The Application of Scrambled Sentences

THE APPLICATION OF SCRAMBLED SENTENCESIN IMPROVING WRITING SKILL OF THE EIGHTH

GRADE STUDENTS OF SMPN 3 AMLAPURA IN ACADEMIC YEAR 2013/2014

EVA NOFIA KRISNA KAMADENI

ENGLISH EDUCATION STUDY PROGRAMTHE FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITYDENPASAR

2014



EVA NOFIA KRISNA KAMADENINPM. 10.8.03.51.31.2.5.4041

ENGLISH EDUCATION STUDY PROGRAMTHE FACULTY OF TEACHER TRAINING AND EDUCATION


2014

PRE-REQUISITE TITLE



Thesis As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study ProgramFaculty of Teacher Training and Education

Mahasaraswati Denpasar University

EVA NOFIA KRISNA KAMADENINPM. 10.8.03.51.31.2.5.4041

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION


2014

APPROVAL SHEET

1

This thesis entitled “The Application of Scrambled Sentences in Improving Writing Skill of the Eighth Grade Students of SMPN 3 Amlapura in Academic Year 2013/2014” has been approved and accepted as partial fulfillment for the Sarjana Pendidikan degree in English Education Study Program, Faculty of Teacher Training and Education, Mahasaraswati Denpasar University.

Approved by

Advisor I

Ida Bagus Nyoman Mantra, SH., S.Pd., M.PdNPK. 82 6410 347

Advisor II

Ni Made Wersi Murtini, S.Pd., M.PdNPK. 82 8810336

APPROVAL SHEET

2

This thesis has been examined and assessed by the examiner committee of English Education Study Program, Faculty of Teacher Training and Education, Mahasaraswati Denpasar University in the oral examination on February 16, 2014.

Chief Examiner

Dr. Drs. I Made Sukamerta, M.PdNIP. 19550507 198203 1 003

Examiner I

Ida Bagus Nyoman Mantra, SH, S.Pd., M.PdNPK. 82 6410 347

Examiner II

Ni Made Wersi Murtini, S.Pd., M.PdNPK. 82 8810336

Approved by

Dean of the Faculty of TeacherTraining and Education

Prof. Dr. Wayan Maba NIP. 19581231 198303 1 032

Head of the English EducationStudy Program

I KomangBudiarta, S.Pd.NPK. 82 8208 306

STATEMENT OF AUTHENTICITY

The researcher hereby declares that this thesis is her own writing, and it is true and correct that there is no other’s work or statement, except the work or statement that is referred in the references. All cited works were quoted in accordance with the ethical code of academic writing.

Denpasar, February 2014 The Researcher

Eva Nofia Krisna KamadeniNPM. 10.8.03.51.31.2.5.4041

ACKNOWLEDGEMENT

First of all, the researcher would like to express her gratitude to the Almighty God or Ida Sang Hyang Widhi Wasa for His blessing and guidance so that the researcher could finish this thesis as it is expected. Then, she also would like to express her sincere thanks to both of her first and second advisors, Ida Bagus Nyoman Mantra, SH., S.Pd, M.Pd and Ni Made Wersi Murtini, S.Pd., M.Pd. who have already guided her and shared their brilliant ideas for improvement of the thesis. In addition, she would like to thank their helpful guidance, correction and motivation during the writing of the thesis.

Besides, her deep thanks and appreciation also go to Prof. Dr. Wayan Maba the Dean of the Faculty of Teacher Training and Education of Mahasaraswati Denpasar University, the head of the English Education Study Program, all of lecturers and staff of the English Education Study Program for their valuable knowledge and help. In addition, she also wishes to share out her gratefulness to the Headmaster of SMPN 3 Amlapura for her permission and the eighth grade students of SMPN 3 Amlapura for their kind assistance during the process of gathering the data needed for the present study. Her thanks are further shared out to all of her friends who lent some books for finishing this thesis.

Finally, the researcher deeply indebted to her parents, beloved brothers and sister for their love and support so that she is able to complete his study successfully. She is so convinced that without their help and spirit. She might not be able to finish this thesis and she deeply feels indebted to all of them.

Denpasar, February 2014Researcher

Eva Nofia Krisna Kamadeni

ABSTRACT

Kamadeni, E. N. K. K. (2014). The Application of Scrambled Sentences in Improving Writing Skill of the Eighth Grade Students of SMPN 3 Amlapura in Academic Year 2013/2014. The First Advisor: Ida Bagus Nyoman Mantra, SH., S.Pd., M.Pd. and the Second Advisor: Ni Made Wersi Murtini, S.Pd., M.Pd.

Writing skill especially genre-based paragraph writing is considered as an important skill. The skill should be taken into account in the teaching learning process and given a special attention. So, the present classroom action study dealt with improving recount paragraph writing skill through scrambled sentences of the eighth grade students of SMPN 3 Amlapura in academic year 2103/2104, especially in class E. The total of students in this class is 30; consisted of 14 male and 16 female. The present classroom action investigation basically triggered by the fact that the subjects under study still faced problems and had weakness in writing recount paragraph. A scrambled sentence is expected to be an effective way in improving and developing the writing skill of the subjects under study. The result of the IR was 50.07. It clearly showed that the recount paragraph writing skill of the students was still low. Directly, the scrambled sentences was applied in order to improve the students writing skill. The result of the data analysis of the reflection scores for the cycle I and cycle II figured out the increasing mean figures of 71.00 and 76.53 for cycle I and cycle II respectively. There was a differences mean figure of 5.53 between two cycles. These findings clearly discovered that the application of scrambled sentences was effective enough in helping the eighth grade students of SMPN 3 Amlapura to improve their writing skill, especially in writing recount paragraph. The result analysis of questionnaire scores showed the comparative percentage figure of 68.05% for item A, 28.99% for item B, 2.95% for item C, and 0% for item D. The result comparative percentages figure clearly showed the subjects’ attitude and motivation in learning and exercising recount paragraph writing through scrambled sentences changed positively.

Keywords: scrambled sentences, writing skill.

