The effectiveness of pixton to improve students' narrative writing ability at MTs Sabilul Muttaqin Pungging Mojokerto.

THE EFFECTIVENESS OF PIXTON TO IMPROVE

STUDENTS’

NARRATIVE WRITING ABILITY AT

MTS SABILUL MUTTAQIN PUNGGING

MOJOKERTO

THESIS

Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S.Pd) in Teaching English

By:

Mochamad Havit Cahyo Purnomo D35212051

ENGLISH TEACHER EDUCATION DEPARTMENT FACULTY OF EDUCATION AND TEACHER TRAINING SUNAN AMPEL STATE ISLAMIC UNIVERSITY SURABAYA

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ABSTRACT

Purnomo, M Havit Cahyo. (2017). The Effectiveness of Pixton to Improve Students’ Narrative Writing Ability at MTs Sabilul Muttaqin Pungging Mojokerto. English Department, Faculty of Education and Training, State Islamic University Sunan Ampel Surabaya. Advisor: M. Hanafi, M.Ag, M.A.

Keyword: Effectiveness, Pixton, Writing, Narrative text.

Writing is one of four skills which must be mastered by students. The purpose of writing is to communicate the writers’ ideas to the reader. Most of students in the 8 MTs class Sabilul Muttaqin had problems to communicate their idea into a text. The researcher was using pixton to determine the effect of pixton in improving students’ writing ability on narrative text. Pixton as medium of learning helps the students to bring out their ideas in writing and make them easier to organize the generic structure. The researcher was using quasi experimental method by taking two classes, 8A class as experimental class was taugh by using pixton medium and class 8B as control class was not taugh by using pixton medium. Data collection techniques on this research using tests. Test is obtained from pre-and posttest both classes. The researcher was using SPSS 24 program to analyze the students' pre-and posttest scores. Pretest was held to find out whether both of classes have the same ability or not in writing narrative text. Based on the result of independent t-test on the pretest, it can be seen that the value of the 2-tail sig is 0.109> 0.05. it’s means that there was no significant difference in experimental and control class. Therefor, the next step was treatment on both of classes. After doing the treatment, both of classes was held the posttest or final test. In posttest, the statistical analysis using independent t-test shows that the value of the 2-tail sig is 0.00 <0.05. Means that there was a significant difference between the experimental class and the control class. Therefore, the treatment using pixton was effective to improve students narrative writing text.

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ABSTRACT

Purnomo, M Havit Cahyo. (2017). The Effectiveness of Pixton to Improve Students’ Narrative Writing Ability at MTs Sabilul Muttaqin Pungging Mojokerto. Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Sunan Ampel Surabaya. Pembimbing: M. Hanafi, M.Ag, M.A.

Kata Kunci: Keefektifan, Pixton, Menulis, Teks Narrative.

Writing adalah satu dari 4 kemampuan yang harus dikuasai oleh siswa. Tujuan dari writing adalah untuk mengkomunikasikan ide dri penulis dalam bentuk tulisan kepada pembaca. Sebagian besar dari siswa kelas 8 MTs Sabilul Muttaqin mempunyai masalah untuk mengkomunikasikan ide mereka dalam sebuah tulisan. Peneliti telah menggunakan pixton untuk mengetahui efek pixton dalam peningkatan tulisan narrative text siswa. Pixton sebagai media pembelajaran membantu sisiwa untuk mengeluarkan ide-ide mereka ke dalam writing media ini membuat mereka lebih mudah dalam mengorganisasikan generic structurnya. Peneliti mengunakan metode experimental semu dengan mengambil 2 kelas, kelas 8A sebagai kelas experimental yang menggunakan media pixton dan kelas control yang tidak menggunakan media pixton. Teknik pengumpulan data pada penelitian ini menggunakan progam SPSS 24 untuk menganalisis nilai pretest dan posttest siswa. Pretest dilaksanakan untu mengetahui apakah kedua kelas mempunyai kemampuan menulis narrative text yang sama atau tidak. Berdasarkan hasil independent t-test pada pretest bias dilihat bahwa nilai 2-tail sig adalah 0.109> 0.05. hal ini bermaksud bahwa tidak ada perbedaan yang signifikan pad akelas experimental dan kelas control. Step yang selanjutnya adalah treatment kepada kedua kelas. Setelah melaksanakan treatment, kedua kelas melaksanakan posttest atau final test. Pada posttest menganalisis data dengan independent t-test diketahui bahwa nilai 2-tail-sig adalah 0.00<0.05. ini bermaksud bahwa ada perbedaan yang signifikan antara kelas experimental dengan kelas control. Berdasrkan hasil tersebut, maka treatment menggunakan media pixton efektif dalam meningkatkan kemampuan siswa menulis narrative text.

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TABLE OF CONTENT

THESIS ... I APPROVAL SHEET ... II EXAMINER APPROVAL SHEET ... III MOTTO ... IV DEDICATION SHEET ... V ABSTRACT ... VI ACKNOWLEDGEMENT ... VIII PERNYATAAN KEASLIAN TULISAN ... IX TABLE OF CONTENT ... X LIST OF TABLES ... XII LIST OF CHARTS ... XIII LIST OF APPENDICES ... XIV

CHAPTER I : INTRODUCTION ... 1

A. Research Background ... 1

B. Research Question ... 4

C. Objective of the Study ... 4

D. Research Hypothesis ... 4

E. Scope and Limitation of the Study ... 4

F. Significance of the Study ... 5

G. Definition of Key Terms ... 5

CHAPTER II : REVIEW OF RELATED LITERATURE ... 7

A. Related Literature ... 7

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2. Pixton as Medium ... 10

3. Writing Narrative Text ... 13

4. Using Pixton in Teaching Writing of Narrative Text ... 17

5. Assessing Students Writing ... 18

B. Previous Study ... 21

CHAPTER III : RESEARCH METHOD ... 26

A. Research Design ... 26

B. Research Variable ... 27

C. Setting of the Research ... 27

D. Population and Sample ... 28

1. Population ... 28

2. Sample ... 28

E. Research Procedure... 28

F. Data Collection Technique ... 31

G. Research Instrument ... 32

H. Data Analysis Technique ... 33

CHAPTER IV: FINDING AND DISCCUSION ... 36

A. Research Finding ... 36

B. Discussion ... 54

CHAPTER V: CONCLUSION AND SUGGESTIONS ... 57

A. Conclusion ... 57

B. Suggestions ... 58

REFERENCES ... 59

CHAPTER I : INTRODUCTION

A.

Research Background

Writing is one of four language skills that is important and has to be mastered by the students of Junior High School in learning English. The other opinion, writing is extremely complex cognitive.1 _{At the sentence level, these include control} of content, format, sentence structure, vocabulary, punctuation, spelling, and letter formation. Beyond the sentence, the writer must be able to structure and integrate information into cohesive and coherent paragraphs and texts.2

Writing is assumed as the most difficult skill because it is a combination of mechanical problems, linguistic problem, cognitive problems, and psychomotor problem.3 _{One of} problem is to find the idea. According to Cimcoz, one of students’ difficulties in writing skills are making their ideas flow when writing on the paper.4 _{The purpose is to} communicate the ideas or feelings to the reader.

English teachers have to be more creative. They should use some media to elicit students’ creativity. One of the media suggests using visual aids for example pictures, pictures in the classroom can represent situations, which would be impossible to create in any other way. They can help students associate what they hear with their experience.5 _{Carey Jewwit also states} that “the visual experiences and practices are common in the

1 _{David Nunan, Designing Tasks for the Communicative Classroom (Cambridge}

University Press, 1989). 35

2_{Ibid. 35-56}

3 _{Ibrahim Mohamed Alfaki, UNIVERSITY STUDENTS’ENGLISH WRITING PROBLEMS:}

DIAGNOSIS AND REMEDY, http://www.eajournals.org/wp-content/uploads/University-Students----English-Writing-Problems-Diagnosis-and-Remedy.pdf, accessed 14 Oct 2016. 50

4 _{Cimcoz - Teaching ESL/EFL Students to Write Better (TESL/TEFL),}

http://iteslj.org/Techniques/Cimcoz-Writing.html, accessed 17 Oct 2016.

