Vol. V, No. 2, November 2019 ISSN : 2460-0504 - OSF

Vol. V, No. 2, November 2019

ISSN : 2460-0504

ISSN : 2460-0504

Vol. V, No. 2, November 2019

The Effects of Group Work With Creative Writing Technique on Students’ Narrative Writing at Dayanu Ikhsanuddin University Baubau

Ary Irjayanti Herman

The Effect of Using Audiovisual Media on Students’ Speaking Ability at

SMP Negeri 1 Baubau Baharudin Adu, Wa Ode Yesti Sari Zainuddin

Students’ Problem in Speaking English Atsecond Grade of

SMA Negeri 1 Siompu Barat La Mido

The Effectiveness of Using Word Mapping Strategy in Increasing Students’

Vocabulary Mastery at SMP Negeri 3 Kapontori Muhammad Zakaria Edy, Esa Penilta Amiruddin

The Correlation Between Students’ Reading Habit and Reading Comprehension

in English as A Foreign Language Nining Syafitri

Students’ Opinions Toward Writing Activities

Sanaria Maneba

The Correlation of Reading Habit to Reading Comprehension

in An EFL Context at Unidayan Baubau Suharja

The Effect of Using Anagram Game in Improving Students’ Vocabulary Mastery

at The Eleventh Grade of SMA Negeri 4 Baubau Wa Ode Lulu Asranida, Nur Melansari

English Education Journal (E2J)

i

PENGELOLA REDAKSI

Pelindung/Penasehat

Dr. Rasmuin, M.Pd

Penanggungjawab Baharudin Adu, S.Pd, M.Pd

Pimpinan Redaksi Nur Melansari, S.S, M.Hum

Sekretaris Redaksi Nety, S.Pd, M.Pd

Reviewer Dr. Wa Ode Hanafiah, M.Hum

Dr. La Dunifa, M.Pd Dr. Syamsul Una, M.Pd Baharudin, S.Pd, M.Pd

Nani Cahyani, S.Pd, M.Hum

Sirkulasi Wa Ode Nining Kurnia Gafaruddin, S.Pd, M.Pd

Diterbitkan oleh Program Studi Pendidikan Bahasa Inggris

FKIP Unidayan Baubau

Alamat Redaksi Jalan Sultan Dayanu Ikhsanuddin No. 124, Baubau

Telp./Fax. (0402) 2821138 Email: [email protected]

ISSN 2460-0504

mailto:pendidikanbahasainggris@unidayan.

ii

KATA PENGANTAR

Puji syukur kita panjatkan kehadirat Tuhan Yang Maha Esa karena atas rahmat-Nya

Lembaga Jurnal Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan

Universitas Dayanu Ikhsanuddin (Unidayan) Baubau dapat menerbitkan English Education

Jurnal (E2J) Volume V, Nomor 2, November 2019.

Sesuai dengan amanat Undang-Undang No. 20/2003 tentang sistem pendidikan

nasional, pasal 39 ayat 2 dan Tri Darma Perguruan Tinggi bahwa salah satu tugas pendidik

(dosen dan guru) adalah melakukan penelitian dan pengabdian masyarakat. Wujud nyata

kegiatan tersebut adalah karya ilmiah yang dihasilkan bisa dipublikasikan. Publikasi karya

ilmiah selain memberi suguhan informasi ilmiah kepada masyarakat, juga dapat memberi

tambahan nilai bagi dosen dan guru dalam bentuk angka kredit yang digunakan dalam

mengusul pangkat akademik maupun golongan.

Menyikapi hal tersebut, dengan terbitnya E2J, Fakultas Keguruan dan Ilmu Pendidikan

(FKIP) Unidayan ini diharapkan selain menjadi wahana informasi ilmiah, juga dapat

merangsang minat dan animo para pendidik dan peneliti untuk membuat karya ilmiah

khususnya dalam bidang pendidikan bahasa Inggris.

Tentunya dalam penerbitan jurnal akademik pendidikan bahasa Inggris ini tidak

terlepas dari kelemahan. Oleh sebab itu, kritik dan saran dari pembaca yang disampaikan ke

redaksi sangat diharapkan demi penyempurnaan dan perbaikan jurnal ini ke depan. Akhirnya,

kami mengucapkan terima kasih kepada semua pihak yang telah berpartisipasi dan

memberikan bantuannya sehingga jurnal E2J ini bisa diterbitkan.

Baubau, November 2019

Kaprodi Pendidikan Bahasa Inggris

ttd

Baharudin Adu, S.Pd, M.Pd

iii

DAFTAR ISI

Halaman

Pengelola Redaksi ................................................................................................................................................. i

Kata Pengantar ....................................................................................................................................................... ii

Daftar Isi ..................................................................................................................................................................... iii

The Effects of Group Work With Creative Writing Technique on Students’ Narrative Writing at Dayanu Ikhsanuddin University Baubau Oleh: Ary Irjayanti Herman .......................................................................................................................... 57 The Effect of Using Audiovisual Media on Students’ Speaking Ability at SMP Negeri 1 Baubau Oleh: Baharudin Adu, Wa Ode Yesti Sari Zainuddin ...................................................................... 66 Students’ Problem in Speaking English Atsecond Grade of SMA Negeri 1 Siompu Barat Oleh: La Mido ......................................................................................................................................................... 76 The Effectiveness of Using Word Mapping Strategy in Increasing Students’ Vocabulary Mastery at SMP Negeri 3 Kapontori Oleh: Muhammad Zakaria Edy, Esa Penilta Amiruddin ............................................................. 83 The Correlation Between Students’ Reading Habit and Reading Comprehension in English as A Foreign Language Oleh: Nining Syafitri .......................................................................................................................................... 91 Students’ Opinions Toward Writing Activities Oleh: Sanaria Maneba ..................................................................................................................................... 99 The Correlation of Reading Habit to Reading Comprehension in An EFL Context at Unidayan Baubau Oleh: Suharja ........................................................................................................................................................ 108 The Effect of Using Anagram Game in Improving Students’ Vocabulary Mastery at The Eleventh Grade of SMA Negeri 4 Baubau Oleh: Wa Ode Lulu Asranida, Nur Melansari ...................................................................................... 116

ISSN 2460-0504

57

ENGLISH EDUCATION JOURNAL (E2J) Research Journal https://www.ejournal.lppmunidayan.ac. id/index.php/english E-ISSN: 2686-3731 P-ISSN: 2460-0504 Author's Correspondence E-mail: [email protected]

Publisher: English Education Department Faculty of Teacher Training and Education Universitas Dayanu Ikhsanuddin Address: Jl. Sultan Dayanu Ikhsanuddin No. 124 Baubau, post code 93724 Southeast Sulawesi, Indonesia

THE EFFECTS OF GROUP WORK WITH CREATIVE WRITING TECHNIQUE ON STUDENTS’

NARRATIVE WRITING AT DAYANU IKHSANUDDIN

UNIVERSITY BAUBAU

Ary Irjayanti Herman English Education Department, Universitas

Muslim Buton Jl. Betoambari No. 146 Baubau, Southeast

Sulawesi, Indonesia

Article Info Article history: Received: 25/10/2019 Received in revised form: 01/11/2019 Accepted: 05/11/2019

Abstract The aims of this research were to find out whether the use of Group Work with Creative Writing Technique improves the students’ writing skills and interest of students’. Quasi-experimental design was applied in this research. The experiment of this research was third semester students of English Educational Study Program of Dayanu Ikhsanuddin Baubau, in 2014/2015 academic years. The sample of the research was 80 students which consist of two classes; in experimental 40 students and control class 40 students. There were two instruments in getting the data on this research : the test on narrative writing as well as questionaires to get the interest. The researcher used descriptive and inferential for test data analysis. Meanwhile , likert cale for interest. The findings were: (1) the application of Group Work with Creative Writing technique got the students’ writing performance improved, (2) the application of Group Work with Creative Writing technique is interesting to the students on writing class. On the other hand, the application of Group Work with Creative Writing technique improved the students’ writing performance on content, organization, vocabulary, language use and mechanics and they got very high interest on the application of Group Work with Creative Writing technique in teaching writing. Keywords: creative writing, group work, interest, writing skill.

https://www.ejournal.lppmunidayan.ac/

mailto:[email protected]

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1. INTRODUCTION

Writing is one of the four language skills that has important role in term of teaching English as a foreign language in Indonesia. In the context of learning English, writing is more difficult than other skills such as listening, speaking, and reading since writing skill needs learners’ knowledge of vocabulary, spelling, grammar and mechanic. In this skill, the students need knowledge of how to arrange words to be phrase, phrase to be clause, clause to be sentence and sentence to be paragraph.

Furthermore, the importance of teaching writing on students can be seen as first, through writing, students could communicate each other without face to face. Second, writing could help students who have a problem in speaking. Writing is also as an activity of reinforcement, an enhancement of students’ language development and their learning style.

Based on the researcher’s primary observation in English Educational Study program, mostly of the students met difficulties in getting the writing materials. Most of the students felt and faced more difficulties with writing materials in developing paragraph such as how to arrange a group of words into a phrase, or make phrases into a clause, clauses into sentence, and sentences developed into a paragraph. These difficulties are affected by many factors, namely the teaching method or techniques, the teaching media, the students, the environment, etc.

All problems mention above might come out as a result of incompatible technique used by the writing lecturer in the classroom. The lecturer just use monotonous conventional technique which is start by giving exposure to writing types, providing one example which have existed in the book and the last collecting the work without revising and proofreading. In other words, the students get no correction for their writing. Thus, students tend to make the incorrectness repeat. Therefore, it makes the students bore and lack of motivation. He has tried to motivate the students and assisted them in learning writing but the result is not optimal yet.

Sometimes, the lecturer asks students to work in group in order to share and exchange information without clear objectives. This technique has been proven to be not effective to improve students writing ability. With this in mind, it is really suggested to find suitable technique to cope with these problems and enhance students’ writing ability.

Group work with creative writing is a technique that is available to covers the student’s problems in writing narrative because teaching writing skill by using creative writing can increase the level of interest in learning writing. As Maley’s [1] stated that creativity in writing form can be produce from a variety of different literary and non-literary sources that can be used to grow creative thinking and foster the ability to make creative connections. Creativity has also been related to the level of achievement in second language learning. Creative intelligence seems to be a factor that can facilitate language learning since it can help learners cope with unpredictable experiences. In the same way, Fisher [2] explained that when students are assessed in ways that known and significance their creativities, their academic ability will improve. Creativity activity in writing can renew the interest of students and teachers in teaching language learning.

In line with the above explanation, the researcher regards that Creative writing is a technique that can make the students have more creativity in writing. In writing activity, the researcher initially separated the students within a few groups to application the creative writing technique in it. Then, the students on each group created creative thinking based on topic given by the researcher. On this activity, the researcher made the students more creative to get an idea and thinking about what they wrote. The students challenged to find their idea by their imagination.

Based on the above description, the researcher was motivated to conduct a research on the students’ ability in writing narrative based on creative writing in group work at the third semester students of English Educational study program at Dayanu Ikhsanudin University in 2014/2015

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academic year. The aims of this research were to improve students’ writing skills to the students in learning writing subject using group work with creative writing technique. 1.1. Literature Review

a. Writiting

Kroma [3] described that writing is a type of activity where the writer expresses all the ideas in the paper from the words to sentence, sentence to paragraph and from paragraph to essay. Similarly, Lindblom [4] defined that a way of learning to focus on our mind to an important matters, and of learning about idea is writing. At the same things, Ghaith [5] stated that writing is a total process that give the chance to writer to discover thoughts and ideas and make them real and visible.

b. Group Work

Group work is a practice method of social work about the use of processes which done when more than three people working together about a special or common idea. The word “group work” is explain about something apply togetherness, where this practice is running in groups. [6]

As Barkley, et al [7] stated that there are four reward of working in a group: 1) Groups contain many information beside

than an individual. Groups have many of resources to strike and many information offered because of the kinds of experience and background which having by the members.

2) Working in group encourage people creativity.

3) People consider group discussions improved. Learning in a group enhances learning process and understanding. Students who learn in group work better than they do not in group because of easily in understanding and they would remind it longer.

4) Students will get a better knowledge. Learning in a group work makes students to achieve more correct image of how people or other students observe them.

Furthermore, Payne, et al [8] stated that modeling lectures in group work make students feel interserted and consequently discover more. Learning in group work facilitate students increase their social interaction and skill of working together so that they were able to know about different cultures, background, and attitude of each member of group.

Group work has many advantages especialy for students in big number class. Wright and Lawson [9] mentioned that learning in a group work helped students in large class experience the class became smaller and get those more often to attend in the class. They felt more pleasant at the classroom and enjoy the subject given, because the atmosphere of the class changed.

c. Creative Writing

Harmer [10] affirmed creative writing is “an imaginative tasks, such as writing poetry, stories and plays.” Creative writing in general is the creation of texts which have an aesthetic relatively than a simply informative text, instrumental or pragmatic idea. Usually, some texts made on the form of stories or poem, so that they are different from other genres of text. Creative writing can be made of letters, diary, blogs, essays, etc. Creative writing texts contain a good deal with imagination, intuition and personal experience [1].

Akhter [11] stated that “creative writing as a skill that can be taught in the classroom”. He added that the students can learn different skills such as drawing, music, or painting more properly by using creative writing. In addition, this technique get the students to be creative writer and make the teacher creative in teaching.

Similar statement mentioned by Alabi [12], Creative writing as a type of writing that imagination of the writer’s is exclusively at work. He further argued that, fiction and non-fiction are the conventions with which a creative writer’s imagination is demonstrated. Simple narrative and complex are the two dominant language styles adopted by creative writers to send crosswise their messages. A creative writer’s narrates

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and describes actions in a story as though in a real fact. A creative writer’s focuses the writing on individual, social system and other elements of society.