TABLE OF CONTENT

COVER

INSIDE COVER ............................................................................................. ii

PRE-REQUISITE TITLE................................................................................. iii

APPROVAL SHEET 1..................................................................................... iv

APPROVAL SHEET 2..................................................................................... v

STATEMENT OF AUTHENTICITY.............................................................. vi

ACKNOWLEDGEMENT................................................................................ vii

ABSTRACT ............................................................................................. viii

TABLE OF CONTENT.................................................................................... ix

LIST OF TABLES............................................................................................ xi

LIST OF GRAPH ............................................................................................. xii

LIST OF APPENDICES................................................................................... xiii

CHAPTER I INTRODUCTION ............................................................. 1

1.1 Background of the Study ................................................... 1

1.2 Research Problem............................................................... 3

1.3 Objective of the Study ....................................................... 4

1.4 Limitation of the Study ...................................................... 4

1.5 Significance of the Study ................................................... 4

1.6 Definition of Key Term ..................................................... 5

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW................ 6

2.1 Theoretical Review............................................................. 6

2.1.1 Writing Skill ........................................................... 6

2.1.2 Characteristics of Good Writing............................. 10

2.1.3 Recount Paragraph.................................................. 11

2.1.4 Scrambled Sentences.............................................. 12

2.1.5 Writing Assessment................................................ 13

2.4 Empirical Review................................................................ 15

2.5 Hypothesis ……………………………….......................... 16

CHAPTER III RESEARCH METHOD ..................................................... 17

3.1 Subject of the Study ........................................................... 17

3.2 Research Design ................................................................. 17

3.3 Research Procedure............................................................. 19

3.3.1 Planning.................................................................. 20

3.3.2 Action...................................................................... 20

3.3.3 Observation............................................................. 22

3.3.4 Reflection................................................................ 22

3.4 Research Instrument............................................................ 23

3.5 Data Collection ................................................................. . 24

3.6 Data Analysis ..................................................................... 25

3.7 Success Indicator................................................................ 26

CHAPTER IV FINDING AND DISCUSSION.......................................... 27

4.1 Finding................................................................................ 27

4.1. Pre Cycle.................................................................... 30

4.1.2 Cycle I........................................................................ 30

4.1.3 Cycle II....................................................................... 32

4.2 Discussion of the Finding................................................... 34

CHAPTER V CONCLUSION AND SUGGESTION............................... 37

5.1 Conclusion.......................................................................... 37

5.2 Suggestion........................................................................... 38

REFERENCES……………………………………………………………..... 40

APPENDICES

LIST OF TABLES

Table4.1 Tabulation of Data showing the subjects’ ProgressingScore in Writing Skill after Being Taught through Scrambled Sentences………………………………. 28

Table 4.2 Tabulation of Data showing the subjects’ changingBehavior and Attitudes in Learning Writing through Scrambled Sentences ………………………………. 29

Table4.3 Summary of the Total Score and Mean Score of Pre-Cycle, Cycle I and Cycle II …………………… 33

LIST OF GRAPHS

Graph 4.1 Depicting the Subjects’ Progressing Achievement in Writing Skill after the Implementation of ScrambledSentences in Pre-Cycle, Cycle I, and Cycle II …….. 34

LIST OF APPENDICES

Appendix 1 List of Subjects………………………………….. 43Appendix 2 Pre-Test…………………………………………. 44Appendix 3 Lesson Plan 1 Session 1………………………… 45Appendix 4 Lesson Plan 1 Session 2………………………… 52Appendix 5 Post-Test 1……………………………………… 58Appendix 6 Questionnaires………………………………….. 59Appendix 7 Three Best and Bad Result of Cycle 1………….. 60Appendix 8 Lesson Plan 2 Session 1………………………… 61Appendix 9 Lesson Plan 2 Session 2………………………… 68Appendix 10 Post-Test 2……………………………………… 75Appendix 11 Three Best and Bad Result of Cycle 2…………. 76Appendix 12 Surat KeteranganAppendix 13 Biography

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Writing is a complex activity and it is very important for our life. By

writing skill, students can present their ideas and also express their feelings. Islam

and Zemach (2000:5) state that writing is an important form of communication in

day to day life; students can find challenges to find ideas to include in their

writing. Also, writing helps the students communicate with each other in their

daily life indirectly. According to Chastain (2000:363) the ability to write is

recognized in society and in the school as an important objective of language

study. Writing as one of four major skills that we need to give a special attention

and taught to the students in learning English.

Writing is one of the communication tools, so mastering the writing skill is

very important to enable the learners communicate their ideas with the reader in

written form. So, it is needed in school environment not only as tool for

transferring the knowledge from teacher to the students and students to one

another but also as one of English skills that should be learned by students,

besides other skills like reading, speaking and listening. Everyone admits that

writing is a difficult subject, but it is very important for the students to learn. So,

the teacher should give serious and special attention to every student. Good

writing in English requires both good mastery of structures and organization.

Students should master the basic components of writing. Students should master

the grammar, vocabulary, using punctuation, and good organization.

Porter (2007:1) states that the use of vocabulary helps you understand the

words, remember them more easily, and use them correctly. Good grammar

means that students should be able to use their grammar and improve their style.

And good organization means students can organize their ideas into a good

paragraph. In other hand, Duigu (2002:6) states that in order to be able to write

good essays, first we make sure that we understand the purpose of the task. If we

have understood about what we would write, so it is easier to start our writing and

generate our ideas into a good paragraph, also the reader will easier to understand

about what the information that we would inform to them.

Actually, in teaching learning process especially for students of SMPN 3

Amlapura still have problem in writing, such as the students do not know how to

start the writing, they could not generate their ideas, probably they understood

what they should do but they could not generate it into written form, they could

not make a good sentence, they are still confused when they are asked to organize

words into a good sentence or organize sentences into a good paragraph.

The problem occurred because of some factors, they were less students’

motivation in learning English writing and school environment was noisy so

students’ concentration was disturbed when they were learning writing, teacher

professionalism was not too high in handling lazy students and they were lack in

mastering grammar. When teacher asked the students to write a sentence, some

students could not make a sentence correctly. Students were lack in mastering

vocabulary. The lack of vocabularies could be seen when the teacher asked them

to make a sentence or paragraph and they don’t understand the meaning of their

sentence or paragraph. The last, in teaching learning process teacher still used

teacher centre method so it made students lazy to concentrate and write their ideas

based on the material so the teacher would be more active than the students.

Based on the difficulties that were faced by the eighth grade students of

SMPN 3 Amlapura. The researcher would solve it and find the best technique to

improve the students’ writing skill. One of the ways to make the teaching writing

more effective is making the students active and creative in classroom. The

researcher used scrambled sentences to improve the students’ writing skill. Based

on Larsen–Freeman (2000:133) scrambled sentences are part of communicative

language teaching activity and it is usually used by the teacher in classroom.

Teacher asks the students to unscramble the lines of mixed-up dialogue or asks

the students to put the pictures of a picture strip story in right order and write lines

to accompany the pictures. Also, scrambled sentences were one of other activities

that were used to improve students’ writing skill where students were given some

sentences with scrambled order and they organize the sentences into a good order

and they make a good paragraph based on the sentences.

Therefore, in accordance with the fact above, the writer is highly

motivated to use scrambled sentences in teaching writing in order to help the

students of SMPN 3 Amlapura in academic year 2013/2014 improve their writing

skill.

1.2 Research Problem

Considering the importance of the statement and fact above, students still

have problem in writing skill. So, the research question can be formulated as

follows: to what extent can the writing skills of the eighth grade students E of

SMPN 3 Amlapura in academic year 2013/2014 be improved using scrambled

sentences?

1.3 Objective of the Study

To be able to answer the statement of research question above, the

objective of study is to find out the improvement of writing skill of the students of

SMPN 3 Amlapura by using scrambled sentences. The study was also conducted

to know the students’ motivation during the technique is applied.