5 _{Carol J. Kreidler, Visual Aids for Teaching English to Speakers of Other Languages}

(English Teaching Division, Information Center Service, United States Information Agency, 1968).

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classroom and have a central role in how knowledge is presented and support dialogue and interaction between learners.”6 _{Pictures as a visual aid or visual media can be used} as students’ medium to facilitate their learning, especially in writing.

One media that can be produced from a picture is comic. Comic creator in readwritethink.com is invited children and teens to design their own comic strips for a variety of contexts (prewriting, pre-and post-reading activities, response to literature, and so on).7 _{In the development of technological} transformation, many tools and applications that can be used to make a comic. Although in some researches, many researchers are taking comics from the internet or books. However, in this study, the teacher and students make comics by their self in Pixton website.

Have you read rage comic or comic strip about the PPAP (Pen, Pineapple, Apple, Pen) that popularized by Pico Taro, Mukidi joke, Yayan (Maddog) joke, the Udin joke, the Juki joke and the others? All of these were Indonesian creations young people who express their imagination to comics. Comics in 9 Gag websites, MCI, 1 Cak and the others website contains about joke and humor. In this study, the researcher will be use the comic creator as a medium of education. However, the researcher wants to apply this comic creator on learning activities such as writing in the narrative text.

Narrative is a type of text which is studied in Junior High School. The reason is the comic as pictures’ medium that contains with dialogues. Even though, in the junior high school, there are 2 types of text that have a dialogue that is narrative and recount text. However, the researcher chooses the type of narrative text as a text which was be studied.

6 _{Carey Jewitt, The visual in learning and creativity: A review of the literature (Arts}

Council, 2008),

https://www.researchgate.net/profile/Carey_Jewitt/publication/253401828_The_visual_in_ learning_and_creativity_A_review_of_the_literature/links/552bf37d0cf2e089a3aac7f0.pdf , accessed 17 Oct 2016.

7 _{“Comic Creator - ReadWriteThink”, readwritethink.org,}

http://www.readwritethink.org/classroom-resources/student-interactives/comic-creator-30021.html, accessed 14 Oct 2016.

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Nowadays, there are three providers for the comic creator. The first is a comic maker in the website version for examples in Pixton website, Toondoo, Marvel comic maker and the other websites. The second is computer software version, for examples, Comic Life software, Manga Studio, and Sketchbook. The last is android application version that available a lot of application for a comic maker, for examples, Comicker, Picsay, PicsArt, Comic strips, and the others.

The researcher’s reasons using Pixton website as a tool and medium used in creating comics are this website are easy to use, there are many panel layouts or storyboards, many characters, easy to change the movements and expressions of characters, available editing tools are varied, and available searching features characters, props, and backgrounds. Therefore, the researcher chooses Pixton as a medium to make comics.

This study will be conducted in MTS Sabilul Muttaqin. The researcher chosen this school because this school had the main program namely intensive class. In intensive class, the students demanded to have more competence in English that integrated in IT (information technology). In the pre-research based on the interviewed with one English teacher, she was told to researcher about students’ difficulties in learning English. She said that students had difficulties in writing skill, they were still confused in finding ideas in writing and they didn’t know what will they write in their paper when they were writing a text. The result of the research showed that based on the pre-research of most students’ score were lower than the school “KKM (Kreteria Ketutasan Minimal)” that was 75. Therefore, the researcher attempts to take advantage for these reasons to using pixton medium in improving students writing.

The use of pixton is expected to make students more creative in writing. The researcher varied the comics that was given to students. They made their own comics on the outside of the classroom as homework. The use of comic maker medium encourages the researcher to examine the effect on learning comic maker in writing narrative text at 8th grade MTS Sabilul Muttaqin.

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B.

Research Question

Is pixton effective to improve students’ narrative writing ability at MTS Sabilul Muttaqin Pungging Mojokerto?

C.

Objective of the Study

To find out the effectiveness of pixton in improving students’ narrative writing at MTS Sabilul Muttaqin.

D.

Research Hypothesis

The formula of hypothesis is as follow: 1. Null hypothesis (H0)

There was no significance improvement in achievement between students who were taught by using pixton medium than who were not taught by using pixton medium.

2. Alternative hypothesis (H1)

There was a significant improvement in achievement between students who were taught by using pixton medium than who were not taught by using pixton medium.

E.

Scope and Limitation of the Study

This study focuses on the effectiveness of the pixton on students’ writing skill in exploring of narrative text. Pixton in this research as medium of students to get idea in writing narrative text. Writing skill that tested is writing achievement that related to students’ mean score in exploring the narrative text. Based on the research question above, the researcher limits this study in the improvement of students that are using

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pixton on narrative text and the students that are not using pixton.

F.

Significance of the Study

The advantages of conducting this study: 1. For teachers

For teachers, this study provides an alternative media in teaching writing narrative text to make more practical and effective by using technology, especially pixton.

2. For students

For students, this study provides the positive effect of using a pixton to improve their writing ability. In expected, students enjoy their process in writing ability on narrative text. 3. For readers

For the reader, this study provides the impact of using a pixton to improve writing ability on narrative text.

G.

Definition of Key Terms

1. Effectiveness:

Effectiveness refers to the investigation’s ability to do more good than harm for the target population in a real-world setting.8 _{Effectiveness is when the media can} improve students’ score. It showed in their test in pretest and posttest.

2. Pixton:

Pixton is a way for students to engage in the world of comics and it provides a powerful visual writing tool.9 Pixton is medium of web browser that provides to make comics. In this research, the researcher using pixton as

8 _{Dean Schillinger, “An introduction to effectiveness, dissemination and implementation}

research”, From the Series: UCSF Clinical and Translational Science Institute (CTSI) Resource Manuals and Guides to Community-Engaged Research, P. Fleisher, ed. Clinical Translational Science Institute Community Engagement Program, University of California San Francisco (2010).2

9 _{Vivian WH Lee, Using Pixton As a Tool in the Classroom - ETEC 510,}

http://etec.ctlt.ubc.ca/510wiki/Using_Pixton_As_a_Tool_in_the_Classroom, accessed 13 Feb 2017.

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medium to facilitate students in finding an idea or topic in writing narrative text and students make comics with pixton.

3. Writing:

Writing is a productive skill that must be mastered by the students in MTS Sabilul Muttaqin. Writing is the process of thinking to invent ideas, thinking about how to express into good writing, and arranging the ideas into statement and paragraph clearly.10 _{Writing ability assessment scripts} might be rated on such features as content, organization, cohesion, register, vocabulary, grammar or mechanics.11 In this research, it was measured by using the score of pre-test and post-pre-test with an aim to know how the effectiveness of pixton in students’ narrative writing ability.

4. Narrative text:

Narrative text focuses on a pattern of event with a problematic or unexpected outcome.12 _{It mean that} narrative text focused in the complication and the resolution to solve the problem or complication. In this research, narrative text as genre of text that tested in students’ narrative writing skill at junior high school.

