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1
CHAPTER I
INTRODUCTION
This chapter deals with background, problem
statement, objective, significance, and scope of the research.
A. Background
English language has a central role in developing intellectual,
social, and emotional competence to students. It is also an important tool
in learning and developing sciences, technology, and art. anguage learning is
e!pected to help students to recogni"e themselves, their culture and another
culture. #esides, it also helps students to e!press their idea, thought, and
feeling. In addition, they are able to participate in society and even to find and also
use their analectic and imaginative ability.
1In the competence based curriculum, the students are e!pected to be able to
communicate. The ability to communicate is the ability to understand and produce
discourse of which it can be reali"ed in four language skills, namely listening,
speaking, reading, and writing. $oreover those four skills should be applied in real
life. %ence, English subject needs to develop those skills. In order that, the students
are able to communicate and make discourse in English language in certain literacy
level.
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&
'riting is one of the language skills that play an important role in human
communication. The important of writing is coming to be more and more recogni"ed.
It is through the written mark that links with the outside word are formed.
There is no doubt that English writing is important as the other three(language
skill. The ability to write is fre)uently demanded in many occasions in our life. *or
many reasons writing skill is crucial to most people. Adelstein and +ipal 1-/0
e!press that in all subjects in our life or in all profession, the ability to write or
e!press oneself clearly is essential basic for success. 'riting is crucial meaning of
human communication. It is used to communicate with other people in society and to
e!press our feeling and opinions. 'riting means of both communication and self
e!pression.
%eaton in oni 1-231&40 states that many students still encounter
difficulties in writing because it is comple! and difficult. In studying English, many
students who study in the tertiary level still often make errors in writing through they
have learned it for many times, even years.
In writing we need a good idea in order to produce a composition or written
material. If students have no good ideas they will get boring and not interesting in it.
*or writing subject, students must have idea about what will they write and how far
they know about the topic, sometimes they have to choose one theme and then decide
one topic, finding the appropriate word to e!press an idea.
'riting through process helps students become aware of their skills. 5ulit"er
5ric"e 'inner, 6onal $urray in 7upriadi &//0 say that creative writing is not only
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8
to communicate information, but also to make the reader care about that in formation,
makes his felling, e!periences, gets under his skin must be developed by encouraging
students to discover who they are and what they have to say. After that, they put
words into sentences, into paragraph and paragraps into free of composition.
#ecause of the difficulties of writing, teacher should give more attention to
teach writing skill to increase the students9 ability to write. :ne of the way of
increasing the students9 attention in writing is to provide media, which are interesting
to them. :ne kind of useful media in teaching process is visual aids like ficture,
flowchart, etc.
In relation to the importance of meaningful material, the researcher has an
alternative to use flowchart. Especially flowchart to help the students to e!press their
idea or opinion in to written form, but sometimes they have a limited idea and make
their writing dead.
*lowchart using fictures symboli"es or signs for kinds of work and certain
function. It fictures only essential commands and is effective to design structured
programs. The use of flowchart can be used as on alternative media in writing
because it serves both visual aids and minds mapping.
;efering to the e!planation above, the writer is interested to conduct a
research at 7$5 egeri 2 $akassar. 7o through flowchart, it tends help the students
to e!press their ideas easier. E!perienced writers often return to flowchart whenever
they are stuck for ideas or words. It gives them writing power.
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2
#ased on the e!planation above, the writer carries out the research under the
title Improving the tudent!" A#i$it% to &rite Paragraph #% U!ing '$o(chart o)
the econd *ear tudent! at +P Negeri , +aka!!ar-
#. Pro#$em tatement
#ased on the previous background, the writer formulates a research )uestion
as follows3
1. Is the flowchart effective to improve the students9 ability of the second year
students at 7$5 egeri 2 $akassar to write paragraph0 $echanics
There are at least two parts of mechanic in writing, namely
punctuation and capitali"ation. 5unctuation is important as the way to clarify
meaning in English writing capital letters have to participles. *irst they are
used to distinguish between particular and proper things. 7econd, it is used as
first word in )uotations, a formal statement and proper adjective.
