Technique” was to find out how the effectiveness of using jumbled words in
teaching writing English. ... Key words: Teaching, English Writing, Jumbled
Words.
TEACHING ENGLISH WRITING THROUGH JUMBLED WORDS TECHNIQUE (At the Fourth Grade Students of SDN I Cisomang Cikalongwetan Bandung Barat) Nurhayani E-mail:
[email protected] English Education Study Pogaram Language and Art Departement Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) SILIWANGI BANDUNG ABSTRACT The objective of this research paper entitled “Teaching English Writing Through Jumbled Words Technique” was to find out how the effectiveness of using jumbled words in teaching writing English. The research method was quantitative method. The design of this study: nonequivalent pretest-posttest control design. The instrument of this study was the test. The population in this research was the students of Elementary School I Cisomang, and the sample of this research was fourth grade students of Elementary School I Cisomang, it consisted of two classes (4A as experimental class and 4B as control class). Each of them consisted of 35 Students. The data were gained through giving pretest and posttest to the students sample, and then the collected data were analyzed by using t test formula. The results of the data analysis showed that the means score posttest of experimental class was 7.2, the means score posttest of control class was 5.54, the tobs was 2.77, the tcrit value with df 68 and significance level at 0.05 was 1.67. Based on data analysis above, the alternative hypothesis of this research was accepted, because tobs was higher than t -crit (2.77>1.67). It also meant that teaching English writing through jumbled words technique was effective than the teaching English writing without jumbled words technique. Key words: Teaching, English Writing, Jumbled Words
commented that writing needs clear sentence, good grammar, correct spellings, punctuation etc. One of the aims of teaching English in Elementary School is to enhance students to be able to understand English words which they might find in their environment. In fact, students often find problems in learning the words. So it needs more teachers’ attention to make the transfer of the vocabulary process easier to grasp and more fun to learn. Based on the background of the problems above, the writer has conducted a research entitled “Teaching English Writing Through Jumbled Words Technique.” The writer would like to state the problem as follows: 1. How is the effectiveness of teaching writing by using jumbled words for the fourth year of SDN I Cisomang Cikalongwetan Bandung Barat? There are several aims of writing this paper, among other things could be put forwards as follows: 1. To reveal the effectiveness of teaching English writing through jumbled words.
A. BACKGROUND English is a very important tool for Indonesian students, because English is an international language and the most widely used language in the world. According to McArthur (1992:571), in Kaswan (2010:8) Language is “a human system of communication which uses structured vocal sounds and can be embodied in other media such as writing, print and physical signs”. Through language, we can communicate, send or get a lot of information, either in oral and written. In language teaching, there are four integrated language skills, namely: Listening, speaking, reading, and writing. Writing is a method of representing language in visual or form. Writing systems use sets of symbols to represent the sounds of speech, and may also have symbols for such things as punctuation and numerals. Many students consider that writing is the most difficult subject among the other language skills. Writing is complicated, confusing and need more thought and concept. English as a foreign language is taught from elementary school to university level. In this study, the writer is interested in teaching English writing through jumbled words. Writing is one of the four basic skills. Writing involves some language component, namely: Spelling, Grammar, Vocabulary, and Punctuations. Braine and May (1992:60),
B. THEORETICAL FOUNDATION 1. Teaching English Writing a. Definition of Teaching According to Brown,(1980:7-8) said that: Teaching is showing or helping someone to learn how to do something, giving instruction guiding of 1
study of something, providing with knowledge, coursing no know understand.
1.Children are learning by doing and use the object around them, 2.Children learn through social interaction and teacher as the facilitator, 3.The quality of materials should be one step higher than the accumulation of the existing comprehension, 4. Children should be given opportunities in using the language they learn naturally, 5.Language learner should communicate one to another in the small community. So, learning English for the elementary students would be successful, if the learner in the atmosphere of social interaction.
b. Definition of Writing Writing is one of the four basic skills in language learning. It is very important in teaching and learning English. This skill would increase if the learners keep practicing it. Writing is the ability to express, to converts ideas, thought and feeling to someone else. Writing is very important in written communication. Harmer (2004: 86) states “Writing is a process that what we write is often heavily influenced by the constraints of genres, then these elements have to be present in learning activities.” Nunan (1991:84) affirmed that, “Writing is clearly a complex process and competent writing is frequently accepted as being the last language skill to be acquired.” According to Halliday (1985 b) writing has involved in societies as a result of cultural changes creating communicative needs which cannot be readily met by the spoken language. In the modern word written language serves as arrange of function in everyday life including the following: 1. Primary for action Publics’ signs e.g. on roads and stations 2. Primary for information Newspaper (news, editorial) and currents affairs 3. Primary for entertainment Light magazine, comic strips. Writing is the most difficult skills. We get a massage formulated by someone else. We are receiving some things therefore our role is receptive. In writing, the aspects include the use of vocabulary, structure of the sentence, composition of the sentence, spelling, and punctuation. These aspects are important to master in order to be able to produce good writing. In developing the writing skills, therefore several stages and allowed at the early stage. Communication consists of messages and short paragraphs. Later on us longer compositions, therefore the test should measure the various aspects of the students’ progress toward the mastery of the skills.
