CHAPTER IV FINDING OF THE RESEARCH
CHAPTER IV
FINDING OF THE RESEARCH
In this chapter, the writer discusses about the result of the research, the data
description, analyzing data and the hypothesis of testing.
4.1 Finding of the Research
After conducting the research, the writer got the data of the ability of writing
recount text of tenth grade students of MA NU TBS Kudus in the academic year
2012/2013 before and after being taught by using Semantic Mapping Strategy.
The data for this research were taken from the writing ability test result of
tenth grade students of MA NU TBS Kudus to find out whether or not there is a
significant difference between the ability of writing recount text of tenth grade
students of MA NU TBS Kudus in the academic year 2012/2013 before and after
being taught by using Semantic Mapping Strategy. To measure the purpose of the
research, the data were analyzed using t-test for dependent sample.
Before the students were taught by using Semantic Mapping Strategy, the
writer gave pre-test to know their writing ability. Then, the writer gave treatment,
taught by using Semantic Mapping Strategy. Finally, to find out the result of the
treatment the writer gave post-test to the students. The data as follows:
4.1.1 The Data Description of The Ability of Writing Recount Text of Tenth
Grade Students of MA NU TBS Kudus in the Academic Year 2012/2013
before being Taught by Using Semantic Mapping Strategy
33
34
After conducting the writing test to measure the ability of writing recount text
of tenth grade students of MA NU TBS Kudus in the academic year 2012/2013
before being taught by using Semantic Mapping Strategy, the writing score of tenth
grade students of MA NU TBS Kudus in the academic year 2012/2013 before being
taught by using Semantic Mapping Strategy can be seen in the table 4.1 bellow:
Table 4.1 The Ability of Writing Recount Text of Tenth Grade Students of MA
NU TBS Kudus in the academic year 2012/2013 before being Taught
by Using Semantic Mapping Strategy
Pre-test score
Number
Score
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
59
49
70
53
36
63
55
47
67
43
56
46
63
65
38
54
74
59
28
39
65
75
49
53
44
50
48
60
43
categorized
Sufficient
Low
Good
Low
Poor
Sufficient
Low
Low
Good
Low
Sufficient
Low
Sufficient
Sufficient
Poor
Low
Good
Sufficient
Bad
Poor
Sufficient
Good
Sufficient
Low
Low
Low
Low
Sufficient
Low
35
Table 4.1 The Continuation
Number
30
31
32
33
34
35
36
37
38
39
40
Score
55
37
50
44
52
69
48
53
51
68
60
categorized
Low
Poor
Low
Low
Low
Good
Low
Low
Low
Good
Sufficient
From the data of the ability of writing recount text of tenth grade students of
MA NU TBS Kudus in the academic year 2012/2013 before being taught by using
Semantic Mapping Strategy, the writer concluded that the highest score is 75 and the
lowest score is 28. Then the writer makes the frequency and percentages as follows:
Table 4.2 The Frequency and Percentages of The Ability of Writing Recount
Text Scores in Tenth Grade Students of MA NU TBS Kudus in the
Academic Year 2012/2013 before being Taught by Using Semantic
Mapping Strategy
Score
68 - 75
60 - 67
52 - 59
44 - 51
36 - 43
28 - 35
∑
F
5
7
10
11
6
1
40
%
12.5
17.5
25
27.5
15
2.5
100
Based on the students score above, the writer found the average (mean) score
of the students’ writing skill in pre-test is 53.7 with the standard deviation is
10.48(see Appendix 7). It means that the ability of writing recount text of tenth grade
students of MA NU TBS Kudus is categorized as “Low”.
36
The figure of students’ writing skill achievement before being taught by using
Semantic Mapping Strategy can be describe with the diagram as follow:
12
10
8
Frequency
6
4
2
0
28-35
36-43
44-51
52-59
60-67
68-75
Figure 4.1 The Bar Diagram in The Ability of Writing Recount Text of Tenth
Grade Students of MA NU TBS Kudus in the Academic Year
2012/2013 before being Taught by Using Semantic Mapping Strategy
From the graphic above, it can be seen that the highest frequency of the
ability of writing recount text of tenth grade students of MA NU TBS Kudus in the
academic year 2012/2013 before being taught by using Semantic Mapping Strategy
is score 44-51 at level 11.
