTION............................................42
A. Conclusion..............................................................................42B. Suggestion ..............................................................................43
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
LIST OF APPENDICES
APPENDIX A Test ...............................................................................................1
APPENDIX B Treatment......................................................................................4
APPENDIX C RPP ...............................................................................................9
APPENDIX D The Row Score Of The Pre-test and Post-test ..............................22
APPENDIX E Mean Score and the Rate Percentage of Pre-test and Post-test.....26
APPENDIX F The Percentage of Improvement and T-test Score........................29
APPENDIX G Table Distribution of T-value.......................................................31
APPENDIX H Attendances List ...........................................................................33
APPENDIX I DOCUMENTATION.....................................................................35
21 - 30 FairLimited information, there is notsubstantial , not enough indeveloping writing problem.
0 - 20 BadThere is no content and problemSubstantives.
2. Mechanic41 - 50 Very good
Mastery in writing rule, onlysomespelling error.
31 - 40 GoodSometimes there is spellingerror, but it does not change themeaning
21 - 30 FairSometimes there is spellingerror,uncertain meaning.
0 - 20 BadNot mastery in writingespecially: Many spelling error,unreadable writing, invaluable.
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H. Data Analysis
Data analysis was used to know the effectiveness of story circle to
improving writing ability. There were some steps in the data analysis:
The data was analyzed by using the following formulas as follow:
1. Scoring the students’ answer:
Score: the correct answer X 100Total number of item
(Sudjana in Yasin, 2010)
2. Classifying the score of the students into the following criteria:
Table 3.3: Classifying the score of the students
No. Classification Score
1. Excellent 96-100
2. Very Good 86-100
3. Good 76-85
4. Fairly Good 66-75
5. Fair 56-65
6. Poor 36-55
7. Very Poor 0-35
3. Calculating the mean score of the students’ answer by using formula:
N
XX
Notification: X = Mean score
= the raw of all score
N = the number of subjects
(Gay, 2006)
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4. Finding out the significance difference between the pre-test and pos-test by
calculating the value of the test. The following formula is employee:
t = :
∑ ∑t : test of significant
: The difference of the mean score∑ : The sum of the difference
: Total number of sample
(Gay, 1981)
5. Calculating the mean difference score by using the formula:
N
DD
Notification:
D = the mean of the difference score
D = the sum of the difference score
N = the total number of students
(Gay, 2006)
After computing the t-test, the writer consulted the t-test result, the mark
was higher than the value on the t-table; it means that there was a difference
between the writing results of students has teach using story circle and those who
has not teach using story circle. In other words, we can say that story circle was
effective to improve students’ writing.
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CHAPTER IV
FINDING AND DISCUSSION
This chapter deals with the finding of the research and discussion of the
research. The findings of the research cover the result of the data collected
through the pre-test and post-test.
A. Findings
1. The rate percentage of the students’ pre-test and post-test
The findings of the research deals with the students’ score of pre-test and
post-test, the frequency and rate percentage of the students score, the mean scores
and the students improvement of pre-test and post-test, and hypothesis testing.
These findings were described as follows:
Table 4.1 The Rate Percentage of Content of the Pre-test
No Criteria Score Frequency Percentage
2 Very good 41-50 1 4%
3 Good 31-40 3 12%
4 Fair 21-30 1 4%
5 Bad 0-20 20 80%Total 25 100%
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Table 4.2 The Rate Percentage of Mechanic of the Pre-test
No Criteria Score Frequency Percentage
2 Very good 41-50 0 0
3 Good 31-40 2 8%
4 Fair 21-30 5 20%
5 Bad 0-20 18 72%Total 25 100%
Table 4.3 The Rate Percentage of the Pre-test
No Classification Score Frequency Percentage
1 Excellent 96-100 0 0
2 Very good 86-95 0 03 Good 76-85 1 4%
4 Fairly good 66-75 1 4%5 Fair 56-65 2 8%6 Poor 46-55 1 36%7 Very poor 0-45 20 48%
Total 25 100%
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Figure 4.1 The Rate Percentage of the Pre-test
Based on the Table 4.3 and figure 4.1 percentage of the students pre-test.
above shows that no one from the total number of the students who got excellent
score, very good score, and poor score. The other, there were 1 (4%) student from
the total number of the students who got good score, 1 (4%) student who got fairly
good score, 2 (8%) students who got fair score, 1 (4%) student who got poor score
and 20 (80%) students who got very poor score. From the result, it can be
concluded that the students’ writing ability achievement on pre-test were low
because 20 (80%) students from 25 total number of the students who got very
poor score.