Kumar in Akhter [11] mentioned four major factors in using creative writing at the classroom. They are: 1) Expressing idea in free way: most of

writing classes focus on grammatical structure and correct form. There is less application on utilizing the creativity of the students. As a result, it can “lead to dissonance and low motivational levels” as well as “leave little room for the cultivation of views, opinions and ideas.” However, he thinks that creative writing activities have a direct connection to the learners’ imaginations as these are allowing the learners to explore their “interests and ideas in a spontaneous. Immediate and personal way.”

2) The imagination is useful: He further claimed that promoting the use of the imagination, the implementation of creative approaches, activities and tasks play an important role in the development as a human being. If the teachers help the students to access their creative idea and promote self-expression, it will raise the students’ motivational levels as well as encourage them in good learning habits.

3) Response of emotional: The main difference between creative and factual writing is creative writing can ignite an emotional response in learners and facilitating an emotional response can have a beneficial effect on learning.

4) Connecting the unknown to the known: Creative writing will link pre-existing knowledge with new ideas and unfamiliar linguistic structures.

Furthermore, “Creative writing is

enjoyable and interesting. Creative writing change the usual behavior in the class. It brings fresh air and helps students to learn language with fun. The most important thing is that it boosts their character and idea. It gives them confidence that they can write stories in English. The same is true with the teachers. Once they are exposed to creative

writing activities, their self-confidence enhance.” [13]

2. METHOD OF THE RESEARCH

The design used in this research was quasi–experimental with non-equivalent control group design [14]. In quasi-experimental, the researcher studied the result of the treatment on whole groups rather than being able to randomly allocate participants in experimental or control groups. On this research, the researcher used two groups that consistd of experimental group and control groups. The treatment in experimental group used new technique that was group work with creative writing; in the contrary the treatment in control group used conventional technique that was usual technique applied by the writing lecturer in teaching writing subject; lecturing technique. Both groups were given a pretest, conducted a treatment then given a posttest. The design used in the treatment was formulated as in the following:

EG O1 X1 O2

CG O1 X2 O2

Where :

EG = Experimental group

CG = Control group

O1 = Pretest

O2 = Posttest

X1 = Treatment using group work

with creative writing

X2 = Treatment with lecturing

Technique

Figure 1. Research design (Gay. 2006:255)

This research population was all of the

third semester students of the English Education study program of Unidayan Baubau in 2014/2015 academic years. They consisted of five classes as the population on this research and there were 40 students for each class. So, the total population was 200 students. The researcher took randomly two classes from the population with the number

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was 80 students. The technique used in taking the sample was cluster random sampling derived from the reason that ‘cluster random sampling’ was believed to be representative of given population and all the members of the selected groups have similar characteristic and capability in writing.

In collecting the data, writing test as the instrument that used in this research. The test consisted of pre and posttest. Pretest was given to the students to know the initial students’ ability in writing and it was given before conducting the treatment. While the posttest was given after conducting the treatment in teaching writing. The function of writing test was to identify the students’ ability on content, organization, language use, vocabulary and mechanics.

The treatment was conducted in six meetings by using group work with creative writing technique in experimental group. In control group, the researcher conducted the treatment by using conventional technique. Both treatments were used to identify the students’ achievement on writing skill and the treatment run for 90 minutes.

In scoring the students’ answer, there were five aspects assessed. They were content, organization, vocabulary, language use and mechanics. The students’ writing test on pretest and posttest were rated using the following criteria introduced by Heaton [15].

Table 1. The Marking Scheme of the measured five Writing Components

N

No

Components of writing

assessment

Interval

score

Indicators

1

Content

30 – 27

26 – 22

21 – 17

16 – 13

Excellent: well-informed – substantive – etc. Good: some information of subject – adequate range – etc. Fair to poor: narrow information of subject – little substance – etc. Very poor: does not explain information of subject - non-substantive – etc.

2 2

Organization

20 – 18

Excellent: easy of expression – clearly

17 – 14

13 – 10

9 – 7

explained of the idea– etc. Good: a bit broken up – loosely ordered although main ideas stand out – etc. Fair to poor: not fluently – ideas disconnected – etc Very poor: no organization – etc

3

Vocabulary

20 – 18

17 – 14

13 – 10

9 – 7

Excellent: complicated series – valuable word/idiom choice and procedure - etc Good: sufficient series - infrequent errors of word, choice, usage but meaning not covered. Fair to poor: incomplete series – common errors of word, choice, usage – etc. Very poor: basically version – little understanding of vocabulary

4

Language

use

25 – 22

21 – 19

18 – 11

10 – 5

Excellent: successful constructions – etc. Good: successful but simple constructions – etc Fair to poor: main problems in simple or complex constructions – etc Very poor: virtually no mastery of sentence construction rules – etc

5 5

Mechanics

5

4

3

2

Excellent: no errors in spelling, puntuation, capitalization – etc Good: infrequent errors of spelling, punctuation – etc Fair to poor: common errors of spelling, punctuation, capitalization – etc Very poor: dominated by errors of spelling, punctuation, capitalization, paragraphing – etc.

Then the students’ score qualities on

content, organization, vocabulary, language use and mechanics were measured into five classifications by using the score classification introduced by Dayanu Ikhsanuddin University Baubau as in the following:

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Table 2. the Scoring Classification of the Students’ Writing Skills

No Classification Score 1 Very good 90 – 100 (A) 2 Good 75 – 89 (B) 3 Average 60 – 74 (C) 4 Poor 45 – 59 (D) 5 Very poor 0 – 44 (E)

Source: Panduan Akademik UNIDAYAN Baubau, 2005

3. RESULT AND DISCUSSION

3.1 Result

a. The Students’ Pretest Achievement in All Writing Components.

Table 3. The Frequency and the Percentage of Students’ all Achievements in Pretest of Experimental and Control group.

Classification Score Experimental Control

F % F % Very Good 90 – 100 0 0 0 0

Good 75 – 89 3 7.5 0 0 Average 60 – 74 11 27.5 19 47.5

Poor 45 – 59 21 52.5 21 52.5 Very Poor 0 – 44 5 12.5 0 0

Total 40 100 40 100

The table 3 illustrate that in pretest of

experimental group, the students got scores categorized as good classification were 3 or (7.5%), the students got scores categorized as average classificatiion were 11 or (27.5%), the students got scores categorized as poor classification were 21 or (52.5%), the students got scores categorized as very poor classification were 5 or (12.5%), and none of the students got scores categorized as very good classification. Meanwhile, in the pretest of control group, the students got scores categorized as average classification were 19 or (47.5%), the students got scores categorized as poor classification were 21 or (52.5%), and there is not students got scores categorized as three classification namely very good, good, and very poor classification.

Based on the above scores distribution of experimental and control group, all of the students on both groups were in low category. The aggregate percentage of experimental group categorized as low

achiever was 93 percent or 37 students. While in the control group, the students categorized as low achiever was 100 percent or 40 students. Based on both groups, it can be concluded that both of experimental and control group need to be improved on each aspect of writing components because of the low achievement they got.

b. The Students’ Posttest Achievements in All Writing Components

Table 4. The Frequency and the Percentage of Students’ All Achievements in Posttest of Experimental and Control group

Classification Score Experimental Control

F % F %

Very Good 90 – 100 4 10 0 0 Good 75 – 89 32 80 6 15

Average 60 – 74 4 10 23 57.5

Poor 45 – 59 0 0 11 27.5

Very Poor 0 – 44 0 0 0 0

Total 40 100 40 100

The table 4 argues that in posttest of

experimental group, the students obtained scores categorized as very good classification were 4 or (10%), the students obtained scores categorized as good classification were 32 or (80%), and none of the students obtained scores categorized as two classification namely poor and very poor classification. While, in the posttest of control group, the students obtained scores categorized as good classification were 6 or (15%), the students obtained scores categorized as average classification were 23 or (57.5%), the students obtained scores categorized as poor classification were 11 or (27.5%), and none of the students obtained scores categorized as very good, or very poor classification.

The distribution of the score of the students’ writing achievement for experimental and control group in posttest shows the difference from the pretest. After conducting the treatment, both of the group showed an enhancement but in experimental group was higher than in control group.

In addition, the researcher also presents the mean score and standard deviation of the students’ writing achievement in pretest and

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posttest for experimental and control group as shown in the table 4.3. Table 5. The Mean Score and Standard Deviation of the Students’ Writing Achievement in Pretest and Posttest

Group Standard

Deviation Mean

Pretest Experimental 9.964 56.45

Control 6.602 57.50

Posttest Experimental 5.957 79.31

Control 9.581 64.18

The table 5 reveals the difference of mean score and standard deviation in pretest and posttest to the both of the groups. The result of data analysis indicates that mean score on experimental and control group was mostly in the same score before geting the treatment. However, after conducting the treatment, the score of the posttest of both groups showed the different score of mean score. It means that there was an enhancement after conducting the treatment. The students’ mean score on pretest of experimental group was 56.45 then the standard deviation was 9.964, while in the control group, the students’ mean score on pretest was 57.50 and standard deviation was 6.602. The students’ mean score on posttest of experimental group after getting he treatment was 79.31 with standard deviation was 5.957, and the students’ mean score on posttest of control group was 64.18 with standard deviation was 9.581. It indicates that the experimental group mean score is higher than in the control group (79.31 >64.18).

c. Test of Significance (T – Test).

This research was using inferential analysis to test the hypotheses. So, the researcher used t-test (testing of significance) for independet sample t-test, which is a test to get the significant difference mean scores of posttest on both experimental and control groups after giving treatment.

Before analysing the t-test, the researcher put the significance level or (α) with 0.05, with degree of fredom that using formula N1 + N2 – 2 so the df was 78 since from 40 + 40 – 2

so that after analysing the t – test, the researcher got the data as in the following table.

Table 6. Probability Value of T-Test of the Students’ Achievement on Control and Experimental Group

Variable T Probability

Value Remarks

Posttest of Experimental

and Control

group

8.48

.05

.000

Significantly

different

Pretest of

Experimental and Control

Group

0.55

.05

.580

Not Significantly

different

The researcher presents the signifficance

difference between posttest of experimental and control groups as stated in table 6 above. The test showed that probability value was smaller than level of significance .05 (.000 < .05). It meant that H0 was rejected and H1 was accepted. It means that there was a significance difference between posttest of experimental and control group after treatment by using different teaching technique of writing skill to the students of English educational Study program of Dayanu Ikhsanuddin University. The data in table 4.4 shows that using group work with creative writing improved students’ writing ability in writing the narrative essay in experimental group. It was completely different from the control group in which the students’ writing ability was not signifficant different since the researcher just used conventional technique in teaching writing to the students.

4. DISCUSSION

In line with the above finding on students’ writing skill, the researcher compared the students’ writing achievement on both experimental and control groups in posttest. The result of posttest shows an improvement after giving treatment on both experimental and control group. The data shows that the mean score of experimental group in pretest was 56.45 becoming 79.31. Meanwhile the

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means score of control group in pretest was 57.50 becoming 64.18 in posttest. In this case, both experimental and control group got improvement after conducting the treatment about group work with creative writing technique but experimental was higher than control group 79.31>64.18. These figures tell that group work with creative writing technique usage can improve the students’ writing skill on experimental group, and in control group, the improvement was not so signifficant since the researcher used only the conventional technique in teaching writing.

Furtheremore, pretest and posttest score of experimental was 56.45<79.31. From these figure, the improvement of students’ achievement was 22.86. Whereas, the students’ achievement mean score of control group on pretest and posttest was 57.50<64.18. Thus, the improvement of students’ achievement of pretest and posttest on control group was 6.68. It indicated that from the both improvement, experimental group score was higher than control group. In this case, the researcher concluded that teaching writing skill through group work with creative writing gave a signifficant progress on experimental before and after conducting a treatment.

In addition, Based on the t – test analysis, the researcher found the signifficant improvement on students’ achievement about their writing skill. It can be proved by the value of p-value or sig. (2-tailed) that the probability value was was smaller than α (0.00<0.05) with the signifficance level (0.05) and using degree of freedom 78. It stated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It means that the use of group work with creative writing gave an effect to the students’ achievement on writing skills.

In addition, there were three (3) students got higher scores. They were 96.5, 94.5, 91, and 90. The score distribution of experimental group shows a significance improvement on each component of writing achievement especially on content and vocabulary component. Since the topic that they wrote was interesting and they felt free in writing their idea. The group work with creative writing helped them to create and

shared their idea and imagination. They could create their new idea or imagination based on the topic given, and then shared it to the group. So, it affected the higher score of content component in writing the paragraph. This thing supported by Harmer [10] affirmed that creative writing is “an imaginative tasks, such as writing poetry, stories and plays.” Creative writing in general is the creation of texts which have an aesthetic relatively than a simply informative text, instrumental or pragmatic idea. Usually, some texts made on the form of stories or poem, so that they are different from other genres of text. Creative writing can be made of letters, diary, blogs, essays, etc. .Similarly, Maley [1] argued that Creative writing texts have a great deal with imagination, intuition and personal experience

Furthermore, it was also proved by the respondents’ statement that writing a narrative paragraph through group work with creative writing technique was easier and enjoy than writing in other technique. Using group work with creative writing was easier to get creative idea and free in imagination about a story. They felt that writing narrative paragraph in group work with creative writing were enjoy since it gave oportunity to them to explore their imagination and brave to create an idea. This opinion in line with Akhter [11] mentioned that creative writing technique in teaching writing gave enjoyable atmosphere to students.

Meanwhile, the students achievements in control group in term of students’ all achievements of writing components showes that the aggregate percentage of control group, categorized as high achiever was 15 percent or 5 students and low achiever was 85 percent or 25 students. Based on score distribution in control group, it showes that the low achiever was bigger than the high achiever after the treatment conducted, so students’ achievements in control group needed to be improved. The improvement in experimental group was higher than in control group since in control group got different treatment that is teaching by convetional technique in which teaching writing skill of narrative paragraph based on

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materials in the text book. The students had lack of understanding on narrative paragraph as the result they did not write easily and enjoyable. The ideas that they expressed were not flow enough because of they wrote the narrative paragraph not in group work and creative way. The students understood the materilas just rely on the given text book. They were not accustomed to write and create their idea by their imagination. They could not share with their classmate as the experimental group did. As the result, the students’ writing scores on control group were lower than experimental group.