4.1.2 The Data Description of The Ability of Writing Recount Text of Tenth
Grade Students of MA NU TBS Kudus in the Academic Year 2012/2013
after being Taught by Using Semantic Mapping Strategy
After having the pre-test result, the writer continued to give treatment by
using Semantic Mapping Strategy. As stated in the previous chapter, the writer uses
one group pre-test post-test in doing this research, so the writer gives post-test to the
students to find out the result of the treatment. The writing score of tenth grade
37
students of MA NU TBS Kudus in the academic year 2012/2013 after being taught
by using Semantic Mapping Strategy can be seen in the table 4.3 bellow:
Table 4.3 The Ability of Writing Recount Text of Tenth Grade Students of MA
NU TBS Kudus in the Academic Year 2012/2013 after being Taught
by Using Semantic Mapping Strategy
Post-test score
Number
Score
1
79
2
65
3
83
4
67
5
61
6
71
7
68
8
82
9
85
10
64
11
73
12
61
13
89
14
79
15
64
16
72
17
87
18
82
19
69
20
72
21
77
22
86
23
78
24
68
25
65
26
74
27
60
28
74
29
63
30
69
31
60
32
65
33
62
34
83
35
87
categorized
Good
Sufficient
Excellent
Good
Sufficient
Good
Good
Excellent
Excellent
Sufficient
Good
Sufficient
Excellent
Good
Sufficient
Good
Excellent
Excellent
Good
Good
Good
Excellent
Good
Good
Sufficient
Good
Sufficient
Good
Sufficient
Good
Sufficient
Sufficient
Sufficient
Excellent
Excellent
38
Table 4.3 The Continuation
Number
36
37
38
39
40
Score
61
76
74
94
79
categorized
Sufficient
Good
Good
Excellent
Good
From the data of the ability of writing recount text of tenth grade students of
MA NU TBS Kudus in the academic year 2012/2013 after being taught by using
Semantic Mapping Strategy, the writer concluded that the highest score is 94 and the
lowest score is 60. Then the writer makes the frequency and percentages as follows:
Table 4.4 The Frequency and Percentages of The Ability of Writing Recount
Text Scores in Tenth Grade Students of MA NU TBS Kudus in the
Academic Year 2012/2013 after being Taught by Using Semantic
Mapping Strategy
Score
89 - 94
83 - 88
77 - 82
71 – 76
65 – 70
59 - 64
∑
F
2
6
7
8
8
9
40
%
5
15
17.5
20
20
22.5
100
Based on the students score above, the writer found the average (mean) score
of the students’ writing skill in post-test is 73.35 with the standard deviation is
9.12(see Appendix 9). It means that the ability of writing recount text of tenth grade
students of MA NU TBS Kudus is categorized as “Good”.
The figure of students’ writing skill achievement after being taught by using
Semantic Mapping Strategy can be describe with the diagram as follow:
39
10
8
6
Frequency
4
2
0
59-64
65-70
71-76
77-82
83-88
89-94
Figure 4.2 The Bar Diagram in The Ability of Writing Recount Text of Tenth
Grade Students of MA NU TBS Kudus in the Academic Year
2012/2013 after being Taught by Using Semantic Mapping Strategy
From the graphic above, it can be seen that the highest frequency of the
ability of writing recount text of tenth grade students of MA NU TBS Kudus in the
academic year 2012/2013 after being taught by using Semantic Mapping Strategy is
score 59-64 at level 9.
4.2 Hypothesis Testing
Hypothesis Testing is purposed to find out whether hypothesis stated is
accepted or rejected. To know whether accepted or rejected, the writer conducted ttest of the ability of writing recount text of tenth grade students of MA NU TBS
Kudus in the academic year 2012/2013 before and after being taught by using
Semantic Mapping Strategy. This research uses the statistical analysis of dependent
sample t-test. The complete calculation can be seen in (Appendix 10). From the
calculation of t-test, it found that t-observation is:
40
Table 4.5 The Summary of t-test Result of The Ability of Writing Recount Text
of Tenth Grade Students of MA NU TBS Kudus in the Academic
Year 2012/2013
Test
Pre
Post
N
40
Mean
53.7
73.35
SD
10.48
9.12
Df
t-table
t-observation
39
2.02
16.54
From table 4.5, it indicates that a significant difference between the ability of
writing recount text of tenth grade students of MA NU TBS Kudus in the academic
year 2012/2013 before and after being taught by using Semantic Mapping Strategy.
The t-observation (to) is 16.54, is higher than the t-table (2.02) in level of
significance 5%. Therefore, the null hypothesis (Ho) is rejected and the alternative
hypothesis (Ha) is accepted. It can be concluded that there is a significant difference
between the ability of writing recount text of tenth grade students of MA NU TBS
Kudus in the academic year 2012/2013 before and after being taught by using
Semantic Mapping Strategy.
