Based on Parametric test presented in Table 4.20 below, with the Pearson correlation obtained r 0.623 the asymptotic significance of the data of creative
thinking ability and writing recount text skill is lower than 99 level of confidence p0.010=0.0010.010, so H
a
is accepted, and H is rejected. In other
words, there is a significant relationship between creative thinking ability and students’ writing recount text skill.
Table 4.20 Parametric Test of Creative Thinking Ability and Writing Recount Text Skill
Final_Score_Writing Final_Score_CT Final_Score_Writing
Pearson Correlation 1
.623 Sig. 2-tailed
.001 N
26 26
Final_Score_CT Pearson Correlation
.623 1
Sig. 2-tailed .001
N 26
26 . Correlation is significant at the 0.01 level 2-tailed.
Beside the hypotheses testing conducted above, it is pondered important to reveal the determination coefficient, overall testing of the relationship by using t-
test, and simple regression analysis. 1. Determination Coefficient
The contribution of the independent variable x, i.e., creative thinking ability, towards the dependent variable y, i.e., writing recount text skill, is
investigated through determination coefficient r
2
. The result of r
2
is shown by the Model Summary of the two variables presented in Table 4. 21 as follows:
Table 4.21 Model Summary of Creative Thinking Ability and
Writing Recount Text Skill
Model R
R Square Adjusted R
Square Std. Error of the
Estimate 1
.623
a
.388 .362
10.803 a. Predictors: Constant, Final_Score_CT
Based on model summary of the two variables shown in Table 4.21 above, the r
2
obtained is 0.388 which means that 38.8 variance of students’ writing recount text skill is explained by variance of the independent variable, i.e.,
creative thinking ability. 2. Overall Testing of the Relationship between the Two Variables
To generalize the previous result of correlation coefficient r obtained to the population, the significance of r should be tested by employing t-test. The
formulated hypotheses that are tested by t-test are as follows: -
Null hypothesis H : There is no significant relationship between creative
thinking ability and students’ writing recount text skill. -
Alternative hypothesis H
a
: There is a significant relationship between creative thinking ability and students’ writing recount text skill.
The statements of the hypotheses above are converted into the statistical hypotheses are as follows:
- H
: μ
1
= μ
2
or if t
counted
t
table
, H is accepted, and H
a
is rejected. -
H
a
: μ
1
≠ μ
2
or if t
counted
t
table
, H
a
is accepted, and H is rejected.
When SPSS program is utilized, the statistical hypotheses above are described as follows:
- H
: β = 0 or if p 0.01, H is accepted, and H
a
is rejected at 99 level of confidence.
- H
a
: β ≠ 0 or if p 0.01, H
a
is accepted, and H is rejected at 99 level of
confidence. The t-test result is presented through ANOVA represented in Table 4.22 below:
Table 4.22 Coefficients
a
of Creative Thinking Ability and Writing Recount Text Skill
Model Unstandardized Coefficients
Standardized Coefficients
t Sig.
B Std. Error
Beta 1
Constant -17.012
18.052 -.942
.355 CT_Total
1.307 .335
.623 3.899 .001
a. Dependent Variable: Writing_Total
Based on Table 4.22 above, with t
counted
obtained 3.899 the asymptotic significance of the data of creative thinking ability and writing recount text skill is
lower than 99 level of confidence p0.010=0.0010.010, so H
a
is accepted and H
is rejected. In other words, there is a significant relationship between creative thinking ability and students’ writing recount text skill.
3. Simple Regression Analysis The simple regression analysis is conducted to estimate the value of one
variable through the other variable. The simple regression model equation consists of Ŷ=a+bX. Based on Table 4.22 above, the estimated regression model obtained
are Ŷ=-17.012+1.307X.
B. Discussion
This section discusses the data description comprising the subjects of the study and the relationship between creative thinking ability and writing recount
text skill explained in the previous sections. First, in general from the three accumulated sections of creative thinking
ability tests conducted, most of the eleventh grade students’ creative thinking ability is found to be categorized as emerging or expressing.
In the first section of creative thinking ability test, with the mode of 65 and mean of 53.53 see Table 4.5, most of the students are categorized as expressing
because most of their scores are above the average score. In addition, in the second section, most of the students’ creative thinking ability is categorized as
emerging because most of their scores are at or near the average score which is indicated by the mode of 53 and the mean of 49.29 see Table 4.7. In the third
section of creative thinking ability test, most of the students’ creative thinking ability is categorized as excelling because most of them obtain higher scores than
the average score indicated with the mean of 68.99 and mode of 88.00 see Table 4.9.
From the three sections of creative thinking ability, the students are considered to tend to have more strengths on creative problem solving and
metaphorical thinking indicated by their scores as they deal with the test section 1
which assesses their creative thinking ability to solve the problems encountered and section 3 which gauges their creative thinking ability in terms of making
analogies, yet they tend to have weaknesses in terms of section 2 which assesses their divergent thinking. Their weak result on section 2 may derive from its
proportion in comparison with the other sections of the tests in which section 2 have the most proportion i.e. 60 of all the remaining section tests. As further
investigated, most of the students in section 2 have low result in terms of originality; originality is considered as the difficult part indicated by the mean of
3.76 raw score found see Appendix XIII. Shively points out that originality as the aspect which is considered as the most difficult to describe, find or achieve in
creativity and she further explains that risk taking is required in terms of originality.