5. CONCLUSION

The use of group work with creative writing techniqe in teaching writing had signifficant effect on students’ writing skill in English Educational Study program of Dayanu Ikhsanuddin University. It can be proved by the differences mean score of posttest between experimental and control group in which experimental group posttest, the mean score was 79.31 while in control group, the mean score was 64.18, and the t – test value of students’ achievement on writing skill of both experimental and control group posttest was smaller than α (0.00<0.05).

REFERENCES

[1] A. Maley, “Creativity with a small In Clyde Coreil (ed.),” J. Imagin. Lang. Learn. Teach., 1997.

[2] R. Fisher, What is creativity? Unlocking Creativity: Teaching Across the Curriculum 6–20. New York: Routledge, 2004.

[3] S. Kroma, Action Research in Teaching Composition. London: Longman, 1988.

[4] P. Lindblom, The Elements of Writing. New York: Maxwell Macmillan, 1983.

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THE EFFECT OF USING AUDIOVISUAL MEDIA ON

STUDENTS’ SPEAKING ABILITY AT SMP NEGERI 1 BAUBAU

Baharudin Adu1), Wa Ode Yesti Sari

Zainuddin2) 1) Lecturer, 2) Student of English Education

Department, Universitas Dayanu Ikhsanuddin Jl. Sultan Dayanu Ikhsanuddin No. 124 Baubau, Southeast Sulawesi, Indonesia


Abstract This research was conducted to find out the significant effect of audiovisual media on students’ speaking ability. This research used a quasi-experimental design, and the sample of this research was class VIII.1 as an experimental class that consists of 22 students, and class VIII.12 as a control class with 22 students. The instrument of this research was a test, it was in the form of pre and post-test. The data analysis in this research was descriptive statistics and inferential statistics. The score of student’s basic speaking ability was calculated using Microsoft Excel 2010. The data resulted through that calculation was analyzed using the Statistical Package for Social Science (SPSS) 21.0 versions. The findings could be concluded that there was a significant effect of using Audio-Visual Media toward students’ speaking ability at second-grade students of SMP Negeri 1 Baubau. It can be seen based on the score of the t-test in the appendix, it showed that there was a significant effect on the students’ speaking ability in speaking. It was proved by the finding t-test (2.696) which was higher than ttable at 5% level of significance (2.04). It could be stated that 2.04<2.696 for students’ speaking ability. It meant that the null hypothesis (Ho) was rejected, while the alternative hypothesis (Ha) was accepted. In conclusion, teaching speaking by using Audio Visual at the second-grade students of SMP Negeri 1 Baubau better than without using Audio-Visual Media. Keywords: audiovisual media, speaking ability, teaching speaking.


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1. INTRODUCTION

Education is an important aspect of life. It is a process that can change a person’s point of view. Education not only prepares students for the profession or specific position but also solves the problems in daily life. English education is one of the subjects taught in school, which aimed at developing students' communication skills. In English there are four skill must be mastered by students namely listening, writing, speaking, and reading.

Speaking has been regarded as merely implementation and variation, outside the domain of language and linguistics proper. Speaking is only an oral trail of abilities that it got from structure and vocabulary, freeman. Speaking ability is more complex and difficult than people assume, and speaking like study other cases in study of language, naturalize many cases to language teachers.

Brown [1] states that when someone can speak a language it means that he/she can carry on a conversation. This statement means that students’ skill in conversation is a core aspect of teaching speaking, it becomes vitally aspect in language teaching learning success if language function as a system for expression meaning and the success in speaking is measured through someone able to carry out a conversation in the language. We confess that many proponent factors influence teaching speaking success and there are many obstacle factors.

In the learning process, speaking conditions still impressed monotonous, the learning process is still used for the limited instruction and media, so the quality of the student’s language skill is low. The students often learn based on what they listened by an explanation from the teacher read out the text from a book, but with such circumstances, there is a distraction from students who are bored and disturb to other students, because not all the students focus on the lesson, so the learning is not maximal.

Many students think if speaking is easy. However, many students do not understand what the teacher explains, because of the limited vocabulary they have. As a result, the quality of their speaking is low and needs to

be improved. Therefore, there is a solution to solve the problem of speaking, which is using media as methods to support learning. Using audiovisual media can be one of the alternatives to overcome students’ problems in speaking. Audiovisuals can encourage foreign language learning and they help in stimulating and facilitating learning English. The use of audiovisual media as a medium of learning that works by activating two sense work at once.

Teaching speaking by audiovisual help to involve the students in the process of teaching English class. This media can enhance students’ confidence, pronunciation, using correct word and fluency in speaking ability.

Based on the observation in SMP Negeri 1 Baubau, the researcher found that there were many students feel bored and lazy when they learnt English in the class. The teacher only gave them a lesson in speaking aspect by speech and besides, the teacher was not explicit when they presented the lesson to the students when learning the language, so it made the students were not interested to learn. Then, the students got difficult to understand what the teacher said and make the students did not pay attention to the learning. So, the researcher's interest to take a research used audiovisual media to make easy in the presenting of English lessons especially in speaking.

Based on the identification of the research, then the problem of the research was, whether any significant effect of using Audiovisual Media toward students’ speaking ability at second-grade students of SMP Negeri 1 Baubau.

This research was conducted to find out a significant effect of using Audiovisual Media toward students’ speaking ability at second-grade students of SMP Negeri 1 Baubau or not.

2. METHODS

This research used a quantitative approach by applying the quasi-experimental method. A quasi-experimental applies pretest-posttest control group design. Quasi-Experimental design identify a comparison group that is as similar as possible to the treatment group in terms of baseline (pre-

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intervention) characteristics. This research consists of two variables, they were independent variable referred to the audio-visual method and the dependent variable referred to students’ speaking ability. This researcher used pretest, treatment, and posttest.

The population of this research was the second-grade students of SMP Negeri 1 Baubau in the school year of 2018/2019, which consisted of twelve classes, and the total number was 273, they were spread into VIII.1 - VIII.12. The taking of the sample in this research used a cluster random sampling, Class VIII.7 as an experimental class consisting of 22 students, and VIII.8 as a control class that consists of 22 students.

The instrument of this research was a test, it was in the form of pre and post-test. The technique of data analysis applied in this research is descriptive statistics and inferential statistics. The score of student’s basic speaking ability is calculated by using Microsoft Excel 2010. The data resulted through that calculation was analyzed using the Statistical Package for Social Science (SPSS) 21.0 versions. Besides that, other SPSS references used by the writer to analyze the data.

1. Descriptive Statistics

Creswell [2] explains that descriptive statistics is required to indicate general tendency (mean, mode, and medium), the spread of score (variance, standard deviation, and range). Besides that, the statistic also used the display minimum and maximum score.

To determine the student’s speaking ability test, the researcher uses the following steps: a. Scoring the result of students speaking

test used the scoring rubric by Kemendikbud as follows :

Table 1. Speaking Test Scoring

No Aspect of Assessment

Criteria Score

1 Pronunciation Almost perfect There are some mistake but do not inference the meaning There are some mistakes and interfere with the meaning Many mistakes and interfere with the meaning Too many mistakes and interfere with the meaning

5 4

3

2

1

2 Intonation Almost perfect There are some mistake but do not inference the meaning There are some mistakes and interfere with the meaning Many mistakes and interfere with the meaning Too many mistakes and interfere with the meaning

5 4

3

2

1

3 Fluency Almost perfect There are some mistake but do not inference the meaning There are some mistakes and interfere with the meaning Many mistakes and interfere with the meaning Too many mistakes and interfere with the meaning

5 4

3

2

1

b. The score from the rubric are the raw

scores are converted to final score using a scale of 100 using the formula:

𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =raw score

𝑖𝑑𝑒𝑎𝑙 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒× 100

[3]

c. To determined students speaking ability,

the writer used the following criteria :

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Table 2. Criteria of Students Speaking Ability

No Scoring Range Criteria Score in

Letter

1 86-100 Very good A

2 71-85 Good B

3 56-70 Moderate C

4 ≤ 55 Low D

Source: Direktorat Jenderal Pendidikan Dasar dan Menengah [4]

d. Test Normality

A normality test was used to determine whether a sample of data had been drawn from a normally distributed population or not. A normality test was conducted to see the distribution of the two classes’ (experimental and controlled) data was normal or not. It was conducted using the SPSS 21 of Liliefors Test. The criteria and rule were as follows: If the value of significance > 0.05, it means

data has been drawn from a normally distributed population

If the value of significance < 0.05, it means data has not been drawn from a normally distributed population

e. Test Homogeneity

After the normality test showed that the data were normally distributed, the next step was to do the homogeneity test. The homogeneity test was used to know whether the distributions of the classes’ data were the same or the different varieties so that the hypothesis could be tested by t-test or not. It then used the test of Homogeneity of Variances using SPSS 21. The criteria and rule for homogeneity test were as follows: If the value of significance > 0.05, it means

data is homogeny If the value of significance < 0.05, it means

data is not homogeny

f. Hypothesis Testing In this research, the hypothesis was

examined by applying a t-test with the value of significance (α) = 0.05 or 5%. The criteria for receiving or rejecting the hypothesis were as follows:

a) If ttest>ttable or probability value (sig. (2-tailed)) < α, the alternative hypothesis is accepted and the null hypothesis is rejected. It means that there is significantly different of speaking ability between students who are taught by using audiovisual media and students who are taught by using the conventional method at SMP Negeri 1 Baubau

b) If ttest<ttable or probability value (sig. (2-tailed)) > α, the alternative hypothesis is rejected and the null hypothesis is accepted. It means that there is no significant difference in speaking ability between students who are taught by using audiovisual media and students who are taught by using the conventional method at SMP Negeri 1 Baubau.

2. Inferential Statistic

Sugiyono [5] explains that inferential statistics is a technique of statistics used to analyze the sample data and the result was applied to a population. This type of statistics is appropriate to use if the sample taken from the obvious population and the technique of determining sample from the population was randomly selected.

In analyzing the data the researcher used independent sample T-test formula. According to Hartono [6], the t-test is one of the statistic tests used to know whether or not the significant difference between two samples of mean in two variables. The data statistically analyzed by using the SPSS 21.0 version to know whether the result statistically significant.

The criteria for receiving or rejecting the hypotheses are as follows : a. Ha is accepted if ttest>ttable or there was a

significant effect of using Audio-Visual Media toward students’ speaking ability at second-grade students of SMP Negeri 1 Baubau.

b. Ho is accepted if ttest<ttable or there was no significant effect of using Audio-Visual Media toward students’ speaking ability at second-grade students of SMP Negeri 1 Baubau.

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3. Result and Discussion 3.1 Result

3.1.1 Descriptive Statistics The data of the research were obtained

from scores of the students’ pre and posttest on control and experimental classes. There are two data of students’ speaking ability served by the researcher. They are the data of students’ speaking ability taught by using Audio-Visual Media and without using Audio-Visual Media. They are as follows:

1. The Result of Students’ Speaking Ability

in Pretest of Control Class and Experiment Class a) The Result of Pretest in Control Class

The result of pretest in control can be seen in the following table:

Table 3. Descriptive Statistics of Students’ Speaking Ability of Pretest in Control Class

Statistics

Mean Median Mode Variance Std. Deviation Minimum Maximum

45.22 43.00 60.00

213.42 14.608

20.00 80.00

Based on table 3, it shows that the mean

score is 45.22, the median is 43, the mode is 60, the variance is 213.42, the standard of deviation is 14.60, the minimum score is 20, and the maximum score is 80. The frequency of each category of students’ speaking ability is displayed in table 7 below: Table 4. Frequency Distribution of Students’ Speaking Ability of Pretest in Control Class

Score

Interval Frequency

Percentage

Category

86-100 71-85

0 0 Very High

1 4.54 High

56-70 6 27.27 Moderate

≤55 15 68.18 Low

Total 22 100

Based on the table above, it is found that

in pre-test there is 0 student or 0% in the very high category, there is 1 student or

4.54% in the high category, there are 6 students or 27.27% in the moderate category, and there are 15 students or 68.18% in low category. The conclusion based on the score of frequency, it is known that the category of student’s speaking ability in pretest is low.

b) The Result of Pretest in Experimental

Class The result of pretest in the experimental

class can be seen in the following table:

Table 5. Descriptive Statistics of Students’ Speaking Ability of Pretest in Experimental Class

Statistics


45.22 43.00 60.00

213.42 14.608

20.00 80.00


score is 45.22, the median is 43, the mode is 60, the variance is 213.42, the standard of deviation is 14.60, the minimum score is 20, and the maximum score is 80. The frequency of each category of students’ speaking ability is displayed on table 10 below:

Table 6. Frequency Distribution of Students’ Speaking Ability of Pretest in Experiment Class

Score

Interval Frequency

Percentage

Category

86-100 0 0 Very High

71-85 1 4.54 High 56-70 6 27.27 Moderate

≤55 15 68.18 Low


in pre-test there is 0 student or 0% in the very high category, there is 1 student or 4.54% in the high category, there are 6 students or 27.27% in the moderate category, and there are 15 students or 68.18% in low category. The conclusion based on frequency, it is known that the category of student’s speaking ability in pretest is low.

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2. The Result of Students’ Speaking Ability in Posttest of Control Class and Experimental Class The data of the students’ speaking ability

in control class and experiment class are obtained from the posttest of class VIII. 8, VIII.7 with the number of students is 22 students. The data can be seen in the following table:

a) The Result of Posttest in Control Class

The result of the posttest in the control class after giving the treatment. Can be seen in the following table:

Table 7. Descriptive Statistics of Students’ Speaking Ability of Posttest in Control Class

Statistics


61.13 60.00 60.00

213.42 15.572

33.00 80.00


score is 61.13, the median is 60, the mode is 60, the variance is 213.42, the standard of deviation is 15.572, the minimum score is 33, and the maximum score is 80.

