EMANUEL ARY: 2013

A STUDY OF THE SECOND YEAR STUDENTS’ ABILITY IN WRITING SENTENCES BY USING POCKET CHART AT SMP PLUS SABILUR ROSYAD SIDOARJO

CHAPTER I

INTRODUCTION

A. The Background of the Study

English plays a very important role in Indonesian educational system, based on the fact that many references and scientific books are written in English. It is understandable why the government puts English as one of the compulsory subjects at schools.

As a compulsory subject at secondary schools English must be learnt by the students. Unfortunately, the out come of English teaching at secondary school is not satisfying, especially in writing ability (Nursito, 1992:33), This is because writing is considered complex that include some components. So, it is acceptable that most of the students have some difficulties in writing.

The teacher may use pocket chart as the media of teaching writing, especially on tlie type and the constructions of sentences as one of the solution. Usman (1995:27) says that learning can be more successful if it is involve some kinds of media than without having more. Related to the idea, Karim and Hasbullah (1996:5.21) argue that pocket chart is very useful to help students learn the type of sentences, such as affirmative, interrogative, request sentence, etc. Pocket chart will show them directly how those sentences are changed from an affirmative to interrogative sentences without necessary giving much explanation about it.

As a result, pocket chart with a set of word cards can make the students remember words. By having pocket chart the students can move the cards around and using them in different context. The students' ability in their sentences combination brings an impression into their minds. For that reason, the students learn the importance of the order which it often in written sentences.

As one of the secondary schools in Sidoarjo, SMP PLUS SABILUR ROSYAD - Sidoarjo provides some facilities for the students in learning English. It can be seen when the teacher uses a tape recorder and cassettes for improving listening ability or for training them in pronunciation. The teacher uses pictures or songs for teaching vocabulary. Then, for teaching writing especially for type of sentences the readier uses pocket chart.

In using pocket chart in the teaching and learning process, the teacher often asks the students to change the constructions of sentences in correct order. The purpose of this technique is to give a chance to every student to re-arrange a list of words in correct order. In addition, every student has experience on how to rearrange the construction of sentence.

In line to the idea, that condition may let them remember the way of making correct sentence. The process of remembering is a basic of learning a language. in this case, media have function to confirm and to unite sound, grammar, and vocabulary to the students (Zainudin, 1973:14). Finally, pocket charts are important for establishing the meaning of words and sentences and make the students find it easier to remember the materials given.

Considering the explanation above, it is clear that pocket chart is important to acquire the students' ability in wilting sentence. Moreover, by preliminary study the researcher observes that teaching English through pocket chart has been applied at SMP PLUS SABILUR ROSYAD - Sidoarjo, where the writer conduct the research. The teacher teaches writing by using pocket chart to make students easier in learning writing, especially in the form of sentences.

B. Problem of the Study

Based on the research background, the problems of the research are formulated as follows.

1. General Problem

How far is the second year students' ability in writing sentences using pocket chart at- SMP PLUS SABILUR ROSYAD – Sidoarjo.

2. Specific Problems

The specific problem of the research can be formulated as follows.

a. How far is the second year students' ability in writing simple sentences using pocket chart at SMP PLUS SABILUR ROSYAD – Sidoarjo?

b. How far is the second year students¹ ability in writing compound sentences using pocket chart at SMP PLUS SABILUR ROSYAD - Sidoarjo ?

C. The Operational Definition of Terms.

The terms that are necessary defined operationally are; (1) Pocket Chart: and (2) Sentence writing ability.

1. Pocket chart.

Pocket chart in this research refers to a sheet of vinyl or PVC (plastic) and stiff transparent plastic. It is made within 90 cm long and 120 cm high with the pocket placed to hold word cards or pictures.

2. Sentence Writing Ability

Sentence writing ability is the students' act to express their ideas in the form of simple sentences and compound sentences by using pocket chart. The students' ability is shown by the scores of writing lest.

D. The Objective of the Research.

1. General objective.

Referring to the research problem, the general objective of the research is to know the second year students' ability in writing sentences using pocket chart at SMP PLUS SABILUR ROSYAD –Sidoarjo ?

2. Specific objectives.

Based on general problem, this research is intended to know:

a. To know the second year students' ability in writing a simple sentences using pocket chart at SMP PLUS SABILUR ROSYAD – Sidoarjo.

b. To know the second year students' ability in writing a compound sentences using pocket chart at SMP PLUS SABILUR ROSYAD - Sidoarjo.

E. The Significances of the Research.

This research is expected to provide contribution for

1. The English Teachers.

The result of this research is an input for the English teacher to know her students' abilities in writing sentences by using pocket chart in the teaching learning process.

2. The Other Researchers.

The result of this study is expected to be useful for the future researchers who are interested in conducting further research on the same topic, for example "The effect of Using Pocket Chart on the students' ability in writing composition". It can broaden other researcher's view about writing and can be as a reference for the research.

CHAPTER II

REVIEW OF THE RELATED LITERATURE

A. Pocket Chart

Pocket chart consists of a sheet of vinyl or PYC (plastic) and stiff transparent plastic. It is made within 90 cm long and 120 cm high with the pocket is placed To holding word cards or pictures (Yumis. 1981:32). Pocket chart is commonly used by the teacher because it is made of simple materials and easy to find the materials. Moreover, pocket chart can be made easily by the teacher.

Therefore, pocket chart is also helpful in English teaching learning process. In line to the idea, Karim (1996:5.21) says that English teacher present pocket chart as the learning media in the classroom, especially in teaching writing sentences. Moreover, pocket chart helps teaching and teaming process run effectively and efficiently (Zainudin, 1996:2).

B. The Strengths of Pocket Chart

There are some reasons why teachers choose pocket chart as learning media, especially for writing sentences. According to Karim (1996:5.21) "Pocket chart is very useful for teaching the types of sentences, such as affirmative, interrogative, request sentences and another type of sentences that can be showed to the students.