3. Importance of Writing According to Rivers, (1968:242) Writing, as one of the language skills, has given an important contribution to human’s work. There are so many records of recent activities that we can read today, which can also be read in the future. Some important features of writing activities that are usually done by people are as follows: a.Teachers write some important things on the black board, or students may write some notes that are dictated by the teacher, b.Lots of people who are going to apply for job in offices write application letters. Today, many companies ask applicants to write their forms in English. An applicant must be fluent both in spoken and written English, c.Many organizations or foundations get offers from foster parents from foreign countries for some students who have good achievement in their study. The student who is going to be selected is asked first to write an essay in English about their country (in this case Indonesian students), d.For those who get the opportunity to win the selection are asked to write in English to their foster parents at least once a month; therefore, they need to have ability to write in an acceptable English. 4. Jumbled Words in Writing Activity Kaswan (2010:169-174) said that: At the beginning of learning English, students will write a little. Those most involved copying the word or sentences. It is a good idea to use copying activity by encouraging children to think. It’s means using activities of puzzles, match, sort, or categorize. Copy at the level of word or phrasescan be uses of assistive devices, such as drawing, writing models, flowchart, etc. There are some writing activities: a.Word Games, this activity designed for given exercise, especially for the set of words, such as colour, states, cloting, etc. And then used for activities other writing. Bingo, Crossword
2. Principles of Teaching English at Elementary School Students According to Alwasilah (1991:1) there are five principle of language learning that should be considered in develoving curriculum, materials, and learning teaching activities. The principles are based on the summary. The five principles are: 2
Puzzles, Acrostic Crosswords, Letter Boxes, Making Words from the Given Letters, Jumbled Words, (write on the blackboard the words just learned by students, or the difficult words spelling with the scrambled letters. It’s good to have words related to one theme. For example, you can give the students following words: Gdo, Sumoe, Owc, Knymoe, Ibdr (Dog, mouse, cow, monkey, bird)), b.Dialogue, c.Communication Activities, d.Writing for Fun.
4. Research Population According to Burns (1995: 65) “population is an entire group of people or object or events…”The population of the research was the fourth grade students of SDN I Cisomang Cikalongwetan Bandung Barat, which consist of two classes, is class A and class B, they are 70 students. 5. Research Sample According to Burn (1995: 63) “a sample is any part of population regardless of whether it is representative or not.” Sample of the research were two classes. For example, they were 4A and 4B. Each class consisted of 35 students. Class 4A was experimental class and class 4B was control class. In this research, the research taught writing in 4A through jumbled words, whereas in class 4B taught writing without using jumbled words.
C. RESEARCH METHODOLOGY 1. Research Design The research used quasi experimental with non equivalent pretest-posttest control design. McMillan and Schumer, (2001:342) explained that: This design is very prevalent and useful in education, since it is often impossible to randomly assign subject. The researcher uses intact, already established groups of subjects, given a pretest administers the treatment condition to one group, and gives the posttest. The only difference between gives this design, then and the pretest-posttest control group design is in lack of random assignment of subjects. The folowing shows the formula of quasi experimental non-equivalent pretest posttest control design (McMillan and Schummer, 1989:323).
6. Research Data Collection The writer obtained the data from the pretest and the posttest. The pretest and posttest were given to both classes, either experiment and control class. 7. Research Data Analyzing For analyzing the data, the researcher used the formula as follow: -The Mean To calculate the average score of the pretest and posttest result given to the experimental and the control group using the following formula: ∑× X = (Hatch and Farhady, 1982: 108) - Standard Deviation To calculate the Standard Deviation of scores of the two groups using the following formula:
Nonequivalent Group Pretest-Posttest Design Group Pretest Treatment Posttest A O X O B O O Time 2. Research Method The main purpose of the research was to find out how effectively audio lingual method in teaching speaking. This research used quantitative method. Quantitative study is an experiment design that test hypothesis through the use of objective instrument and statistic analysis (Larsen-Freeman and Long, 1991: 11).