The frequency of each category of students’ speaking ability is displayed in table 8 below:

Table 8. Frequency Distribution of Students’ Speaking Ability of Posttest in Control Class

Score

Interval Frequency

Percentage

Category

86-100 0 0 Very High 71-85 7 31.81 High 56-70 9 40.90 Moderate

≤55 6 27.27 Low


in post-test score in control class, there is 0 student or 0% in very high category, there are7 students or 31.81% in high category, there are 9 students or 40.90% in moderate category, and there are 6 students or 27.27% in low category. The conclusion based on the frequency, it is known that the category of

student’s speaking ability in the posttest is moderate. b) The Result of Posttest in Experiment Class

The result of the posttest is an experimental class after giving the treatment. The treatment is held in six meetings by using Audio-Visual Media. Can be seen in the following table:

Table 9. Descriptive Statistics of Students’ Speaking Ability of Posttest in Experimental Class

Statistics


71.31 73.00 73.00 71.37 8.448 60.00 93.00


score is 71.31, the median is 73, the mode is 73, the variance is 71.37, the standard of deviation is 8.44, the minimum score is 60, and the maximum score is 93.

The frequency of each category of students’ speaking ability is displayed on the table below:

Table 10. Frequency Distribution of Students’ Speaking Ability of Posttest in Experimental Class

Score

Interval Frequency

Percentage

Category

86-100 1 4.54 Very High

71-85 15 68.18 High

56-70 6 27.27 Moderate

≤55 0 0 Low

Based on the table above, it found that in

posttest there is 1 student or 4.54% in the very high category, there are15 students or 68.18% in the high category, there are 6 students or 27.27% in the moderate category, and there are 0 students or 0% in the low category. The conclusion based on the frequency, it is known that the category of student’s speaking ability in the posttest is high.

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3) Data Presentation of The Effect of using Audio-Visual Media toward Students’ Speaking Ability The following table is the description of

the mean score of each component of speaking ability in control and experimental class. Table 11. Mean Score of Posttest Students’ Speaking Ability Score in Control and Experimental Class

Class

Component of Speaking

Mean Score Pronunci

ation Intonat

ion Fluency

Control 3.22 2.90 3.04

Experiment 3.86 3.04 3.77 Gain 0.64 0.14 0.73

Based on the table above it shows that the

mean score of pronunciation for the control class is 3.22 and the experimental class is 3.86, the gain is 0.46 for pronunciation. The mean score of intonation for the control class is 2.90 and the experimental class is 3.04, the gain is 0.14 for intonation. The mean score of fluency for control class is 3.04 and the experimental class is 3.77, the gain is 0.73. Based on the score of mean, it is known that there is a significant difference between the mean score of the component of speaking in control and experimental class. It means Audio-Visual Media influence and increases their pronunciation, intonation, and fluency in students’ speaking ability. It shows in speaking ability, Audio Visual Media more influence their pronunciation and fluency in speaking rather than their fluency. 4) Data Test Normality

To know the data from the two classes has been normally distributed, the normality test is needed. The writer uses the Liliefors method in SPSS v.21 in conducting the normality test. The writer also used SPSS 21 to analyze the data. The result of the normality test on the Pre-test data is presented as follows:

Table 12. Normality Pre-test Results between Experimental and Controlled Class

Tests of Normality

Students Kolmogorov-

Smirnova Shapiro-Wilk

Statis

tic Df Sig. Statis

tic df Sig.

speaking_ability

pre_control class

.163 22 .131 .933 22 .145

pre_experimental class

.172 22 .089 .936 22 .162

Table 12 shows that the significance

scores of the experimental class and controlled class are 0,154 and 0,162. It means that the data is normally distributed because the significance score is higher than α = 0.05. The result of the normality test of the post-test is presented in Table 13.

Table 13. Normality Post-test Results between Experimental and Controlled Class

Tests of Normality

Students Kolmogorov-

Smirnova Shapiro-Wilk

Statis

tic df Sig. Statis

tic df Sig.

speaking_ability

post_control class

.138 22 .200* .913 22 .054

post_experimental class

.148 22 .200* .966 22 .612

Table 13 shows that the significance

scores of the experimental class and controlled class are 0,054 and 0,612. It means that the data is normally distributed because the significance score is higher than α = 0.05. It means that post-test data in this study were distributed normally as well.

5) Data Test Homogeneity

After conducting the normality test, in order to check the similarity of the sample in both classes, the writer continued to do homogeneity test. The writer used the Levene statistic test to calculate the homogeneity of the pre-test with a significance level of 0.05. The result of this test is presented below.

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Table 14. Homogeneity of the Pretest Speaking ability

Levene Statistic df1 df2 Sig. .003 1 42 .958

It can be seen from Table 14 that the

significance is more than the significance level of 0.05 (0.958> 0.05). This means that the sample is equal across the groups.

Table 15. Homogeneity of the Posttest Speaking ability

Levene Statistic df1 df2 Sig.

2.350 1 42 .133

From the table above 15, it can be seen

the significance of post-test both experimental and controlled class are 0,133. Therefore, the population across the two groups are homogenous, since the significance score was higher than 0.05.

3.1.2 Inferential Statistics a. Hypothesis Testing of Students’ Speaking

Ability 1) Speaking Ability

To calculate the hypothesis testing of students’ speaking ability, it uses the SPSS Program by applying a t-test to find a dependent sample t-test to know the difference between the students’ speaking ability in control and experimental class. The result of the test can be seen in the following table:

Table 16. Group Statistics of Students’ Speaking Ability No Treatm

ent N Mean Std.

Deviation

Std. Error Mean

1. Control 22 67.22 11.100 2.366 2. Experim

ent 22 82.18 8.381 1.786

Based on the table above, it can be

seen that the total students from each class are 22 students. The mean of the control class is 67.22, and the mean of the

experimental class is 82.18. The standard deviation from the control class is 11.100, while the standard deviation from the experimental class is 8.381. The standard error mean of the control class is 2.366, and the experimental class is 1.786.

Table 17. Independent Sample of Test

Based on the table above, it could be

seen that from the table independent-sample T-test shows that the F score is 2.350 and sig is 0.133. Based on the result of Levene’s Test for Equality of Variances, it shows that F = 2.350; sig = 0.133. The provision is if P (sig) > 0.05, the relevant data is stated equal variances assumed; meanwhile, if P (sig) < 0.05, the relevant data is stated equal variances not assumed. Based on the calculation it shows that the F score = 2.350 and sig = 0.133. Because P (sig) < 0.05, it means the equal variances assumed. So, the statistic used is under Equal variances assumed.

The result of the t-test for equality of means shows that t score = 5.043, or degree of freedom is 42, Sig. (2-tailed) is 0.0000, the mean difference is 14.95455, and the standard error difference is 2.96558.

Test of Homogeneity of Variances

speaking_ability

Levene Statistic

df1 df2 Sig.

2.350 1 42 .133

Independent Samples Test

speaking_ability

Equal variances assumed

Equal variances

not assumed

Levene's Test for Equality of Variances

F 2.350

Sig. .133

t-test for Equality of Means

T -5.043 -5.043

Df 42 39.070

Sig. (2-tailed) .000 .000

Mean Difference -14.95455 -14.95455

Std. Error Difference

2.96558 2.96558

95% Confidence Interval of the Difference

Lower -20.93933 -20.95265

Upper -8.96976 -8.95644

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3.2 Discussion

The purposes of the research are to find out how the students’ speaking ability taught by using Audio-Visual Media without using Audio-Visual Media and also to find out the significant effect of using Audio-Visual Media toward students’ speaking ability at second-grade students of SMP Negeri 1 Baubau.

Before giving treatment to the experimental class, the researcher gave pre-test first to control and experimental classes. In experimental class, the researcher gave pre-test and found score the students of speaking ability is low category and they, not interest, but after the researcher gave treatment by using Audio-Visual Media, in every treatment the students felt interested and enthusiastic in process teaching and the researcher found the score of students speaking ability of posttest is High category. In the control class the researcher teaching by using the conventional method, after gave pretest the researcher shows the students felt not interest and every meeting they don’t enthusiastic in process teaching, so the researcher found to score the students speaking ability of Posttest is Moderate category. Therefore, analyzing Audio-Visual Media can improve students’ speaking ability. So, it helps the teacher to present the lesson effectively and students learn and retain the concepts better and for a longer duration. Use Audio Visual improves student's critical and analytic thinking. However, improper and unplanned use of these can have a negative effect on the learning outcome.

Related to the theory by Cunning [7] states that students like learning language through the use of audiovisual which is often used to mean quite different things in language teaching. The use of audiovisual in English class has grown rapidly as a result of the increasing emphasis on communicative techniques.

The use of audiovisual help in maintaining discipline in the class since all the students’ attention is focused on learning. This interactive session also develops critical thinking and reasoning that are important components of the teaching-learning. To complete that statement there are the

advantages of audiovisual methods as follows: 1. The students are easy to understand the

material because they are not only listening but also see the presentation.

2. The students are fluent in speaking. 3. Audiovisual method enhance students

learning and create an inviting atmosphere

4. Audiovisual methods can provide students a realistic approach and experience.

5. The methods can help to make the learning process more effective and conceptual

4. CONCLUSION

Based on the analysis and discussion above, it can be concluded that the Audio-Visual Media can improve students’ speaking ability. It can be seen based on the score of the t-test in the appendix, it shows that there was a significant effect on the students’ speaking ability in speaking. It is proved by the finding t-test (2.696) which is higher than the table at a 5% level of significance (2.04). It can be stated that 2.04<2.696 for students’ speaking ability. This means that the null hypothesis (Ho) is rejected, while the alternative hypothesis (Ha) is accepted. In conclusion, teaching speaking by using Audio Visual at the second-grade students of SMP Negeri 1 Baubau better than without using Audio-Visual Media. Thus, there was a significant effect of using Audio-Visual Media toward students’ speaking ability at second-grade students of SMP Negeri 1 Baubau.

ACKNOWLEDGEMENT

Alhamdulillahi Rabbil A’lamiin, a grateful thanks to the almighty Allah SWT who has given blessing and mercy to the researchers in completing this article entitled “The effect of Audiovisual Media on students’ speaking ability at SMP Negeri 1 Baubau ”.

Many thanks to Mr. Muhammad Aslihi, S.Pd.,M.Si as the headmaster of SMP Negeri 1 Baubau, and Mr. Muhammad Amrin, S.Pd as English teacher in SMP Negeri 1 Baubau who

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had given opportunity to conduct the research in his school.

Special thanks to all the second grade (VIII.7) students of SMP Negeri 1 Baubau in school year 2018/2019 who became the participant in this research.

The researchers hope this article will give constructive contribution to the teachers and the readers in gaining students’ speaking ability.

REFERENCES [1] H. D. Brown, “Strategies for Success A

Practical Guide to Learning English.” 2001.

[2] J. W. Creswell, Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Boston: Pearson Education Inc., 2012.

[3] A. Sudijono, Pengantar Evaluasi Pendidikan. Jakarta: Raja Grafindo Persada, 2013.

[4] D. J. P. D. dan Menengah, Buku Panduan Penilaian untuk Sekolah menengah Pertama (SMP). Jakarta, 2015.

[5] Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R & D. Bandung: Alfabeta, 2013.

[6] Hartono, Statistik untuk Penelitian Jogyakarta. Jogjakarta: Pustaka Belajar, 2008.

[7] W. Cunning, “Practical Aspect of Using Video,” 2001. [Online]. Available: http://www.tojet.net/articles/v.com. [Accessed: 10-May-2017].

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STUDENTS’ PROBLEM IN SPEAKING ENGLISH AT

SECOND GRADE OF SMA NEGERI 1 SIOMPU BARAT

La Mido

English Education Department, Universitas Dayanu Ikhsanuddin

Jl. Sultan Dayanu Ikhsanuddin No. 124

Baubau, Southeast Sulawesi, Indonesia


Abstract Students’ Problem in Speaking English at Second Grade of SMA Negeri 1 Siompu Barat, La Mido, FKIP Unidayan Baubau. This research aims to investigate the problems of speaking English at the second grade of SMA Negeri 1 Siompu Barat. This research applied a qualitative research, categorized as a case study. Two kinds of instruments of collecting data were used; observation and interview. In analyzing the data, the researcher used three steps inner activities analysis; data reduction, data presentation, and conclusion drawing. The result of the research showed that there are two problems of speaking English at the second grade of SMA Negeri 1 Siompu Barat, consist of psychological and language problems. The psychological problems were fear of mistake, shyness, anxiety, lack of confidence, and motivation. Meanwhile, the students’ speaking problem from language use were inhibition, nothing to say, low or even participation and mother tongue use. It can be concluded that there were some problems of speaking English at the second grade of SMA Negeri 1 Siompu Barat. Keywords : English, problem, speaking.

1. INTRODUCTION

Language is a collection of common spoken, manual, or written symbols in which people express themselves as subjects of a social group and participants in their community. Language's function includes communication, identity expression, play,


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imaginative expression, and emotional release. We are living in a language world [1]. The people considered it to be a social phenomenon because they used language in society. As a means of communication, languages are used. To connect with others, we need language.

There are four skills gained in English education, including listening, speaking, reading and writing. Speaking English will be the first way to communicate with people in different countries in this study. Communication is defined as activity as the ability to express one self in the situation, or activity to record events, or the ability to converse or transmit a sequence of ideas fluently in precise words [2]. Furthermore, speaking as a way of communication strongly influences our way of life. We know that speaking is an important thing we have to master from that explanation [3]. Indeed, in Indonesian English learners, spend very little time in English using and thinking. Based on the training of the school, these are the things that can happen, say twice a week, each for an hour. In the classroom, their teacher may not involve them extensively in the traditional method. This means that less than two hours are now the actual time spent in one week. Regardless of how many years that they have already learned in the circumstance that they have experienced it in week instead of years.

There are some speaking skill problems that teachers may encounter in helping students in the classroom to speak. These are inhibition, lack of existing knowledge, limited participation and use of mother tongue. Inhibition is the first concern students’ encounter in class. Sometimes they are distracted when they want to say something in the classroom. They are worried that they will make mistakes and fear criticism.