Furthermore, Zainudin (1984:10 - 11) says that pocket chart is very useful in teaching the type of sentences, for example; in the positive sentence 'Father reads a newspaper in the living room'. If the teacher wants to change the sentence into a negative form, he puts another word cards 'DOES' and 'NOT'. So, the negative sentence becomes 'Father does not read a newspaper in the living room'. To teach an interrogative sentence the word chart 'DOES' is placed in front of a word card 'FATHER' and put a word chart 'NOT'. The teacher also adds with a question mark (?). So, the sentence becomes 'Does father read a newspaper in the living room?'

In line to the idea, Zainudin argues that the high frequency of using pocket chart can make the students faster in learning type of sentences than that does not (1984:13). It is because much training writing by using pocket chan, the students have experience on how to make a correct sentence (Zainudin, 1996:13).

In addition, Yunus (1981:32) says that pocket chart brings some positive values. The first, the students learn the way in which the sentences may be altered by moving some- words into new positions and through this learn to correct mistakes and vary sentences patterns. The spellings of words as well as their combination in sentence makes an important order in written sentences. The second, the pocket chart can also be used for the presentation and practice of numerous grammatical items. It is useful in guided composition work. The third, the pocket chart can be used in conjunction with other teaching aids, especially the flannel board, magnet board and various types of pictures. Finally, the pocket chart can be used for developing reading skills through pre-reading and phonics activities with letter cards and pictures. It is a recognized activity involves word cards.

C. Kinds of Pocket Chart

Pocket chart is a teacher made and can be as simple or as complex as the teachers' talents and imagination extends. Three design pocket charts given below for homemade pocket charts:

1. A folded cardboard pocket chart

A folded cardboard pocket chart is smaller than the others are and good for teaching small groups or classes, especially in remedial situation. The number of the small group is not more than 6 students. It is a small pocket charts and better places it on the students' table.

This kind of pocket chart can be made up from very stiff pieces of card board each measuring 50 cm by 60 cm for the support material, while for the pocket chart a sheet of thinner cardboard is required. Furthermore, strong masking tape can be used to join together the two stiff pieces of cardboard. Besides the pocket can be gummed or stapled on the board at 8-cm intervals. In addition, this pocket chart can be made as interesting as possible by combining it with a flannel board. In this way instead of putting pockets on both sides of the board, one side can be covered with pieces of flannel (Yunus, 1981:32). Below is the picture of a folded cardboard pocket chart:

2. An accordion type pocket chart

This pocket chart has the advantage of being easy to cam" around and to be folded like an accordion. Furthermore, it is well known of being made from 6-8 lengthwise pieces of very stiff cardboard each 74-cm long. Then, on top of each length is a layer of lightweight cardboard which forms the pockets, while the bottom of the pocket is scoured with a compass to form a fold. Finally, the 6 -8 pieces are joined together with key rings or curtain rings (Yunus, 1981:33). The example of an accordion type pocket chart is as follows:

3. A roll - up Vinyl Pocket Chart.

This pocket chart is the easiest to make and being light to cam' around. Furthermore, it is easy to be kept, as it resembles a rod - up chalkboard. The pocket chart is made of a sheet or vinyl or PVC (plastic) to which are anached pockets made from strips of stiff or transparent plastic. Two rods (broomsticks are ideal) are inserted in folds at the bottom and top to support and give weight to the pocket chart. In addition, at the top of pocket chart, an extra large pocket can be put to hold picture cards (Yunus, 1981:34). This is the example of a roll - up vinyl pocket chart:

However, there is a model of pocket chart that is a very easy to make, it is from a thick cartoon and measures 60 cm wide and 40 cm long, where cummed. some pocket in 5 cm high (Zainudin, 1996-40).

The explanation above can be described with the picture below.

In addition, there are some variations in pocket chart. Concerning with the variation, the teacher can create it into different models. Besides the models mentioned earlier, the teacher could make pocket chart into the mode! of Spanish boat or the clown {Karim and Hasbullah, 1986:5.26 - 5.28).

4. Spanish boat

Spanish boat is one of pocket charts, which is illustrated as a small boat with 3 long poles. The first pole from left shows the first form of irregular verb. The pole that lies on the middle is for the second form of irregular verb. The right pole from the front refers to the third form of irregular verb.

In relation to the idea, Spanish boat is good for teaching irregular verb. It can help the students' who are difficult to remember words of irregular verb. By using Spanish boat, the Students' curiosity is increased to remember the words. The illustration of this is as follows:

5. The Clown

The clown is one model of pocket chart, which looks like a clown where the clown's body is divided into 2 equal parts vertically, each of the part is placed some pockets for fulfilling the words. In addition, the clown is good for teaching writing about vocabulary, especially in terms of synonym and antonym. Related to the idea, different color can be added to each of the part to make clear about the materials given (synonym and antonym). The illustration of the clown pocket chart is as follows:

In this research, the writer regards a roll up vinyl pocket chart suggested by yunus. This is based on the reason that Yunus pocket chart is simpler to make and suitable for teaching writing sentences. Moreover. SMP PLUS SABILUR ROSYAD - Sidoarjo has been using it in the teaching learning process of writing, where the writer will conduct the research.

D. Writing Material for the Second Year Students of SLTP

Based on the 1994 English curriculum, writing skill covers the following abilities:

1. to transfer simple sentences that the students' have learnt in correct spelling and punctuation.

2. to write simple sentences that the teacher uttered

a. To complete a simple dialogue given.

b. To complete a short paragraph in form of narration or description.

c. To make a compound and complex sentences.

In this research, the writer focuses on the type of sentences especially simple sentences and compound sentences in the form of declarative and interrogative sentences. It is because complex sentences was not teached at SMP PLUS SABILUR ROSYAD - Sidoarjo where the researcher conducted the research. Therefore, the following section will discuss about simple sentences and compound sentences.