SD
=
∑( ×
)
- Standard Error To calculate the Standard Error using the following formula: S(
− Xc ) =
+
- T-Observed To calculate t-observed using the following formula:
3. Research Instruments The writer teaches writing and making pretest and posttest. However, relating to the design which is used in this research, the writer takes pre-test and post-test as the instrument in collecting the data. The goal is to find out the students ability in arranging the words into good sentences. The tests are given to measure if there is an increasing on their understanding about jumbled after getting their posttest.
Tobs
=
(
)
(Hatch and Hossein, 1982: 115)
8. Research Procedure The writer first completed the requirements for the research included permit from the institution STKIP Siliwangi Bandung and the school where she would do the research SDN I Cisomang 3
Cikalongwetan which was located on Cikalongwetan Kab.Bandung Barat. Next, the writer prepared everything related to the implementation of the research in the field such as: made a lesson plan which was based on the school based curriculum (KTSP) and prepared the pre-test and post-test as the instrument of the research.
Table II Pretest and Posttest scores of the Control Class No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
D. FINDINGS AND DISCUSSION 1. Data Description of the Pretest and Posttest Result The researcher obtained data in form of pretest and posttest scores for the experimental class and the control class, those scores displayed in tables below. Table I Pretest and Posttest scores of the Experimental Class No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
Name
Acep Fahri Acep Permana Alwi Rizki B Anisa Septiani Anisatul Puadah Asri Sayyidah A Dede Anisah Elma Angelina S Elma Sapitri Eneng Komariah Hasan Sadeli Hasna Lailatul Hilwa Kamila K Hisni Nisa A Ihsan Nulaziz Imas Masitoh Imas Sopiati Lilis Safitri Mila Mila Siti Jamila Muma Maulana Nabila Rahma Nurani Pajah Fitriah Putri Suci E Pebrian Erdiana Rani Haryadi Salma Nurul A Salsabila Sopia Santi Santika Sanusi Susi Susilawati Ulfah Febrianti Wina Nurasiah Yogi Ahmad
Pretest
6 4 10 3 2 8 2 10 6 5 6 7 2 4 4 8 4 3 4 3 2 8 7 7 5 7 4 4 8 4 7 3 4 7 8 ∑186
Posttest
8 6 10 6 4 10 6 10 7 7 8 8 5 6 5 10 6 6 7 5 4 9 8 9 7 8 8 4 10 6 8 6 6 9 10 ∑252
Name
Pretest
Posttest
Ulfa Fitria Fika Widia Agung Gustian Alfan Fauzan Haifa Nabila Hendi W Iis Komariah Irfan Hilmi Muh. Hilman Muh. Ihsan F Muh. Rizal H Muh. Sidqi M Nabil Zihan Nada Mariah P Neng Resa Nisrina Sifatus Nurazizah Putri Aqilah Putri Mardiah Reza Satya N Risma Apipah Sansan Ripaldi Sidiq Ahmad S Sinta Sinta Oktia Siti Rohimah Siti Sajaah Sobali Rohman Syifa Septia Tasya Lestari Tedi M. Sidik A Samsul Maarif Sulastri Dimas Angga
3 4 1 5 1 8 8 3 0 2 5 0 8 6 2 7 5 3 1 3 4 4 2 2 4 6 3 5 4 5 6 7 5 3 5
7 5 3 5 3 10 10 3 3 3 5 3 8 8 4 8 6 4 2 7 7 8 4 2 4 7 6 5 5 6 8 8 6 6 5
∑140
∑194
2. Data Analyzing of the pretest and Posttest a. Data Analyzing of the Pretest A pretest was carried out in order to gain the data of students’ entire behavior, especially English writing on the two groups. a) The distribution of scores and calculation the pretest data analysis - Experimental Class. 1. To calculate the mean = 5.3 2. To calculate standard deviation = 2.3 3. To calculate degree of freedom = 68 - Control Class 1. To calculate the mean = 4 4
2. To calculate standard deviation = 2 3. To calculate degree of freedom = 68 - To calculate standard error = 0.51 - To calculate t-observed = 2.55 Based on the pretest data analyzing of experimental class and control class, result was a follow:
The table shows that the writer took 35 students’ for the samples in both groups, so that degree of freedom (df) was 68. Standard Deviation for experimental class was 2.68 and 2.35 for control class. The T-critical value needed for the selected significance level of 0.05 with df 68 was 1.67. Fortunately T-observed was higher than T-critical (2.77>1.67) that we were quite safe in rejecting the null hypothesis. Our two groups have scored differently on the final test of speaking ability. The different was statistically significance. There was a difference of score between X for experimental class is 7.2 and X for control class is 5.54. This supports our claim that teaching English writing through jumbled words technique was better and more effective.
