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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presented and discussed the findings of the research. This study was conducted to investigate two research problems as they were presented in the
first chapter. They were what the students’ perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu
were and what the class procedure of the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu was
A. The Students’ Perceptions on the Use of Text Modelling in Teaching Writing
to the Eighth Grade Students of SMP BPK Penabur Indramayu
The researcher presented the description of the students’ perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK
Penabur Indramayu taken from the distributed questionnaire, the observation checklist, and the interview an English teacher.
1. The Description of the Students’ Perceptions Based on the Questionnaire
The researcher presented the description of the students’ perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK
Penabur Indramayu based on the questionnaire in data presentation and discussion. In order to find out the perceptions on the use of text modelling in teaching
writing to the eighth grade students of SMP BPK Penabur Indramayu, the researcher distributed the questionnaire to the eighth grade students. In this research, the
33 questionnaire consisted of 13 close-ended questions and the questionnaire was
distributed on June 7, 2008 to the eighth grade students of SMP BPK Penabur Indramayu as the respondents and there were 20 students in that class. The students’
responses on the questionnaire represented the students’ perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur
Indramayu. The following are the descriptions of the students’ responses for each
statement were presented in the form of data frequency and data percentage. It was shown in table 4.1:
Table 4.1 : The Questionnaire Results of Students’ Perceptions
Frequency Percentage
No Statement SA A D SD SA
A D SD
1. I am able to write well by using the
text modelling. 9 11 0 0 45 55 0 0
2. Introducing the model in writing skill makes me
easy to write a better composition.
7 11 2 0 35 55 10 0
3. The teacher’s
explanations about text modelling are important
for the success in writing.
10 8 2 0 50 40 10 0
4. The teacher gives the spoken and written
explanations of text modelling.
7 13 0 0 35 65 0 0
5. Generic structure is important to make
English composition easier.
6 12 2 0 30 60 10 0
6. The use of text
modelling helps the processes in learning
writing. 6 14 0 0 30 70 0 0
34 7.
The use of text modelling helps me to
understand the better material of writing.
9 10 1 0 45 50 5 0
8. The teacher gives the sample of texts models
that are relevant to the topic.
12 8 0 0 60 40 0 0
9. The use of text
modelling encourages me to write a better
composition. 6 10 4 0 30 50 20 0
10. After getting the
teacher’s explanation of text modelling, I am
motivated to write a composition.
5 9 6 0 25 45 30
11 The use of dictionary is important to learn
writing, especially in a writing composition.
10 6 3 1 50 30 15 5
12. I am glad to write an English composition.
5 11 3 1 25 55 15 5
13. I am able to write an English composition
easily. 4 11 5 0 20 55 25 0
Table 4.1
showed the respondents’ responses on the statements for the students’ perceptions on the use of text modelling in teaching writing. The results of
the students’ perceptions on the use of text modeling were only taken from the students’ perceptions on the use of text modeling in teaching writing, particularly
teaching recount, as follows: statement number three concerned with the teacher’s explanations about text modelling were important for the success of the respondents’
writing. The result showed that for “Strongly Agree”, there were 50 or ten students who chose it. 40 or eight students chose “Agree”. For “Disagree”, there were 10
or two students who chose it. None of the students chose “Strongly Disagree”. The
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