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application need more time because they were still many students who did not common using new media like a Launchora application.
c. Environment Factor and Unfavorable Situation
In addition the factors from students’ problem that disrupt the learning process were a class situation. Because of the learning process is
using new media sometimes they are really enthusiasm and make the class so crowded because they will learn about new media. So, the researcher
more challenges to handle the class because they are still at the eighth grade of junior high school. They are really interested in learning new media so,
they like make the condition of class become noisy.
B. Discussion
This research study was conducted the research study in SMP PGRI Wringinanom Gresik, then, the researcher analyzed the data by using SPSS
16.0 to test the difference between the experimental class which was taught using Launchora application media and the control class which was taught
using conventional teaching media. After conducting the research, the researcher found that there were several evidences which proved theories
that support the hypothesis that the researcher has formulated. The evidences were in the form of numerical data based on the analyzing
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process. The data were collected before pre-test and after post-test conducting the experiment in SMP PGRI Wringinanom, Gresik.
Before the further analysis about the using of Launchora application in writing descriptive text, firstly, the researcher conducted the
test. Validity test was used to test whether the instrument was appropriate to measure the student’s writing ability or not. After getting the students’ pre-
test and post-test score, the researcher found out the mean from the score of both classes. The mean from the data was use to found out the average
score from each classes. The next test to calculating the pre-test and post- test was normality test and homogeneity test. The normality test was used
to test whether the distribution of the research data consistent with the normal distribution. The homogeneity test was used to test whether the
variance of the data were homogeneous or not. The mean scores of the students who have been taught using
Launchora application experimental class was lower than the students who have been taught using conventional strategy control class. It can be
seen from the mean result from both classes see table 4.3 and table 4.4 above. Before getting the treatment, pre-test mean score for experimental
class was 61.6 and pre-test mean score for control class was 65.4. After getting different treatment both classes got different progress. It
can be seen from the mean score from both classes. The post-test mean score
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for experimental class was 85 and the post-test mean score for control class is 77.4. There was an improvement from both classes. But the experimental
class score which taught using Launchora application was higher than the control class score which was taught using conventional media.
Related to this, students learn the material in their own comfort and they are able to understand and can be practice about their writing using
Launchora application. Using combination of different sources and media
texts, images, audio, video, recording, Internet. Wider diversity of activities. Tools for the creation of individual and group projects. Learning
comes out of the classroom and teaching acquires a ubiquitous dimension. A friendlier environment of learning is provided, where there are fewer risks of
failing and learners can develop self-confidence with greater freedom to experiment and repeat as many times as needed. The students can publish
their writings with an authentic audience. They can share their learning and knowledge with students from other countries and become part of the global
web community by improving their digital literacy
1
. The students has much time to understand the material and looking
for another resources which is related to the topic at home. They can do it individually or with friends to share their idea and understanding about the
topic in Launchora application.
1
K. Beatty, English Teaching Lab, November 13, 2006. http:englishteachinglab.blogspot.com200611does-language-lab-improve-learning.html
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Based on the research findings, the result of this study shows that there is a significant difference in the descriptive writing scores between the
eighth grade students of junior high school who were taught by using Launchora application and those who were not. It can be seen by the post-
test score result, based on Mann Whitney U test, researcher found that the result of significance value Sig. is 0.000. It is smaller than the significance
limit Sig. α = 0.05 0.000 0.05. This fact simply rejected the null
hypothesis H which said “Using Launchora application in writing
descriptive text is not effective to improve students’ writing comprehension to the eighth grade students of junior high school” and accepted the
alternative hypothesis H
a
which said “Using Launchora application in writing descriptive text is effective to improve students’ writing
comprehension to the eighth grade students”.
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CHAPTER V :
CONCLUSION AND SUGGESTION
The objective of this study was to know the using Launchora application in writing descriptive text. This chapter presents the conclusion of
the findings and the suggestion related to the using Launchora application in writing descriptive text and the possible future research. In the conclusion,
the researcher concludes the result found in the study as has been explain in the previous chapter. In the suggestion, the researcher gives to the future
researcher.
A. Conclusion