d. Writing Forms
7tudents often write personal narratives about e!periences in their own
lives. They may write about a vacation whatever they want to go. 7ometimes they
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12
may choose to report information about dinosaurs, making candles, or other topics
they are knowledgeable about. According to Temple, et. al. 1-&38-0, many
other forms of writing are available to the students, in the following3
10 Fournal writing
7tudents write in personal journals about events in their lives, in
dialogue journals to converse with classmates and the teacher, in learning logs
to document learning in content area classes, in reading logs to reflect on
literature, and in simulated journals in the role of a historical personality or
literary character.
&0 6escriptive writing
7tudents use observation, sensory words, and comparisons to write
descriptions of objects, people and events.
80 etter writing
7tudents write friendly letters to pen pals and authors, courtesy letters,
and business letters to re)uest and share information.
20 #iographical writing
7tudents write biographies of well(known contemporary and historical
personalities, personal narratives about e!periences in their own lives, and
autobiographies to document their own lives.
>0 E!pository writing
7tudents write reports and other forms of e!pository writing to share
information about social studies, science, and familiar topics.
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1>
40 arrative writing
7tudents retell familiar stories, write stories a well(developed
structure, and rewrite stories from different points of view.
?0 5oetic writing
7tudents play with words, create word pictures, and write poems.
0 5ersuasive writing
7tudents use persuasion techni)ues and propaganda devices to write
persuasive essays and letters and create advertisements and commercials.
e. Kinds of Composition
'riting in many ford varieties the classical rhetoricians classify writing
and speech in four forms of the discourse, those are3
1. arration
arrationis writing which tells a story. 'hen a writer uses this method
of development of writing, he intends to tell readers something that happened
and how it happened. The story or ideas in narration are ordered
chronologically, starting from the beginning up to the end.
&. 6escription
6escriptionis writing which attempts to create a picture in the readers
mind. 'hen a writer uses this method to write, he intends to make the readers
vividly aware of what something look like, sounded like, smelled like, field
like, or started like. 'hen the writer uses description mode, he is trying to
recreate in words something he perceived trough his five senses or created in
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14
his imagination. 6escriptive is common way to present details, but it often
appears with others forms or pattern of development.
8. E!position
E!position is writing which informs or e!plains. 'hen a writer uses
e!position, he intends that readers will understand the something informed or
e!plained more clearly when they have finished reading the writing.
E!position or e!pository writing, which is informative writing, designed to
e!plain or clarify facts and ideas. It is the kind of writing most often re)uired
of college students and people holding job that re)uired a college education.
2. Argumentation
Argumentation is writing which are attempts to convince someone else
about something. 'hen a writer uses argument to write, he intends to
convince readers to believe something, or to have a certain attitude about an
issue, or to fell a certain way about a situation, or to do something.
g. Writing Process
The writing is a way of looking at writing instruction in which the
emphasis is shifted from students9 finished products to what students think and do
as they write. *urthermore, Temple, et. al. 1-&3-(&20 state that writing activity
generally re)uires several processes namely prewriting, drafting, revising, editing
and publishing. To make it clearer, the e!planation is as follows3
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1?
10 5rewriting
5rewriting is the getting(ready(to(write stage. The traditional notion
that writers have thought out their topic completely is ridiculous. If writers
wait for the ideas to be fully developed, they may wait forever. Instead,
writers begin tentatively talking, reading, and writing to see what they know
and direction they want to go.
5rewriting has probably been the most neglected stage in the writing
process however, it is as crucial to writers as a warm up is to athletes. 6uring
the prewriting stage, the activities are3 10 choosing a topic, &0 considering
purpose, form, and audience, and 80 generating and organi"ing ideas for
writing.
&0 6rafting
In the process approach to writing, students write and refine their
compositions through a series of drafts. 6uring the drafting stage, students
focus on getting their ideas down on paper. #ecause writers do not begin
writing with their compositions already composed in their minds, they begin
with tentative ideas developed through prewriting activities.