E. Simple Sentences and Compound Sentences

A sentence expresses a complete thought that always has two parts. The first part of the sentence is the complete subject. According to Frank, the subject is the idea of the sentences, names of person, place or thing (1972:220). In addition. Meade says that subject of the sentences answer the questions who or what place the verb (1988:131). The simple subject is always a noun or pronoun or group of words that is used as a noun. In line to the ideas, Marianus and Weiner define that the word subject can be used for either the complete subject or simple subject (1988:132- 133).

In addition, Bergman and Seen (1995:156) find the simple subject, we can ask who or what is some statements being made, for example:

1. The man in the next apartment is a deep-sea driver.

Complete subject

(What word answer the question about whom or what is some statements being made ?)

2. That large black cat is the mother of these kittens.

Complete subject complete predicate

That large black cat names the thing the sentence is about. While, is the mother of these kittens tells what the complete subject is.

3. The manager of the store orders the new supplies.

Complete subject complete predicate

The manager of the store names the person in the sentence. While, orders the new supplies tell what the complete subject does.

In addition, the second part of the sentence is the predicate. The predicate tells what the subject is or does. In addition, Guth states that predicate are the second major part of the simple sentence. Predicate normally makes some kinds of concerning the subject and sometimes it asks questions about the subject (1965:9).

Moreover, Marianus and Weiner say that completes predicate is the predicate together with Ali the words that help it make statement about the subject. The simple predicate is the word or group of words that report or state the condition of subject (1988:133), for example:

1. The girl in the comer reads a magazine

2. The quick brown fox jumps over the lazy dog

We can clarify that the simple subject of the first sentences is ‘girl’. Then the simple predicate of the subject is the verb ‘read’. The second verb, jump over the lazy dog is called complete predicate, because this phrase gives a modifier directly to the subject.

In fact, there are sentences, which do not contain a subject, such as; 'sit down!' and 'go out!^’ However, the examples can be excepted as sentences since the expressions are quite clear and self -supporting as sentence with a subject and a predicate ('sit down' and 'go out').

In addition, the purpose of writing a sentence minimally should contain a subject and finite verb. This statement is supported by Meade says that sentence contain a predicate, but the subject may be expressed or understood (1988:216).

In line with this, Keraf (1984:141) proposes the physical characteristic of sentences as follows:

1. The sentences begin with a capital letter and with a mark of punctuation such as a period, a question mark or an exclamation point.

For example : a. Father drinks a cup of coffee.

b. John is an engineer.

2. The essential elements of sentence are subject, verb and complement. They are called the normal word order of sentence.

For example : a. The students study Mathematics.

S V C

b. The teacher explains the lesson.

S V C

3. The intonation pattern will reveal either pitch and or fading off the voice or

a rising pitch and sudden stop of voice.

Bergman and Seen say that in traditionally sentences are classified according to their grammar as simple sentence, compound sentence, complex sentence and compound complex sentence (1995: 98). This research only focuses on simple sentence and compound sentence. Moreover, complex sentence and compound complex sentence will not be reviewed.

1. Simple Sentences

Simple sentences consist of one independent clause, with no dependent clause attached (Ray. F, 1975:709).

One subject : Batman has super power.

S V

One verb : He lives in Gotham city.

S V

In simple sentences, either the subject or the verb can be compound :

Compound subject : The Joker and the Penguin are Batman's enemies.

S S V

( both subject shares the verb are )

Compound verb : Batman rides in his speedy Bat mobile and files in his swift Bat plane

S V V

(Both verbs share the subject Batman)

Each of the examples above is a simple sentence that contains only one independent clause. The first example has more than one subject, but the subjects 'The joker and the penguin' make a compound subject for the verb 'are’. Moreover, the last sentence has more than one verb, but the verbs 'rides and flies' make a compound verb for the subject 'Batman'. So, it can be considered that simple sentences contain only one subject and one predicate either both of which may be compound.

2. Compound Sentences

Compound sentence is a sentence expressing more than one thought. Furthermore, Bergman states that compound sentence consists of two or more independent clauses closely related and joined with a coordinate conjunction or separated by a semicolon. It means that the clauses of compound sentences frequently refer to as main clauses, joined to make one sentence. Then, a compound sentence does not contain a dependent clause.

The coordinate conjunction commonly used are : and, but and or which are usually preceded by comma, for example :

Compound sentence : I have fed the chicken, and David has bought the duck in

S V S V

Simple sentences : I have fed the chicken.

S V

David has bought the cows in.

S V

Compound sentence : The computer is working, and the printer is broken.

S V S V

Simple sentences : The computer is working.

S V

The printer is broken.

S V

In the first example, 'I have fed chicken’ is one independent clause; ‘David has bought the duck in’, is the second independent clause. The coordinate conjunction is ’and’. These sentences have two independent clauses joined by a conjunction. Each clause of compound sentences could stand as independent sentences.

F. Declarative Sentences and Interrogative Sentences

Based on the purpose, sentence can be classified into declarative, imperative, interrogative and exclamatory sentences. This research focuses on simple sentences and compound sentences in the font of declarative sentences and interrogative sentences.

1. Declarative Sentences

A declarative sentence makes a statement or expresses an opinion and ends with a period, for example :

1. We spent five hours at a museum park last week end (statement).

2. A museum parks are so much fun (opinion).

Furthermore, Frank states that in declarative sentence the subject and predicate have a normal word order (2000:221). It can be concluded that the most of sentence we use is a declarative sentence. The pattern is : Subject + Verb + Complement, for example: ‘The baby drinks some milk’

Declarative sentence are also used when someone want to report something which are expressed cither directly or indirectly. Declarative sentence can be direct or indirect sentences, for example:

1. Direct sentence : He said, ‘I have finished my homework’

2. Indirect sentence : He said that he had finished his homework.

2. Interrogative Sentences

Interrogative sentence is a sentence that expresses a question. In line with this statement, Bergman states that an interrogative sentence asks question and ends with question mark, for example:

1. When do you get an English test ?

2. Have you been to the museum park ?

In the interrogative sentence, the subject and the auxiliary are often reversed. The sentences end with a question mark in writing. Moreover, in spoken language yes - no questions end with a rise in pitch and WH question end with a fall in pitch.