Table III The Pretest Data Analyzing of Experimental and Control class Group
N
X
S
Experi mental Control
35
5.3
2.3
35
4
2
df ( ) − 0.51 68 0.51
68
1.67
2.55
1.67
2.55
The table shows that there was a different in means (X) on SD (S). The T-test however describes that the two groups were similar in the term of subject of knowledge background. Moreover, Tobserve pre-test was lower than the T-critical value, the null hypothesis was accepted, therefore it indicated that both group had similarly in writing level.
Table V The Improvement of the Mean scores
Mean of Pre-Test Mean of Post-Test Improvement of the Mean
b. Data Analyzing of the Posttest The posttest was administered to both groups at the end of the program to find out whether there were any difference between the experimental group and control group achievement. b) The distribution of the scores and calculation of the Posttest data analysis. - Experimental Class 1. To calculate the mean = 7.2 2. To calculate standard deviation = 2.68 3. To calculate degree of freedom = 68 - Control Class 1. To calculate the mean = 5.54 2. To calculate standard deviation = 2.35 3. To calculate degree of freedom = 68 - To calculate standard error = 0.60 - To calculate t-observed = 2.77
3. Testing Hypothesis As the researcher proposed in chapter 1 the hypothesis was a follow: teaching English writing through jumbled words technique was more effective than teaching English writing without jumbled words. Based on the hypothesis, the mean of the experimental class should be higher than control class, the calculation of the data showed that: T-crit = 1.67 T-obs = 2.77 T-obs > T-crit T-obs was higher than T-crit and there was a difference between Xe and Xc. This means that the hypothesis was accepted. The result was significance. The research proves jumbled words was effective in teaching English writing.
Table IV The Posttest Data analyzing of Experimental and Control class N
X
S
Experi mental Control
35
7.2
2.68
35
5.54
2.35
( df ) − 0.60 68 0.60
68
1.67
2.77
1.67
2.77
Control Class 4 5.54 1.54
The table above shows that the experimental class was higher than the control class. It indicated that teaching English writing through jumbled words technique was able to improve students’ speaking ability.
Based on the posttest data analyzing of experimental class and control class, the result was as follow:
Group
Experimental Class 5.3 7.2 1.9
E. CONCLUSIONS AND SUGGESTIONS 1. Conclusions a. The mean of the experimental class was bigger than the mean of control class (7.2>5.54). The difference was 1.66.
5
b. The standard deviation of the experimental class was better than the standard deviation of control class (2.68>2.35). The difference was 0.33. c. The t-observed was higher than the t-critical value (2.77>1.67) at the significance level at 0.05 with df of 68. The difference was 1.1. d. The result of the research showed that T-observed was 2.77; the T-critical value at the significance level at 0.05 with the df 68 was 1.67. Based on the data above the alternative hypothesis was accepted. Therefore, there was significant difference between students’ writing scores who taught by using jumbled words technique and the students’ writing scores who taught without jumbled words technique. It also means that teaching English writing through jumbled words technique was effective than the teaching English writing without jumbled words technique.
Hatch, E. and Hossein F. (1982). Research Design and Statistic for Applied Linguistics. Newbury House Publisher. Inc. Kaswan.(2010).Language Siliwangi PRESS
Society.STKIP
Kaswan.(2010). Teaching English to Young learners (mengapadanbagaimana). Bandung: Putra Praktisi. Larsen-Freeman, D. & M. H. Long (1991). An Introduction to Second Language Acquisition Research. London: Longman. McMillan, H. James and Schummer Sally. 2001. Research in Education A Conceptual Introduction. United State: Longman.
2. Suggestions At the end of this writing the writer wants to cover several suggestions as follows: Teacher of English would be better if they use jumbled words technique in improving English writing skill. The method is one of the strategies in teaching English writing, especially for the students of SDN I Cisomang Cikalongwetan Bandung Barat. The writer realizes that this paper is far from being perfect. Hopely, there will be another researcher to make it perfect. Comments and criticism would be welcome warmly.
Nunan, D. (1991) National Center for English Lanuage Teaching and Research.Macquarie University Sydney.Prantice Hall International. Rivers. (1968). Teaching Foreign Language Skill. Cambridge:University Press.
BIBLIOGRAPHY Alwasilah, A.Chaedar, (1991). Politik Bahasa dan Pendidikan. Bandung: Remaja Rosda Karya. Braine, George and Claire, May (1992). Writing from Sources.London: Myfield Company. Brown, H Douglas (1980) Principle of Language Learning and Teaching. New York; Prentice Hall, Englewood Clips NJ. Halliday, M.A.K., (1985). Exploration TheFunction of Language. London: Edward Arnold Publisher.
in
in
Harmer, Jeremy. (2004).How To Teach Writing. New York; Longman Hatch, E. & Farhady, H. (1982). Research Design and Statistics for Applied Linguistics. Rowley, Massachusetts: Newbury House. 6
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