To check whether or not the difference between two means of the experimental group and the control group is statuscially significant, the
obtained t-value should be consulted with the critical value in the t-table. The hypothesis of this research states that :
Ha :
There is a significant difference in students’ English writing recount
text taught by timeline strategy and traditional technique at the first year of SMA Hidayatul Ummah Surabaya.
Ho :
There is no significant difference in students’ English writing
recount text taught by timeline strategy and traditional technique at the first year of SMA Hidayatul Ummah Surabaya.
Before the experiment is conducted, the level of significance should have been decided first, so the decision making would not be influenced
by the result of the experiment. In this experiment, there are 18 students as experimental group and
18 students as control group. The number of the both groups is 36 students.
From the number we can know that degree of freedom is 34, which is obtained from the formula n1+n2-2=34. Then the score of db was
assessed on table by significance level 5. T-table score was 2.00. It can be seen that t-value t table at a significance level of 5. It
was mean that alternative hypothesis was accepted and approved or
rejected the null hypothesis. So, there was improvement English writing achievement between experimental group was taught by timeline strategy
and control group who was taught by traditional technique. The obtain t value is 12,35 so the t value is higher than t table 2,04. It is concluded that
“there is significance effect of timeline strategy on improving students’ writing skill in recount text”.
C. Discussion
This section is intended to discuss the research findings. All data collected from the research instrument provides information about the object
in this research. This research was about the effect of timeline strategy to improve students
’ writing ability. Timeline strategy is one of the ways
to improve students’ writing ability in recount text. Sue Palmer stated that timeline was chosen to represent
recount because it is simple, clear indicator of chronological order using left right as an indicator of time passing, and visually to remember.
45
Timeline strategy is also able to re-organize student event in one line, it easier to understand and to write into a piece of writing text. While teaching through
timeline strategy, the teacher let students to write their ideas in one line, it helps students to brainstorm their ideas then develop their ideas into their own
writing.
45
Palmer Sue, How to Teach Writing
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
CHAPTER V CONCLUSION AND SUGGESTION
This chapter is discusses the final conclusion of the research which was conducted in the first year students of SMA Hidayatul Ummah Surabaya. The
researcher gave result of the research to answer the problem for questions in the first chapter and also to give some suggestions that maybe useful for English teacher and
for the next researcher when they use timeline strategy as media teaching recount text in the first year students of senior high school.
A. Conclusion
In this study, the researcher applied timeline strategy in teaching writing recount text for first year students of senior high school at SMA Hidayatul Ummah
Surabaya. In this research, the researcher used two classes as experimental and control group. Experimental group was taught by using timeline strategy to improve
students; writing ability. Timeline strategy was never applied in that school before, especially in writing recount text. Firstly, the researcher gave the pretest for both
groups to make sure that both of classes had same ability. The next step, the researcher compared the result score of the pretest between experimental and control
group, to know that both of groups had relatively same ability. For knowing the effect of timeline strategy, the researcher compared the
posttest score and means score between experimental and control group. The result
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
described that group who was taught by using timeline strategy had higher achievement than who was not taught by using timeline strategy. Then the researcher
tested independent sample t-test.. Based on the result of normality test explained that the final score described that timeline strategy was effective for teaching writing
recount text, because the significant value was lower than critical value, while the value t-test was higher than t-table.
From the result above, the researcher could prove that timeline strategy can motivate students in learning writing recount text and also can help English teacher to
use timeline strategy as a good media in teaching recount text.
B. Suggestion
1. For teacher
The researcher suggest for teacher to use appropriate media related to material to motivate students and catch students’ interest in accepting material, and also to
anticipate students; boredom in learning process. So, the students can be active and creative in developing their ideas.
2. For the next researcher
The researcher suggests for the next researcher who want to use this teaching media, it is better for them to conduct their research on the implementation of
timeline strategy which is not only in recount text but also in other genre text and other skills. The researcher also suggest for making the study in different subjects and
location on order to strength the previous research.