10 _{David Nunan, Practical English Language Teaching (New York: The} McGraw Hill, 2003).88

11 _{Sara Cushing Weigle, Assessing Writing (Cambridge: Cambridge} University Press., 2002).116

12 _{Joko Priyono, Arnys R. Irjayanti, and Virga Renitasari, SCAFFOLDING English for}

Junior High School Students Grade VIII (Pusat Pembukuan Departemen Pendidikan Nasional, 2008). 139

CHAPTER II :

REVIEW OF RELATED LITERATURE

A.Related Literature

1. Media of Learning

Media of learning is an important thing to facilitate the learning process. Media of learning as tools to help the teacher to deliver the message. Gagne assets as stated in Sadiman book, “Media serve as components in students’ environment, which can stimulate students thinking.”13 Media have a role in reaching the teaching goal successfully. In teaching language, there were so many media are used by the teacher. There were some media that effectively used by the teacher in the classroom. Those media are as follows:

a) Pictures.

The picture means visual media but doesn't have a sound or audio. They can be photographs of people, places, and things that used in magazines, newspapers, comics or calendars.

b) Realia or real objects.

Realia means real things, objects such as coins, tools, plants, animals, or collection of artifacts that teachers can bring into the classroom to illustrate the meaning of the teaching material to be more clearly, meaningful and memorable.

c) Drawings or teacher-mode drawings

Drawings are quick to do. They should be simple but show a lot of information

13 _{Arif Sadiman, Media Pendidikan: Pengertian, Pengembangan dan Pemanfaatannya (PT}

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d) Chart, poster, and cartoon

The chart is a drawing that shows information in the form of a diagram, a map of the sea, or the sky, etc. The poster is a large printed picture or notice in a public place, often used to advertise something. The cartoon is a funny drawing especially one in a newspaper or a magazine that makes a joke about current events. All the above media can be used in four language skills; listening, writing, reading, and writing in teaching and learning process.

e) Blackboard or whiteboard

The black board or white board is the most important visual media which most of the classrooms have. The board can use for presenting drawings, diagram, and written language. It is always available for various purposes without special preparation.

f) Audio media

As well as the board, the tape recorder has come to be valuable media to the language learners and teachers. Cassettes are much easier to use for many listening activities. Audio media can take a recording of the radio to provide authentic materials for listening practices, or it can make the materials using a recorder.

g) Overhead projector (OHP)

An overhead projector is very useful for large classes. Teachers can face the class freely. Teaching by using an OHP is less messy than using chalk. The material can be prepared before the hand on the transparency. Presenting material on the OHP allows to face the learners all the time and provides the learners with a common focus of attention.

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h) LCD projector

LCD stands for Liquid Crystal Display. It is similar with an OHP. It must be connected to the computer to display teaching materials to learners. In addition, nowadays LCDs are more popular than OHPs for presentation or for teaching because they are more practiced and efficient.14

Based on the kind of media above, pixton as medium to make comics is combination between picture, drawing and cartoon media. As Sudjana define that kind of cartoon from expressing character and playing a story in sequences of closely related drawing and it is designed to give fun to the readers.15 _{From the definition, comic identic with story} in sequences especially narrative text in this research.

a. The Kind of Comic Media

There are many kinds of comic that can be applied in teaching-learning activity. According to Andrew Smith there are several kinds of comics as the following: 16

1. Comic strip:

These comics utilize panels, having a minimum of one and usually a maximum of three of four panels.

2. Comic book:

The comic book is a like comic strip that runs on for a number of pages but comic books are typically part of the serial story.

3. Trade paperback

The trade paperback is a collection of comic books all bound together in one edition. Usually,

14 _{Ministry of National Education, Instructional Media (Center for Development and}

Empowerment of Language Teachers and Education Personnel, 2009). 6-9

15 _{Sudjana, Nana, and Ahmad Rivai, Media Pengajaran (Bandung: Sinar Baru Algersindo,}

2002).64

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these ‘trades’ are organized around a single story that may expand over several issues.

4. Graphic novel

The graphic novel is somewhat similar to a trade paperback, the difference in story and art sometimes leads to the idea that graphic novels are superior in literary and artistic content than other comics.

5. Webcomics

These comics like 9Gag websites, 1Cak, MCI and another website. Webcomics usually produced by an internet user. In addition, these comics’ genres are more dominant to the humor.

6. Comic maker/ comic editor

This comic is a tool to make a comic strip or comics’ book. In this era, much of tool that facilitates to make a digital comic. For example Toondoo, Manga studio, Sketchbook, Comicker, Picsay, Pixton, and the others.

From categorizing above, the comic type will be used in this study is pixton as medium of comic maker. It is a students’ medium to prewriting, especially to coming up the students’ idea in writing narrative text.

2. Pixton as Medium

In the past, comic creators using the manual media to draw a comic. However, now a lot of tools or applications that can be used to make comics. Hence, this study using a website that provides a tool to make a comic. This website named “Pixton” that produced by husband and wife team Clive & Daina Goodinson, based in Parksville, British Columbia, Canada.17 _{Pixton provides all users with the} ability to easily create amazing comics on the web.18 _In

17 _{Clive Goodinson and Daina Goodinson, About | Pixton for Fun,}

https://www.pixton.com/company, accessed 13 Feb 2017.

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this study, teacher and students using Pixton website to make comics.

Pixton is a way for students to engage in the world of comics and it provides a powerful visual writing tool.19 Pixton is tools to make comics. The media made students to explore their creative thinking such as they can write their dialogues in the speech bubbles or dialogues box and chosed the character in pixton.

Pixton provide words and images to resolve students’ problems of storytelling which they would not otherwise experience using words alone. Like reading, comics provide a scaffolding so that students experience success in their writing.20 _{These providers helped students to improve} their motivation and creative thinking in writing skill.

c. The Advantageous and Disadvantageous of Pixton 1. The Advantageous

The one advantage of using comic creator in classroom is provides an opportunity to facilitate students’ engagement in making visual-verbal connections.21 _{The other advantageous of Pixton} from Vivian WH Lee as follow:22

a. Easy to use (every aspect of a comic can be controlled in an intuitive click-n-drag motion) b. Allows for creativity for non-artistic students,

someone who does not have the skill to draw would be easy to make a good comic with this advantage.

c. Provides codes for embedding, with this feature the comic creator can embed their comic to the blog.

19_Ibid.

20 _{Airy Andre et al., The Benefits of Comics in Education | plasq.com,}

https://plasq.com/education/the-benefits-of-comics-in-education/, accessed 14 Feb 2017.

21 _{Janette Combs, “Creating comics: Visual and verbal thinking in the ultimate show and}

tell”, Retrieved July, vol. 4 (2003), http://www.janettekennedy.com/599site/combsproject.pdf, accessed 31 Oct 2016. 38

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d. Variety of sharing options. The creators get a link to access the comic and share the comic in Facebook, Twitter, E-mail and Edmodo. e. Provides many characters, props, and

backgrounds. It’s useful for the creator to make variety comics.

f. Provides searching feature in characters, props, and backgrounds. This feature is it is very useful for the creators to speed up in making comics.

g. Easy to change characters movement and expression. It is useful to make a good comic and ease in making comics.

In general, the advantage of using pixton is to involve students in the learning process, especially in this study is brainstorming. The involving students in the process of brainstorming were make the students more creative in writing, because the students feel free to write a text and their idea in writing more varying.

2. The Disadvantageous

Every media has advantageous and disadvantageous. Below is some disadvantageous from Pixton:23

a. Many options are only available to premium users. For the premium user, creator can print out or download the comics.

b. Requires the internet access. d. How to use Pixton

Pixton is new patented technology that gives anyone the power to create amazing comics on the

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web.24 _{This website is easy in use and nice of user}

interface. Here is a tutorial to make comic in Pixton:25

1. Register and log in, it’s free.

2. Click on the 'Create your picture' button to create own character. 3. Select the layout in graphic novel and choose the advance.

4. Drag and drop in characters, backgrounds, props, and speech bubbles in whatever order suits the best 5. Choose save for latter to save for own self or Save

and continue to publish and embed the comic.