FINDING OF THE RESEARCH
In this chapter, the writer discusses about the result of the research, the data
description, analyzing data and the hypothesis of testing.
4.1 Finding of the Research
After conducting the research, the writer got the data of the ability of writing
recount text of tenth grade students of MA NU TBS Kudus in the academic year
2012/2013 before and after being taught by using Semantic Mapping Strategy.
The data for this research were taken from the writing ability test result of
tenth grade students of MA NU TBS Kudus to find out whether or not there is a
significant difference between the ability of writing recount text of tenth grade
students of MA NU TBS Kudus in the academic year 2012/2013 before and after
being taught by using Semantic Mapping Strategy. To measure the purpose of the
research, the data were analyzed using t-test for dependent sample.
Before the students were taught by using Semantic Mapping Strategy, the
writer gave pre-test to know their writing ability. Then, the writer gave treatment,
taught by using Semantic Mapping Strategy. Finally, to find out the result of the
treatment the writer gave post-test to the students. The data as follows:
4.1.1 The Data Description of The Ability of Writing Recount Text of Tenth
Grade Students of MA NU TBS Kudus in the Academic Year 2012/2013
before being Taught by Using Semantic Mapping Strategy
33
34
After conducting the writing test to measure the ability of writing recount text
of tenth grade students of MA NU TBS Kudus in the academic year 2012/2013
before being taught by using Semantic Mapping Strategy, the writing score of tenth
grade students of MA NU TBS Kudus in the academic year 2012/2013 before being
taught by using Semantic Mapping Strategy can be seen in the table 4.1 bellow:
Table 4.1 The Ability of Writing Recount Text of Tenth Grade Students of MA
NU TBS Kudus in the academic year 2012/2013 before being Taught
by Using Semantic Mapping Strategy
Pre-test score
Number
Score
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
59
49
70
53
36
63
55
47
67
43
56
46
63
65
38
54
74
59
28
39
65
75
49
53
44
50
48
60
43
categorized
Sufficient
Low
Good
Low
Poor
Sufficient
Low
Low
Good
Low
Sufficient
Low
Sufficient
Sufficient
Poor
Low
Good
Sufficient
Bad
Poor
Sufficient
Good
Sufficient
Low
Low
Low
Low
Sufficient
Low
35
Table 4.1 The Continuation
Number
30
31
32
33
34
35
36
37
38
39
40
Score
55
37
50
44
52
69
48
53
51
68
60
categorized
Low
Poor
Low
Low
Low
Good
Low
Low
Low
Good
Sufficient
From the data of the ability of writing recount text of tenth grade students of
MA NU TBS Kudus in the academic year 2012/2013 before being taught by using
Semantic Mapping Strategy, the writer concluded that the highest score is 75 and the
lowest score is 28. Then the writer makes the frequency and percentages as follows:
Table 4.2 The Frequency and Percentages of The Ability of Writing Recount
Text Scores in Tenth Grade Students of MA NU TBS Kudus in the
Academic Year 2012/2013 before being Taught by Using Semantic
Mapping Strategy
Score
68 - 75
60 - 67
52 - 59
44 - 51
36 - 43
28 - 35
∑
F
5
7
10
11
6
1
40
%
12.5
17.5
25
27.5
15
2.5
100
Based on the students score above, the writer found the average (mean) score
of the students’ writing skill in pre-test is 53.7 with the standard deviation is
10.48(see Appendix 7). It means that the ability of writing recount text of tenth grade
students of MA NU TBS Kudus is categorized as “Low”.
36
The figure of students’ writing skill achievement before being taught by using
Semantic Mapping Strategy can be describe with the diagram as follow:
12
10
8
Frequency
6
4
2
0
28-35
36-43
44-51
52-59
60-67
68-75
Figure 4.1 The Bar Diagram in The Ability of Writing Recount Text of Tenth
Grade Students of MA NU TBS Kudus in the Academic Year
2012/2013 before being Taught by Using Semantic Mapping Strategy
From the graphic above, it can be seen that the highest frequency of the
ability of writing recount text of tenth grade students of MA NU TBS Kudus in the
academic year 2012/2013 before being taught by using Semantic Mapping Strategy
is score 44-51 at level 11.