1.4 Limitation of the study

The discussion of writing paragraph is too broad and complicated in single

coverage of the study. So, the variable of the study must be restricted. To avoid

understanding among the readers so the discussion of study only limited on the

improving recount paragraph writing skill by using scrambled sentences to the

eighth grade students of SMPN 3 Amlapura in academic year 2013/2014.

1.5 Significance of the study

The findings of the present study are expected to use both theoretical and

practical significance, as follows:

1. Theoretically, the findings of this research will be able to be reference

for the similar research about improving recount paragraph writing

skill by using scrambled sentences.

2. Practically, the findings of this research meant to provide educational

feedback to English teacher, the eighth grade students, and the school.

a. For the teachers, this research will be benefit as a feedback. The

findings of the presents study are meant to provide educational

feedback to English teacher. This research also as an input data

for the English teachers about using scrambled sentences in the

classroom and the importance of writing recount paragraph in

teaching English.

b. For students, this research will be benefit to motivate students to

improve their recount paragraph writing skill. It is expected that

this study will contribute or would be any value to other students

in conducting further research of the similar topic.

c. This research will be benefit for the school in renewal of

credibility to school in developing of accreditation.

1.6 Definition of Key Term

In order to avoid misunderstanding or confusing on the part of the reader,

some operation definitions of the term use in this study will be clarified as

follows:

1. Writing is an activity that is need a thought to express an idea into

written form. According to Richards and Schmidt (2002:54-55) writing

is expressing idea, concept, feeling, opinion and experience in certain

place, time and situation in written form.

2. Scrambled sentences are an activity where the teacher gives some

sentences with scramble order to the students and they rearrange or

unscramble the sentences into a good order. Then, they make a

paragraph based on sentences.

3. SMPN 3 Amlapura is a government junior high school which is located

at Banjar Tenggang, Seraya – Karangasem Regency.

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

In this chapter, there are some theoretical and empirical bases relevant to

the scope of the present study from many related review to support this research.

The description of the point of is successfully arranged as follows:

2.1.1 Writing Skill

According to Richards and Schmidt (2002:54-55), writing is expressing

idea, concept, feeling, opinion and experience in certain place, time and situation

in written form. Writing can be defined as an activity of forwarding of message

(communication) by using written language as media. Therefore, Brown

(2004:218) adds writing skill needs to be taught to the students or human being.

Flower and Hayes in Armana (2011:28) describe that writing as a cognitive

process consists of four interactive components: task, environment, the writer's

long-term memory, and the composing processes themselves. The task

environment consists of writing topic, the audience, the degree of the urgency of

the task. The writer's long-term memory retains definitions of the topic, the

identity of the audience, and possible writing plan. The writing processes include

planning, translating and reviewing. Planning involves generating ideas, goals,

and procedures. Translating involves expressing ideas and goals in verbal forms,

and reviewing includes evaluating and revising. Process of writing is very

important in order to make our writing product better when we write a sentence or

paragraph. Students will not find the obstacle in generating their ideas if they are

master process of writing. So, the process of writing is very important.

Fulwiler (2002:16) states that writing is a complex activity, variable, and

process that refuses full of formulations to write it. Also, Kane (2000:7) describes

writing is a complex activity too, when we think about a topic we are already

beginning to select words and construct sentences or in other words to draft. We

should be through some processes in writing and we must be thought what we

want to write. It is impossible to a person can express their ideas into a good

paragraph without through some process of writing. Furthermore, Morley

(2007:28) states that writing is not painting, neither is it a system atised

knowledge. It is no empirical science and learning writing is not like teaching and

learning medicine. Rogers (2005:2) defines writing is not language, language is a

complex system residing in our brain which allows us to produce and interpret

utterances but writing involves making an utterances visible. It means that writing

is activity that needs thought, process, and the result is product.

According to Duigu (2002:3) writing is to analyze the essay task which

tells you what the topic is, and also gives an indication of what kind of things you

are expected to say about the topic. Essay topics have 3 components: the

instruction words and telling you what to do, the key words indicating the topic,

and the words restricting the topic, indicating what aspect of the topic you are

asked to focus on. Whereas, Hickman and Jacobson (2003:20) writing is a process

involving both physical and mental activity. It means that a writer moves

sequentially from pre-viewing, to organizing, writing, evaluating and revising in

writing process. So, students should be careful when they start to write a

paragraph in order their writing product could be understood by the reader.

Miles Myers in Chicaiza (2009:3) states that one purpose of writing is

making of texts and one way to learn how to make anything is to have a model,

either for duplication or for triggering one’s own ideas. Futhermore, Taylor

(2009:96) states the usual function of an introduction in academic writing is to tell

the reader what issue is being raised and what justifies the writer in raising it. In

other word, writing is part of media to give information that is happened to the

reader and the information must have interesting news.

Different writing communities followed by different punctuation and

design rule in communications such as letter, reports, and publicity. These are

frequently non-transferable from one community or language to another. Such

differences are easily seen in the different punctuation convention for the

quotation of direct speech which different languages use, or the way in which

commas are used instead of much full stops in certain languages, while comma

‘overuse’ is frowned on by many writers and editors of English. Some

punctuation conventions, such as the capitalizations of names, months, and

pronoun I, are specific to only one or few languages. Though punctuation is

frequently a matter of personal style, violation of well-established customs makes

a piece of writing look awkward to many readers (Harmer, 2001:256).

When we are writing, we should think about a paragraph. Paragraph is unit

of writing that consists of one or more sentences. Evans (2000:7) adds that our

ideas should be organized into paragraph. According to Bailey (2003:23)

paragraphs are the basic building blocks of texts. Well organize paragraphs not

only help readers understand the argument but also they help the writers to

structure their ideas effectively. Duigu (2002:45) adds paragraph is like a mini-

essay, it means that, when we are writing a paragraph, we must consider of a good

paragraph and how to organize the sentences in order to the reader more easier

understand what information that we want to inform to them. Also, Killgallon and

Killgallon (2012:4) state that the purpose of paragraph is to teach students that

good writing often results from the addition of sentence parts to sentences, and

sentences to paragraphs and gives challenge to the students for include similar

additions in their own sentences and paragraphs.

When we are writing a paragraph, we must think about the process of

writing. Bailey (2003:8) states that the writing process guides students from the

initial stage of understanding an essay title, through reading and note-making, to

the organization of an essay and the final stage of proof-reading. Moore and

Murray (2006:25) state the process of writing is not just an outcome of thinking; it

also helps to feed the thinking process, and to give rise to new insights and angles

on the material you are talking. So, the material should be prepared perfectly.

Langan (2008:16) describes the process of writing involves some steps.

The first step is prewriting, the second step is writing a first draft, the third step is

revising, and the last step is editing. Prewriting means jotting down in rough

sentences or phrases everything that comes to mind about a possible topic. Also,

Richards and Schmidt (2002:4) states that prewriting is like a way that learners

use to develop their ideas when they write an essay, letter and anything else that

can improve their writing. Many Medias can improve students writing skill and

it’s depending on students’ motivation too because it’s very important. If students

have good motivation in learning writing, so they easier to improve their skill.

