Data Analysis Technique Research Procedure

34 7. The use of text modelling helps me to understand the better material of writing. 9 10 1 0 45 50 5 0 8. The teacher gives the sample of texts models that are relevant to the topic. 12 8 0 0 60 40 0 0 9. The use of text modelling encourages me to write a better composition. 6 10 4 0 30 50 20 0 10. After getting the teacher’s explanation of text modelling, I am motivated to write a composition. 5 9 6 0 25 45 30 11 The use of dictionary is important to learn writing, especially in a writing composition. 10 6 3 1 50 30 15 5 12. I am glad to write an English composition. 5 11 3 1 25 55 15 5 13. I am able to write an English composition easily. 4 11 5 0 20 55 25 0 Table 4.1 showed the respondents’ responses on the statements for the students’ perceptions on the use of text modelling in teaching writing. The results of the students’ perceptions on the use of text modeling were only taken from the students’ perceptions on the use of text modeling in teaching writing, particularly teaching recount, as follows: statement number three concerned with the teacher’s explanations about text modelling were important for the success of the respondents’ writing. The result showed that for “Strongly Agree”, there were 50 or ten students who chose it. 40 or eight students chose “Agree”. For “Disagree”, there were 10 or two students who chose it. None of the students chose “Strongly Disagree”. The 35 result showed that most of the respondents needed the teacher’s explanations on the text modelling for the success in writing. Statement number six asked about the respondents’ responses whether the use of text modelling helped the processes in learning writing. The result showed that 30 or six students who chose “Strongly Agree”. For “Agree”, there were 70 or fourteen students who chose it. None of the students chose “Disagree” and “Strongly Disagree”. The result showed that the use of text modelling helped the respondents in writing process. Statement number seven concerned with the respondents’ responses whether the use of text modelling helped the students understand the better material of writing. The result showed that for “Strongly Agree”, there were 45 or nine students who chose it. 50 or ten students chose “Agree”. For “Disagree”, there were 5 or one student who chose it. None of the students chose “Strongly Disagree” as their responses on the statement seven. The result showed that most of the respondents understood the better material of writing by the implementation of text modelling. Statement number eight asked about the respondents’ responses on whether the teacher gave the sample of texts models which were relevant to the topic. The result showed that 60 or twelve students chose “Strongly Agree”. For “Agree”, there were 40 or seven students who chose it. None of the students chose “Disagree” as well as “Strongly Disagree”. The result showed that the teacher gave the texts models which were appropriate with the topic. 36 Statement number nine concerned for the respondents’ responses on whether the use of text modelling encouraged the respondents to write a better composition. The result showed that for “Strongly Agree”, there were 30 or six students who chose it. 50 or ten students chose “Agree”. For “Disagree”, there were 20 or four students who chose it. None of the students chose “Strongly Disagree”. The result showed that most of the students were encouraged to write a better composition by the use of text modelling. Nevertheless, there were also small number of students who had negative perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu. There were 10 or two students who had negative perceptions on the statement number three, the respondents felt that the teacher’s explanations about text modelling were not important for the success in writing skill. Then, there were 5 or only one student who did not have positive perception with the statement number seven, the respondent stated that the use of text modelling did not help her understand the better material of writing. Moreover, there were 20 or four students who had not agreed with the statement number nine, the respondents stated that the use of text modelling did not encourage them to write a better composition. Based on the data presentation and discussion on the result of the questionnaire, it can be concluded that generally, the students’ perceptions on the use of text modelling in teaching writing are positive. Most of the students had experienced on the use of text modelling well, thus the students were familiar with the use of text modelling.