4.1.2 The Data Description of The Ability of Writing Recount Text of Tenth
Grade Students of MA NU TBS Kudus in the Academic Year 2012/2013
after being Taught by Using Semantic Mapping Strategy
After having the pre-test result, the writer continued to give treatment by
using Semantic Mapping Strategy. As stated in the previous chapter, the writer uses
one group pre-test post-test in doing this research, so the writer gives post-test to the
students to find out the result of the treatment. The writing score of tenth grade
37
students of MA NU TBS Kudus in the academic year 2012/2013 after being taught
by using Semantic Mapping Strategy can be seen in the table 4.3 bellow:
Table 4.3 The Ability of Writing Recount Text of Tenth Grade Students of MA
NU TBS Kudus in the Academic Year 2012/2013 after being Taught
by Using Semantic Mapping Strategy
Post-test score
Number
Score
1
79
2
65
3
83
4
67
5
61
6
71
7
68
8
82
9
85
10
64
11
73
12
61
13
89
14
79
15
64
16
72
17
87
18
82
19
69
20
72
21
77
22
86
23
78
24
68
25
65
26
74
27
60
28
74
29
63
30
69
31
60
32
65
33
62
34
83
35
87
categorized
Good
Sufficient
Excellent
Good
Sufficient
Good
Good
Excellent
Excellent
Sufficient
Good
Sufficient
Excellent
Good
Sufficient
Good
Excellent
Excellent
Good
Good
Good
Excellent
Good
Good
Sufficient
Good
Sufficient
Good
Sufficient
Good
Sufficient
Sufficient
Sufficient
Excellent
Excellent
38
Table 4.3 The Continuation
Number
36
37
38
39
40
Score
61
76
74
94
79
categorized
Sufficient
Good
Good
Excellent
Good
From the data of the ability of writing recount text of tenth grade students of
MA NU TBS Kudus in the academic year 2012/2013 after being taught by using
Semantic Mapping Strategy, the writer concluded that the highest score is 94 and the
lowest score is 60. Then the writer makes the frequency and percentages as follows:
Table 4.4 The Frequency and Percentages of The Ability of Writing Recount
Text Scores in Tenth Grade Students of MA NU TBS Kudus in the
Academic Year 2012/2013 after being Taught by Using Semantic
Mapping Strategy
Score
89 - 94
83 - 88
77 - 82
71 – 76
65 – 70
59 - 64
∑
F
2
6
7
8
8
9
40
%
5
15
17.5
20
20
22.5
100
Based on the students score above, the writer found the average (mean) score
of the students’ writing skill in post-test is 73.35 with the standard deviation is
9.12(see Appendix 9). It means that the ability of writing recount text of tenth grade
students of MA NU TBS Kudus is categorized as “Good”.
The figure of students’ writing skill achievement after being taught by using
Semantic Mapping Strategy can be describe with the diagram as follow:
39
10
8
6
Frequency
4
2
0
59-64
65-70
71-76
77-82
83-88
89-94
Figure 4.2 The Bar Diagram in The Ability of Writing Recount Text of Tenth
Grade Students of MA NU TBS Kudus in the Academic Year
2012/2013 after being Taught by Using Semantic Mapping Strategy
From the graphic above, it can be seen that the highest frequency of the
ability of writing recount text of tenth grade students of MA NU TBS Kudus in the
academic year 2012/2013 after being taught by using Semantic Mapping Strategy is
score 59-64 at level 9.
4.2 Hypothesis Testing
Hypothesis Testing is purposed to find out whether hypothesis stated is
accepted or rejected. To know whether accepted or rejected, the writer conducted ttest of the ability of writing recount text of tenth grade students of MA NU TBS
Kudus in the academic year 2012/2013 before and after being taught by using
Semantic Mapping Strategy. This research uses the statistical analysis of dependent
sample t-test. The complete calculation can be seen in (Appendix 10). From the
calculation of t-test, it found that t-observation is:
40
Table 4.5 The Summary of t-test Result of The Ability of Writing Recount Text
of Tenth Grade Students of MA NU TBS Kudus in the Academic
Year 2012/2013
Test
Pre
Post
N
40
Mean
53.7
73.35
SD
10.48
9.12
Df
t-table
t-observation
39
2.02
16.54
From table 4.5, it indicates that a significant difference between the ability of
writing recount text of tenth grade students of MA NU TBS Kudus in the academic
year 2012/2013 before and after being taught by using Semantic Mapping Strategy.
The t-observation (to) is 16.54, is higher than the t-table (2.02) in level of
significance 5%. Therefore, the null hypothesis (Ho) is rejected and the alternative
hypothesis (Ha) is accepted. It can be concluded that there is a significant difference
between the ability of writing recount text of tenth grade students of MA NU TBS
Kudus in the academic year 2012/2013 before and after being taught by using
Semantic Mapping Strategy.