The drafting stage is the time to pour out ideas, with little concern
about spelling, punctuation, and other mechanical errors. The activities in this
stage are3 10 writing a rough draft, &0 writing leads, and 80 emphasi"ing
content, not mechanics.
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1
80 ;evising
6uring the revising stage, writers correct their ideas in their
compositions. :ften students terminate the writing process as soon as they
complete a rough draft, believing that once their ideas are jotted down the
writing task is complete. E!perienced writers, however, know they must turn
to others for reactions and revise on the basis of these comments.
;evising is not just polishing writing it is meeting the needs of readers
by adding, substituting, deleting, and rearranging material. The word revision
means Gseeing againH, and in this stage writers see their compositions again
with their classmates and the teacher helping them.
;evising is the e!amination of the draft to find mistakes, deficiencies
or irrelevant points and after that improving the te!t. ;evising should be better
done after the completion of the first draft, so that it will not interrupt the flow
of writing. The activities in the revising stage are3 10 rereading the rough
draft, &0 sharing the rough draft in writing group, and 80 revising on the basis
of feedback received from the writing group.
20 Editing
Editing is putting the piece of writing into its final form. ntil this
stage, the focus has been primarily on the content of students9 writing. :nce
the focus, changes to mechanics, students polish their writing by correcting
spelling and other mechanical errors. The goal here is to make writing
Goptimally readableH.
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1-
'riters who write for readers understand that if their compositions are
not readable, they have written in vain because their ideas will never be read.
7tudents move through three activities in the editing stage3 10 getting distance
from the composition, &0 proofreading to locate errors, and 80 correcting
errors.
Editing means that how to correct the organi"ation of writing and
seeing the wrong words. *urthermore, *lower and %ayes in Indrayani &//?0
say that there are four types of editing3
a. Editing for standard language conventions3 spelling, grammar,
repetitions.
b. Editing for accuracy of meeting3 wrong words, ambiguities.
c. Editing for reader understanding3 unusual words, missing conte!ts.
d. Editing for reader reacceptance3 offensive tone and consistency.
>0 5ublishing
In the final stage of the writing process, students publish their writing
and share it with an appropriate audience. As they share their writing with real
audiences of their classmates, other students, parents, and the community,
students come to think of themselves as authors. The ways to share writing are
students read their writing to classmates, or share it with larger audiences
through hardcover that are placed in the class or school library, class
anthologies, letters, newspaper articles, plays, filmstrips and videotapes, or
puppet shows.
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&/
&. Concept o) Paragraph
a. Definition of Paragraph
indbolm in Indrayani &//?0 describes that a paragraph is a group of
sentences. It is composed by e!pressing one central idea, complete itself, and also
subdivision or a part of something larger such as a composition or a chapter in a
book.
5aragraph is a group of sentences. It means there are some sentences are
grouped with one central idea. In addition, #arnett 1-?23 ?0 defines that a
paragraph is a group or related sentences about a single topic. It has four essential
parts3 topic, idea, details, and transition.
According to =rimon in Irwan &//40 a paragraph is a group related
sentence which presents one idea or aspect of on idea. A good paragraph not only
just state the idea, but also each sentence in it support or e!tend the central idea.
In spite of the paragraph is short but it is complete composition. The basic rule of
follow the length of the paragraph you write is making the paragraph long enough
to develop its central idea clearly and completely. 6o not make a paragraph so
long that you do not relate to the central idea becomes repetition and boring.
b. Characteristics of Good Paragraph
7awaka 1-3 410 e!plains that a good paragraph should have four
characteristics, they are3
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&1
10 nity, a paragraph has a unity if every sentence in it develops one central idea.
'hen a paragraph a unity, it sticks to the topic. It develops without getting of
track. This means that all developments support the topic sentence.
&0 =ompleteness, a complete paragraph provides information well enough and it
develops the truth for the reader. In complete paragraph, the writers provide
the readers with restricted topic sentences and sufficient information to clarify
analy"e and support the main idea that which is stated in the topic.