It can be summarized that writing is important tool for our life. By writing,

the learners can communicate to each other through written form and also good

writing can help the learners to express their ideas and their knowledge. When we

write, we concern with grammar and vocabulary because the learners have to

know the meaning of words used and they have to know the good structure of

sentence because the learners have to know the good structure of sentence.

Besides that, we should concern with characteristics of good writing (unity and

coherence). So that, the students can make good sentences and make good

paragraphs. Also, when we write, we have to through some processing in order to

the writing product could be understood by the reader.

2.1.2 Characteristics of Good Writing

A good paragraph is characterized by the existence of unity and coherence.

1. Unity

According to Zemach and Rumisek (2005:83) state that unity means

that all the sentences discuss only one main idea, the combination of all

elements to form single whole. A unified paragraph is internally consistent

and has a single focus. Maharani (2007:39) states that unity means all

supporting sentences in a paragraph should refers the main idea, so all

sentences in the paragraph must be related with the topic. Also, Smalley and

Ruetten in Yudiarsa (2010:18) state that if each sentence in paragraph relates

to the topic and develops the controlling idea that paragraph has unity, but if

the sentences in a paragraph does not relate or discuss the controlling idea

that paragraph lacks unity. In addition, Bossane in Sudarmawan (2008:9)

explain that a good paragraph usually has unity when all sentences in the

paragraph develop a single, strong idea in order to make the meaning of

paragraph clearly and the reader easier to understand about the meaning of

the paragraph. So, every sentence must support and explain the main idea.

2. Coherence

According to Bryant (2000:75) coherence paragraph has sentence that

all flow together; they are not isolated from each other. Coherence can be

achieved in several ways. First, transitions help connect ideas from the one

sentence to the text. Second, ordering through in numerical sequence helps

to direct the reader from one point to the text. The last, structuring each

paragraph according to one of the following patterns helps to organize

sentences. Maharani (2007:39) adds that there four ways to make a

coherence paragraph, that are: repetition of subjects, using pronoun which

refer to the subject, using transition signals to show how one idea is related

to the next and arrange the sentences in lot gical order. Also, Oshima and

Hogue in Yudiarsa (2010: 19) state that coherence there two main ways to

achieve coherence. The first way is the used of transitional signals to show

one idea is related to the next. Transition signals are words such as first,

second, finally, therefore and however. By using transition words the reader

easier to follow our ideas.

2.1.3 Recount Paragraph

There are many kinds of paragraphs in English, but in this research the

researcher chose a recount paragraph. According to Gregory and Boyle

(2012:112) recount paragraph is a kind of paragraph which is the purpose to retell

what happen in the past. There is no complication among the participants and that

differentiates from narrative. Buster (2007:16) adds recount paragraph as a

paragraph that tells us about what had happened in the past. He also says that

recount paragraph consists of orientations, series of events and reorientation.

Thus, recount paragraph is a paragraph that retell past events, activities or

experiences chronologically for the purpose of informing and entertaining the

reader. It consists of orientation, series of events, and re-orientation.

2.1.4 Scrambled Sentences

Scrambled sentences are part of communicative language teaching activity

and it usually used by the teacher in classroom. Teacher can ask the students to

unscramble the lines of mixed-up dialogue or asked the students to put the

pictures of a picture strip story in order and write lines to accompany the pictures.

Thus, teacher gives some sentences with scrambled order to the students and they

unscramble the sentences into a good order and then they make a good paragraph

based on sentences (Larsen – Freeman, 2000:133).

In other research, Chicaiza (2009:97) describes that scrambled sentences

are exercise where belonging to each sentence are mixed in a random order in its

own file and the students are required to order such pieces and write a correct

sentence out of them. But in this research, the researcher asked the students to

rearrange or unscramble the sentences into a paragraph and then they make a good

paragraph based on the sentences. This activity helps students more creative and

active because they can share their ideas to one another. By discussing to one

another in the classroom, student who usually calm down in class will braver to

express his/her ideas. So, the teacher should have an interesting technique to teach

the students in order to they more interested in the classroom.

2.1.5 Writing Assessment

Knowledge of writing is often tested because it is important for

communication. The test maker should be aware of what he/she doing when

testing writing. The test maker has to use the same syllabus or course of study.

Liaison et. al (2009:5) writes that assessment will be multi-dimensional, occurring

at all levels throughout the plan. They also state that measures will be formative

and summative, using quantitative and qualitative data gathered from internal and

external sources.

Chastain (2000:481) describes that evaluation is inseparably related to

both objectives and classrooms procedures and must be given equal consideration

as the class proceeds through the course. He also states that the primary purpose

of evaluation in the classrooms is to judge achievement, both student and teacher.

Evaluation of achievement is the feedback that makes improvement possible.

However, Norton (2009:187) states that evaluation has become a major issue in

higher education with the influence of the Higher Education Academy (HEA) on

foregrounding the student experience.

Based on Weir (2005:1) in developing assessment tools a decision must be

taken on what the criteria in the particular domain under review, and this decision

and the test measures used for operationalizing it must be ethically defensible and

test developers must be made accountable for their products. He also states that

the purpose of assessment is not in itself communicative, except of course for

language testers. Assessment of writing is important in order to know the

students’ understanding about the materials have been taught. According to

Brown (2004:6) there are two functions of an assessment that is Formative and

Summative Test. Formative test is evaluating students in the process of “forming”

their competencies and skills with the goal of helping them to continue that

growth process. Summative test aims to measure or summarize what a student has

grasped, and typically occurs at the end of a course or unit instruction.

Also, Brown (2004:226-228) mentions there are several ways to measure

the students’ writing skill, as follows: grammatical transformation tasks, picture

cued tasks, and ordering task. Grammatical transformation task is very popular

and the teacher uses this technique as an assessment task to measure grammatical

competence. Picture cued task has been used in English classrooms around the

world because the advantages of this technique is in detaching the almost writing

connection and offering instead a nonverbal means to stimulate written responses.

And ordering task is same with word games and puzzles. The teacher asked

students to ordering a scrambled set of words into a correct sentence.

In this research, the researcher gave exercises when the teaching learning

process in classroom. The researcher asked the students to work inpairwork and a

group of two or four persons in rearranging the sentences into good order. So,

they can share their ideas to each other. Also, this activity made the learners more

creative and active in classroom. Then, the researcher asked them to write a short

recount paragraph based on the topic that is given by the teacher and they

collected it to the teacher; in this case, the assessment was given based on the

rubric which consists of the criteria of writing. In this research, the researcher

used type of scoring rubric that consisted of format, punctuation and mechanic,

content, organization, and grammar (Oshima and Hogue, 2007:196). Furthermore,

the result of the students’ work is scored in analytic scoring.