3. The Effectiveness of Writing Narrative Text

a. The Effectiveness of Writing

Effectiveness refers to the investigation’s ability to do more good than harm for the target population in a real-world setting.26 _{Effectiveness is when the media} could improve students’ score. It showed in their test in pretest and posttest.

Writing is the most complex skill among other language skills because in writing students need to think hard to produce some words, sentences, and paragraph at the same time.27 _{The other definition} writing is a process of using symbols to communicate

24 _{Goodinson and Goodinson, About | Pixton for Fun.}

25 _{Richard Byrne, How to create simple comics on Pixton.com (2016),}

https://www.youtube.com/watch?v=PAX9ILv_vIM, accessed 13 Feb 2017.

26 _{Dean Schillinger, “An introduction to effectiveness, dissemination} and implementation research”, From the Series: UCSF Clinical and Translational Science Institute (CTSI) Resource Manuals and Guides to Community-Engaged Research, P. Fleisher, ed. Clinical Translational Science Institute Community Engagement Program, University of California San Francisco (2010).2

27 _{James C Raymond, Writing is an Unnatural Act (New York: Happer} & Row, 1980).1

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the ideas.28 _{In writing, students have difficulties in} finding the ideas and connect between one paragraphs to another paragraph.

Writing ability assessment scripts might be rated on such features as content, organization, cohesion, register, vocabulary, grammar or mechanics.29 _{In sum, the effectiveness of writing is} when the media could improve students’ score in writing ability. In this research, it showed in students’ score in posttest.

b. Writing Process

Dorothy E zemach and Lisa A Rumisek said in their book “Academic Essay Writing from Paragraph” there are four steps in the process of writing, Prewriting, drafting, reviewing or revising and rewriting.30

28 _{Samir Al-Jumaily, “Improving My Students’ Writing Skill: An} Intensive Course for ESL Learners by Using Process-Approach to Writing with the Assistance of Computer Word Processor”, International Journal of English Language Teaching, vol. 2, no. 1 (2014), http://www.sciedu.ca/journal/index.php/ijelt/article/view/6054, accessed 31 Oct 2016.

29 _{Weigle, Assessing Writing.114}

30 _{Dorothy E. Zemach and Lisa A. Rumisek, Academic Writing from} Paragraph to Essay (Macmillan, 2006).4

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Chart 2.1 : The Process of Writing

Pre-writing is the process before begin the writing, decide what are going to write about and plan what are going to write.31 _{The other definition Prewriting is} activity in the classroom that helps students to generate ideas and encourages students to write. several variety activities in prewriting stage are brainstorming, clustering, free writing, and WH-questions that provide the learning experiences for students.32 _{One of the pre-writing processes is} brainstorming. Definition of brainstorming is a way of gathering ideas about a topic.33 _{MacDowell states,} “Brainstorming is the act of defining a problem or ideas and coming up with anything related to the topic.”34 _{Pixton in this study is useful as students’} brainstorming or medium to facilitate students in finding an idea or topic in writing.

b. Type of Writing Performance

According to brown there are four categories of written performance:

31_{Ibid. 5}

32 _{Richards Jack C and Renandya Willy A, Methodology in Language Teaching: An}

Anthology of Current Practice (Cambridge: Cambridge University Press, 2002).316

33 _{Zemach and Rumisek, Academic Writing from Paragraph to Essay.}

34 _{Zahra Hashempour, Mohammad Rostampour, and Fatemeh Behjat, “The Effect of}

Brainstorming as a Pre-writing Strategy on EFL Advanced Learners’ Writing Ability”,

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1. Imitative

The learner must attain skills in the fundamental, basic task of writing letters, word, punctuation, and very brief sentence.

2. Intensive/controlled

Beyond the fundamentals of imitative writing are skills in producing appropriate vocabulary within a context, collocations and idioms and correct grammatical features.

3. Responsive

Assessment task require learner to perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraph.

4. Extensive

Implies successful management of all the processes and strategies of writing for all purpose, up to the length of an essay, term paper, a mayor research, even and etc. writer focus on achieving a purpose, developing ideas, using details to support or illustrate ideas, demonstrating syntactic between each sentence and paragraph. 35

Based on the categories above, assessment writing in this research as type of writing performance extensive writing because has developing idea aspect, grammar aspect, sync aspect between each sentence and paragraph.

35 _{Douglas Brown, Language Assesment: Principles and Classroom} Practices (New York: Longman.com, 2004).220

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c. Narrative Text

Naarrative text is type of text which tells about imagination and consist of chronologys. Narrative deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.36 _{Acording to Anderson a narrative is a text} that tells a story, in doing so, entertains the audience.37 The purpose of the text is to entertain and educate the reader.38

1. Generic Structure:39

a. Orientation : sets the scene and introduce the participant

b. Complication : a crisis arises c. Resolution : the crisis is resolved

d. Re-orientation: Consist of closing remark to the story, moral lesson, advice or teaching from the writer. This part of the story is optional.

4. Using Pixton in Teaching Writing of Narrative Text

According Derrick the activities using comic as medium to learning English are following:40

a. Understanding visual symbols

It is activity for students to understand the symbol. Students can discuss with friends and generate any

36 _{Gerot and Wignell, Making Sense of Functional Grammar, Edited by}

Berti Nurul Khajati edition,

https://www.scribd.com/doc/259430763/Making-sense-of-functional-grammar-140816063126-phpapp02, accessed 13 Feb 2017.162

37 _{M. Anderson and K. Anderson, Text Type in English 1 (South Yarra:} Macmillan Education Pty Ltd., 1998).3

38 _{Priyono, Irjayanti, and Renitasari, SCAFFOLDING English for Junior} High School Students Grade VIII.139

39_Ibid.139

40 _{Derrick, Using Comics with ESL/EFL Students (TESL/TEFL), vol. XIV, no. 7 (2008),}

18

vocabulary related to those symbols. After the activity, students will write the symbol into sentence.

b. Reading order in comics

This activity asks students to reading the comics. Students are practicing to recognize the organization of the text. They learn how events are written in such a sequence so that those events form a complete and coherent story.

c. Comic jigsaw

This is a quick activity that can be used to students, because the teacher separates the text on comics from the layout and the teacher asks students to suitable the separate text and panel. This is a good exercise to learn the generic structure of text.

d. Fill in the text

This is an activity where students must generate text based on pictures. The teacher provides with a set of comics with empty speech bubbles and asks students to writ text in the blank speech bubbles. This activity can be used to encourage use of new vocabulary or expressions.

e. Creating pictures

This activity is the opposite of the previous activity. Instead of creating text, students have to draw pictures to accompany text. The text can come from comics or can come from a book or even a poem. It is stimulating the students’ in artistic creativity.

f. Putting panels in order

In this activity, students are given comic strip panels that have been cut apart, and they must work together to put them in order. This is a part of practicing the generic structure of text.

g. Creating comics

Creating comics asks the students to creatively brainstorm the events or story. After students reading the comics from teacher, they create their own comic. In this study, the researcher using pixton to activity in comic jigsaw, fill in the text, putting panels in order,

19

and creating comic. These activities will implement to improve students writing narrative text.

5. Assessing Students Writing

Arthur Hughes in his book testing for a language teacher, there are two techniques in scoring students’ achievement in English writing. Those are holistic scoring and analytical scoring.41 _{However, the researcher using} analytic scoring. Hughes states, “Analytic scoring is the scorings’ method that needed some parts of number to represent the specific criteria to be analyzed.”42

The score in this test will be based on Jacob et.al’s scoring rubric cited from Hughes. There are five components of specification in this rubric: content, organization, vocabulary, language use, and mechanics. The table of scoring is showed below.