80 :rder, in paragraph can be achieved by presenting the information of
paragraph in a desirable se)uence. The order of information is a paragraph
depends on the subject mater, the purpose of the writing, and the writer9s
preference.
20 =oherence means sticking together and in paragraph can be achieved by
connecting one sentence to other. Each sentence in a paragraph is closely
related to the ne!t. It takes the reader logically and smoothly from one
sentence to the ne!t so that ideas stick one another.
c. Main Parts of Paragraph
:shima et. el. in 7araka 1-0 classifies paragraph into three major structural
parts namely topic sentence, supporting and concluding sentence. Those are
described as follow3
1. Topic sentence
The topic sentence states the main idea of paragraph it briefly indicates
what the paragraph is going to discuss. It contains both a topic and a
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&&
controlling idea. It names the topic and them limits the topic to a specific
area to be discussed in the space of single paragraph. A topic sentence is a
complete sentence, that it contains a subject, a verb, and usually
complement. The topic sentence gives only the main idea, therefore it is
the most general statement in the paragraph. It does not give any specific
details.
&. 7upporting sentence
The supporting sentence develops the topic sentence. It e!plains the topic
sentence by giving reasons e!emplifications0, statistics and )uotations.
8. =oncluding sentence
The concluding sentence signals the end of the paragraph and leaves the
readers with important points to remember. It serves three purposes
namely, 10 it signals the end of the paragraph, &0 it summari"es the main
points of the paragraph, and 80 it gives a final comment on the topic and
leaves the reader with the most important ideas to think about.
8. Concept o) '$o(chart
As a whole, flow(charting has been around for a very long time. In fact,
flowchart has been used for so long that no one individual specified as the father of
the flowchart. The reason for this is obvious. A flow this reason, flowcharts can be
recogni"ed as a uni)ue )uality improvement method.
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&8
a. Definition of Flowchart
A flowchart is defined as a pictorial representation describing a
process being studied or even used to plan stages of a project. The flowchart is
a visual representation of the s)uare of the content of your plan.
5rogrammers use flowchart to plan their programs before write them.
A flowchart is a picture to show how to do something. It shows all the
necessary steps. 'hen a programmer writes a computer program, it must be
very specific. It must include all the steps of a process. A flowchart helps
programmers to organi"e their thinking.
b. Types of Flowchart
*our particular types of flowchart have proved useful when dealing
with a process analysis3 top(down flowchart, detailed flowchart, work flow
diagrams, and a deployment chart. Each of the different types of flowchart
tends to provide a different aspect4 to a process or a task. *lowcharts provide
an e!cellent from of documentation foe process, and )uite often are useful
when e!amining how various steps in a process work together.
c. Characteristics of Flowchart
*lowchart is specifically used for a process. *lowchart tends to
provide people with a common language or reference point with dealing with
a project or process. It shows what comes first, second, third, etc. as well as
what your reader will do, if anything, and what will happen when they9ve
done it. 7 completed flowchart organi"es your topic, strategies, treatments,
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&2
and options into a plan from which you can work out the details of what each
screen, page, frame, or shot will look like. *lowchart use pictures to
symboli"e or sign for kinds of work and certain function. It pictures only
essential commands and it is effective to design structured programs.
d. The Use of Flowchart in Teaching Writing
#ase on some research findings, students9 ability to write paragraph
still can not achieve into very good or e!cellent category. It indicates that
teacher help them by writing, like diagram, photograph and pictures,
flowchart also be used as one alternative media in writing.
*lowchart is specially used to describe chronological order or even and
to make planning. It is visual or pictorial representation that is completed by
arrows.
e. Advantages of Using Flowcharts
The benefits of flowcharts are as follows3
1. =ommunication3 *lowcharts are better way of communicating the logic of
a system to all concerned.
&. Effective analysis3 with the help of flowchart, problem can be analy"ed in
more effective way.