Based on the background above, the problem statement on the research “what were the students’ problems in speaking English at the second grade of SMA Negeri 1 Siompu Barat?”

Based on the formulation of the problem, the objective of the research is “To find out and describe the students’ problem in speaking english especially psychological and

language problem at the second grade of SMA Negeri 1 Siompu Barat”.


This research was categorized as a qualitative research. This qualitative research applied case study approach based on the phenomena that the researcher got at the pre-observation. case study used to describe and interpret what is there about the condition or relationship, the opinion that have been grown, the process is in progress, consequences or effects that occur, or a growing trend, hence use qualitative research [4].

The subject of this research was the students of SMAN 1 Siompu Barat in 2018/2019 academic years which consisted of 6 students. In order to facilitate the data collection, the researcher used two instruments; observation and interview. Observational methods are useful means of gaining understanding about the process involved in a situation. In observation, qualitative researcher obtains data by simply watching the participants. The researcher used this method to record directly related the problems of speaking English in SMA Negeri Siompu Barat. The second instrument was interview. The interview used in this study was an in-depth interview. It meant that the researcher asked several in-depth questions related to the focus of the problem so that with this in-depth interview, the data can be collected as much as possible. The researcher choosed this method of interview was to know the students’ problem in speaking English that happened on subjects of the research that was in SMA Negeri 1 Siompu Barat.

In qualitative research, there are three inner activities analysis as follows: The first was data reduction. Reducing data means sumarising, choosing key points, focusing on what matters, looking for themes and pattern”. Therefore, the researcher selects a range of assessed reprehensive data with the formulation of the problem, which is related to the students’ problems of speaking English faced by students. The second one was presentation of the data. In this study,

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researcher presented data in the form of descriptive. Researcher describe in the form of description word. The last technique was conclusion drawing [5]. In this analysis, the researcher analyzed the data more intensively after all data obtained in the field was sufficient and considered sufficient, to be processed and arrange into research result up to the final stage of research conclusion.

One of the characteristics of qualitative research is that the research result should be negotiated with the informants. The goal is to obtain the valid data. Therefore, negotiations can be referred as one way to be taken in order to check the validity of the data. In this study, the negotiation was done by showing the participants a narrative description of the research results of the important events during the research process. The respondents were asked to read the result of this study. When the respondents found that the description did not match the reality the experience, then they were welcome to make corrections.


3.1 Result

The problems of speaking English in subjects of the research were presented as in the following. Based on the observation, it presented that the teacher used dialog for teaching speaking English. During the speaking lesson, the researcher found that the students were poor in speaking. It causes the students not fluently when they were speaking English, their pronunciation was poor and the most important was the students sometimes feeling shy and afraid to speak.

In addition, the following observation, the teacher used group work for teaching speaking. The teacher gave them a topic to discuss and the student would be presented in front of the class. During speaking group, the researcher found that some of the students not talking too much, they just sit and watched their friend and not doing anything and after a few minute, one of the students presented their result of discussion. In this situation, the researcher found that,

some students was not confident and afraid to speak English.

Furthermore, the teacher used question and answer technique in learning speaking, the teacher using English when opening the class, after that mixed English and Indonesian to explain the materials. During in learning speaking process, the teacher gave the questions in English then the student have to answer with English. However, the problem got difficult to translate and answer the question they just heard and not doing anything. They would be waiting the explanation by using indonesian about the question. Then some of the students answer with indonesian and sometimes they mixed the language. It was because some of them were still confused to say or speak English in right and proper.

Furthermore, from the interviewed result, the researcher found several things of students’ problems in speaking, as in the

following:

3.1.1 Psychological problem In this research, the resercher found some

of the students’ problems about speaking, that were psychological and language problem, there were as follows:

a. Fear of mistake The fear of making mistakes becomes

worst when somebody in the past had pinpointed poor speaking skills. The consciousness is so high that might shun away from communication, just to avoid embarrassment or humiliation. When you come to this juncture, it becomes practically impossible to improve your spoken English, simply because you are not speaking the language enough. So, here were some reason that students faced by their fearful of making mistake when speaking English.

Extract 1 :

R: Oh ok. Selain pengucapan sama kosakata, adik suka takut tidak kalau berbicara bahasa inggris?

S: Iya itu tadi, karna dia kurang kosa kata ku sama pengucapann ku masih belum jelas, jadi takut nya nanti ada yang salah.

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Based on the statement, researcher concluded that respondent 1 felt afraid. She frightened making mistake when he wanted

to speak English.

Extract 2 :

S: Cara membacanya dia sulit, tapi saya juga takut kalau mau bicara bahasa inggris, belum berani.

R: Kenapa takut? S: Kalau saya banyak yang saya takutkan,

nanti dia salah pengucapan ku lah, takut nanti di tertawakan lah, tidak ada yang mengerti apa yang saya bilang.

Based on the statement, researcher concluded the respodent was afraid. In the other words, she was afraid to speak because she was poor of self-confidence and laughed by people if she mispronounced.

Extract 3 :

R: Adek suka takut kah kalau mau bicara bahasa inggris?

S: Iya bu. R: Kenapa adek takut? S: Takut salah, jangan sampai saya bicara

dia tidak teratur.

Based on the statement, researcher concluded the respondent was afraid to speak because she was afraid to make a mistake and the rules of grammar.

The interview results showed that the students had same problems with the fear of speaking English. Most of them got fear when they wanted to speak English. It was same with the anxious they would be get fear when they make a mistake and get laughed by the others. The results observations indicated the reason of the students’ problems infer when they wanted to speak in front of the class and was looked by the other friends.

b. Shyness

Shyness was an emotional thing that many student suffered from same time when they were required to speak English. Here was the result of interview about the students’ feeling shy when they spoke English.

Extract 6 : R: Tadi kan takut, kalau malu, pernah tidak

merasa malu pada saat mau bicara bahasa inggris?

S: Tidak juga malu, kalau malu pada saat salah, terus di ketawakan sama teman teman.

R: Oh iya, jadi kalau itu, ketika kamu salah, habis itu diketawakan sama teman-teman mu yah?

S: Iya

Based on the statement, researcher concluded the respondent was shy when he want to speak English. It caused when he wants to speak English and make some mistake then get laughed by others. The same problem was happen to another respondent, she said that;

Extract 7 :

R: Oh begitu, suka merasa malu tidak? S: Iya bu R: Malu nya itu karena apa? S: Yang buat malu, kalau di suruh bicara

terus ada kata yang salah ucap.

Based on the statement, the respondent was felt shy when she wanted to speak English. She felt shy when she speak English and saying the wrong pronunciation.

The other respondent was response about feel shyness when she wants to speaking English;

Extract 8:

R: Baiklah, kita simpulkan saja kalau adek takut salah jika menyebutkan kata dalam bahasa inggris. Ok lanjut lagi, adek merasa malu tidak kalau bicara bahasa inggris?

S: Kalau saya memang pemalu, penakut sama apapun, apalagi kalau bicara bahasa inggris dia salah.

Based on the statement, researcher concluded the respondent felt shy. She said that she was shy when she wanted to speak English. Especially when she made a mistake or spoke English wrongly.

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c. Anxiety Anxiety is one of the problems that

students faced when they are speaking English. Most of the students were felt anxiety when they are speaking. Here was the result of students’ anxious when speaking English.

Extract 9 :

R: Ok, kita lanjut lagi. Apa adek merasa cemas ketika berbicara bahasa inggris?

S: Iya, cemas lah, apalagi kalau dapat giliran bicara, takut nanti pada saat bicara, saya salah ucapkan kata.

Based on the statement, researcher concluded the respondent felt anxious when she wanted to speak. It causes that he still poor in vocabulary and pronunciation. Thus, it was one of the reasons of her difficulties in English, especially speaking. Another respondent gave responses about anxious:

Extract 10 :

R: Oh jadi begitu,kalau merasa cemas pernah tidak?

S: Iyalah, saya orang nya kurang percaya diri, makanya kalau di suruh bicara, suka cemas, takut. Apalagi kalau ada kata yang susah di ucapkan, saya cemas nanti saya salah dan bikin orang tidak mengerti.

Based on the statement, researcher concluded that the respondent sometimes felt anxious when she wanted to speak. It caused that she did not good enough in pronunciation and lack of confidence. For this reason, it indicated that this was one of the factors of her difficulties in English, especially in speaking.

The interview results showed that the students had same problems with the anxious. The results observations indicate the reason of the students’ problem in anxious when they spoke English, especially in front of the class. They got fear when they spoke. They made a mistake of pronunciation and then got laughed from their friends.

d. The lack of confidence

The important key in speaking a language is self confidence. The problems was most of

the students had no self confidence to speak English. Here was the reason that they did not have confidence to speak English:

Extract 12 :

R: Ok. Jadi adek cemas karna takutnya nanti ada yang salah ucapkan kata. Kalau untuk kepercayaan diri bagaimana, suka percaya diri pada saat bicara bahasa inggris atau tidak?

S: Tidak percaya diri, kalau ada kata yang susah pengucapannya.

R: Jadi kalau ada kata yang susah di ucapkan adek tidak percaya diri?

S: Iya bu, takut salah.

Based on the statement, researcher concluded that the respondent had a self-confidence to speak English. He had problem about his confidence. He did not feel confidence when he spoke English and when he got the word that difficult to pronounce.

Extract 13 : R: Selain itu, adek merasa percaya diri tidak

pada saat mau bicara bahasa inggris? S: Kadang-kadang bu. R: Biasanya yang buat adek percaya diri itu

apa? S: Tidak percaya diri itu, ketika di panggil

tiba tiba terus maju di depan pake bahasa inggris, saya bingung mau bicara apa.

Based on the statement, researcher concluded that the respondentt did not feel confidentt when the teacher asked her to speak English in front of the class. It means that the students had problems with vocabulary and self-confidence. She can speak English but she need a time to prepare her performance.

3.1.2 Language Problems

a. Inhibition Fearfulness or restraint in response to

unfamiliar people, object and situation. These describe that inhibition affect to students’ language learning specially in performing their language comprehension. The researcher foud out some reasons about students inhibition when speaking English :

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Extract 18 : R: Jadi disini ibu mau menanyakan tentang

masalah-masalah yang adek-adek hadapi pada saat berbicara bahasa inggris. Kalau boleh tau apa saja yang menghambat adek pada saat berbicara bahasa inggris?

S: Yang menghambat saya itu, pengucapan kata dalam bahasa inggris, terus kosa kata juga, saya susah kalau menghafal, suka lupa.

From the responses above, the researcher said that students felt difficult when speaking English. He was poor of speaking caused he did not know much about vocabulary and his pronunciation were not clearly. The respondent was said, he forgot the vocabulary.

Extract 19 :

R: Apa-apa saja yang menghambat atau kesulitan yang adek hadapi pada saat berbicara bahasa inggris?

S: Cara membacanya dia sulit, tapi saya juga takut kalau mau bicara bahasa inggris, belum berani.

Based on the above statement, researcher concluded that the problem faced by the respondent was the pronunciation and the lack of confidence.

3.2 Discussion

1. The Problem of Students Speaking in English According to the research finding, there

were some problems facing by the students in speaking English. These problems were related with speaking components [6]. They were pronounciation, grammar, vocabulary and fluency. Some students reported that to ensure the grammatical accuracy, they thought about the particular grammar being involved before producing the utterance. Meanwhile in learning process, most of the students cannot talk a lot because they had no enough vocabularies. Vocabularies were the foundation of that all the English speaking components.

2. Poor time management Time is one of an important element in

education. Time neither indicates significance of efficiency nor the highest result that leads to it. When the teacher cannot control their time management, they can not be able to teach them effectively.

Based on the result of observation in the teaching and learning process, the researcher found that another problem on students’ speaking was poor time management by teacher, so that the process of learning in the class becomes ineffective. This is indicated by the less time teachers can use to teach. Based on the result of interview to one of the students, she said that the teachers delay in teaching become the factor that cause the poor time management by teacher. The most obvious difference between successful and unsuccessful people in learning can be seen from they way they exploit time [7]. When teacher cannot manager their time, the spirit feels a little less welcome. Students learning suffered. As stated by [8], people who are more effective in planning their time tend to be more productive, more energetic, more efficient, and to have higher self-esteem.

3. Improper use of teaching method

Based on the result of observation in this research, the researcher found that the teacher did not use the proper method to increase the students’ interest in learning speaking, So that the students were easy to feel bored. Teachers tend to use old methods that make students less interested. Students were rarely given the opportunity to participate. By lecturing methods, students were often passive because there was no mechanism to ensure that they were intellectually engaged with the material. Besides, students’ attention was quickly after fifteen to twenty minutes and the information tend to be forgotten quickly when students were passive.

It is indicated that teaching methods were no doubt very essential for ideal result of learning. It is obvious that successful learning and teaching take place when right teaching method is used by teacher. The use of varied methods can give the spirit to the students so that they do not get bored on the material

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provided by the teacher, [9]. He further explained that the view of successful achievement of stated objective in teaching and learning is always associated with using the right method. Teacher should update their teaching methods and try to make English lesson lively. So that the students would enjoy English lesson.

4. Lack of learners’ motivation

Based on the result of the research, the researcher found that students had lack of motivation in learning. It was indicated by during the teaching-learning process; the students did not pay attention to the teacher and did not response to the teacher’s question. In addition, they also felt that English was not important because it is not their language. The students have more difficulties in comprehending what teacher mean in learning process if they do not have motivation. Students’ motivation has to do with students’ desire participate in the learning process. As stated by [10], motivation is represents the psychological progress, which lead to the emergence, the direction, and the persistence of voluntary actives directed toward particular goal. It means that the success of learning depends on high or low motivation of students. It can drive learners in reaching the learning goal.