Table 2.1 :

The Writing’s Scoring Profile Adapted from Jacob’s et.al43

COMPOSITION PROFILE Students’ name:

Date: Topic:

Score Level Criteria Total Score

C

o

n

te

n

t

30-27 Relevant to assigned topic, comprehensive detail

26-22 Mostly relevant to topic but lacks detail

21-17 In adequate development of topic

16-13 Not relevant to topic or not

41 _{Arthur Hughes, Testing for Language Teachers (Cambridge University Press, 2003).}

100

42_Ibid.94 43_Ibid.104

20

enough to evaluate

O rg an iz at io n

20-18 Well organized, logical sequencing, cohesive

17-14 Loosely organized, incomplete but logical sequencing, choppy 13-10 Lacks logical sequencing and

development, ideas disconnected 9-7 Does not communicate, no organization or not enough to evaluate V o ca b u la ry

20-18 The chosen vocabularies are effective and appropriate in usage

17-14 The chosen vocabularies are good enough and meaningful but there are still occasional errors of words/idioms.

13-10 The chosen vocabulary has confusing meaning. There are frequent errors of words/idiom in usage

9-7 The chosen vocabulary is not related. There a little knowledge of English vocabulary

L an g u ag e u se

25-22 A few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions

21-18 Several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions

17-11 Frequent errors of agreement, tense, number, word order/function, articles, pronouns, prepositions

10-5 Dominated by errors. The language use does not

21

communicate

M

ec

h

an

ic

5 A few errors of spelling, punctuation, capitalization, paragraphing.

4 Occasional errors of spelling, punctuation, capitalization, paragraphing.

3 Frequent errors of spelling, punctuation, capitalization, paragraphing.

2 Dominated by errors of spelling, punctuation, capitalization, paragraphing

Total=

B.Previous Study

Some previous studies related to the title of this research. The first previous study is about “Improving Students’ Writing Skills through Comic Strips in Grade VIII of SMPN 1 Ngemplak.” The author is Yuliana Istiyani, Faculty of Language, and Arts English Education Department in UNY Yogyakarta. This research aimed at improving students’ writing skills through comic strips in the eighth grade of SMPN 1 Ngemplak. The design was action research study. There were two kinds of data, namely quantitative and qualitative data. The quantitative data were obtained by conducting a pre–test at the beginning of the research and a post-test at the end measure the students’ writing skills. Then, the qualitative data were obtained by conducting classroom observations and interviews. The quantitative data were analyzed by measuring the means and standard deviations of the students’ writing scores.44 _The same aspect with this study were writing skill and comic medium. However, the differences with the researcher were the

44 _{Yuliana Istiyani, “IMPROVING STUDENTS’ WRITING SKILLS THROUGH COMIC}

STRIPS IN GRADE VIII OF SMP N 1 NGEMPLAK”, other (Universitas Negeri Yogyakarta, 2013), http://eprints.uny.ac.id/22771/, accessed 13 Nov 2016.

22

text type, the implementation of comic medium, and the design of research.

The second previous study is about “The Effectiveness of Teaching Using Comic Strips to Facilitate Students’ Reading Comprehension Skill on Narrative Text at SMPN 2 Tanggungarjo.” The author is Farida Arroyani, Faculty of Tarbiyah English Department in IAIN Walisongo Semarang. The purpose of this study was to find out the effectiveness of using comic strip to improve students’ reading comprehension skill of narrative text. The method used in this study was experimental research.45 _{The differences were skill and} implementation of comic medium. In this study, the writing narrative text was skill that will be used. For the implementation of comics, researcher and students make the comic by their self.

The third study was done by Yulia Ratnasari; this study did in 2014, entitled “The Effectiveness of Using English Comic Strips in Teaching Writing of Narrative Text.” The purpose of this study was to find out the effectiveness of using English comic strips in teaching writing of narrative text in the eighth grade of SMP Islam Al-Ikhlas. The method used in this study was a quasi-experimental research.46 _{In this study used} the same text type and medium, but the differences with the researcher were the using of comic implementation and activity in learning process. She was takes comics from the book. But in this study, researcher and students make the comics by their self. The other differences were the activity in learning process. She was asking students to retell or rewrite the story in the comic into a paragraph in English. In this study, the researcher using comic jigsaw, fill in the text, putting panels in order, and creating comic activity in the writing process.

45 _{Farida Arroyani, “The Effectiveness of Teaching Using Comic Strips to Facilitate}

Students’ Reading Comprehension Skill on Narrative Text at SMPN 2 Tanggungarjo” (IAIN Walisongo, 2010), http://eprints.walisongo.ac.id/3403/, accessed 13 Nov 2016.

46 _{Yulia Ratnasari, The Effectiveness Of Using English Comics Strips In Teaching Writing}

Of Narrative Text; A Quasi-Experimental Research at the Eighth Grade Students of SMP

Islam Al-Ikhlas in the Academic Year 2013/2014. (2014),

23

The fourth previous study is about “Improving Students’ Skills of Writing Short Version of Narrative Texts by Using Comic Strips for the Eleventh Grade of Science Class of MAN Yogyakarta 2”. The author is Kamalia Rifa Eliya, Faculty of Language, and Art English Education Department in UNY Yogyakarta. This research was aimed at improving students’ skills of writing narrative texts for the eleventh-grade students of MAN Yogyakarta II. This design was an action research study that consisted of planning, action, observation, and reflection. The result of this study showed that the use of comic strips as a medium in the classroom improved students’ skills of writing narrative texts.47 _{The difference with the researcher} was the implementation of the medium, object of research, and the design of research.

The fifth previous study is about “Using Comic Strips to Improve the Eighth-Grade Students’ Narrative Writing Ability in SMP Negeri 1 Pandak.” The author is Afiyusma Harwiningsih, Faculty of Language, and Art English Education Study Program in UNY Yogyakarta. This research aimed to improve the eighth-grade students’ narrative writing ability in SMP Negeri 1 Pandak. The research was conducted in Class VIII G. This study was an action research in nature. It was conducted in two cycles with two meetings in each cycle. The steps of the research were reconnaissance, planning, action and observation, and reflection.48 _{This study has similar skill with} the researcher that was writing skill. However, the difference with the researcher was the implementation of medium and the design of research.

The sixth previous study is “The Use of Meme Comic as Media to Teach Spoof Text (An Experimental Research at the Eleventh-Grade Students of SMA Negeri 1 Kutowinangun,

47 _{Rifa Eliya Kamalia, “IMPROVING STUDENTS’ SKILLS OF WRITING SHORT}

VERSION OF NARRATIVE TEXTS BY USING COMIC STRIPS FOR THE ELEVENTH GRADE OF SCIENCE CLASS OF MAN YOGYAKARTA II IN THE ACADEMIC YEAR OF 2012/2013”, other (Universitas Negeri Yogyakarta, 2015), http://eprints.uny.ac.id/23959/, accessed 13 Nov 2016.

48 _{Afiyusma Harwiningsih, “USING COMIC STRIPS TO IMPROVE THE EIGHTH}

GRADE STUDENTS’ NARRATIVE WRITING ABILITY IN SMP NEGERI 1 PANDAK”, other (Universitas Negeri Yogyakarta, 2014), http://eprints.uny.ac.id/17220/, accessed 13 Nov 2016.

24

Kebumen in the Academic Year of 2015/2016)”. The author is Afrian Restu Utama, Faculty of Language, and arts English Department. Semarang State University. The purpose of the study was investigating any significant difference of students‟ achievement in writing spoof texts that were taught by using meme comic and the one who were taught by using pictures with an assumption that these media can help them to interpret the content of the course. The results of the study show that the use of “meme comic” as media gave a contribution to the teacher in teaching spoof texts. The data proved that there was a significant difference between the experimental and the control class achievement.49 _{The differences were in the media,} text type, and research design.