8. 5roper documentation3 program flowcharts serve as a good program
documentation, which is needed for various purposes.
2. Efficient coding3 the flowcharts act as a guide or blueprint during the
system analysis and program development phase.
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&>
>. 5roper debugging3 the flowchart helps in debugging process.
4. Efficient program maintenance3 the maintenance of operating program
becomes easy with the help of flowchart. It helps the programmer to put
efforts more efficiently on that part. http3@@www.nos(org@htm@basic&.htm0.
It seems that, students will be more interested and more stimulated to write
about something which is related to students9 lives. 'riting about students9
e!perience will be very interesting, however, the flowchart e!perience is valuable
because students are developing writing fluency, learning a strategy to use when they
do not know how to start a writing assignment, and learning that they usually do have
something to say on almost any topic. $oreover the students will be more interested
in writing when they are given certain topics. #y using flowchart they will be able to
e!press their ideas, vocabulary and sentences easily to write. *lowchart can help
students overcome the sense of block. It gives them writing power.
=. Theoretica$ 'rame(ork
The theoretical framework in this research is show in the following diagram3
'igure 12 Theoretica$ 'rame(ork
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&4
CHAPTER III
+ETHODO0O3* O' THE REEARCH
This chapter presents the research design, variable, population and sample,
research instrument, procedure of collecting data, and techni)ue of data analysis.
A. Re!earch De!ign
The method used in this research was pre(e!perimental with one group
pretest(posttest design. This design involved one group which is pre(tested O10,
e!posed to a treatment 40, and post(tested O50. The design can be presented as
follows3
'igure 52 Re!earch De!ign
Day, 1-1,&&>0
#. Re!earch /aria#$e!
a. Independent variable of the research was using flowchart in writing a
paragraph.
b. 6ependent variable was the ability of students to write a paragraph.
&4
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&?
=. Popu$ation and amp$e
1. Popu$ation
The population of the research was taken from the students at the second year
students of 7$5 egeri 2 $akassar in &//@&//- academic year. This
population consists of 1&/ students in three classes
&. amp$e
This research used cluster random sampling techni)ue. It means that the writer
chose only one class, namely the students of class II with 8 students from
some classes, was taken as the sample of the research. It is e!pected to be
more accurate.
6. In!trument! o) the Re!earch
To collect data, the writer used writing test. The test consisted of pre(test and
post(test.
E. Procedure o) Co$$ecting Data
The procedure in collection data is present in chronological order as follows3
a. 7ociali"ation3 the writer sociali"ed the way of the research that would be
conducted to the students.
b. 5re(test3 the students write a paragraph according to the topic that the
researcher given.
c. Treatment3 after giving the pre(test, the students would give a treatment for
eight meetings. In each meeting the students would give materials.
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&
*or detail information, the writer e!plained the treatment in every meeting in
the following3
10 The first meeting3 the researcher introduced and e!plained about
paragraph.
&0 The second meeting3 the researcher introduced and e!plained the
flowchart.
80 The third meeting until the eight meeting3 make a paragraph according to
material that the writer given for students.
d. 5ost(test3 after the treatment, the post(test conduct to find out the students9
achievement and their progress. The test was similar to the pre(test.
*. Techni6ue o) Data Ana$%!i!
The data collected through the test were analy"ed by using pre(e!perimental
method. The writer observed only one aspect in writing. The aspect observed was
content. This is adapted from Indrayani in 7upriadi &//03
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&-
1. =ontent
Ta#$e212Content C$a!!i)ication
C$a!!i)ication core Criteria
E!cellent to very good
Dood to average
*air to poor
+ery 5oor
1//(2
8(4
4?(>1
>/(82
Bnowledge, e!perience, suitable substance,
fluent e!pression, ideas clearly stated.
7ome knowledge and e!perience of subject,
advantage range.
imited knowledge and e!perience of subject,
little substance.
6oes not show knowledge and e!perience of
subject, no substance.
%eaton, F. #3 1-20
&. The classification of the students score is as follows3
Ta#$e252 coring Rank
No C$a!!i)ication Range o) core
1.