G. The students' ability in writing sentences

The term ‘ability in writing sentences’ deals with the students’ act to express their ideas in form of sentence based on certain convention. While, the ability is shown by the score of the writing test.

Writing skill is considered complex and they are sometimes difficult to teach. In achieving writing skill, there are five generals’ components to be master (Heaton, 1988:135). Those components are explained as follows :

1. Language uses (grammatical skills) the ability to write a correct appropriate sentences.

2. Mechanical skill, the ability to use those conventions to written language : for example, punctuation, italic, capitalization, etc.

3. Treatment of the content, the ability to think creatively and develop thought, excluding all irrelevant information.

4. Stylistic skill, the ability to manipulate sentences and paragraphs and uses language effectively.

5. Judgment skill, the ability to write in appropriate manner for a particular audience, together with ability to select, organize and order relevant information.

In this research, the researcher emphasizes on language use that focuses on writing sentences in correct construction. Moreover, mechanical skill is related to the students' ability to write a sentences in correct form, such as; how to use punctuation, conjunction, the agreement of subject and predicate.

According to Bergman (1995:98) there are two classifications of sentences. They are types of sentence based on grammatical and type of sentence based on the purpose. In this study the writer takes a simple sentence and compound sentence in the form of declarative and interrogative sentences. This consideration takes was regarded by the reason that the researcher will conduct in the third semester of SLTP English curriculum.

CHAPTER III

RESEARCH METHOD

A. Research Design.

This research was intended to describe the second year students’ ability in writing sentences using pocket chart at SMP PLUS SABILUR ROSYAD – SIDOARJO in the second grade. In line with this purpose, the appropriate design was descriptive qualitative research. According to Arikunto (1993:291) the characteristics of a descriptive research are: 1) it does not need an administration of controlling the treatment, 2) it does not need the hypothesis, but describes everything that occurres in the real condition.

The procedures of conducting the research were as follows:

4. Determining research area by purposive sampling method.

5. Determining population by giving homogeneity test for knowing the homogeneity of all classes (four classes) that was analyzed by using ANOVA.

6. Using the significant level of 5% to know whether the result of test on the second semester was significant or not.

7. Collecting the primary data by writing test and collecting secondary data by observation and interview.

8. Analyzing the primary data by using descriptive formula .

B. Research Area

Research area is the location where all of the research activities concerning with the data collection are conducted. Arikunto (1993:113) says that purposive method is a method is a method based on the certain purpose and reason. In this research. Purposive method was used to determine the research area.

This research was conducted at SMP PLUS SABILUR ROSYAD – SIDOARJO. The consideration of choosing SMP PLUS SABILUR ROSYAD – SIDOARJO was based on the reason that the researcher had know well about this school. So it facilitated the researcher to get permission.

C. Respondent Determination Method

Arikunto (1993:187) states that if the number of the respondents is less than a hundred it is better to take all the subjects. On the other hand, if the number of the respondent is more that a hundred, it is allowed to take 10% - 15% or 20% - 25% of the whole population as the research sample.

The respondents of this research were the second year students of SMP PLUS SABILUR ROSYAD – SIDOARJO. Proportional random sampling by lottery was used to take the sample. It was because the research result was used to generalize the students’ ability in writing sentence at SMP PLUS SABILUR ROSYAD – SIDOARJO.

The procedure of the proportional random sampling by lottery was as follows. The first, the researcher made lottery number for all the students in each class. The second, the researcher gave the writing test for all the students in each class. The third, the researcher took 25% students from the total number in each class as the respondents. So, the total respondent was 40 students. The fourth, the researcher analyzed the respondents’ writing score and consulted with classification of the score level.

In line to the idea. The researcher used the students’ score of summative test on the summative test on the second term and the scores were analysis by using Anova formula to know homogeneity. It means that, if the result of Anova formula was not significant, sampling technique could be applied.

D. Data Collection Method

The data of this research consists of primary data and supporting data. The primary data were taken from the writing test. The supporting data was taken from interview and document.

1. Test

Arikunto (1993:123) explains that test is a set of questions, exercises of other means which are used to measure skill, knowledge, intelligence, ability or talent of individuals or group. In this research, test was applied to measure the students’ ability writing sentences.

In this research the test was used for measuring the students’ ability in writing sentence using pocket chart. The test was teacher made test in the dorm of objective test, because the objective of this research was in order to know the students’ abilities in writing sentences by using pocket chart.

The test consisted of 30 items that were divided into two parts. Part A was divided into two sections. The first section, the students’ had to do the task by identifying the kinds of sentences. The second section, the students had to change the jumble words into correct sentences. In addition, Part B was also divided into two sections. The first section, the students had to do the task by applying conjunction in compound sentences. The second section, the students had to do the task by applying punctuation in compound sentences into a correct order.

In addition, the test in part A focused on the simple sentences. This part was divided into two sections. The first section consisted of 10 items and had maximum score of 20. The second section consisted of 5 items and had maximum score of 20. Then, part B focused on compound sentences. This part was divided into two sections. First section consisted of 10 items and had maximum score of 40. The second section consisted of 20. So, the score of all items was 100. Moreover, the time was provided to the test 45 minutes.

Meanwhile, s good test should fulfill the requirements of validity and reliability (Hughes, 1989:22). A test is said to be valid if it can measure what is intended to be measure what is intended to be measured (Hughes, 1989:22). Test validity can be classified into four kinds.

1. Content validity : the test has content validity if it constitutes a representative sample of the language skills that is to be measured.

