Improvement of the Students’ Writing Skill

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4.2.1 Improvement of the Students’ Writing Skill

In conducting this experimental research, the pre-test and post-test were distributed in order to know the students’ ability in writing descriptive text. The result of each test showed improvements of the students’ ability in writing descriptive text. The percentage of the tests is shown in the following table. Table 4.9. The Result of Pre test and Post Test Average Scores of the Experimental Group based on Five Items Test Five Items Form Grammar Style Content Mechanic Pre ‐ Test 73.68 57.89 63.68 65.79 60.00 Post ‐ Test 88.11 75.68 83.78 83.24 78.38 The table above shows that there is an improvement in the post test and also in each aspect of writing, they are form, grammar, style, content, and mechanic. It can be seen that the students made improvements in all components of writing, it is shown as follows : 1 Students’ Form in Writing Talking about form, the students’ ability in organizing sentences into a good paragraph was so poor. They still produced simple and rather unorganized sentences. After being given the treatment by using Five-Minute Activity, the 87 72 73 74 75 Form Pre ‐Test Post ‐Test ability of the experimental group in organizing sentences was getting better than by using pictures. In the post-test, the students’ form in writing showed an improvement. The following table shows the results. Table 4.10 Students’ Writing Form Chart 4.5 Students’ Writing Form The students’ writing form improved. It can be proved by the pre-test score, 73,68, and the post-test score, 88,11. It meant the students had made 14,43 improvement. 2 Students’ Grammar in Writing Moreover, the student’s ability of the experimental group in comprehending grammar aspect was weak. The students in that group showed that they had poor ability in producing good structure. The given treatment influenced their grammar ability and gave contribution in improving their grammar comprehension. The result of the experimental group which was taught by using Five-Minute activities was higher than the control group. In the post-test, the students’ grammar in writing showed an improvement. The following table shows the results. Test Items Form Pre ‐Test 73.68 Post ‐Test 75.68 88 20 40 60 80 Grammar Pre ‐Test Post ‐Test Table 4.11 Students’ Writing Grammar Chart 4.6 Students’ Writing Grammar Many of them were poor in grammar of the text. In the post- test, there was an improvement. The pre-test score was 57.89 and the post-test was 75.68. It meant the students had made 17.91 improvement. 3 Student’s Style in Writing The students’ ability in mastering vocabulary was also poor. They did not use appropriate words in showing their ideas on the written products of their pre- test. In the post-test, the students’ style in writing showed an improvement. The following table shows the results. Table 4.12 Students’ Writing Style Chart 4.7 Students’ Writing Style Test Items Grammar Pre ‐Test 57.89 Post ‐Test 75.68 Test Items Style Pre ‐Test 63.68 Post ‐Test 83.78 89 50 100 Content Pre ‐Test Post ‐Test Many of them were poor in style of the text. However, in the post- test, there was significant improvement. The pre-test score was 63.68 and the post-test was 83.78 It meant the students had made 20.1 improvement. 4 Students’ Content in Writing The students’ ability in producing good content in writing was generally weak. In the pretest, they could not understand what they had to do, so they only produced very simple sentences. The treatment given to the experimental group was able to improve their vocabulary and their ability in combining content as well. Five-Minute Activities provided showed them many new vocabularies related to the topics. Using Five-Minute Activities was also able to stimulate their creativity in building their ideas and constructing good written content. In the post-test, the students’ content in writing showed an improvement. The following table shows the results. Table 4.13 Students’ Writing Content Chart 4.8 Students’ Writing Content In the post- test, there was an improvement. The pre-test score was 65.79 and the post-test was 83.24 It meant the students had made 17,45 improvement. Test Items Content Pre ‐Test 65.79 Post ‐Test 83.24 90 20 40 60 80 Mechanic Pre ‐Test Post ‐Test 5 Student’s Mechanic in Writing In the post-test, the students’ content in writing showed an improvement. The following table shows the results. Table 4.14 Students’ Writing Mechanic Chart 4.9 Students’ Writing Mechanic In the post- test, there was also an improvement. The pre-test score was 60.00 and the post-test was 78.38 It meant the students had made 18.38 improvement. The mean of the pre-test of the experimental group was only 64,11. It was lower than the criterion of the assessment from the minimal standard of the school that was 65. The mean of the post test was 79.68 which meant it is higher than the pre-test and higher than the standard score. It increased 15,58 point from the pre- test. In this test, the students could apply the use of Five-Minutes Activities in their writing. From those results, it could be concluded that the activities during the study ran well. In the end of the test, the students could eliminate their difficulties in writing, especially in writing descriptive text. The improvement of the students proved that Five-Minutes Activities is effective to be used in teaching writing a descriptive text to the seventh grade students of junior high school. Test Items Form Pre ‐Test 60.00 Post ‐Test 78.38 91

4.2.2 The Advantages and Disadvantages of Using Five-Minutes Activities