&.
8.
2.
E!cellent to very good
Dood to average
*air to poor
+ery 5oor
1//(2
8(4
4?(>1
>/(82
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8/
%eaton, F. #3 1-20
8. To find out the mean score, the following formula was applied3
!
"
'here3
3 $ean score
3 The sum of all scores
! 3 The number of students
Day, 1-?3 8410
2. To find out standard deviation of the students9 score in pre(test and post(test by
applying formula below3
#D
( )
1
&
&
!
!
""
'here3
#D 3 7tandard deviation
" 3 The sum of all score
&"
3 The sum s)uare of all sore
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81
! 3 Total number of students
Day, 1-?38410
>. To find out the significant differences between the score of pre(test and post(test
by using the formula3
t
( )
( )1
&
&
!!
!
DD
D
'here3
t 3 Test of significance
D 3 The mean of the differences score
D 3 The sum of total score of difference
6 3 The 7)uare of the sum score of different
! 3 The total number of students
Day3 1-?0
4. To find out the mean score differences by using the formula3
D !
D
'here3
D 3 The mean of the differences score
D 3 The sum of the differences score
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8&
! 3 The total number of students
Day3 1-?0
CHAPTER I/
'INDIN3 AND DICUION
This chapter presents findings and discussion. The result of data analysis is
presented in finding part, and further e!planation is presented in discussion part.
A. The 'inding!
1. Tota$ core o) tudent!" Pre7te!t and Po!t7te!t
The scores of the students were observed on the one component of
writing. The data is presented in the following table3
Ta#$e282 're6uenc% and Rate Percentage o) the tudent!" core in the
Pre7Te!t
No C$a!!i)ication Range Pre7te!t
're6uenc% Percentage
1.
&.
8.
2.
E!cellent to very good
Dood to average
*air to poor
+ery 5oor
1//(2
8(4
4?(>1
>/(82
(
1
4
81
(
&.48J
1>.?-J
1.4J
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88
Total 8 1//J
8&The table 8 above indicates that, in the pre(test there were only 1 &.48J0
students9 score classified as good to average, 4 1>.?-J0 students9 score classified
as fair to poor and 81 41.4J0 students9 score classified as very poor. $ean score
of the students9 ability in writing paragraph for pre(test was 28.2?. In this case, the
researcher concluded that, students still low and can not be able to write. It means
that, the ability of writing still low. Therefore, the researcher considered that the
students need many e!ercise and interesting techni)ue to develop writing ability.
After applying the strategy $%ic&writing0, the ability of the students can
develop significance. The data is presented in the following table3
Ta#$e2,2 're6uenc% and Rate Percentage o) the tudent!" core in the
Po!t7Te!t
No C$a!!i)ication Range Po!t7te!t
're6uenc% Percentage
1.
&.
8.
2.
E!cellent to very good
Dood to average
*air to poor
+ery 5oor
1//(2
8(4
4?(>1
>/(82
8
?
1
1/
7.89J
1.2&J
2?.8?J
&4.8&J
Total 8 1//J
The table 2 above indicates that, in the post(test there were 8 ?.-J0
students9 score classified as e!cellent to very good, ? 1.&2J0 students9 score
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82
classified as good to average, 1 2?.8?J0 students9 score classified as fair to
poor, and 1/ &4.8&J0 students9 score classified as very poor. $ean score in the
post(test was >-.?2
#ased on the data above, the writer can conclude that before treatment, the
students9 writing ability was 28.28, which is classified as very poor. After the
treatment was given, the students9 ability increased to >-.?2, which is as fair
classification. It was proved that there was a significant difference between the
result of pre(test and post(test.
&. +ean core and tandard Deviation
After calculating the result of the students9 pre(test and post(test, the writer
then calculated the mean score and standard deviation. The result also showed that
students9 writing ability was increased. The result can be seen in the following
table3
Ta#$e292 +ean core and tandard Deviation
Te!t +ean core tandard Deviation
5re(test
5ost(test
28.2?
