The Discussions of the Research Findings
B. The Discussions of the Research Findings
Based on the result of hypotheses testing of the research, finally, it is concluded that there is a significant effect of Modelled Writing on the students’
ability in writing skill at the eighth grade of SMP Negeri 1 Ulugawo in 2015/2016. The following is some important discussion related to the research findings to make the research more meaningful.
1. The Common Response of the Research Problem
The common response of the main problem of the research is that there is a significant effect of Model led Writing on the students’ ability in writing skill at the eighth grade of SMP Negeri 1 Ulugawo in 2015/2016. The response is based on the formulation of the problem as discussed in Chapter I.
Since the researcher is conducted, the researcher expects the progression of the students’ learning outcome especially in implementing Modelled Writing on teaching writing. Recognizing to the students’ ability of the both classes of the
research samples was low before treatment. When pre-test was held, the researcher noticed that the mean of students’ score of both class (either experimental or control
class) was lower than MCC score and included on bad criterion. Most students were lack of vocabulary and get difficulties in expressing their idea onto their paper, it was difficult for them to start to write and more to develop the writing topic itself. Afterwards, the researcher decided to treat both class by teaching them with two different models of teaching. The researcher taught the students of experimental by applying Modelled Writing while the students of control class had been taught through Conventional Teaching. The researcher taught the students in two meetings
only. After the last teaching, the researcher performed post-test to the both class. Fortunately, the result of post-test data calculation showed the progression of the
students’ ability for both classes and it was indicated that the students’ problem in writing had been solved. The mean of students’ score of both classes was higher than
MCC score and promoted the successful of teaching-learning activity. However the mean of students’ score of experimental class was higher than the mean of students’
score of control class (78>71) and included in good criterion, while the students’ ability of control class itself included on good enough criterion. This condition
promoted value that there was significant effect of Modelled Writing on students’ ability in writing skill especially in writing recount text.
Follow on, based on the calculation of hypotheses testing, it shows that T count is higher than T table (2.425 > 2.002). Finally, it can be said that H 0 is rejected and H a
is ACCEPTED.
2. The Analysis and Interpretation of the Research Findings
Based on the computation of pre-test data, the researcher got that th e students’ ability in writing recount text was lower and unsuccessful if it was confirmed to the MCC score. According to the data calculation, the students’ mean score of experimental class was 45 which was included on bad criterion; while the students’ mean score of control class was 47 which was included also on bad criterion. Based on the pre- test result, the researcher identified some roots of the students’ problem in writing. Most students were lack of vocabulary and get difficulties in expressing their idea onto their paper, it was difficult for them to start to write and more to develop
the writing topic itself. Besides, the using of Conventional Teaching in teaching- learning process was also made the students untrained in writing activity itself. After pre-test, the researcher treated the both class with teaching them with different teaching model. The researcher taught the students of experimental class by using Modelled Writing, while the students of control class was taught through Conventional Teaching.
During treatment, the researcher promoted Modelled Writing on teaching the students of experimental class as the best way to express idea in written text form. The researcher clarified the material teaching and model about the writing itself before asking the students to write certain decided topic. The researcher let the students feel how natural of writing itself start from the first draft till the final writing. In modelling, the researcher shown the students that the writing itself should followed to some stages like prewriting, drafting, revising, rewriting and publishing. The researcher shown the students every action should be done during the stages itself. After modelling session the researcher asked the students to write a personal recount text related to their past experience or event that happened in the last time based on the modelling that was demonstrated by the researcher before. Thus, through teaching, the researcher helped the students to feel free in writing without hesitation or burdens on mind. Moreover, understanding the teaching material helped them also to master about the organization of good writing, the using of correcting grammar, punctuation, spelling, cohesion and the importance of vocabulary. Fortunately, the students’ ability had positive progression after treatment that can be seen on their mean score. In addition, the atmosphere of teaching-leaning process in the classroom
was more alive because the students’ writing skill was trained through appropriate teaching model. Thus, the students can write correctly after treatment.
Lastly, the researcher performed post-test after treatment and noticed for the progression of the students’ ability. The mean of the students score of experimental
class in post-test was higher than the mean of the students score in pre-test (78>45). Reflecting also to the students’ evaluation sheet, the researcher saw that actually the
students had progression in writing skill. In other words, the progression shown that the students can wrote correctly than before with good organization. Their vocabulary mastery was higher than before also even they still had weakness in grammar composition. In addition, the students’ ability of control class also had progression like as the students of experimental class. The mean of their scores also had progression. The mean of their score in post-test was higher than the mean of their score in pre- test (71>47). However, the mean of students’ score of experimental class in post-test was still higher than the mean o f students’ score of control class (81>66) even in pre- test the mean of students’ score of experimental class was lower than the mean of students’ score of control class (45<47). Luckily, the average of students’ ability of experimental class was higher th an MCC and included on “good” criterion, while the average of students’ ability in control class was also higher than the MCC and included on “good enough” criterion (78<63>71). Based on the computation
before, so the researcher concluded that implementation of Modelled Writing in teaching writing had a significant effect on the students’ ability in writing skill
especially in writing personal recount text.