2. Construct validity : the test just measures just the ability that is supposed to be measured.

3. Face validity : the test looks as if it measures what it is supposed to be measured.

4. Criterion – Related validity : the test sees how far the result of the test agree with those provided by some independent and highly dependable assessment of the candidates’ ability (Hughes, 1989:22).

Concerning with the explanation above, this research used content validity. It was because the test items were considered based on the indicators and the materials of the test were based on syllabus used. Hughes (1989:22) states that when the valid, it must be reliable. On the other hand, when the test is reliable, it is not always valid. Therefore, the reliability of the test was not established.

2. Interview

Arikunto (1993:127) states that interview is a dialogue conducted by the interviewer to obtain the data from the interviewer. Further, Arikunto (1993:126) divides interview into three kinds. They are unguided interview, guided interview and semi guided interview. In this research guided interview was chosen because the interview was conducted based on the questions lists related to the supporting data. They were, the method used by the teacher in teaching writing, materials given to the students, writing assignments and the students problem of writing. The interview question was made to interview the English teacher of SMP PLUS SABILUR ROSYAD – Sidoarjo.

3. Documentation

Arikunto (1993:202) states that documentation is used to find out the fact or variables in the form of notes. Transcripts, books etc. In this research documentation was used to get the data about the school location, the number of respondent, personnel of the school and school facilities of SMP PLUS SABILUR ROSYAD – Sidoarjo.

4. Data Analysis

The statistics method was used to calculate the percentage of the students’ abilities in writing sentences using pocket chart.

The statistics formula was used as follows :

E =

x 100 %

Notes :

E : The percentage of the students’ ability in writing sentence using

pocket chart

n : The score obtained by the students on writing test

N : The total of the test items

(Adapted from, Ali, 1987:184)

The steps in analyzing the data were as follows :

3. Analyzes the data by applying the formula

4. Consulted the result of data analysis with table of score level classification.

Table 1 : The Classification of the Score Level

Score	Criterion
96 – 100 86 – 95 76 – 85 66 – 75 56 – 65 46 – 55 < 45	Excellent Very good Good More than enough Enough Poor Very Poor

(Adapted from Depdikbud, 1999:85)

CHAPTER IV

RESULT AND DATA ANALYSIS

This chapter focuses on of the supporting data gained by documentation and interview, and the primary data collected by test. Finally discussion is presented.

A. Supporting Data

The supporting data were obtained by documentation and interview.

1. The Results of Documentation

SMP PLUS SABILUR ROSYAD – SIDOARJO as the research area at Jl. Hang Tuah Pulo Sidoarjo. This school has twelve classes divided inti three levels. The total number of second yeartudents of SMP PLUS SABILUR ROSYAD – Sidoarjo in the second grade was 160 students divided into four classes ; class A, B, C and D. The detail information about the number of students of each class can be seen on Appendix 7. Dealing with the respondents, the name of respondents can be seen on Appendix 8.

The personnel employed in this school are the principal, 32 full time teachers, 14 part time teachers, 4 administration staffs, 2 gardeners, and 2 librarians. The detailed information about them can be seen on Appendix 11.

In additions, the school ha facilities as follows : library, science laboratory, language laboratory, computer room, teacher room, students health service room, mosque, canteen, eight bathrooms for students, and two bathrooms for teacher.

2. The Results of Interview

2Based on the information obtained by interview with the English teacher of SMP PLUS SABILUR ROSYAD – Sidoarjo, lecturing method was apllied in the teaching learning process. Moreover, pocket chart has been applied in teaching the types of sentences.

LKS of Communicative English for second class has been used as the main book. In addition, the English book published by Depdikbud and Erlangga have been used by the teacher as the additional book. These book have enough proportion of writing materials, especially for learning types of sentences.

B. Primary Data

1. The Result of Homogeneity Test

The homogeneity of population was determined by comparing the mean deference of English summative test scores obtained by the four classes of the second year students’ summative test in the second semester was used to know whether or not the four classes had equal capabilities.

The following is the result of computation and the detailed analysis can be seen on Appendix 5.

Table. 2 summary of F. Test Analysis of Homogeneity Test

Source of variation	Sum of squares	Degree of freedom	Mean squares	F. Test	F. Critical table (5 %)
Between groups Within groups Total	0,15 51783,75 51783,9	3 156 159	0,05 331,94 325,68	0,00015	2,76

The analysis showed that F-was 0,00015 where as the F-table within significant level of 5 % and dfb o 3 and dfw o 156 showed 2, 67. Therefore, the result o F-test was less than that of F-table. This means that there was no significant difference of the English ability among the four classes of the second year students of SMP PLUS SABILUR ROSYAD – Sidoarjo. So, the population was homogeneus.

2. The Result of Writing Test

Pocket chart was not used in conducting writing test. It was because pocket chart often used in teaching learning process, especially in writing sentences.

The primary data of this research were collected by conducting the writing test on 27^th April 2009. The test was used to know the students’ ability in writing sentences by using pocket chart.

The result of this test is presented in the following table.

Table. 3 The Recapitulation of the Respondents’ score in Writing Test

NO	The students’ Score of Each Variable
NO	Simple sentences	Compound sentences
1	30	52
2	30	48
3	34	54
4	32	54
5	30	54
6	34	52
7	34	52
8	32	52
9	32	48
10	30	54
11	28	48
12	30	48
13	32	60
14	32	60
15	28	52
16	34	48
17	30	52
18	32	48
19	30	44
20	34	52
21	32	54
22	32	48
23	332	52
24	334	60
25	34	48
26	34	48
27	32	52
28	34	44
29	32	44
30	30	54
31	32	48
32	32	44
33	30	44
34	32	48
35	32	60
36	32	48
37	30	54
38	30	54
39	30	48
40	34	44
Total	1268	2032

C. Data Analysis

After gathering the primary data dealing with the students’ score in writing test, the data were analyzed in two sections.