The seventh previous study is “Using Comic Strips to Improve the Writing Learning Process of the Eighth-Grade Students of SMPN 2 Padangan, Bojonegoro.” The author is Fauzi Fajar Kurnia, Faculty of Language, and Art English Education Study Program in UNY Yogyakarta. The aim was to improve the writing learning process of the eighth-grade students of SMPN 2 Padangan, Bojonegoro through comic strips in the academic year of 2014/2015. This study was an action research study. It was done in two cycles, from 14th _of October to 24th _{of October 2014. The results of the research} indicated that the use of comic strips effectively improved the students’ learning process in writing recount texts. The strategy made a quite much improvement on the students’ writing learning process in the aspects of participation, involvement, students’ awareness, the level of noisiness, and confidence.50 The similar with the researcher was media that used, that’s comic. However, the differences were comic in that research takes from the book while in this research researcher makes

49 _{AFRIAN RESTU UTAMA, “THE USE OF MEME COMIC AS MEDIA TO TEACH}

SPOOF TEXT An Experimental Research at the Eleventh Grade Students of SMA Negeri 1 Kutowinangun, Kebumen in the Academic Year of 2015/2016”, other (Universitas Negeri Semarang, 2016), http://lib.unnes.ac.id/23356/, accessed 13 Nov 2016.

50 _{Fajar Kurnia Fauzi, “USING COMIC STRIPS TO IMPROVE THE WRITING}

LEARNING PROCESS OF THE EIGHTH GRADE STUDENTS OF SMPN 2 PADANGAN, BOJONEGORO IN THE ACADEMIC YEAR OF 2014/2015”, other (Universitas Negeri Yogyakarta, 2015), http://eprints.uny.ac.id/17320/, accessed 31 Oct 2016.

25

comics by his self. Moreover, the object of the research was writing learning process but this study in writing ability. The last difference was research design.

The eighth previous study is “The Use of Comic Strips as a Media in Teaching Writing at MTs. At-Taqwa, Lamongan.” The author is Urifah from English Education Department faculty of Education and Teaching Training State Institute of Islamic Studies Sunan Ampel Surabaya. This study is about the use of comic strips as a media in teaching English writing. The objective of this study is to find out whether there is a significant difference in the writing ability among the eighth grade students of MTs. At-Taqwa Lamongan who were taught by using comic strips as a media and those who were taught by using worksheet (LKS) as the media.51 _{The study was} a quasi-experimental research with two classes, experimental and control classes. The similar with this study were comic as media and the research design. The differences were the comic, the activity and the text type. The first difference, she was taken comics from a newspaper. But in this study, the comic will create by the researcher and students from Pixton. The second difference, she was using retell or rewrite the story in the comic into a paragraph in English. In this study, the researcher using comic jigsaw, fill in the text, putting panels in order, and creating comic activity in the writing process. The last difference was text type. She was using recount text but the researcher using narrative text.

The last previous study is “Brainstorming Skill in Teaching Reading by Student-teachers of English Teacher Education Department at SMKN 1 Surabaya.” The author is Siti Musfiroh from English Teacher Education Department Faculty of Education and Teacher Training State Islamic University Sunan Ampel Surabaya. The purpose of this study was to know student teacher of English Teacher Educational Department uses the types of brainstorming activities and to

51 _{Urifah Urifah, “PENGGUNAAN STRIP COMIC SEBAGAI MEDIA DALAM}

PENGAJARAN MENULIS DI MTS. AT-TAQWA LAMONGAN”, undergraduate (UIN Sunan Ampel Surabaya, 2013), http://digilib.uinsby.ac.id/11306/, accessed 31 Oct 2016.

26

know the brainstorming program in teaching reading skill.52 The similar with this study was brainstorming as a strategy to improve students’ ability. It's mean, pixton in this research used as a media of brainstorming by students. But, the differences were pixton medium, research design, and the skill.

52 _{Siti Musfiroh, “BRAINSTORMING SKILL IN TEACHING READING BY}

STUDENT-TEACHERS OF ENGLISH TEACHER EDUCATION DEPARTMENT AT SMKN 1 SURABAYA”, undergraduate (UIN Sunan Ampel Surabaya, 2016), http://digilib.uinsby.ac.id/5775/, accessed 13 Nov 2016.

CHAPTER III : RESEARCH METHOD

A. Research Design

The research design used to answer the research question” Is pixton effective to improve students’ narrative writing ability at MTS Sabilul Muttaqin Pungging Mojokerto? is quasi-experimental design. Quasi-experimental is involves manipulation of an independent variable but differs in that subjects are not randomly assigned to treatment classes.53

Quasi experimental research consists of two classes that is experimental class and control class. As the Creswell states that “the quasi-experimental design, the researcher assigns intact classes the experimental and control treatments.”54 _Before giving the treatment, both of classes was giving the pretest and post-test after giving the treatment. While the treatment, experimental class taught by using pixton and students in the control class were taught without using pixton.

53 _{Donald Ary et al., Introduction to research in education (Belmont, CA: Wadsworth,}

2009). 316

54 _{John W. Creswell, Educational research: planning, conducting, and evaluating}

28

The Quasi-Experimental Pretest and Posttest Designs was used.55

Table 3.1:

The Quasi-Experimental Design Pretest and Posttest Design Time

Select Control

Classes

Pretest No Treatment

Posttest Select

Experimental Classes

Pretest Experimental Treatment

Posttest

B. Research Variable

1. Independent variable

Donald Ary et al states that “independent variable is manipulated (changed) by the experimenter”.56 _{Based on the} definition, the independent variable is “the implementation of pixton medium” for teaching writing in narrative text. 2. Dependent variable

Donald Ary et al states that “The variable on which the effects of the changes are observed is called the dependent variable”,57 _{which is observed but not manipulated by the} experimenter. Based on the definition, the dependent variable in this research is “students’ writing ability” in narrative text.

C. Setting of the Research

Setting of the research from this study is the second grade of MTS Sabilul Muttaqin, Pungging, Mojokerto. There are 4 classes for this school. However, the researcher took 2 classes that have equal achievement for this study. This school is located in Jl. Trawas-Mojosari no 54 Pungging Mojokerto. Most of students in

55_{Ibid. 310}

56 _{Ary et al., Introduction to research in education. 26} 57_{Ibid. 26}

29

this school is students in boarding school. In the boarding school provide the internet connection for the students. Therefore, students in the experimental class can take the advantage to make a comic in Pixton.

D. Population and Sample

1. Population

The population is region consisting of objects or subjects that have qualities and characteristics.58 _{Population in this} study was the eighth-grade students of MTS Sabilul Muttaqin Pungging Mojokerto. In this school, consists of 4 classes each class consist of 25 students. However, the researcher chose two classes as a sample of research.

2. Sample

The sample is part of the quantity and characteristic which haven by the population.59 _{The researcher took two classes} which have equal English score as the sample. The English score of students taken from teacher English in these classes. Therefore, the researcher chooses A class as an experimental class and B class as a control class.

E. Research Procedure

Table 3.2: Schedule of the Research

Date Activities

Experimental Class Control Class

29/03/2017 Pre-test Pre-test

30/03/2017 Teaching narrative text with pixton medium

Teaching narrative text without using pixton medium

58 _{Mardalis, Metode Penelitian Suatu Pendekatan Proposal (Bumi Aksara, 1999). 61} 59_{Ibid. 62}

30

19/04/2017

Teaching narrative text with pixton medium

Teaching narrative text without using pixton medium 20/04/2017 Teaching narrative text

with pixton medium

Teaching narrative text without using pixton medium 26/04/2017 Post-test Post-test

There are three procedures conducted the research: pretest, treatment, and post-test.

1. Pretest

Pretest held before treatment. The pretest was conducted in two classes: experimental class and control class. The purpose of the pretest is to determine students' ability in writing narrative text. The results of the pretest were useful as a controlling the differences between both of classes, because both of classes must begin from the same condition.

