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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher would like to present the implementation of jumbled words in SMA Santo Mikael Sleman, the improvement of the students’
ability to construct simple sentences, and other findings.
A. The Implementation of Jumbled Words in SMA Santo Mikael Sleman
The researcher conducted Classroom Action Research in two cycles. However, before the implementation, the researcher conducted the preliminary
study to ensure the problem of the students’ ability to construct simple sentences by asking them to write news item text. After having ensured the students’
problem, the researcher implemented jumbled words as solution to improve the students’ ability to construct simple sentences.
In this part, the researcher would like to present the preliminary study and the implementation of jumbled words in two cycles.
1. Preliminary Study
The researcher did preliminary study before she implemented the action. She did it on April 23, 2012. She took a role as a teacher and taught reading-
writing skills of news item. The time allocation was 80 minutes. There were 16 students in XB class. However, there were four students who did not join the class
since two students were absent during that day because of the school’s policy that had to be fulfilled, while the others were sick.
40 In the preliminary activities, the researcher firstly focused on the reading
skill for 40 minutes. She talked about news item and distributed the model of news item text. After that, the students stated true or false in some statements
given by the researcher based on the text. After the researcher and the students discussed together the answers, the researcher began to focus on the writing skill.
The researcher asked the students to write news item text. They could choose the topics which were given. The topics were sport events, criminal, education,
technology, contest, and tragedy. After they had finished, they submitted their writing products to the researcher.
After they had submitted their writing products, the researcher started to identify the problem faced by the students by analyzing them. It was really clear
that they had difficulties to construct sentences, even in the simple sentences. Most of the sentences were missing a subject and a finite verb. They did not write
simple sentences correctly. Because they did not convey a complete thought, the sentence error which commonly appeared in the students’ sentences was the
sentence fragment. These are the sentences that the students wrote. The names of the students
were changed into the name of countries. It was aimed to keep the students’ privacy and to avoid racism.
England -
Information from Television. It was missing a verb -
Visited the scene on Sunday. It was missing a subject -
Accompanied by senior officials. It was missing a subject
41 Vietnam
- Now in Indonesian wonderful. It was missing a subject and a verb
- Example: Handphone, computer, dll. It was missing a subject and a
verb. She also wrote etc in Bahasa Indonesia ‘dll’
Wales -
The many childrens down old. It was missing a verb -
The criminal in Indonesia very publication is Televisi. It was difficult to understand
- Banyak anak dibawah umur yang diperkosa akibat pemikiran seseorang
yang kurang waras. The student wrote in Bahasa Indonesia
Most of them had difficulties to construct the simple sentences, even one of them wrote the text in Bahasa Indonesia. Moreover, according to 63.64
students taken from the questionnaires, the students thought that constructing sentences was difficult. It meant most of XB students failed to construct simple
sentences correctly. In the questionnaires, the researcher asked them about the difficulties they
faced when they were asked to write a story in English. The difficulties that they faced were constructing sentences 4 students, translating from Bahasa Indonesia
to English 4 students, defining the verb 1 student, lack of vocabulary 2 student, and no difficulties 1 student. Each student had hisher own obstacle in
the writing skill. The students lacked ability to construct simple sentences. It could be seen
from
table 4.1.
The average of the error percentage in students’ writing products was 58.33. It meant that the percentage of the students’ correct sentences was
only 41.67 in this preliminary study.
42
Table 4.1. The Error Percentage in the Students’ Writings of Simple Sentences in the Preliminary Study
No. Name of the
Student Number of
wrong sentences
The sum of sentences
The percentage of errors in students’ writings
preliminary study
1. Albania
6 6
100 2.
Angola 3.5
6 58.33
3. Bolivia
- -
Absent 4.
Brazil 2
3 66.67
5. Canada
1.5 4
37.5 6.
Denmark 1
1 100
7. England
4.5 7
64.29 8.
Finland -
- Absent
9. France
1 10. Japan
- -
Absent 11. Oman
1.5 4
37.5 12. Romania
4.5 9
50 13. Russia
- -
Absent 14. Venezuela
2 15. Vietnam
6 7
85.71 16. Wales
4 4
100 Average
percentage: 58.33
43 By conducting the preliminary study, the researcher could obtain
information about the students’ conditions and situations from the field notes. Observer A wrote:
“They began to talk to their friends and they went outside the class. Some of the students just sat at their seat, they looked confused and did not do
anything. The situation of the class became noisy. They talked each other and they were not enthusiastic to write a news item text. The researcher
motivated the students to write. She asked the students to write and concentrate again. It could be seen from the students’ behavior that they
needed something fun to grab their attention.” Field note in the preliminary study, see appendix 4
They felt bored easily. They needed something new and interesting in their learning activities. As a result, they had willingness to learn in which they enjoyed
the teaching and learning process in the classroom.
2. First Cycle
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