1. General Problem Analysis

Based on table 3, the total core of all variables obtained by the respondents was 3300, while the expected maximum scores of the whole variable were 4000 (40 x 100). Therefore, the percentage of the respondents’ score was described as follows.

E =

x 100 %

= 82, 50 %

From the calculation, it was known that the respondents’ ability in writing using pocket chart was good because the percentage of their score was in

the range of 76 % - 85 % (see the classification of the score level)

2. Specific Problem Analysis

Based on table 3, the total score of the first variable (simple sentences) obtained by the respondents was 1268, while the expected total score of the second variable (compound sentences) obtained by the respondents was 2032, and the maximum score was 2400 (40 x 60).

Then, the percentage of the respondents’ was calculated as follows.

2. Simple Sentences

E =

x 100 %

= 79, 25 %

3. Compound Sentences

E =

x 100 %

= 84, 66 %

The result of the calculation of the score could be seen in the following table.

Table. 4 The Percentage o the Respondents’ Score of Each Variable

No	Variable	Percentage
1	Simple Sentences	79,25 %
2	Compound Sentences	84,66 %

Based on the result of the data analysis, it could be interpreted as follows. Firstly, the percentage of the respondents’ scores in the writing test was 82, 50%. It means that the respondents’ ability in writing sentences was good because the percentage was in the rage of 76% - 85%. Secondly, the percentage of the respondents’ scores in writing simple sentences was 79, 25%. It means that the respondents’ ability in writing simple sentences was good because the percentage was in the rage of 76% - 85%. Thirdly, the percentage of the respondents’ scores of writing compound sentences was 84, 66%. It means that their writing ability in compound sentences was good because the percentage was in the rage of 76% - 85%.

To make it clear, the following table shows the respondents’ ability in writing sentences ability by using pocket chart.

Table. 5 The respondents’ writing Ability by Using Pocket Chart.

No	Variable	Percentage	Range of score	Category
1	Simple and compound sentences	82,50%	76 – 85	Good
2	Simple Sentences	79,25%	76 – 85	Good
3	Compound Sentences	84,66%	76 - 85	Good

D. Discussion

The students’ ability in writing sentences was good. It might be caused by the high frequency (twice a week) of using pocket chart in the teaching of writing sentences. It is supported by Zainudin (1996,1) who says that the high frequency of using pocket chart helps the students learn the type of sentences. Furthermore, Yunus (1981:32) notes that pocket chart give experiences to the students about practicing to put some words into new position and learn to correct mistakes and vary sentence patterns.

Moreover, the students’ ability in writing simple sentences was good. It might be caused by that simple sentences had been taught since they were at the first level and second level simple sentence were reviewed by the teacher. So, it is possible for the students to get a good score.

Dealing with writing compound sentences, the students’ ability was good it might be caused by the high frequency (twice a week) using pocket chart in teaching writing compound sentences. In addition, much exercise about compound sentences was given to the students in teaching learning process. Rom the explanation above, it can be said that pocket chart is helpful in the teaching learning process of writing sentences dealing with simple sentences and compound sentences.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusions

Based on the data analysis and the discussion above, the following points can be drawn.

1. General Conclusion

The second year students' ability sentences by using pocket chart at SMP PLUS SABILUR ROSYAD - Sidoarjo was good.

2. Spesific Conclusions

a. The second year students' ability in writing simple sentences by using pocket chart at SMP PLUS SABILUR ROSYAD - Sidoarjo was good.

b. The second year students' ability in weiting compound sentences by using pocket chart at SMP PLUS SABILUR ROSYAD - Sidoarjo was good.

B. Suggestion

1. The English Teachers

The English teachers are suggested to use pocket chart as the main media in teaching writing sentences. It is based on finding that pocket chart is helpful for the students in learning writing, especially the types of sentence.

2. Other Researcher

Other researcher can conduct the similar research in different design. It is because teaching writing sentece ability by using pocket chart is rarely applied by the teacher at some schools. The finding can be input, for example, “ The effect of Using Pocket Chart on Writing Composition”.

Appendix 2

SUPPORTING DATA INSTRUMENTS

2. Interview

No.	Interview question	Data resources
1.	Could you tell me the method in teaching writing ?	English teacher
2.	Could you tell me the materials given in teaching writing ?	English teacher
3.	Could you tell me kind of assignments given to the student in writing subject ?	English teacher
4.	Could you tell me the problems you have in teaching writing ?	English teacher

3. Documentation

No.	The Supporting Data	Data resources
1.	The school location and the number of respondent	Documentation
2.	The name of respondent and the personal of the school	Documentation
3.	The facilities provided at SMP PLUS SABILUR ROSYAD SIDOARJO.	Documentation

Apendix 3

ENGLISH TEST

Skill : Writing

Topic : Simple sentence and compound sentence

Time : 45'

Class : II

PART A

Identify the sentences below. If a sentence is a simple sentence, write simple. If a sentence is a compound sentence, write compound.

4. Spiders live on the land, but frogs can live in the water.

5. Spices are used in medicine and perfumes.

6. The Joker and the Penguin are Batman's enemies.

7. Most deer is the size of a pony, but the musk deer is the size of a small dog,

8. Batman has a super power.

9. We can buy the film now, or Jeff can get it later.

10. Terry slugged the tall and ran to first base.

11. The mail just arrived, and you have two tetters.

12. My brother's birthday and mine are on the same date in March.

13. We will wait for you here or meet you in the gym.

Number your paper 1 to 5.

Combine these jumbled words into good sentences.

1. to - Andre - Theatre - went - the.

2. Andre - sat - they - met - and - Adwin - together.

3. a - action - The - good - performed - actors,

4. got - permission - to - but - parents - her - Nina - they - give - it - did not.

5. happy - were - very - We.

PART B

Number your paper 1 -10.