Writing motivation as the internal process gives behavior its energy and direction. The major successful and unsuccessful learners are that the successful learner knows how to motivate themselves and control their motivation [11]. Motivating learners is an important task of the teacher in order to encourage the students to overcome the entire obstacle they face while learning. The purpose of motivation is to offer the students specific reasons why the lessons constant is important to know, comprehend, apply or perform. This motivation should appeal to each students personally and engender a desire to learn the material. Therefore, how to make students keep high learning motivation becomes the first challenge for the teacher.

4. CONCLUSION

Based on the discussion, the conclusion of the research were psychological and language problems. The psychological problems were fear of mistake, shyness, anxiety, lack of confidence, and motivation. Meanwhile, the students’ speaking problem from language use were inhibition, nothing to say, low or even participation and mother tongue use.

REFFERENCES [1] Suwito, Pengantar Awal Sosiolinguistik:

Teori dan Problema. Surakarta: Henary Offset, 1985.

[2] Ladouse, Whole Brain. Oxford: Oxford University Press, 1991.

[3] H. G. Tarigan, Pengajaran Pragmatik. Bandung: Angkasa, 1990.

[4] et al Gay, Educational Research. New Jersey: Pearson. Prentice Hall, 2006.

[5] S. . Merriam, Qualitative Research and Case Study Application in Education. San Franscisco: Jossey-Bass Publishers, 1998.

[6] et al Naiman, The Good Language learners. Toronto: Ontario Institute for Studies in Education., 1978.

[7] R. M. A. Riash, “Problems of Teaching Englishin middle School Classroom and Their Relationship to Teaching Performance,” Al-Azhar University, 2011.

[8] P. Gerald, The English Language from Sound to Sense. Colorado: WAC Clearinghouse, Fort Collins, 2010.

[9] T. U. and R. U. Sa’ad, “The Cause of Poor Performance in English Language. Nigaria,” IOSR J. Res. Method Educ., vol. Vol.4 Issu, 2014.

[10] D. Crystal, English as a Global Language (2nd Ed). Cambridge: Cambridge University, 2002.

[11] J. Branson, Teaching English (A Handbook for Primary and Secondary School Teacher). British Library, 2008.

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THE EFFECTIVENESS OF USING WORD MAPPING STRATEGY IN

INCREASING STUDENTS’ VOCABULARY MASTERY AT SMP

NEGERI 3 KAPONTORI

Muhammad Zakaria Edy1), Esa Penilta Amiruddin2)

1) Student, 2) Lecturer of English Education Department, Universitas Dayanu Ikhsanuddin

Jl. Sultan Dayanu Ikhsanuddin No. 124 Baubau, Southeast Sulawesi, Indonesia


Abstract Lack of vacabularies effects the learners in understanding English. The aim of this study was to find out the effectiveness of using word mapping strategy in increasing students’ vocabulary mastery at SMP Negeri 3 Kapontori. This study used Pre-Experimental design. The population was students of class VIII SMP Negeri 3 Kapontori academic year 2019/2020. T-test was used for analyzing the data. Research findings showed ttest was lower than ttable (-13.248 < 2.079). In conclusion, word mapping strategy effect positively on students’vocabulary mastery at SMP Negeri 3 Kapontori. Keywords: vocabulary, word mapping strategy

1. INTRODUCTION

1.1 Background

Teaching English in Southeast Sulawesi province of Indonesia is quite difficult due to the students do not always use it in their daily life. The teachers should give more efforts to overcome the problems in English class. The most popular problem in almost English class is lack of vocabularies. This issue is getting worst with the national new curriculum in which English is deleted in elementary level. Thus, the young English learners will meet English only when they enter junior high school. It becomes a serious issue because at this level the new curriculum also demand


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the learners to start to analyze the text, whereas even knowing alphabet they still get the difficulties.

Based on short interview between researchers and English teacher in one the remote schools in this province located in Kapuntori, SMP Negeri Kapuntori, which is the subject of this study reported that their learners have been experienced this situation for long time. The teacher need newest method in their teaching. That is why the researcher really want to conduct this study by promoting word mapping strategy as the solustion. Word mapping strategy is one of the most powerful approaches to teaching vocabulary because it engages students in thinking about word relationships. The strategy promotes students’ active exploration of word relationships, there by lead to a deeper understanding of word meanings by developing their conceptual knowledge related to words [1]. Sinatra [2] in their research showed word mapping strategy was successfully in increasing students’vocabularies in the junior grades. Based on this supporting research then the researchers want to conduct the study entitled the Effectiveness of using word mapping strategy in increasing students’ vocabulary mastery at SMP Negeri 3 Kapontori.

In this research, the researchers only focus on vocabulary mastery with using word mapping strategy, especially material about “interpersonal interaction text, to give suggestion and to state rules and obligations”. Objective of the research was to find out the effectiveness of using word mapping strategy in increasing students’ vocabulary mastery at SMP Negeri 3 Kapontori.

1.2 Theoretical Review

1.2.1 Vocabulary 1.2.1.1 Theory of Vocabulary

In the learning English, the most important thing that should be learned is vocabulary because without vocabulary we cannot write, read, listen, and speak. Besides that, we cannot understand about the meaning of words. The choice in vocabulary selection and methods used in teaching

vocabulary are important factors. Thornbury [3] summed up that without vocabulary nothing can be conveyed. Vocabulary refers to all words in the whole language used in a particular variety. Hatch and Brown [4] said that vocabulary refers to a list or a set of words that individual speakers of language might use. Since vocabulary is a list, the only system involved is that alphabetical order. The choice in vocabulary selection and methods used in teaching vocabulary are important factors.

Vocabulary has an important role in language learning process. It will be helpful for students to mastery language skills and the can express idea. According to Thornbury [3] words are the basic unit of language to support it. Without vocabulary the person cannot communicate effectively and express idea. It will be better if the students know the meaning of vocabulary. Ur [5] states vocabulary also can be defined, roughly, as the words we teach in the foreign language. The words also can be made up of two or three words or more but express a single idea.

Based on the explanation above, it can be concluded by the researcher that vocabulary is the total number or list of words and known by everyone to make a language. It must be mastered by the students as a core component of language proficiency in their learning process.

1.2.1.2 Teaching Vocabulary According to Nation at al [6] teaching

vocabulary is among the least important of a teacher’s job. In this case teachers teach the students to know the meaning of the words based on the context. There are several reasons of this. First, there are many words that a learner needs to know. Second, learning word is a cumulative process that requires meeting words. Third, teaching words need to be limited in scope. Finally knowing words well involves knowing a range of aspect of word, including the meaning, form and use.

According to Thornbury [3] in teaching vocabulary, there are many ways which can be used by the teacher in presenting the material. They are:

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a. Translation The easiest to where improve the meaning of difficult words.

b. Explanation The ways where the teacher has revealed the words to the students and explain them.

c. Synonym The teacher gives words which have same type and the same general meaning.

d. Antonym The teacher gives words which have different meaning.

e. Showing the real object The teacher shows picture and explains them about what happen in the pictures or things that are in the pictures.

From the explanation above the

researcher tries to apply the method that can be used in teach vocabulary in easy way. Teaching English vocabulary using word mapping strategy is easy way and enjoyable to increase their vocabulary, because the students can learn more active learners.

1.2.1.3 The Strategy of Teaching Vocabulary

Vocabulary is the important aspect in teaching English, it is important that those working with young readers help foster their development of a large “word bank” and effective vocabulary learning strategies. Researchers have identified strategies that can be taught by teachers and used by students to significantly improve the quality of student learning. Experts in the field believe that vocabulary learning should not be left to chance. Vocabulary building techniques benefit all learners, but have been shown to be critical for learners with limited personal experience.

According to Blachowicz and Fisher [7] one way to help the students own the words as follows: 1. Develop word awareness and love of

words through word play. Several of the strategies and activities in this booklet focus on this aspect of vocabulary development. Too often, in an attempt to cover as much content as possible, we forget to give our students

the opportunity to play with words. We forget that while they play with words, students create meaning.

2. Develop explicit, rich instruction to build vocabulary. Blachowicz and Fisher [7] suggest the STAR model because it provides explicit vocabulary instruction. This model is featured on page 5 of this booklet.

3. Build strategies for independence. Helping students learn to understand vocabulary by using context clues, word parts, and, yes, even dictionaries can lead to word ownership. However, teachers need to explicitly teach students how to use these tools to develop the skills needed to make use of context clues, word parts, and dictionaries.

4. Engage students actively with a wide range of books. Exposing students too many forms of literature in a variety of ways including reading aloud to and with them helps students develop broad vocabularies. Blachowicz and Fisher [7] formulate some

strategies to build student vocabulary. They are as follow:

1. Star. Providing explicit and direct instruction is one sure way to help students increase their vocabularies. The STAR model of select, teach, activate, and revisit provide a framework for teachers as they plan vocabulary instruction.

2. Discussion Starter stimulates class discussions. Discussion Starter stimulates class discussions about vocabulary that relate to a unit, topic, or theme. The discussion web also gives students the opportunity to consider their prior knowledge of the vocabulary terms and concepts.

3. Frontloading. Frontloading provides rich dialogue and experiences that allow students to develop vocabulary by accessing their prior knowledge before reading content. When students have the opportunity to use their prior knowledge, they exhibit an increase in vocabulary and content

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knowledge. In addition, students show their understanding as they interact with difficult content material. Frontloading have different name that is list and word wall strategy.

4. Word mapping Word mapping strategy is a strategy to help students understand the meaning of words. Word mapping strategy is referred to by different names, such as semantic mapping, concept mapping, and word clusters, and semantic feature analysis. The strategy may be adapted to the nature of vocabulary instruction, the learning outcomes, and students’ grade levels.

5. Talk fast – talk a mile a minute Effective vocabulary instruction includes exposing students to words multiple times using various methods. Talk Fast is a game that increases vocabulary knowledge through word play.

6. Synectic Comparisons Synectic comparisons is a strategy for comparing content to an unrelated object. It causes students to think about vocabulary words in creative ways. In a synectic comparison, the brain has to compare two things that aren’t usually compared. In addition, the strategy requires the brain to create pictures as it searches for comparisons. As a result, students are more likely to retain the information.

7. Word sorts Word sorts help students analyze words by looking for patterns. Grouping words according to similar attributes is an effective before reading strategy that activates prior knowledge of vocabulary words or phrases. It is especially useful for nonfiction material.

8. Vocabulary Notebooks/Journals Individual vocabulary notebooks invite students to strengthen their word and internalize meaning for use throughout their lives.

1.2.2 Definition of Word Mapping Strategy

The word mapping strategy is one of the most powerful approaches to teaching vocabulary because it engages students in thinking about word relationships Graves [1]. This mean the strategy promotes students’ active exploration of word relationships, thereby leading too deeper understanding of word meanings by developing their conceptual knowledge related to words. Word mapping strategy is referred to by different names, such as semantic mapping, concept mapping, and word clusters. The strategy may be adapted to the nature of vocabulary instruction, the learning outcomes, and students’ grade levels. For example, for learning some words, it may be more appropriate to have students explore the synonyms, antonyms, and origin of the words, whereas for other words it may be more helpful to find examples and non examples of the words.

Word mapping is a visual organizer that promotes vocabulary development. At the top or center of the organizer is the vocabulary word. Branching off from the word is additional information related to the word. This strategy also assists students in developing broader concepts and definitions, or synonyms/antonyms.

1.2.3 Procedure of Using Word

Mapping Strategy in Teaching Vocabulary

The framework of word mapping

includes: the concept of word, two category examples, and other examples. This is a very interactive process and should be modeled by the teacher first. The steps involved in word mapping are: write the concept word on the board, explain the steps involved and have students think of as many words as they can for the concept word, write the list on the board or overhead and have students copy it, and finally in groups have students put the words into categories.

According to Nation [6], below are the steps to use word mapping in teaching vocabulary:

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1. The teacher writes the topic of piece of writing in a short form in the middle of the board, for example Energy.

2. The learners then suggest ideas that they have about energy and the teachers notes the most important words and phrases from these ideas on board radiating out from the topic. If ideas are slow in coming the teacher can give some guiding questions, such as what are the different kinds of energy? What energy sources do we use when we drive a car?

3. After a reasonable number of words and phrases are on the board and these covers the main ideas, the teacher and learners then suggest how these ideas could be sequence in a piece of writing.

4. If the teacher wants to make sure that the words or phrases are actually remembered, the teacher tells the learners to look at the board for a minute and then cleans the board. The learners then come up one by one to reconstruct what was on the board, or tell the teacher what to write and where.


2.1 Design of the Research

Design of this research was Pre-Experimental design. Pre-Experimental Design was in one-group, pre-test and post-test.

Table 1. Design of the study

Group Pre-test Treatment Post-test

Experiment O1 X O2

O1 is the result of pretest of

students’achievement before being given treatment (treatment). X is treatment rendered used process skills approach science. While O2 is a post-test; students’ achievement after given treatment.

2.2 Population and Sample

a. Population The population in this study were students of class VIII SMP Negeri 3 Kapontori.

b. Sample The sample of this study was 22 students of class VIII. Total sampling was used in this research. 2.3 Instrument of the research

Test The test divided into two tests, pre-test and post-test. The pre-test was given to the students before the treatment applied while the post-test after treatment applied.

2.4 Data Collection

The technique of collecting data used in this research were: 1. Pre-test

The researchers gave a pre-test to the students. The purpose of pre test was determining the level of understanding or initial ability of students towards material given. There were 10 items consisting of questions related describing words. This test was multiple choice.

2. Post-test The last step was giving the post-test. It was given after the treatment finished. The post-test was purposed to know the result of students’ achievement after given treatment.

2.5 Technique of Data Analysis The data was analyzed in two stages. The

first was descriptive statistic and the second was descriptive statistic.