Excellet Very good Good Fairly good Fair Poor Very poor
0% 0% 4% 4% 12% 36% 48%
Frequency Percentage (%)
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Table 4.4 The Rate Percentage of Content of the Post-test
No Criteria Score Frequency Percentage
2 Very good 41-50 3 12%
3 Good 31-40 22 88%
4 Fair 21-30 0 0%
5 Bad 0-20 0 0%Total 25 100%
Table 4.5 The Rate Percentage of Mechanic of the Post-test
No Criteria Score Frequency Percentage
2 Very good 41-50 0 0%
3 Good 31-40 24 96%
4 Fair 21-30 1 4%
5 Bad 0-20 0 0%Total 25 100%
Table 4.6 The Rate Percentage of the Post-test
No Classification Score Frequency Percentage
1 Excellent 96-100 0 0%
2 Very good 86-95 0 0%
3 Good 76-85 5 20%4 Fairly good 66-75 0 0%5 Fair 56-65 20 80%6 Poor 46-55 0 0%7 Very poor 0-45 0 0%
Total 25 100%
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Figure 4.2 The Rate Percentage of the Post-test
Table 4.6 and figure 4.2 above shows that in post-test, there were 5 (20%)
students got good score and 20 students got fair score (80%). Based on the result
above, it can be concluded that the rate percentage in the post-test was higher than
the rate percentage in pre-test.
Based on the result above, it can be concluded that the rate percentage in
the post-test was higher than the percentage in pre-test.
Excellet Verygood
Good Fairlygood
Fair Poor Verypoor
0% 0% 20% 0%80%
0% 0%
Frequency Percentage (%)
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2. The mean score and the improvement of Pre-test and Post-test
Table 4.7 The Mean Score and the Students Improvement of Pre-test and Post-
test
Test Mean Score Improvement
Pre-test 42.6%69%
Post –test 72.36%
Based on the table 4.7. above, it showed that the mean score of the
students in pre-test were 42.6%. Little of the students were got good score in
writing narrative test, after the researcher gave treatment by using story circle and
the score of the students’ had improved. It showed that the mean score of the
students in post-test was 72.36%.
The result of pre-test and post-test had improvement which was 69%. The
data showed that using story circle in teaching writing narrative could improve the
students’ writing narrative ability.
3. Hypothesis testing
The researcher had used t-test analysis on the level of the significance (p)
0.05 with the degree of freedom (Df) = N-1, where N = number of students (25
students) and then the value of t-table was 2.064. The t-test statistical analysis for
independent sample was applied. The following table showed the result of t-test
calculation.
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Table 4.8 The t-Test Analysis of The Students’ Improvement
No. t-Test Value t-Table Value Description
1. 12.79 2.064 Significance
The table 4.8 above showed that t-test value of writing narrative was greater
than t-table value (12.79 > 2.064). It meant that there was significance difference
between the students’ writing narrative ability before and after researcher used
story circle in teaching writing narrative at the eight grade students of SMP
Negeri 1 Sungguminasa Kab. Gowa . It was show that the null hypothesis (H0)
was rejected and the alternative hypothesis (H1) was accepted.
B. Discussion
This part presents a discussion dealing with the interpretation of the
research findings derived from the result of the Effectiveness of Story Circle to
Improve Students Writing Ability. The description of the data collected through
writing test. It was supported by the score frequency and rate percentage in the
result of the students’ before and after applying Story Circle. They are explained
as follows:
1. The students’ writing Ability before applying Story Circle.
Based on the data, the rate percentage and score frequency of the
students’ before applying Story Circle showed that no one from the total number
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of the students who got excellent score, very good score, good score and fairly
good score. The other, there were 3 (12%) students from the total number of the
students who got fair score, 9 (36%) students who got poor score and 12 (48%)
students who got very poor score.