Write each compound sentence and punctuate it correctly with a comma or a semicolon. If a sentence does not need any punctuation, write "None" after the number.

1. An elephant is the largest land animal a blue whale is the largest sea animal.

2. An aardvark lives in Africa and eats termites.

3. A panda looks like a bear but the raccoon is its closest relative.

4. Male tigers always live and hunt alone.

5. Indian rhinoceroses have one horn African rhinoceroses have two horns.

6. Female lions watch the cubs and hunt for food.

7. A kangaroo measures 4,5 feet but its tail measures another 3,5 feet.

8. A mother sheep is a ewe a father sheep is a ram.

9. A giraffe can be 13 feet tall and weighs 4,000 pounds.

10. Gorilla sleeps 14 hours a day but an elephants sleeps only 2 hours.

Number your paper 1 - 5.

Use the conjunction in brackets to combine each pair of sentences into one compound sentence.

Example : People have confused fact and fancy many times.

One time stands out [ but ].

Answer : People have confused fact and fancy many times, but one time

stood out.

5. The story is by H.G Wells A different person wrote the radio script [ but ].

6. The news bulletin became more and more frequent Finally they simply took over the music program completely [ and ].

7. It was just a radio drama Some people took it seriously [ but ].

8. They must not have been listening carefully They would have heard four announcements that the show was just a story [ or ].

9. People ran to warn friends and family Streets become crowded with cars as people tried to escape from the cities [ and ].

Appendix 4

KEY ANSWERS

PART A

----- I -----

1. Compound

2. Simple

3 Simple

4. Compound

5. Simple

6. Compound

7. Simple

8. Compound

9. Simple

10. Simple

----- II -----

1. Andre went to the theatre.

2. Andre met Adwin, and they sat together.

3. The actors performed a good action.

4. Nina got permission to her parents, but they did not give it.

5. We were very happy.

PART B

----- I -----

1. An elephant is the largest land animal; a blue whale is the largest sea animal.

2. None.

3. A Panda looks like a bear, but the raccoon is its closest relative.

4. None.

5. Indian rhinoceroses have one horn; African rhinoceroses have two horns.

6. None.

7. A Kangaroo measures 4,5 feet; but its tail measures 3,5 feet.

8. A mother sheep is a ewe ; a father sheep is a ram.

9. None.

10. Gorillas sleep 14 hours a day , but elephants sleep only 2 hours.

----- II -----

9. The story is by H.G Wells, but a different person wrote the radio script.

10. The news bulletins became more and more frequent and finally they simply

took over the music radio program completely.

11. It was just a radio drama, but some people took it seriously.

12. They must not have been listening carefully, or they would have heard four

announcements that the show was just a story.

13. People ran to warn friends and family and streets became crowded with cars as

people tried to escape from the cities.

Appendix 5

A				B			C			D			TOTAL
x	F	Fx	Fx2	F	Fx	Fx2	F	Fx	Fx2	F	Fx	Fx2	F	Fx	Fx2
8 7 6 5	6 11 20 3	48 77 120 15	384 539 19 3	5 13 19 3	40 91 114 15	320 637 684 100	3 15 18 4	24 105 108 20	192 735 648 100	2 18 17 3	16 126 102 15	128 882 612 75	16 57 74 13	128 339 444 65	2084 22743 32856 845
		260			260			257			259		160	1036	5849

JK Total = ∑ fx2tot -

= 58492 -

= 51783,9

JK Antar =

= 6708,25 – 6708,1

= 0,15

JK dalam = JK total - JK antar

= 51783,9-0,15

= 51783,75

db total = N-l

= 160- I = 159

db antar = the total of groups

= 1 4-1=3

db dalam = db total - db antar

= 159 - 3

= 156

MK antar =

= 0,05

MK dalam = JK dalam Db dalam

= 331,94

MK total =

= 325,68

F test =

= 0,00015

Notes:

Jktot (Jumlah kuadrat total) = The total of Sum Square

Jkantar (Jumlah kuadrat antar) = Sum Square between groups

Jkdalam (Jumlah kuadrat dalam) = Sum Square within groups

dbtot (Derajat kebebasan total) = The total degree of freedom

dbantar (Derajat kebebasan antar) = Degree of freedom between groups

dbdalam (Derajat kebebasan dalam) = Degree of freedom within groups

Mktotalr(Mean kuadrat total) = The total of Mean Square

Mkantar (Mean kuadrat antar) = Mean Square between groups

Mkdalam (Mean kuadrat dalam) = Mean Square within groups

DAFTAR NILAI SISWA

SMP PLUS SABILUR ROSYAD SIDOARJO

KELAS II A

NO.	Nama Siswa	Nilai
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 30 31 32 33 34 35 36 37 38 39 40	Ari Ira wan Asih Puji Astuti Choirun Nisak Dewi Fatmawati Dewi Setyaningsih Dyah Ayu Purwaningsih Efi Kustiah Ningsih Elis Sulilawati Faiqoh Rohmaniyah Fardiana Martini Hesti Firunika Ika Pratiwi R. Imam Fadli Irwan Bagus Sastrawan Jelita Ratnahadi Kinta Kartika Dewi Lailuf Khasana Maulida Utari Miftakhudin Mochammad Kanda Iwanto Nancy Aprilfina Lindawaty Nanda Ayu Merisyah Nawang Ariyanti Nisfui Laili Novi Ratnaningrum Nunik Panca Ningrum NurAlifah NurAnisah Nurul Hidayat Oni Hafrina Pradina Husvi Isabella Ribut Krisdhianto Ririn Yunita Riska Pratama Riza Chaya Lestari Roudhatul Masluha Safitri Kurnia Putri Sandy Dewanto Tari Dian Pratiwi	6 7 6 5 6 6 8 6 6 7 6 6 6 7 5 6 7 7 6 6 6 6 8 6 6 7 7 8 6 7 7 7 8 5 6 8 8 6 6 7