2.5.1 Descriptive Statistic

Creswell [8] states that descriptive statistic is require to indicate general tendency (mean, mode, and median), the spread of score (variance, standard deviation, range). Besides that, the descriptive statistic is also used to display the minimum and maximum score). To determine the effectiveness of word mapping strategy and students’vocabulary mastery then the test were conducted. Next, the result of the test were analyzed in following steps:

The test was multiples choice and the scoring criteria as follows: 1) If the answer is wrong then the score is 0

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2) If the answer is correct then the score is 1

3) 𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =𝑅𝑎𝑤 𝑆𝑐𝑜𝑟𝑒

𝐼𝑑𝑒𝑎𝑙 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒× 100

Table 2. Classification of students’ vocabulary mastery

No Score Range

Criteria Score on

Letter 1 91-100 Exellent A 2 81-90 Very Good B 3 71-80 Good C 4 61-70 Fair D 5 51-60 Poor E 6 ≤50 Very Poor F

2.5.2 Inferential Statistic

Inferential statistic is a technique of statistic used to analyze the simple data and the result will be apply to population.


3.1 Result

3.1.1 The Result of Pretest in Experiment Group

The researchers found the classification on students’ vocabluary in the following table.

Table 3. The Pretest Result of Experiment Group

Classification Score

Pretest

Experimental group

F (frequency)

(%) (precentage)

Excellent Very Good Good Fair Poor Very Poor

91-100 81-90 71-80 61-70 51-60 ˂ 50

- - - - 6

16

(0) (0) (0) (0)

27,3% 72,8%

Total 22 100

Table 3 above showed none of student got

score 91-100 or excelent classification. In line with that in classification very good (81-90) and good (71-80) or fair (61-70), the data showed the same result namely none of

learner reached those classification or 0%. Meanwhile, there were 6 students in poor classification or gained score 51-60 (27,3%). Next, 16 students reached ˂ 50 or 72,8%. In conclusion, there is no student got excellent, very good and good classification. They were in very poor and poor classification.

3.1.2 The Result of Posttest in Experiment Group

The researchers found the classification of students’ vocabluary mastery in the following table.

Table 4. The Result of Posttest in Experiment Group

Classification Score

Post test

Experimental group

F (frequency)

(%) (precentage)

Excellent Very Good Good Fair Poor Very Poor

91-100 81-90 71-80 61-70 51-60 ˂ 50

- - 2 3

13 4

(0) (0)

(9,1%) (13,6)

(59,1%) (18,2%)

Total 22 100

Table 4 above showed that there is no

student reached interval score 91-100 (excellent) and score 81-90 (very good) or 0%. Then, 2 students reached score 71-80 (good), meanwhile 3 students got score 61-70 (fair) and 13 students were in poor classification or interval score 51-60. Next, 4 students reached ˂ 50 score (very poor). It can be concluded that in posttest, we can see the improvement of learners after using word mapping strategy. If before treatment there is no student in good and fair classification but in posttest there were 2 learners (9.1%) who reached in good classification and 3 students (13.6%) were in fair classification.

3.1.3 Descriptive statistic

a. Students’ vocabulary achievement in pretest

The descriptive analysis of the students test result is presented in the following table:

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Table 5. Descriptive Statistic of Students’ Vocabulary achievement in Pretest Score

No Statistic 1. Mean 35.45 2. Median 30.00 3. Mode 20 4. Variance 178.355 5. Std.Deviation 13.355 6. Minimum 20 7. Maximum 60

Table 5 showed that the mean score was

35.45, median was 30.00, mode was 20, variances was 178,355, standard deviation was 13.355, minimum score was 20, and maximum score was 60. If we see the score of mean was 35.45 then it was categorized as fair.

Table 6. Descriptive Statistic of Students’ Vocabulary Achievement in posttest score No Statistic 1. Mean 55.91 2. Median 50.00 3. Mode 50 4. Std. Deviation 12.212 5. Variance 149.134 6. Minimum 40 7. Maximum 80

Table 6 showed that the mean score was

55.91, median was 50.00, mode was 50, standard deviation was 12.212, variance was 149.134, minimum was 40, and maximum was 80. Based on the score of mean then it was categorized as fair.

3.1.4 Hypothesis testing

In testing the hypothesis of this study, the researchers used t-test. Significance of the t-test is seen from the value of ρ that compared with the value of significance level α =0.05. if ρ<α then the variable is significant. The following table is the result of t-test.

Table 7. Paired Sample Test

Paired Samples Test

Paired Differences

t df Sig. (2-tailed) Mean

Std. Deviation

Std. Error Mean

95% Confidence Interval of the

Difference

Lower Upper

Pair 1

Pretest-Posttest

-20,455 7,222 1,540 -23,657 -17,252 -13,284 21 ,000

Table 7 showed the value of tcount was -13.248 while ttable was 2.079. It means that tcount is lower than ttable (ρ<α) or H0 is rejected and H1 is accepted. 3.2 Discussion

In pretest, the data showed none of student student got score 91-100 or excelent classification. In line with that in classification very good (81-90) and good (71-80) or fair (61-70), the data showed the same result namely none of learner reached those classification or 0%. Meanwhile, there were 6 students in poor classification or gained score 51-60 (27,3%). Next, 16 students reached ˂ 50 or 72,8%. In conclusion, there is no student got excellent, very good and good classification. They were in very poor and poor classification. While in posttest 2 students could reach score 71-80 or good calssification, meanwhile 3 students were able to achieve score 61-70 (fair) and 13 students were in poor classification or interval score 51-60. Unfortunately, 4 students still in score ˂ 50 (very poor). It can be concluded that in posttest, we can see the students’ vocabularies improved after using word mapping strategy.

The value of tcount was -13.248 while ttable was 2.079. It means t tcount is lower than ttable

(ρ<α). So, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Meaning that there was significant effectiveness of using word mapping strategy in increasing students’ vocabulary mastery at SMP Negeri 3 Kapontori. 4. CONCLUSION

Based on research findings showed word mapping strategy effects on increasing students’ vocabulary mastery at SMP Negeri 3

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Kapontori. This can be seen from the result of the mean score of pre-test and before treatment was 35.45 and the result mean score of post-test after treatment was 55.91 . Besides the inferential statistic showed the value of ttest (-13.248 ) was lower than ttable (2.079). So, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It means that there is significant effectiveness of using word mapping strategy in increasing students’ vocabulary mastery at SMP Negeri 3 Kapontori.

REFERENCES

[1] Graves, What Research Has to Say About

Reading Instruction, Buenos Aires:

International Reading Association, 2011.

[2] Sinatra, The effectiveness of using word

mapping technique to increase student

vocabulary (1) (1), London: Cambridge

University Press, 1984.

[3] Thornbury, From Scott Thornbury, London:

Cambridge University Press, 2002.

[4] H. a. Brown, Vocabulary, semantics, and

language education, London: Cambridge

language teaching library, 1995.

[5] Ur, a course in language teaching, London:

Cambridge University Press, 1996.

[6] Nation, Second Language Reading and, Los

Angelas: Sage, 2004.

[7] B. a. Fisher, Teaching How to Think about

Words., Chicago: National Louis University,

2007.

[8] J. W. Creswell, Research Design: Qualitative,

Quantitative, and Mixed Methods

Approaches, Los Angeles: Sage, 2009.

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Publisher: English Education Department Faculty of Teacher Training and Education Universitas Dayanu Ikhsanuddin Address: Jl. Sultan Dayanu Ikhsanuddin No. 124 Baubau, Postal Code 93724 Southeast Sulawesi, Indonesia

THE CORRELATION BETWEEN STUDENTS’ READING HABIT AND

READING COMPREHENSION IN ENGLISH AS A FOREIGN

LANGUAGE

Nining Syafitri English Education Department, Universitas

Dayanu Ikhsanuddin Jl. Sultan Dayanu Ikhsanuddin No. 124 Baubau, Southeast Sulawesi, Indonesia

Article Info Article history: Received: 14/10/2019 Received in revised form: 31/10/2019 Accepted: 06/10/2019 Abstract The problem statement of this research was whether there was a correlation between reading habits and students' reading comprehension skills in learning English as a foreign language. The method of the research used a quantitative approach by using a correlational design. Based on R-value (0.588), the correlation between reading habits and students’ reading comprehension skills was moderate, and the linear regression model was Y = -6.758 + 0.605X. Based on the model, it is stated that there was a positive correlation between reading habits and reading comprehension skills in learning English. It was concluded that reading habits and reading comprehension skills had a proportional relationship. Keywords: English Learning, Reading Comprehension, Reading Habit.

1. INTRODUCTION

Learning English as one of the foreign languages is an everyday activity that should be done to English language learners now. In profounding their knowledge, there are some problems that the learners have. Suleiman (1983) et al. in Akbari [1] explained that the general deficiency of English language learners has been due to various factors: lack of knowledge when they entered the university, school and English department curricula, teaching methods, lack of the target


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language environment and the motivation of the learners. In this research, it focuses on lack of the target language environment of the learners that cause they do not have any enough skill to master English because one of the essential factors that influence the learners to learn a foreign language, such as reading habit. So that, the learners can learn effectively and improve the learners' skills, especially in reading skills as the core skill in a foreign language. Krashen [2] believed that the input hypothesis related to the significance of comprehension by hearing and reading in the learning of language in his Second Language Acquisition Theory. It was in line with the students who had a habit of reading an English text; they kept reading; they would affect their skills in reading comprehension. Besides, Artieda [3] said that reading habits were the only factors affecting L2 outcomes linked to literacy. Also, Akbari [4] noted in her research that most students considered that they needed to learn English in technical journals to read textbooks and documents, read texts on the internet .... From this situation, it can be seen that the learner must be able to master the skills; one of the skills can read in English. Mikulecky [5] stated reading was the fundamental guide for all areas of language learning. This case suggests that the habit of reading would make students be good learners of languages. Nevertheless, the researcher found a unique situation in the education field, the students felt interested in Reading course, while they had low achievement in reading achievement. This situation contrasts with the theory. So, in this paper, we examined to find out the correlation between reading habits and students’ reading comprehension skills in learning English as a foreign language. 1.1. Reading Habit for Learning Language

The reading habit of students is one of the things students do to read texts or written materials regularly. This practice can be a valuable activity for the students, as it allows students to improve their language skills independently. As Kirmizi et al. [6] said in their research of Teacher Candidates’ Attitudes Towards Reading Habit (Case of

Dokuz Eylul and Pamukkale Universities), reading habit was a fundamental skill that should be established at an early age. Besides, reading habits make the students be good readers to support themselves in their lifelong learning, especially in language learning. Leedy (1985) in Hamra [7] purposed three elements that affected reading habits, namely, 1) reading techniques, it referred to skimming, scanning, and SQ3R procedure; 2) visual factors, it referred to the sensory process; and 3) emotional factors, it referred to the effect of the readers’ emotion in reading. As Erdem [8], in his research, he said that the individual's reading practice was the central component of learning. Also, research by Owusu-Acheaw [9] in Koforidua Polytechnic's students in the Eastern Region of Ghana, it was found that the majority of students recognized the importance of reading. The research showed that reading habits affected academic performance, and the relationship between reading habits and academic achievement was identified.

Therefore, EFL students are much in need of reading habits to improve their language skills, particularly in the reading comprehension aspect.

1.2. Reading Comprehension to EFL Students

Reading activity is closely related to reading comprehension skills. The simple view of reading activity consisted of two elements, they were decoding and linguistic comprehension [11]. In learning English, those elements were crucial factors to be mastered by the students, especially in reading comprehension skills because the primary purpose of reading is comprehension. The students must be able to decode single words and have linguistic comprehension to comprehend spoken language, particularly in an L2 text. Without having those skills, they cannot get the meaning of the text.

Because reading comprehension is one of the receptive skills in learning language, the students have to involve their cognitive and linguistic ability to understand the text. As Joh & Plakans [12] said in their research of

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working memory in L2 reading comprehension: the influence of prior knowledge, a certain degree of expertise in the target language, and on the subject may be needed for L2 readers to use their working memory ability efficiently. Based on that, it can be said that cognitive and linguistic competence is closely related to improving our skills in learning English, especially reading comprehension.

2. METHODS

2.1. Type of Research

This research used a quantitative approach by using a correlational design.

2.2. Participants

This research used 48 students of the university in the English Department of Universitas Dayanu Ikhsanuddin as the sample by using random sampling.

2.3. Method of Collecting Data

Data was collected by distributing a reading habit questionnaire to the students to find out how their reading habit was. Then, they were given a reading comprehension test by using TOEFL in the reading comprehension section to find out their achievements in reading comprehension skills.

2.4. Data Analysis

The data was analyzed quantitatively by using simple linear regression with Statistical Product and Service Solution (SPSS) version 22 IBM for Windows.


3.1 Result

Based on the data, it was found that the students' reading habit was at a moderate level or 60.42%. It was followed by a good level or 25%, then 10.42% for the students at the poor level and the last, very good level only got 4.17%. The questionnaire result can be seen in the following table:

Table 1. Frequency and Percentage of Questionnaire on Students’ Reading Habit

Achievement Level Freq Percentage (%)

Very Good 2 4.17

Good 12 25.00 Moderate 29 60.42

Poor 5 10.42

Very Poor 0 0.00

Total 48 100.00

Meanwhile, the students’ level of reading

comprehension skill was at a moderate level because the mean score of their test results was 41.42 from the score range 0 – 100. It can be displayed in the table below as follows:

Table 2. The Frequency and Percentage of Students’ Score on Reading Comprehension section in TOEFL

Classification Score Range

Freq Percentage

(%)

Very Good 81 – 100 0 0.00

Good 61 – 80 3 6.25 Moderate 41 – 60 17 35.42

Poor 21 – 40 28 58.33

Very Poor 0 – 20 0 0.00

Total 48 100

According to Sugiyono [13], the

interpretation of the correlation coefficient is classified as follows:

0.00 – 0.199 = very weak

0.20 – 0.399 = weak

0.40 – 0.599 = moderate

0.60 – 0.799 = strong

0.80 – 1.00 = very strong The regression analysis result was gained:

Table 3. The Result of R

Model Summary Model R R

Square Adjusted R

Square Std. Error of

the Estimate

1 ,588a ,346 ,332 9,376 a. Predictors: (Constant), Reading_Habit

At the table above, R was Pearson

correlation coefficient that showed the level of correlation between the variable of

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Reading Habit and Reading Comprehension was moderate (0.588).