2.2 Empirical Review

Here are two of the researchers have done research about writing skill. The

first research is about teaching guided paragraph writing through scrambled

sentences technique, but the other is about the use cartoon to improve the skill of

narrative paragraph. The use cartoon has similarity that brought the students to

learn about writing and write a paragraph. The researchers are as follows:

Based on Yudiarsa (2010) on her research entitled Teaching Guided

Paragraph Writing through Scrambled Sentences Technique to the Eighth Grade

Students of SMPN 1 Petang in Academic Year 2009/2010 the result of his study

shows that students in his research class who were taught using scrambled

sentences technique improved their student’s writing skill. The result shows that

the students achievement in writing could be improved from poor (mean score

5.6) to grand mean 6.7 (cycle I) and grand mean 7.7 (cycle II). From the result of

the observation, it means teaching paragraph writing through scrambled sentences

was effective in increasing their paragraph writing ability of class VIII F the

students of SMPN 1 Petang.

In another research, Sudarmawan (2008) on his research entitled The Use

Cartoon to Improve the Skill of Writing Narrative Paragraph to the Grade X

Students SMKN 1 Denpasar in Academic Year 2007/2008 his experimental study

shows that students in class who were taught by using cartoon technique was

expected to be an effective way in improving students’ writing narrative

paragraph. The result was students had better achievement than students who were

taught without using cartoon technique. The result of students’ score in

assessment before applying cartoon was low with the mean score 4.03. The result

of student’s score in reflection for cycle 1 figured out the increasing mean figures

of 4.51, 5.31, and 6.00 for S1, S2, and S3 respectively. And the result of students’

score in reflection for cycle II figured out the increasing mean figures of 6.79,

6.86, and 7.4 respectively. From that, we know there was a different mean score

of 1.75 between both cycles. From the result, showed that teaching writing

narrative paragraph by using cartoon technique was effective enough to increase

student’s writing narrative paragraph in English.

The researcher chooses to review this thesis because it brought students to

write a paragraph. Also, the purpose was same with this research that was to

improve students’ paragraph writing skill. During teaching learning process, the

students made a paragraph based on sentences. It has a similarity with this thesis

where the students made a paragraph during teaching learning process in

classroom. Both of them made students enjoy and active in classroom.

2.3 Hypothesis

To accomplish the purpose of the study, the hypothesis of the study can

be stated as follows: the application of scrambled sentences can improve the

students’ writing skill of the eighth grade students of SMPN 3 Amlapura in

academic year 2013/2014.

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

The present study focused on investigating students’ skill in mastering

writing. The researcher selected the eighth grade students of SMPN 3 Amlapura

in academic year 2013/2014. The researcher took the eighth grade students as the

subject of this study. The total of the students in this class was 30; consisted of 16

female and 14 male.

The reasons why this subject was chosen, because most of them still have

problem in writing especially in writing recount paragraph. These subjects have

difficulties when they wrote recount paragraph. This could be identified from the

result of the interview with the English teacher of eighth grade students of class E.

She said that the students were still confused when the teacher asked them to write

a story. As a result most of them obtained bad score or in other words, they were

still low in mastering writing skill. This also supported by the result of the pre-test

which was done by the students. This indicated that the students’ ability was still

poor.

3.2 Research Design

Classroom action research was used in this study. This classroom action study

concerned with teaching writing by using two kinds of tests, those were, initial

reflection or pre-test and reflection or post-test. Ferrence (2000:1) states that

action research was a process in which participants examine their own educational

practice systematically and carefully, using the techniques of research. McNiff

and Whitehead (2006:7) also state that action research is a form of enquiry that

enables practitioners everywhere to investigate and evaluate their work. Action

research could be a powerful and liberating form of professional enquiry because

practitioners investigate their own practices they find ways of living more fully in

the direction of their educational value. It makes use of a collection of pre-test and

post-test research design. Furthermore, Wallen and Fraenkel (2009:589) state that

action research is conducted by one or more individuals or groups for the purpose

of solving a problem or obtaining information in order to inform local practice.

Norton (2009:4) describes that the purpose of action research is to systematically

investigate our teaching/learning facilitation practice with the dual aim of

modifying practice and contributing to theoretical knowledge. Richards and

Lockhart (2008:12) add that action research typically involves small scale

investigation projects in the teacher’s own classroom and consists of a number of

phases which often recur in cycles: planning, action, observation, reflection.

This classroom action study concerned with teaching writing through

scrambled sentences. Classroom action research was divided into two cycles; they

were cycle I and cycle II and each cycle consisted of four interconnected

activities, namely: Planning, Action, Observation, and Reflection. It was essential

to note that initial reflection was normally used in a classroom action study. The

IR was administered to the eighth grade students of SMPN 3 Amlapura, in order

to know the real pre-existing writing skill of the subjects.

In this classroom action research made a collection of pre-test and post-test

were useful. This classroom action study concerned with teaching writing by

using scrambled sentences. Initial reflection (IR) or pre-test was intended to

evaluate the pre-existing writing skill whereas reflection or post-test was

administered at the end of each cycle and it was to know the expected increase in

the students’ writing skill after teaching writing by using scrambled sentences in

classroom action study.

3.3 Research Procedure

In this classroom action research the session was divided into two cycles

(Cycle I and Cycle II) and each cycle consisted of four interconnected activities,

namely: Planning (P), Action (A), Observation (O), and Reflection (R). This

classroom action study concerned with teaching writing by using two kinds of

tests, they were initial reflection or pre-test and reflection or post-test. Cycle I was

designed starting from giving initial reflection (IR), Planning (P), Action (A),

Observation (O), and Reflection (R), whereas in cycle II was designed starting

from revised Planning, Action, Observation, and Reflection. Kemmis &

McTaggart in Hinkel (2005:244) state that plan is prospective to action, action is

deliberate and controlled, observation is responsive, reflection is evaluate To

make it apparent, the design of present classroom action study would be described

as follows:

Cycle I: IR P1 A1 O1 R1

Cycle II: RP A2 O2 R2

In initial reflection or pre-test was intended to evaluate the pre-existing

writing recount paragraph whereas reflection or post-test was administered at the

end of each cycle (cycle I and cycle II), was meant to reveal the expected increase

in students’ recount paragraph writing skill achievement after they have been

taught recount paragraph through scrambled sentences. To get data of students

prior knowledge, we could get from initial reflection or pre-test before teaching

learning process and to measure how well the students improved their writing

skill, we could get from reflection or post-test.

3.3.1 Planning

Before teaching learning process was began, first, the writer did the

observation to the school (SMPN 3 Amlapura) and then the writer identified the

existing problem in the classroom. After knowing the problems occurred, the

writer determined the topic that would be taught. First, the researcher was

designing the lesson plan or setting up the teaching scenario for the present class

study. Prepared the topic that would be taught especially material about recount

paragraph so that students would more understand the topic or material. Preparing

the instrument that would be used in teaching learning process. Second, the

researcher was designing the post-test that would be administrated at the end of

each cycle. Then, she was designing the questionnaire to the subjects under study.

This questionnaire was given to the students by the end of cycle I.