DAFTAR NILAI SISWA

SMP PLUS SABILUR ROSYAD SIDOARJO

KELAS II B

NO.	Nama Siswa	Nilai
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 30 31 32 33 34 35 36 37 38 39 40	Abd. Gofur Achmad Nurrokim Adi Hariyanto Agung Rahmad Setiono Ahmad Fauzi Ainun Jaria Aiyun Nitasari Ajeng Puspita Dewi Alfian Yahya Anang Santoso Andi Darrnawan Arisal Bing Slamet Bagus Maulana Wisnu A. Begron Gegap Sinobar Budi Prasetyo Dian Agus Santoso Ely Masruro Endi Sugianto Erny Prihartini Farif Abdul Rochman Ika Ratnawati Latifah Lianah Moh. Amir Firmansyah Moh Arif Mhammad Siswanto Mokammad Wahyudi Muh. Rahadian Muslik Norma Anugrawati Mova Nailul Hana NurCholifah Okqrinda Roy Effendi Oon Firmansyah Rahmat Tegu Purnomo Siti Lailatul Isro'iyah Siti Fani Dwi Yuliana Suhartatik Taufiq Amirul Musthofa Wanto Rosandi	6 6 7 6 7 5 6 6 6 8 6 6 5 7 7 6 6 8 6 6 8 7 5 6 7 7 6 6 7 7 8 8 7 7 6 7 6 6 7 6

DAFTAR NILAI SISWA

SMP PLUS SABILUR ROSYAD SIDOARJO

KELAS II C

NO.	Nama Siswa	Nilai
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 30 31 32 33 34 35 36 37 38 39 40	Achmad Jaman Adi Prayitno Ady Prasetyo Akhmad Dahlan Mujaddid Amin Askari Anjar Asmoro Arif Wijanarko Aslihatul Jannah Athiah Rahmawati Burhanuddin Damayanti Danil Tohani Dedik Purwanto Denny Cahyono Dhiya Ulunnida Diah Wulansari Pribadi Dtan Susanto Doni Subiyanto Dwi Karuniawati Fajar Dyah Aprianti Fauziati Ningsih Gilang Ananta I Dewa Gde Wahyu D Ida Kumalasari Muschlisun M. Sukron Imam Novi Anggraeni Nurani Dian Mayasari Petrus Porwantoro Rati Istiqomah Ratih Silvya Anggraeni Ratna Mufidah Rendy Nugrawan H Reni Andhika Putri Rizqi Fitriyanto Sugeng Raharjo Supartono Tatang Dwi Patristya Wahyu Budi Prasetyo Wahyudi Ikhwan	7 6 7 6 6 7 7 5 5 6 6 7 6 7 7 6 6 7 6 8 5 7 7 6 8 5 6 7 6 8 6 6 6 7 6 7 6 7 7 6

DAFTAR NILAI SISWA

SMP PLUS SABILUR ROSYAD SIDOARJO

KELAS II D

NO.	Nama Siswa	Nilai
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 30 31 32 33 34 35 36 37 38 39 40	Ach. Rizal Johan W Achmad Ariyanto Achmad Nur Fauzi Achmad Sugianto Ade Irawan Kristanto Agung Winarko Alex Andika Prasetyo Ana Lutfiatunisah Andi Setiawan Andri Anik Setyowati Bagus Setya Mardi Ceppy Permana Cicik Endrawati Devi Many Puspitasari Dyah Ayu Masita Enni Logikasari Eva Andriani Faisal Natama HRP Hadi Syariffudin Hendra Kristanto Hendrik Siswanto Herta Puspitasari Herwanto Iftachul Jannah Ika Kurniawati Imron Ma'mum Indra Nourian Paska Indra Perdana Isnatin Fachriyah M. Zamroni Moch. Iqbal Hasanudin Mochammad Mas'ud Nuari Sinta Rahayu Nur Cahyono Nurcholila Puji Astutik Putri Cahyaningtyas Rofiq Shinta Dwi Oktaviani	6 7 6 5 6 7 7 6 5 7 7 7 6 8 6 7 7 6 5 6 6 7 6 7 6 7 6 6 7 6 7 7 8 6 6 7 7 6 7 7

DAFTAR NAMA RESPONDEN

NO.	Nama Siswa	Kelas
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 30 31 32 33 34 35 36 37 38 39 40	Ari Irawan Adi Prasetyo Aiyun Nitasari Ajeng Puspita Dewi Anang Santono Arisal Bing Slainet Achmad Rizal Johan Alex Andika Prasetyo Burhanudin Ceppy Pennana Dewi Fatmawati Dwi Setyaningsih Damayanti Diah Wulansari Pribadi Devi HanyPuspitasiri Dyah Ayu Mesita Fajar Dyah Aprianti Gilang Ananta Herta Puspitasari Hendra Kristanto Isnatin Fachriyah Imam FadJi Kristanto Miftakhudin Mohammad Arair Firmansyah Novi Ratnaningrum Nuntl Hidayat Nurani Dian Mayasari Nonna Anugraiiati Nova Nailul; Hana Okqrinda Roy Efendi Pradina Husni Isabella Petrus Piirwantoro Ratih Silvia Angraini Rendy Nugrawan Rahmat Tegii Purnomo Rofiq Shinta Dwi Oktaviani Sandy Dewantoro Siti Lailatu! Isro'iyah	II A II C II B II B II B II B II D II D II C II D II A II A II C II C II D II D II C II C II D II D II D II A II A II A II B II A II A II C II B II B II B II A II C II C II C II B II D II D II A II B

EMANUEL ARY

Jumat, 31 Mei 2013

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Minggu, 26 Mei 2013

Rabu, 22 Mei 2013

A STUDY OF THE SECOND YEAR STUDENTS’ ABILITY IN WRITING SENTENCES BY USING POCKET CHART AT SMP PLUS SABILUR ROSYAD SIDOARJO