2. Treatment

After both of classes were given a pretest, then the next steps were treatment. Both of classes were given a different treatment, the experimental class was given medium of pixton, while the control class without using pixton medium.

a. Experimental class

The experimental class was getting treatment with the pixton as a medium of learning to write narrative text. The steps of the pixton in the teaching of writing narrative text were:

1) First treatment

a)Researcher discussed with students. What are narrative text, functional text, and generic structure of narrative text.

b)Researcher showed an interesting comic that created by the researcher.

31

c)The researcher gave a comic that was made by the researcher.

d)The researcher asked the students to understand the content of the comic.

e)The researcher asked the students to make a group and gave some comics that were made by the researcher. In these comics, the verb was blank.

f)The researcher asked students to complite the blank verb in the comics with suitable word in the box

g)The researcher asked classes to present or retell their comics in front of the class.

h)After the present. The teacher asked them to rewrite their comics into the paragraphs. i)The researcher gave the tutorial to make a

comic in the Pixton website.

j)The researcher gave the opportunity to students who wanted to ask about using Pixton website

k)The researcher gave students homework in pair to make comic in the Pixton website.

2) Second treatment

a)When beginning the class, researcher reviewed the material of narrative text.

b)The researcher asked the difficulties when they made and wrote a comic using Pixton. c)The researcher gave back the comic to students

but with randomized.

d)The researcher asked students to access their comic and write narrative text from the comic into a paragraph.

e)The students shared their narrative text into the other.

3) Third treatment

a)The researcher reviewed narrative text material. b)The researcher asked students to rearrange the comic which have been panel randomized in Pixton.

32

c)The researcher asked students to make a narrative text from these comics.

d)The researcher asked students to present or retell their narrative text or comic in front of the class.

b. Control class

In the control class, there was no treatment will be held. The researcher in learning process without using the pixton medium. Lesson plans for the control class were:

1) The researcher explained the lesson about narrative text.

2) Researcher asked students to write a narrative text 3) Students collected their work

3. Post-test

After doing the treatment, a researcher holds a post-test in the experimental class and control class. The purpose of this test was to know the improving students’ achievement in writing narrative text, whether students’ ability was improving or not.

F. Data Collection Technique

In this study, the data collection techniques used is test: The technique of test is data collection techniques that held with giving some questions or tasks, and other tools to subject that necessary the data.”60 _{Tests in this research existed in the pretest} and post-test. A pretest is tested before treatment. It is also the first step in the equation of condition between the control class and the experimental class. While the post-test used in the end test of an experiment research for the purpose to get value in the control class and the experimental class after gave the treatment.

60 _{Wiwid Ambarwati, Buku Metodologi Penelitian oleh Kuntjojo,}

http://www.academia.edu/9832970/Buku_Metodologi_Penelitian_oleh_Kuntjojo, accessed 23 Jan 2017. 35

33

G. Research Instrument

An instrument is a measuring tool. It's mean, research instrument as a tool to express the amount or percentage of quantitative or qualitative.61 _{In this study, instrument is writing a} test. Writing test conducted in experimental class and control class. Writing assessment that used both of class is using Jacob at el in chapter 2 above.

There are two tests in the experimental and control group are pre-test and posttest. Pretest held before both of group gave the treatment, the purpose of this test is to know both of group had same ability or not. Posttest held after both of group gave the treatment, the purpose of this test is to know students’ improvement in writing narrative text after gave the treatment. Before, the test is used to collect the data, therefore test should be tested before to get the valid and reliable research data.

Validity is defined as the extent to the scores on a test enables one to make meaningful and Appropriate Interpretations.62 In this study, researcher matched the content validity test to scoring rubric adapted from Jacob at el.

Reliability indicates how consistently a measure whatever it does measure.63 Sugiyono also states that a “reliable instrument is an instrument when used several times to measure the same object, will result in the same data.”64 He also added that reliability is tested using the test-retest done by trying out the instrument to the respondents. Therefore, the instrument can be reliability instruments even the same instrument, the same respondents, and the different time but the result is same. This reliability was matches the reliability to scoring rubric adapted from Jacob at el.

61_{Metode Penelitian Suatu Pendekatan Proposal. 60}

62 _{Sugiyono, Statistik untuk Penelitian (Alfabeta Bandung, 2013). 352} 63 _{Ary et al., Introduction to research in education. 224}

34

H. Data Analysis Technique

After the data collected, the next step was analyze data. The researchers analyzing data whether any improvement in students 'writing narrative text before and after applying pixton medium. To determine the pixton medium was successful or not, the researcher measured it using a statistical calculation to the score differences from the pretest and post-test of experimental class and control class. The researcher used the t-test formula to find out whether the mean difference between the two classes was significant or not. Before the calculation of the formula independent t-tests, the sample must be two qualify, there was normality test and homogeneity test.

1. Normality test

Normality test is a test to measure whether the data normal distribution or not. Researcher using SPSS 24 in the testing normality of data. So the data has been analyzed in SPSS 24 with the flow as follows:

H0: If Significance > 0.05: the data are normal distribution (it’s mean if H0 is accepted and H1 is rejected)

H1: If Significance <0.05: the data are not normally distributed. (It’s mean if H1 is accepted and H0 is rejected) 2. Homogeneity test

After the data are normally distributed, next steps were held the homogeneity test. This test hold to determine whether the assumption of homogeneity each category of data are fulfilled or not. The test used is the greatest variance than the smallest variance using the F table. While testing steps are as follows:65

35

In this test apply:

If F < or: F table = H0 is received. (If F count less than or equal to F table so H0 is accepted)

If F > F table = H0 is rejected. (When the count is greater F with F table so H0 is rejected)

Moreover using the F formula to determine the data homogeneous or not, another way to analyzed the data is using SPSS 24. The steps of data processing in SPSS 24 analysis is as follows: Analysis of the data is if the significance value more than 0.05 so H0 is accepted (Homogeneous), if the significance value less than 0.05 so H0 is rejected (Not Homogeneous). 3. T-test

If the data was normal and homogeneous, the next steps were analysis Independent t-test.66 _{This test hold to compare} weather both class having same variable data or not. The researcher was using SPSS 24 program to analyze the data. The steps of the test as follows:

a) Determining the null hypothesis and alternative hypothesis H0: There was no significance improvement in achievement between students who were taught by using pixton medium than who were not taught by using pixton medium.

H1: There was a significant improvement in achievement between students who were taught by using pixton medium than who were not taught by using pixton medium.

H0: if t-value < t table (H0 is accepted) H1: if the t-value > t table (H1 is accepted)

36

b) Determining the level of significance

Using a significance level of 0.05 (5%).67

CHAPTER IV: FINDING AND DISCCUSION

In this chapter, the researcher present and analyze data based on experimental class and control class. In experimental class, students were taught by using pixton medium to improve writing ability in narrative text, while in the control class, students were not taught using pixton medium that used by the teachers in MTs Sabilul Muttaqin Mojokerto. In the data analysis, the researcher used an independent sample of t-test using SPSS 24 to analysis of differences in the use of both media. Before using independent sample of t-test, samples of data must be two qualify that was normal distribution and homogeneity. The researcher used SPSS 24 program to measure the data was normally distributed and homogeny.