3.3.2 Action

After the planning was completed, then the researcher carried out an

action. This teaching learning process focused on teaching writing through

scrambled sentences. The researcher began to teach in class based on the topic

that has been made. During the teaching learning process, there would be three

activities included in the teaching scenario, namely: pre-activity, whilst-activity,

and post-activity. Teaching learning process was started with pre-activity. The

researcher who acted as a teacher greeted the students and checked students’

attendance. Then, the researcher tried to warm up the students prior knowledge by

giving some questions related to the topic that would be discussed. The aim was

to invite the students’ attention in order to make them more interested and

motivated during the teaching learning process.

In whilst-activity, the researcher carried out the main process of teaching

writing by using scrambled sentences. The researcher explained the topic and

gave an example of recount paragraph. The researcher gave an example of recount

paragraphto the students. In order to the process of teaching learning process was

more intensive, the researcher gave an exercise about recount paragraph with

scramble order and the students rearranged the sentences into a good paragraph by

discussing to each other. Observing the students was very important in teaching

learning process. The researcher should observe and help the students when they

did the exercise in order to know about the subject attitude toward the learning

process. After finishing answer the question, the researcher and students discussed

the correct answer.She asked one of students to come in front of the class to write

his/her answer on whiteboard. Next session, researcher asked the students to make

a short recount paragraph based on the topic. The objective of this activity was to

measure the students’ writing skill before and after teaching learning process.

In post activity, researcher asked the students about their difficulties

during the teaching and learning process after applying scrambled sentences. The

post activities in each session were intended for about 20 minutes. The students

were collected their work and the mistakes would be discussed in the next

sessions so the students would learn from their mistakes. Also, the teacher made

conclusion or summarized the materials have been studied before. The last, she

ended the class and went out from the class.

3.3.3 Observation

In this classroom action investigation, the researcher acted as an observer.

In this study, the researcher observed the situation of classroom during the present

action study. The researcher observed the activities of students in teaching

learning process in order to know the effectiveness of learning process and

whether or not the strategy could improve the students’ achievement. In this

study, we could see the positive changing behaviour of the students’ attitude and

motivation in learning and practice of writing recount paragraph in their

classroom activities.

3.3.4 Reflection

After finishing observation and evaluation, the researcher did the

reflection. Its aim was to find out the teaching learning process based on lesson

plan that had been made successfully done or not. Also in this study, the

researcher would analyze the application of the strategy or technique including

both the strengths and weaknesses. The finding in each meeting and the result of

each test would be considered as the input to improve the result of the next cycle.

If the first cycle was not successfully done to improve the students’ writing skill,

the research should be continued to the next cycle that was cycle II. The

researcher used the result in first cycle as the consideration whether the study

would be ended or continued to the next cycle.

3.4 Research Instrument

Research instrument was for gathering the data. Research instruments used

by the researcher was as a vehicle to stimulate, elicit, and encourage the students

to give their opinions, responses and answers to obtain valid and reliable required

data for the investigation. In this study, the researcher used two instruments in

collecting data. The instruments were:

a. Test

Test given to the students focused on writing recount paragraph. The

purpose of this test wasto find student’s skill in writing recount paragraph

correctly. The test used in this study were initial reflection or pre-test and

reflection or post-test. Pre-test was conducted before the teaching learning process

was carried out. Its purpose was to find out the existing the students’ writing skill,

especially in writing recount paragraph. The post-test was conducted at the end of

each teaching cycle to find out the students’ improvement in each cycle after they

were taught writing recount paragraph by using scrambled sentences.The

researcher then analyzed the students’ work based on the rubric. According to

Oshima and Hogue (2007:196), to give a score of students writing paragraph

used the rubric that will be scored in term of format, punctuation and

mechanic, content, organization and grammar. It can be shown descriptively

with the following table:

SCORING RUBRIC

Max. Score

Actual Score

FORMAT – 5 POINTS

There is a title. 1

The title is centered. 1

The first line is indented. 1

There are margins on both sides. 1

The work is tidy. 1

Total 5

PUNCTUATION AND MECHANICS – 10 POINTS

There is a period after every sentence. 2

Commas are used correctly. 2

Capitalization & other punctuation are used correctly.

2

The spellings are correct. 4

Total 10

CONTENT – 20 POINTS

The text fits the assignment. 4

The text is unified. 8

The text is coherent. 8

Total 20

ORGANIZATION – 35 POINTS

The text began with the orientation 5

The text contain the events based on the orientation.

5

The text ends with a re-orientation 25

Total 35

GRAMMAR & SENTENCE STRUCTURE – 30 POINTS

Estimate a grammar and sentence structure score.

30

Grand Total 100

b. Questionnaire

The questionnaire was given to the eighth grade students of SMPN 3 Amlapura

after the completion of cycle I. It was conducted to find out the students

changing behavior when they are learning recount paragraph writing by using

scrambled sentences. The type of construction in the questionnaire was writing

the answers of ten multiple choices based on their feeling about learning

writing skill through scrambled sentences.

3.5 Data Collection

There were three kinds of instruments used to gather the data of this

classroom action study: they were pre-test, post-test and questionnaire. Thus, the

data required to answer the research question were gathered through administering

pre-test, post-test and questionnaire to the eighth grade students of SMPN 3

Amlapura. The pre-test or initial reflection was conducted to the students under

study to find out their pre-existing recount paragraph writing skill. In pre-test or

initial reflection, the students were asked to make a short recount paragraph based

on the topic. Post-test was conducted at the end of each cycle (cycle I and cycle II)

to find out the result of actions toward the strategy used. And questionnaire was

conducted to show the students changing learning behaviors in learning recount

paragraph writing by using scrambled sentences.

3.6 Data Analysis

The most important data required to answer the research question under

study was collected through administering pre-test and post-tests, some supporting

additional data are gathered through administering questionnaire to the students

under study, that was grade student of SMPN 3 Amlapura. According to Norton

(2009:133), the mean score was calculated by adding up the total number of the

score each student had been obtained, divided by the total number of students,

which it gave us an average. This would seem fairly reasonable; given this was

only one module that these sports students study. The mean was very useful for

summarising large numbers of scores in a single score.

Thus, there were considerably three kinds of raw scores obtained for the

present class action study they were as the following:

(1) Scores indicating the students’ pre existing recount paragraph writing

skill,

(2) Scores showing the students’ progress achievement in recount paragraph

writing skill, and

(3) Scores showing the students’ changing learning behaviour.

The data were analysed by using the following formula:

M =

∑ X

N

Where :

M : mean score

∑ X : the sum of total score

N : the total number of students

While the data resulted from the questionnaire would also be analysed

descriptively as the following percentage of an item:

Number of students choosing the itemX = x 100%

Number of whole students

3.7 Success Indicator

Based on Curriculum of SMPN 3 Amlapura, the standard completeness

that has been stated in this school is 73. The eight grade students should reach the

standard completeness indicated. It means the present study was successfull if

80% or more of students reach the standard completeness and the research was

failed if less than 80% students reach standard completeness.

CHAPTER IV

FINDING AND DISCUSSION

The discussion of data that has been collected through the present

classroom action research study which dealt with teaching writing skill through

scrambled sentences to the eighth grade students of SMPN 3 Amlapura in

academic year 2013/2014 could be finally discussed in this chapter.