>-.?2
&.1>
&./2
Table > above shows the statistical summary of the students9 mean score
and standard deviation both in pre(test and post(test. The mean score of the
students9 pre(test was 28.2? which is classified as poor with standard deviation
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8>
&.1> and the mean score of the students9 post(test was >-.?2 which categori"ed as
fair with standard deviation &./2.
8. Te!t igni)icance
In this case, the researcher taken test significance in order to know
whether or not the mean score is statistically different from two variables pre(test
and post(test0 at the level of significant difference /./>0 with degree of freedom
df0 (1, where the total of the students 80.
The following table shows the result of t(test calculation3
Ta#$e2:2 T7Te!t Ca$cu$ation
/aria#$e T7te!t va$ue T7ta#$e va$ue
K1L K& -.?/ 8./>8
Table 4 above indicates the value of t(test is greater than the value of t(
table T(test value M T(table value0. It shows that there is a significant difference
between the results of students9 pre(test and post(test.
#. Di!cu!!ion!
The description of data collected through the writing test as e!plained in the
previous section shows that the students9 ability in writing developed. It was
supported by the fre)uency and rate percentage of the result of the students9 pre(test
and post(test. In pre(test there is no student in e!cellent score and the post(test the
writer finds 8 ?.-J0 students in e!cellent to very good and ? 1.2&J0 students in
good to average. In pre(test there are 1 2/J0 students in fair to poor score and there
are &? 4/J0 students in very poor score. In the post(test there is 1 &.48J0 student in
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84
good to average and there are 4 1>.?-J0 students in fair to poor and 81 1.4J0
students in very poor. *rom the result, it can be concluded that the students9 writing
ability was increased during the treatment. It means that the students ac)uired the
materials.
ooking at the comparison of the students9 pre(test and post(test in fre)uency
and rate percentage, the researcher can conclude that there is an improvement of the
students9 ability in writing after giving the treatment materials.
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8?
CHAPTER /
CONC0UION AND U33ETION
This chapter consists of two parts. The first part is conclusions that are based
on the research finding and discussion. The second part is suggestion that based on
the conclusion.
A. Conc$u!ion!
#ased on the discussion and e!planation in the previous chapter and looking
at the result of this research, the researcher put forward some conclusions as follows3
*lowchart was effective to be used to improved students9 ability in writing
because there was a significant difference between the progresses in writing of the
students who were studying through flowchart and those are not. #y flowchart
strategy, the students can e!press their ideas easily without stopping and rushing. It
gave them writing power and easy to understand. It was proved that there was
significant difference between the result of students9 pre(test and post(test by the
value of t(test is greater than the value of t(tableTtest value-.?/0 M Ttable value8./>800.
#. ugge!tion!
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8
In relation to the conclusion above, the researcher formulates some suggestion
in the following points3
8?
1. Teacher should motivate and give e!planation about the important of writing as
well as other language skills.
&. The teacher should be more creative to enrich their teaching material. They can
use flowchart strategy to motivate the students in learning English especially in
writing.
8. The teacher should give more chance and guidance practice to write as the one
way to develop the students9 writing ability in the class.
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8-
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Thesis 71, I Alauddin $akassar.
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2&
CURRICU0U+ /ITAE
URIANI; was born on April 1&th, 1-> in 5anasa, #ulukumba regency. %is father is
%. $uh. Camin and his mother is %j. %awiah. 7he is the oldest of two young
brothers. 7he began her education at elementary school at 76 egeri 2 5angi(pangi
and graduated in 1--. And then she continued her study at 7T5 egeri 1
5alampang and finished in &//1. 7he continued her study at 7$A egeri 1
#ulukumba and finished in &//2. In the same year, she was registered as a student of
English Education 6epartment of Tarbiyah and Teaching 7cience *aculty, Alauddin
7tate Islamic niversity of $akassar on strata one program. 6uring her study she was
active in %$I, E7; $akassar. The writer has been active in 5$II $etro $akassar.
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