A. Research Finding

The researcher found in the analysis on the effect of pixton medium to improve students’ narrative writing ability at MTs Sabilul Muttaqin was pixton medium in students’ narrative writing ability

The researcher chosen two classes in the eighth-grade students of MTS Sabilul Muttaqin to be experimental class and control class. Both of classes must had same equal writing ability. Therefore, the pretest hold before the treatment to know the score of both classes had equal ability or not. The researcher used Jacob et.al's scoring rubric cited from Hughes to assess students’ achievement in writing narrative test. There were 5 components that were considering in writing narrative text that is: content (C), organization (O), vocabulary (V), language use (LU), and mechanics (M).

a.Data Description of the Pretest in 8A (Control Class) and 8B (Experimental Class)

38

a) Pretest of Control Class Data Table 4.1:

The Pretest Score of Control Class

No Students

Pretest of Control Class Total of Score

C O V LU M

1 A1 20 10 9 17 4 60

2 A2 21 13 13 13 4 64

3 A3 20 11 10 10 4 55

4 A4 15 12 12 16 4 59

5 A5 16 13 13 16 4 62

6 A6 19 10 11 12 3 55

7 A7 15 13 12 12 3 55

8 A8 23 14 11 16 4 68

9 A9 15 11 14 13 4 57

10 A10 21 10 12 12 3 58

11 A11 19 14 13 15 3 64

12 A12 17 9 12 15 3 56

13 A13 16 11 11 16 3 57

14 A14 21 14 13 11 3 62

15 A15 20 12 11 10 3 56

16 A16 15 12 14 15 4 60

17 A17 17 14 12 11 4 58

18 A18 21 10 11 14 3 59

19 A19 21 13 13 15 3 65

20 A20 16 12 10 12 3 53

39

The table above showed the pre-test results in the control class. There were 5 components that assessed content, organization, vacbulary, language use and mechanic. Each component has a different value, such as max value of content was 30 and min value 13, organization value max 20 and min value was 7, vocabulary value max 20 and min value was 7, language use max value 25 and min value was 5 and last was a mechanic value of max 5 and min value was 2. Complete value could be seen in table 2.1 the writing's scoring profile adapted from Jacob's et.al in chapter 2.

b) Data Pretest of Experimental Class Table 4.2:

The Pretest Score of Experimental Class

18 A22 17 11 10 10 3 51

23 A23 17 10 11 17 4 59

24 A24 16 11 11 16 4 58

25 A25 20 9 13 13 3 58

No Students Pretest of Experimental Class

Total of Score

C O V LU M

1 A1 16 13 10 15 3 57

2 A2 17 13 12 11 3 56

3 A3 17 14 9 13 3 56

4 A4 19 10 13 15 3 60

40

6 A6 19 10 9 12 3 53

7 A7 16 12 9 10 3 50

8 A8 17 13 9 12 3 54

9 A9 17 9 11 10 3 50

10 A10 19 13 9 17 3 61

11 A11 19 11 9 17 3 59

12 A12 16 10 14 17 3 60

13 A13 21 10 10 11 3 55

14 A14 18 11 9 18 3 59

15 A15 18 11 12 10 3 54

16 A16 19 10 10 15 3 57

17 A17 17 13 14 14 3 61

18 A18 21 12 13 14 3 63

19 A19 15 10 11 10 3 49

20 A20 15 12 11 15 3 56

21 A21 19 12 10 12 3 56

18 A22 16 11 13 12 3 55

23 A23 21 13 11 11 3 59

24 A24 21 14 14 12 3 64

41

The table above showed the pre-test value of the experimental class. This test hold to know the ability between control class and experimental class, whether it had same ability or not in writing narrative text. To seen the mean, sum, and median values, seen the table below.

c) Data Descriptive statistic of Control Class and Experimental Class

Table 4.3:

The Descriptive Statistic of Control Class and Experimental Class

Descriptive Statistics

Control Experim ental

N Valid 25 25

Missing 0 0

Mean 58.52 56.68

Median 58 56

Std. Deviation 4.00125 3.96569

Minimum 51 49

Maximum 68 64

Sum 1463 1417

The result would be described through the following figure.

42

Chart 4.1 :

The Chart Descriptive Statistic Pretest Control Class and Experimental Class

Table 4.3 and chart 4.1 above showed that the mean values of the pretest of control class and experimental class were equal to 58.52 for the control class and 56.52 for the experimental class, for the median of 58 for control class and 56 for experimental class. Minimum score in control class with score 51 and experimental with value 49. Maximum score 68 for control class and 64 for experimental class. In this pretest, the control class had the higher score than the experimental class.

To know the control and experimental classes had same equal ability, the researcher was using t-test to analyze the data in pret-test. However, before it had been analyze, the data must be normal distribution and homogeny. The table below was the result of normality test and homogeneity pretest control class and experimental class.

43

d) The Result of the Normality test in Pretest

Table 4.4:

The Result of the Normality test in Pretest

From table 4.4 above showed that there were two tests, that s were Kolmogorov Smirnov and Shapiro Wilk test. However, in the normality test, could be showed in Sig value of Shapiro Wilk test. The test showed that the Sig Shapiro Wilk value for control class is 0.731 while the experimental class is 0.699. Refers to the significance value of 0.05, if the control class value was 0.731 > 0.05 and the experimental class value was 0.699 > 0.05. Then the data was normally distributed.

Tests of Normality

Kolmogorov-Smirnov a _Shapiro-Wilk Statistic Df Sig.

Statist

ic Df Sig. Experim

ental 0.121 25 .200 * _{0.972 25 0.699} Control 0.132 25 .200 * _{0.973 25 0.731} *. This is a lower bound of the true significance.

44

e) The Result of Homogeneity test in Pretest

Table 4.5:

The Result of Homogeneity test in Pretest Test of Homogeneity of Variances

Students' Score Levene

Statistic Df1 Df2 Sig.

0.034 1 48 0.854

Table 4.5 above showed the result homogeneity used Lavene Statistic with the result of 0.854 at the Sig value. Value of pretest 0.854 > 0.05 this indicated that the data value was homogeny and ready for independent test t-test.

f)

The Result of the T-test in Pretest

Table 4.6:

45

Independent Samples Test

Levene's Test for Equality of Variances

t-test for Equality of Means

F Sig. t df

Students' Score

Equal variances

assumed 0.034 0.854 1.633 48

Equal variances

not

assumed 1.633 47.996

Independent Samples Test

t-test for Equality of Means Sig. (2-tailed) Mean Difference Std. Error Difference Students' Score Equal variances

assumed 0.109 1.84 1.127

Equal variances

not

assumed 0.109 1.84 1.127

Independent Samples Test

t-test for Equality of Means 95% Confidence

Interval of the Difference

Lower Upper

Students' Score

Equal variances

46

To determine the significance of the difference between the pretest control class and the experimental class could be seen in the value of Sig (2tail). The value of Sig (2 tail) is 0.109 > 0.05, means that the t value was higher than t table. It showed that there was no significant difference between the control class and the experimental class. Mean that both of classes had same equal ability. So, it could be hold the treatment and posttest.

Equal variances

not

47

b.Data Description of Post-test in 8A (Control Class) and 8B (Experimental Class)

a) Post-test data of control class Table 4.7:

The Posttest Score of Control Class

No Students Posttest of Control Class Total of Score

C O V LU M

1 A1 17 13 14 15 5 64

2 A2 17 12 14 15 4 62

3 A3 16 12 10 11 4 53

4 A4 20 14 12 13 3 62

5 A5 19 13 14 15 3 64

6 A6 17 13 12 12 4 58

7 A7 18 13 13 13 3 60

8 A8 20 15 14 15 4 68

9 A9 20 15 12 12 5 64

10 A10 16 13 12 13 3 57

11 A11 21 14 13 15 4 67

12 A12 20 15 15 16 3 69

13 A13 21 14 14 13 5 67

14 A14 20 15 13 14 5 67

15 A15 19 13 17 18 3 70

16 A16 18 13 16 17 4 68

17 A17 17 13 15 16 3 64

18 A18 20 15 15 14 4 68

19 A19 18 14 14 16 3 65

20 A20 20 14 10 11 4 59

21 A21 19 13 14 13 3 62

18 A22 18 14 15 14 4 65

60

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