4.1 Finding

The findings of this research were in the form of data. The data collected

from the eighth grade students of SMPN 3 Amlapura in academic year 2013/2014.

In order to obtain the reliable data for this study, as stated in chapter 3. There were

3 research instruments administered to the subjects under study. Consequently,

there were three raw data gathered for the present study which consisted of initial

reflection or pre-test, post-tests, and questionnaire. The pre-test or initial

reflection recount text writing was administered to the subjects under study to

obtain their pre-existing writing skill. The result of pre-test was used as the basic

consideration of giving treatment to the students. The post-test in this present

study were administered for two times; they were once in cycle I and once in

cycle II. This was due to the fact that each cycle was ended with the

administration of the post-test. The purpose of giving post-test in the end of each

cycle was to know the ability of the subjects under study after being taught

writing by using scrambled sentences. As a result there were three sets of rows

scores obtained for the present classroom action study, which are IR or pre-test

scores and reflection scores. Therefore, there were three sets of raw scores

showing the improvement of the writing of subjects. They were pre-test scores,

and post-test score for each cycle (C1 and C2). The three sets of scores which

were collected in this present study could be tabulated as follows:

Table 4.1Tabulation of Data Showing the Subjects’ Progressing Score

In Writing Skill after being Taught through Scrambled sentences

Subjects Pre-Cycle Post-Test 1 Post-Test 2

1 63 76 832 61 67 753 53 73 774 46 72 775 45 69 786 44 68 787 44 69 778 70 80 839 50 76 7810 45 68 7611 54 72 7512 45 69 7313 55 73 7614 50 75 8015 45 70 7816 44 70 7917 45 71 7818 50 73 7619 50 69 7420 60 73 7721 45 70 7522 46 69 7623 60 70 7424 45 68 7325 55 70 7526 60 70 7327 48 67 7228 48 70 7629 46 68 7630 60 75 78

Total 1532 2130 2296Mean 51.07 71.00 76.53

To make this finding more significant, further data required for the present

class action study which were collected through administering the questionnaire to

the subjects under the study at the end of cycle I. The purpose of administering

questionnaire to the subjects under study is to measure the students’ changing

attitude and motivation in learning writing through scrambled sentences. The

answers of questionnaire were quantitatively scored using the rating scale 0-3

(score of option A=3, B=2, C=1, and D=0) on scoring the ten items. The score

gathered from administering questionnaire showed the subjects’ changing attitude

and motivation in writing recount paragraph through scrambled sentences. The

obtained data showing the subjects’ total scores for the items of the questionnaire

were tabulated as the following.

Table4.2Tabulation of Data Showing the Subjects’ Changing Behavior and Attitudes in Learning Writing Skill through Scrambled sentences

Subjects A B C D1 24 2 1 -2 12 12 0 -3 15 4 1 -4 15 8 1 -5 18 8 1 -6 15 10 0 -7 21 4 1 -8 21 4 1 -9 18 6 1 -10 15 10 0 -11 12 10 1 -12 15 8 1 -13 18 8 1 -14 18 4 1 -15 21 4 1 -

16 15 8 1 -17 21 6 0 -

18 12 10 1 -19 21 6 0 -20 15 8 1 -

21 21 6 0 -22 15 8 1 -23 18 6 1 -24 18 6 1 -25 15 10 0 -26 18 8 0 -27 12 10 1 -28 18 6 1 -29 15 8 1 -30 15 8 1 -

Total 507 216 22 -Grand Total A + B + C + D (507+216+22) = 745

4.1.1 Pre-Cycle

Pre-cycle or pre-test was conducted before the researcher taught writing

skill, especially teaching recount paragraph writing skill through scrambled

sentences to the subject under study. It was administered in order to measure the

result of their pre-existing writing skill. In this pre-cycle, the subjects under study

did the pre-test given individually without teaching them before. The scores of

pre-test which collected in this present study could be formulated as follows:

The mean of IR scores=

∑ X0

N =

153230 = 51.07

4.1.2 Cycle I

In this cycle the researcher carried out the main process of teaching

writing recount paragraph through scrambled sentences. The students wrote a

recount paragraph by following each step in scrambled sentences. In which, in

every session of this cycle, the students wrote a recount paragraph in pair work.

So, the students could share their ideas to each other when they were discussing.

In this cycle, the researcher administered one post-test in which it was used as a

feedback and basis plan to carry out the action in cycle II in improving ways. The

scores of post-test in cycle I which collected in this present study could be

formulated as follows:

The mean of R1 scores =

∑ X 1

N =

213030 = 71.00

The data collected through the administering of questionnaire are

considered as additional supporting data. These were collected by the end of cycle

I. The data obtained from the questionnaire have to be computed and discussed in

the light of the present class action study. The computation of the comparative

percentages for the scores of the items of the questionnaire showing the subjects’

total answer or responses for item of A, B, C and D was shown as follows:

1. Total percentage of item A = 507745

x 100 % = 68.05 %

2. Total percentage of item B = 216745

x 100 % = 28.99 %

3. Total percentage of item C = 22

745 x 100 % = 2.95 %

4. Total percentage of item D = 0

745 x 100 % = 0 %

The computation of the results of the analysis of the questionnaire score

above showed the comparative percentages of 68.05, 28.99, 2.95 and 0for

total responses of the questionnaire items of option A, B, C, and D. These findings

clearly supported the main findings of present’s class action study.

4.1.3 Cycle II

In cycle II the researcher carried out the main process of teaching writing

recount paragraph through scrambled sentences but in different ways with the

cycle I. The researcher taught with an interesting activity when the teaching

learning process in the classroom. In which, in every session of the lessons in this

cycle, the students wrote a recount paragraph in group work consisted of three

until four persons and were given brainstorming by the researcher. The researcher

gave some sentences with scrambled order and then students rearranged the

sentences into a good paragraph. In this cycle, the researcher administered one

post-test in which to measure the progressing writing skill of the subject under

study. The scores of post-test II which were collected in this present study could

be formulated as follows:

The mean of R2 scores =

∑ X 2

N =

229630 = 76.53

The data obtained for the present classroom action study should be

analyzed so as to reveal the extent of the subject’s progressing or increasing

ability in writing skill. These data should be analyzed and then the results of the

investigation were discussed. Based on the data presented in table 1 above, the

mean of the pre-test score and the mean of post-test score (1 and 2) were obtained

by the eighth grade students of SMPN 3 Amlapura for cycle I and II which was

considered as the findings of the present classroom action study could be

summarized as follows:

Table 4.3Summary of the Research Findings Showing the Total Score and

Mean Score of Pre-Cycle, Cycle I and Cycle II

Reflection Total score Mean score

IR 1532 51.07

Cycle I 2130 71.00

Cycle II 2296 76.53

In table 1 clearly shown that the findings of this classroom action study

are: first, the mean of the pre-test or IR scores obtained by the subject under study

was 51.07. This showed obviously the low ability of the subjects under study in

writing recount paragraph. Second, the mean of reflection or post-test scores in

the end of cycle I obtained by the subjects under study showed the mean figure of

71.00. Third, the reflection or post-test in the end of cycle II obtained by the

subjects under study pointed out the mean figure of 76.53. The mean obtained by

the subjects under study for both cycle I and cycle II which showed mean figure

71.00and 76.53 were much higher than corresponding pre-test mean scores in

improving writing skill through scrambled sentences.