1
Based on Shively’s view above, it is not surprising that most of the subjects in this study may not be easy to produce ideas which can be considered as
original because it may not only relate to the cognitive aspect that belongs to the students, e.g., wide insight of things related to the test item, but their also
psychological trait, e.g., dare to take risks or think out of the box without being fearful that their answers on the test do not make sense or are considered wrong.
In addition, in terms of writing recount text skill, most of the students are still have low skill indicated by most of the students who obtain score under the
average score; in this case, it is found that the mode obtained 50 is under the mean obtained 52.88 see Table 4.17. Furthermore, based on the score KKM Kriteria
Ketuntasan Minimum of the English subject i.e., 78 that prevails in the school, most of them is not considered to pass in the English subject, particularly in terms
of writing recount text. Next, the finding reveals that the creative thinking ability has a significant
relationship with the writing recount text skill. This is indicated by the Pearson’s coefficient correlation obtained r 0.623 and the asymptotic significance that is
lower than 99 level of confidence p 0.010. Also, based on the r score obtained, it can be interpreted that the relationship between creative thinking
ability and writing skill is high. Similarly, the overall testing by using t-test
1
Candace Hackett Shively, op. cit., p. 12.
reports the same result. In this case, with t
counted
obtained 3.899 the asymptotic significance of the data of creative thinking ability and writing recount text skill is
lower than 99 level of confidence p 0.010, so it is interpreted that statistically a significant relationship between creative thinking ability and
students’ writing recount text skill of the eleventh grade students of MA Khazanah Kebajikan Academic Year 20152016. This finding is corroborated by a
study conducted Wang who reports that a significant association is found between creative thinking and writing skill.
2
In addition to the relationship between creative thinking ability and writing, Grenville asserts that creativity and
imagination are indeed required in writing.
3
Therefore, students who are able to think creatively of what they are writing, they may generate any ideas in their
composition which lead to their good attainment in writing. Furthermore, based on the determination coefficient r
2
=0.388 obtained, creative thinking ability can be considered to have contribution of 38.8 towards
writing recount text skill. In other words, the writing recount text skill of the eleventh grade students of MA Khazanah Kebajikan Academic Year 20152016 is
influenced by 38.8 of their creative thinking ability, and it is influenced by 61.2 of other factors, for instance knowledge of grammar, sentence structure,
vocabulary, and so forth. As Hedge points out that one’s effective writing is not only built with the ideas and information that heshe generates and organizes, but
also it utilizes hisher knowledge of grammatical knowledge, the word choice or vocabulary, and sentence structure.
4
Moreover, in terms of basic regression equation i.e., Ŷ=a+bX, this study reveals that the regression equation for the two variables of this study is Ŷ=-
17.012+1.307X. From the equation, writing recount text skill Ŷ can be
estimated if there is value of creative thinking ability X. In this case, the value of b coefficient in X is positive 1.307, so if X goes up by one, Ŷ is estimated to go
up by 1.307.
2
Amber Yayin Wang, loc. cit.
3
Kate Grenville, loc. cit.
4
Tricia Hedge, Writing: Resource Books for Teachers, New York: Oxford University Press, 1990, p. 5.
C. Limitations
During this study was conducted, there were several matters and challenges that cause this study probably have some limitations. The initial
problem happened during the distribution of research instruments. In this case, as the researcher would like to distribute the research instruments, most of the
students who became the subjects of this study had been carrying out the Mid Semester Test, so he the researcher put off the distribution of the research
instruments. Similarly, the other days, when he wanted to collect the data, in fact the students had been carrying out LDKS Latihan Dasar Kepemimpinan
SiswaStudents’ Basic Leadership Training for several days at Depok. Likewise, the other following week, he also had to cancel the distribution of the research
instrument because in fact the authoritative people included the English teacher of the school in which this study was conducted, unexpectedly, should attended
teachers’ training in Tangerang. To sum up, this initial problem actually may derive from the minimal coordination and communication between the researcher
and the authoritative people of the school to discuss the appropriate time to distribute the research instruments.
The next matter relates to the raters that assessed the students’ responses of the instruments given. The researcher found that it was difficult to look for
some raters who were competent as well as were willing to assess the students’ responses of creative thinking test and writing test.
In addition, the number of participants of this study was small, namely only 26 students. Therefore, it may not be claimed that the findings of this study
can be generalized for a bigger population. It simply represented the nature of the eleventh grade students of MA Khazanah Kebajikan.
Another problem that the researcher found was the limited access to look for the resources needed. Also, the relevant studies that discuss creative thinking
ability and writing skill particularly in terms of the Indonesian educational context were difficult to be found, it was initially thought that there were also some
similar studies discussing these two variables in the Indonesian educational context, though.