3. The Research Findings versus the Latest Related Research
The using of Modelled Writing in teaching also had been ever conducted by Wulandary (2012) which was entitled improving students’ writing skill using
Modelled Writing Technique (a classroom action research at the seventh grade students of SMP Negeri Sragen Bilingual Boarding school in 2011/2012 academic year). The latest related research focused on improving the students’ ability in writing
skill at the seventh grade of SMP Negeri Sragen Bilingual Boarding school in 2011/2012 which was concentrated to the descriptive text as the teaching material. In conducting the latest related research, its researcher applied Classroom Action Research as research method. The subject of the latest related research were the students of the seventh grade of SMP Negeri Sragen Bilingual Boarding school which was located Jl. Gemolong Asri No. 1, Sragen which was consisted of 28 students. The students’ problem were they could not achieve the MCC. So, the result of the latest
related research shown that the average score of students in pre-test were 68.43 it means by using Modelled Writing Technique improved the students’ ability in writing skill. Moreover, Modelled Writing itself was effective to be used in teaching writing.
Besides, there were some differentiation between the research and the latest related research. The research was entitled on the effect of Modelled Writing on
students’ ability in writing skill at the eighth grade of SMP Negeri 1 Ulugawo in 2015/2016. The research was concentrated to the personal recount text as the teaching material. In conducting the research, the researcher applied quantitative research as the research method. Population of the research was the eighth grade students of SMP
Negeri 1 Ulugawo in 2015/2016 that was consisted of three classes while samples were consisted of two classes (experimental and control class) which were consisted
of 60 students. Based on the computation data of the research, the students’ score of experimental class was 45 and in control class was 47 in pre-test. However, in post-
test the students of experimental class got 78 and control class got 71. So, it shown that there was significant effect of Modelled Writing on students’ ability in writing
skill at the eighth grade of SMP Negeri 1 Ulugawo in 2015/2016. These result shown that the students’ problems in writing were solved, moreover, their ability in writing
skill had been progressed.
4. The Research Findings Implications
Regarding to the result of the research findings, it has implications as follows.
a. Modelled Writing helps the students to express their idea in written text language correctly.
b. Modelled Writing solved the students’ problem in writing as the problem of the research as identified in Chapter I.
c. The implementation of Modelled Writing in teaching writing affected to the students’ writing skill especially to the Minimum Competence Criterion
achievement which is concentrated to the personal recount text as the writing topic.
d. Since the result of the research shows the significant effect of the implementation of Modelled Writing on the students’ ability in writing skill especially in writing
recount text, it can be proved and the stepping stone for the English teacher to use the method when teaching writing to the students.
e. From the research, the readers know that Modelled Writing is included as an effective model in teaching writing.
f. The result of the research can be used for further researchers when conducting the same or relevant research.
g. The result of the research also is golden experience of the researcher.
5. The Research Findings versus Theory
After getting the result of the research, the researcher compared it with a theory written by expert. Stead and Hoyt (2012:13) writes that Modelled Writing is a forum for sharing a broad range of genres, interesting sentence formations, sizzling interjections, and well-supported arguments. This definition stated that actually Modelled Writing allowed the students to share ideas of broad range of genres publicly, interesting sentence formations, sizzling interjections, and well-supported arguments. Yet, in fact, when the researcher conducted the research, he only focused on sharing idea especially in writing personal recount text without exploring more widely about broad range of texts, sentence formations, and sizzling interjections and.
In summary, the theory above did not run well absolutely in the field. It also sometimes functionless that can be said as weaknesses. Thus, the theories as explained before showing the contradiction with the research findings. However, the result of the research solved the students ’ problem in writing and proved that there is significant effect of Modelled Writing on the students’ ability in writing skill especially in writing recount text.
6. The Analysis of the Research Findings Limitations
The analysis and the research findings limitations that should be considered on the research as follows.
a. In conducting the research, personal recount text that were suitable for the students at the eighth grade of SMP Negeri 1 Ulugawo was used as the teaching material or topics given in the research. The different result may be found if it was given to the students in different school even in the same grade or class.
b. Since applying Modelled Writing, not all aspects of writing were modelled. The different result may be found if all aspects of the writing itself were modelled in teaching writing to the students.
c. There are four meetings taken in conducting the research, two meetings for test (pretest and posttest) and two meetings more for treatment. The result of the research might be different if the number of meeting of the research is reduced or added.
d. Some of students did not come to school when demonstration session was conducted.
e. The researcher got difficulty to control the students’ activities that was noisy and go out and in when demonstration session or when evaluation activity is conducted.
f. The researcher had the limitation in comparing the theories in getting the result findings of the research.