To make it clear, the main findings of the present classroom action study

showing the increasing comparative mean figures of pre-test and the post-test

scores obtained by the eighth grade students of SMPN 3 Amlapura in academic

year 2013/2014 for cycle I and cycle II could be graphically presented as follows:

Xo Cycle I Cycle II0

10

20

30

40

50

60

70

80

90

100

51.07

71.00

76.53M

ean

4.1 Graph, Depicting the Subjects’ Progressing Achievement in Writing Skill through Scrambled sentences in Pre-Cycle, Cycle I and II

It is clear that the graph above showed the students’ mean score in writing

skill when they were taught by using scrambled sentences increase significantly.

This indicated that the technique used by the teacher in improving the students’

writing skill was very effective.

4.2 Discussion of the Finding

The data analysis guided to the establishment of the findings of the present

classroom action study investigated the effectiveness of scrambled sentences in

improving writing skill of the eighth grade students of SMPN 3 Amlapura. The

mean of IR or pre-test scores obtained by the subjects under study in writing

recount paragraph through scrambled sentences pointed out the mean figure

51.07. This mean figure clearly showed that pre-existing writing skill of the

students was relatively low. The result of the data analysis of the reflection or

post-test scores in cycle I showed the increasing mean figures of 71.00. The mean

figure obtained by the subject under study in cycle I was clearly much higher than

the mean figure of IR or pre-test score. This mean figure revealed that the

teaching writing to the eighth grade students of SMPN 3 Amlapura through

scrambled sentences could be improved. The writing skill of subjects under study

could be improved because in the classroom the researcher used an interesting

activity or when the teaching learning process. In cycle I, the researcher used pair

work activity so the students could discussed to another. Whereas in cycle II, the

researcher used group work activity consisted of three until four persons. In this

activity, the students became more active when they discussed in the classroom.

The result of the data analysis of the reflection or post-test scores obtained

by the subjects under study in cycle II turned out to show the progressing mean

figures of 76.53. Comparing with the mean figure of IR or pre-test scores, the

mean figure obtained by the subjects for each cycle was convincingly much

higher. The grand mean figure of the reflection or post-test scores obtained by the

subjects under study in cycle I was 71.00 and in cycle II was 76.53. There was the

different mean figure between cycle I and cycle II. This significant difference

mean figure suggested that the teaching writing in cycle II (S3 and S4) by using

scrambled sentences could be remarked to be more effective than cycle I. This

was due to the fact that cycle II was revised the version of cycle I, in that the

teaching scenario in cycle II were accordingly revised by taking into account

weaknesses found out in cycle I. It was logical if the mean of the reflection score

in cycle II was higher than cycle I.

The proportional percentage figures of the total response of the

questionnaire for item A, B, C, and D were 68.05, 28.99, 2.95 and 0 for

items A, B, C, and D respectively. The questionnaire which was actually intended

to measure the changing learning behavior of the subjects under study in learning

writing through scrambled sentences was administered by the end of the cycle I.

The result of the comparative percentage figures obtained for the present class

proved that the subjects’ learning behavior changed positively, that was, their

attitude and motivation heightened significantly. It showed that the subject

learning behavior especially their attitude and motivation changed positively.

The findings of the present classroom action study were believed to have

rather limited validity as well as reliability. This was due to the fact that during

the undertaking of this study, there were some compounding variables which were

applicable only to the subjects under study, and the English teacher of other

classes should carefully adopt and use of these findings.

Although the finding of the present classroom action study could not be

generalized to all of the eighth grade students of difference class, belonging the

same school. Revealing the improvement of writing skill by the eighth grade

students of SMPN 3 Amlapura through Scrambled Sentences, they had rather

limited and reliability. The researcher fully realized that the established findings

had some weak versions. There were many aspects that could be weaken the

validity and reliability of the established findings of the classroom action study

should be only used as one of the optional techniques. So, the writing skill of the

eighth grade students of SMPN 3 Amlapura in academic year 2013/2014 can be

improved significantly through scrambled sentences.

CHAPTER V

CONCLUSION AND SUGGESTION

The discussion of the present study in all above chapters that dealt with

application of scrambled sentences in teaching writing to the eighth grade students

of SMPN 3 Amlapura could finally be concluded in this chapter. Also, some

practical suggestions in reference to the significance of the established findings

are also recommended in this chapter. It clarifies the result of the classroom based

action research as answer of the research questions whether the students writing

skill could be improved or not.

5.1 Conclusion

Based on the finding of this study, the researcher can conclude that the

application of scrambled sentences could improve the eighth grade students

writing skill of SMPN 3 Amlapura in academic year 2013/2014. This could be

seen from the students score achievement. The mean score of their pre-test was

51.07 it improved to 71.00 (Mean score of cycle I), and into 76.53 (Mean score of

cycle II). The result in every cycle showed the research questions in this study had

been answered. The result of this study explained that in teaching writing by

applying scrambled sentences gave significant improvement to the students

writing skill. The students felt happy and fun in learning writing. In addition, they

became more creative and active in teaching learning process. It was show from

the students answer in the questionnaires. Based on the result the option (A =

68.05%, B = 28.99%, C = 2.95%, D = 0%) indicated that the students were

motivated in learning writing through scrambled sentences. Therefore, it can be

concluded that the application of scrambled sentences gave significant

improvement to the students writing skill.

5.2 Suggestion

In reference to the discussion of the finding in chapter IV, the researcher

would like to suggest the following things:

1. For the English teachers of the eighth grade students of SMPN 3

Amlapura in general are suggested to teach any types of topic in

teaching writing by having fun. Through scrambled sentences is one of

many ways to make the teaching learning process interesting and fun.

The English of eighth grade students of SMPN 3 Amlapura is also

suggested to keep and improve their students’ motivation in order the

eighth grade students writing skill more intensively. For instance,

teacher can ask students to practice their writing skill out of class or in

their house with their friends by discussing or playing game. This way,

the students can express their ideas to each other and they would get

used to write so they would be able to develop and improve their

writing skill more quickly.

2. For the students, it is suggested that they should motivate themselves

to learn English more thoughtfully not only in the classroom but

outside classroom too. They should have more practice in writing,

especially writing through scrambled sentences because more practice

will increase their achievement in writing. The students could be

creative and active in learning English and students also could be

motivated by giving an appropriate technique and strategy in teaching

learning process.

3. For the further research, it is hoped that other researchers will do better

research related through scrambled sentences that can be applied not

only for teaching writing but also for teaching other skills.

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The Application of Scrambled Sentences