2. The students’ writing Ability after applying Story Circle.
Based on the data, the rate percentage and score frequency of the
students’ after applying story circle, there were 5 (20%) out of 25 students got
good score, 20 (80%) students got fair score. Based on the result above, it can be
concluded that the rate percentage in the post-test was higher than the rate
percentage in pre-test.
3. The difference of the students’ writing ability before and after applying
story circle.
Based on the previous page, there was a significance difference of the
students’ writing ability before and after applying story circle. The mean score of
the students’ writing ability before applying story circle was 42.6 and the mean
score of the students’ writing ability after applying story circle was 72.36. It
shows that the mean score of the students’ writing ability after applying story
circle is higher than the mean score of the students’ writing ability before
applying story circle.
The value of the t-test was higher than t-table value (12.79>2.064). Based
on the result of t-test, the researcher found that there was a significant difference
41
between the result of the students’ writing ability before and after applying story
circle.
Based on the data above, the researcher concluded that using story circle
in teaching writing could imporve the students’ writing ability, because before
implementing this approach the students’ writing ability still low, but after
implementing this approach the students’ writing could increase the students
ability.
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CHAPTER V
CONCLUSION AND SUGGESTION
This chapter deals of two parts. The first part is conclusion based on the
research findings and discussions. The second part was suggestion based on the
conclusion.
A. Conclusion
Based on the finding and discussion in the previous chapter, the researcher
concluded as follows:
1. The students’ writing narrative ability before applying story circle was poor. It
was proved by the result of the pre-test. No one of the students got, excellent,
very good, good, and fairly. The categorized of the students’ writing narrative
before applying story circle was fair, poor, and very poor classification. There
were 3 (12%) students’ in fair classification, 9 (36%) students’ in poor
classification, and 12 (48%) students’ in very poor classification.
2. The students’ writing narrative ability after applied story circle was improved.
It was proved by the result of the post-test. The rate percentage and score
frequency of the students’ writing narrative in post-test was categorized good,
and fair classification. There were 5 students’ (20%) in good classification, and
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20 students’ (80%) in fair classification. Thus, the researcher concluded that
the students’ writing narrative ability was improved after applied story circle
from very poor to good classification.
3. The story circle was effective to improve the students’ writing narrative, it was
proved by the result of the mean score of the students’ post-test was higher
than the mean score of pre-test.
The effectiveness of story circle to improve students writing ability at the
eighth grade students’ of SMPN 1 Sungguminasa was proved by the result of the
mean score of the students’ post-test was higher than the mean score of pre-test.
B. Suggestion
Based on the conclusion above the researcher would like to give some
suggestions to the English teacher, the students (learners), and the next
researchers as follows:
1. For the English Teacher
a. The effectiveness of story circle to improve students writing ability, the
teacher should give more guidance and motivation.
b. It is suggested that the teachers, used Story Circle as one alternative among
other teaching methods that can be used in teaching writing narrative ability.
c. The teachers should be creative in teaching English especially writing
because to be master English it needs more strategy, technique, method or
approach in improving the students’ writing narrative ability.
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2. For the Students (learners)
a. Students need practice and learn more not only in the informal education,
but also the formal education to improvement their writing narrative ability.
b. The effectiveness of story circle to improve students writing ability, because
it is interesting and efecient to improve the students’ writing narrative
ability.
3. For the next Researchers
a. For the next researcher to improve the students’ writing ability, should
create another method, strategy or technique which would to applicated in
the classroom in order to make students more active and interesting in
learning English.
b. The result of this research can also be used as an additional reference or
further research with different discussion for the next researchers.
c. For the next research using story circle in researching other materials.
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CHAPTER IV
FINDING AND DISCUSSION
This chapter deals with the finding of the research and discussion of the
research. The findings of the research cover the result of the data collected
through the pre-test and post-test.
A. Findings
1. The rate percentage of the students’ pre-test and post-test
The findings of the research deals with the students’ score of pre-test and
post-test, the frequency and rate percentage of the students score, the mean scores
and the students improvement of pre-test and post-test, and hypothesis testing.
These findings were described as follows:
Table 4.1 The Rate Percentage of the Pre-test
No Classification Score Frequency Percentage1 Excellent 9.6-10 0 0