Table 4. The Result of ANOVA

ANOVAa Model Sum of

Squares df Mean

Square F Sig.

1 Regression 2260,777 1 2260,777 24,327 ,000b Residual 4274,890 46 92,932 Total 6535,667 47

a. Dependent Variable: Reading_Comprehension b. Predictors: (Constant), Reading_Habit

The table of ANOVA above displayed the

linearity test. The hypothesis:

H0 = there was no linear correlation between the variable of reading habit and reading comprehension.

H1 = there was a linear correlation between the variable of reading habit and reading comprehension.

It can be seen at the table, sig (0.000) < α

(0.05), so H0 was rejected and H1 was accepted. It meant that there was a linear correlation between the variable of reading habit and reading comprehension.

Table 5. The Result of Regression Analysis

Coefficientsa

Model Unstandardized Coefficients

Standardized

Coefficients

T Sig.

B Std. Error

Beta

1 (Constant) -6,758 9,866 -,685 ,497

Reading_Habit ,605 ,123 ,588 4,932 ,000

a. Dependent Variable: Reading_Comprehension

The regression coefficient used was

Unstandardized Coefficient. The linear regression model was obtained as follows:

Y = -6.758 + 0.605X

Y = Reading Comprehension (constant) X = Reading Habit

Based on the model above, the constant was -6.758; it meant that if the value of reading habit (X) was 0, the value of Reading Comprehension (Y) was negative for -6.758.

The regression coefficient of Reading Habit variable (X) was 0.605; it meant that if Reading Habit (X) increased for 1, Reading Comprehension (Y) would increase for 0.605. The coefficient was positive; it meant that there was a positive correlation between Reading Habit and Reading Comprehension. The higher the reading habit, the more reading comprehension increased.

3.2 Discussion

Based on the findings above, the students' reading habit got a moderate level in this research. According to Leedy (1985) in Hamra [7], three factors determined the students' reading habits, namely, 1) reading techniques, 2) emotional factors, and 3) visual factors.

Reading techniques consisted of skimming, scanning, and SQ3R procedure. Brown [14] stated that skimming was one of the techniques to get main ideas, supporting details, and prediction of a text purpose by using a reader's eyes across a whole text quickly. Nevertheless, the students had less skill to skim while reading because they sometimes noticed the purpose of reading text and the main idea of an English text. Moreover, they did not often concern to the grammatical structure of the sentences and the punctuation marks in the text. It could be seen in the result of the questionnaire that most of the students sometimes noticed the grammatical structure of sentences in the text (41.67%), sometimes noticed the punctuation marks to get the meaning of the text (45.83%), sometimes noticed the purpose of the text (29.17%), sometimes noticed the main idea and supporting detail the text (43.75%). Therefore, the students’ skill to skim a reading text should be improved.

Besides skimming, scanning is also a valuable technique to support the students in establishing their reading habits. Scanning is related to a strategy for looking at the specific information from a text. According to Brown [14], readers should not read the whole text while scanning; however, the students could not know yet how to do scanning appropriately. Based on the result of the questionnaire, the students usually did not

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skip words or lines while reading and sometimes read groups of words at a glance. It was predicted they did it because they read for words, not for ideas. Therefore, it could make them slow to read or find specific information in a text.

Brown [14] provided five steps of SQ3R procedure, namely, Survey, Question, Read, Recite, and Review. First, students were asked to survey a text to get the main ideas and purposes of the text by skimming the text to know the general topic of the text. This research found that most students read the table of content at times and never read the book's preface before reading. However, when reading an English book they rarely noticed the description, graphs, maps, or illustration. Consequently, they had less readiness to read so that they could not get an excellent summary of the text details and intent of the text. Second, question, when reading, the students raised questions. Third, read, it interacted with the students involved in a reading activity and seeking answers through reading to previous questions. In those steps, the students sometimes paused to summarize after a paragraph heading when reading a problematic English text, the students seldom noticed the writer's writing style, the types of paragraph structures while reading an English paragraph, and the outline and the structure of the writer’s thought while reading a long English text. Fourth, recite, this activity asked the students to repeat the key memory text points over the oral or written language aloud. So, sometimes the students used their own words to sum up the main concept when reading an English text. Fifth, review, this step allowed students to remember important things in order to enhance the capacity of the text's memory. Sometimes, however, they were easy to keep their minds on the reading material and had difficulty remembering what they had read, which meant the students still had some trouble in revising the text. Furthermore, the students were not comfortable with using reading techniques when reading so that developing a good reading habit became an obstacle for the students.

Visual factors became the determinant of the habit of reading too. Hamra [7] claimed

that the sensory cycle was the first step in the practice of reading, so it meant that reading activity was linked to visual items in which readers can read from what they see. The eye readers' contact with text influenced the readers to read. Due to the visual factors, the students usually paid attention to the clear printed page to make reading easy, typically stopped reading for a few minutes and rested their eyes after reading for a while by looking at some distant objects and rarely read for a long time without feeling eye fatigue. However, when reading, they sometimes paid attention to distance from 38-50 cm between eyes and text.

This emotional factor also had an essential role as the last factor to influence reader behavior. Hamra [7] claimed that if the students had deep confidence in their ability, a good sense of doing something, and a strong desire to finish something, they could do something well. Looking at the fact, this research found that students assumed that reading activities could improve their ability to understand reading. Still, sometimes they felt comfortable and enjoyed reading an English text. This showed that the students believed in what activity to do to enhance their language learning skills, especially reading activities for understanding the language.

Nonetheless, the skills they possessed, such as how to read or their reading technique, were not yet entirely sufficient to do to influence their joy at reading practice. Then, in Uusen & Muursepp’s research [10], their research suggested that it was prudent to encourage students to choose their reading materials wherever possible and to provide them with a wide variety of texts. By giving the students various texts, it is hoped to make them happy, and they feel interested in reading.

The students had two factors related to reading comprehension skills, which caused difficulty in reading comprehension. They decode complexity and linguistic comprehension [15]. Decoding difficulty was related to the students who were unable to understand the meaning of words, and linguistic awareness was related to the lack of language comprehension, whether its forms,

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syntax, etc. Such factors should be addressed to establish good reading habits for the students, because the students could not achieve good linguistic understanding without having decoding skills.

Related to the reading comprehension test result, this research found that the students' skill was at a moderate level. Most students got lower scores in the part of directly and indirectly answered questions and higher scores in the part of vocabulary questions. It implied that the students also needed improvement to the degree of literal comprehension in which they stressed understanding of the main idea and mentioned facts in the text and inferential comprehension that indirectly included understanding context in the texts.

At the finding above, it had been stated that there was a positive correlation between reading habits and reading comprehension in this research. It implied that if the students had a good reading habit, their skills in reading comprehension would increase. In this case showed that the students' reading habit had an influence on the students' reading comprehension skills in English text. This research was consistent with the Owusu-Acheaw [9] research that found a direct relationship between the reading habits of students and their academic performance in the Eastern Region of Ghana's Koforidua Polytechnic because they were engaged in reading for passing the exam.

Reading habit was seen as an input for the students to gain comprehension of reading skills. This case was linked to Krashen's theory, namely, input hypothesis relating to how people understand language by listening and reading the text. The students, in this case, gained comprehension of English reading skills through reading activity. Pehlivan et al. [16] in their research suggested the lecturers to give at least two essays to the students in every semester to read for establishing their reading habits. This assignment implies the students are asked to keep reading so that they have knowledge of vocabulary and meaning in the texts to reach the comprehension.

Also, it was linked to one of Harmer's [17] reading concepts that said the students

who learn more would get better language skill achievement. This meant that they absorbed and learned the language as they read so that they could improve their comprehension of English text. Because the students who had moderate reading habits would also have moderate level reading comprehension skills, their reading habits and reading comprehension skills were affected. It was also supported by the research that was conducted by Ilgar & Ilgar [18] about An Investigation of the Relationship between the Teacher Candidates’ Internet Usage and their Habits of Reading; it was reading habit leaded to skill growth, such as reading comprehension, problem solving and critical thinking. Hence, the input hypothesis that Krashen suggested was in line with the outcome of this research.

4. CONCLUSION

Overall, the findings of this research found that the students’ reading habit was at a moderate level and the students' reading comprehension skill was also at a moderate level. Moreover, there was a positive correlation between reading habits and reading comprehension, and the correlation was moderate, too. The findings from the present research hopefully enhance our knowledge of reading habits and reading comprehension, especially in an EFL environment. Besides, it is hope that this research can inspire further research involving L2 learners from a variety of backgrounds towards a better understanding of the interwoven relationships between the variables that allow us to understand L2 texts. For the language educators, the students should be taught intensively how to read well so that they felt motivated to improve their skills in learning English.

ACKNOWLEDGMENTS

Deepest appreciation for the great supports and inspirations provided by the researcher to the Head of English Department because the researcher can accomplish this research. Moreover, the researcher said big

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thanks for all the lecturers in the English Department of Faculty of Education and Teacher Training to their chances to discuss about the completion of this research. The last appreciation the researcher gave to the students of the English Department in Dayanu Ikhsanuddin University for their help and seriousness to conduct this research.

APPENDIX

Reading Habit Questionnaire (Developed by Leedy (1985) in Hamra (2003))

Direction: Read the following statements silently, then put an X in the box under the letter that shows your reading habits as they actually are:

N = Never

R = Rarely

S = Sometimes

U = Usually

A = Always

No. Statements N R S U A

1. I hold the printed page from 38 – 50 cm from my eye when I read.

2. While reading English, I notice the grammatical structure of the sentences in the text.

3. While reading, I notice the punctuation marks that help me get the meaning.

4. While reading, I do not lose my place or skip words or lines.

5. When I read an English text, I notice the writing style of the writer.

6. When I read an English text, I notice the tone, purpose, or course of the reading selections.

7. In reading an English paragraph, I notice the main idea and details that support it.

8. In reading an English paragraph, I notice the types of paragraphs

structures, such as the descriptive paragraph.

9. In reading an English selection, I try to keep a certain reading purpose in my mind during reading.

10. When I read, I make sure that printed page is adequately clear.

11. When I read an English article, I get easy to keep my mind on the reading material.

12. When I read an English text or article, I think of using reading strategies.

13. In reading a long English selection, such as a chapter, I notice the outline and the structure of the writer’s thought.

14. In reading a difficult English text, I pause to summarize after a paragraph heading or section.

15. If it is required, I am able to sum up the main idea in my own words.

16. I am sure that reading practices can improve my reading comprehension skills.

17. I am able to read for a long time without a feeling of eye tiredness.

18. I read the table of content of a book before I read.

19. I read groups of words at one glance.

20. I have no difficulty in recalling what I read.

21. I feel comfortable while reading an English text.

22. I enjoy reading English selection.

23. Before reading an English book, I notice the summary, graphs, charts or illustration if any.

24. Before I read an English book, I read the preface of the book.

25. After reading for a while, I stop reading for a few minutes and rest my eyes by looking at some distant objects.

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[14] H. D. Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy Third Edition. New York: Pearson Education, Inc., 2007.

[15] K. Nation, Children’s Reading Comprehension Difficulties. In Snowling, M.J. & Hulme, C. (ed), The Science of Reading: A Handbook. United Kingdom: Blackwell Publishing Ltd., 2005.

[16] A. Pehlivan, O. Serin, and N. B. Serin, “Determining reading interests and habits of candidate teachers (TRNC Sample),” Procedia - Soc. Behav. Sci., vol. 9, pp. 869–873, 2010.

[17] H. D. Brown, Principles of Language Learning and Teaching. New York: Pearson Education, Inc., 2007.

[18] L. Ilgar and S. Ilgar, “An Investigation of the Relationship between the Teacher Candidates’ Internet Usage and Their Habits of Reading,” Procedia - Soc. Behav. Sci., vol. 46, no. 2010, pp. 3220–3224, 2012.

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STUDENTS’ OPINIONS TOWARD WRITING ACTIVITIES

Sanaria Maneba

English Education Department, Universitas Dayanu Ikhsanuddin


Article Info Article history: Received: 21/10/2019 Received in revised form: 29/10/2019 Accepted: 05/11/2019 Abstract Problem in this research is how is students’ opinions toward writing activities. This research is a qualitative research. The subject of the research is First semester consisted of 21 students who pragrammed Basic Writing subject in English Study Program at Dayanu Ikhsanuddin University, academic year 2019-2020. The instrument used in this research is questionairre about students’ opinion toward writing activities. The test consisted of 10 numbers with 5 optional degree of feeling, are: Strongly Agree (5), Agree (4), Neither Agree nor Disagree (3), Disagree (2) and Strongly Disagree (1). Data analysis uses the percentage formula as the frequency is divided by the number of the students, then the total number of the percentage is multiplied by 100% (Sugiyono,2010 in Husain, 2012).1 The research outcomes is majority students at the first semester of English Study Program, Teaching Training and Education Faculty, Dayanu Ikhsanuddin University, academic year 2019/2020 presented their positive opinion and responses toward writing activities. Keywords: opinion, students, writing activities.

1. INTRODUCTION

The most valuable knowledge to be learnt since it is used to receive all of the information we need in life is language. When we learn a second or a foreign language, it is of course have a meaning that we learn in communicating with other people, in other words that we learn to understand others, speak to them, read what the have written, and write to them. Similarly with English, which this language plays an important role


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in global era as it used as a means of communication among the countries in the world and throughout the job fields. Seing the importance of learning English, therefore in Indonesia English become one of the compulsory subject that have to be learnt by the students since elementary to tertiary level of education. English is taught by integrating the four skills as speaking, reading, listening and writing, which is among the four skills,, writing is regarded the most challenging subject to learnt.

Therefore, learning English must not be separated from writing activity, as this skill included in the four skills beside speaking, listening, and reading that have to be mastered by the students, at least have to be taught and learnt by the students. Experts believe that writing is an important skill in the EFL setting as having an effective writing skill is required not only in higher education but also in the world of work and be a best predictor of success in course work. Having a good capability in writing, helps the learner to acquire English language because the activity stimulates thinking and facilitates them to develop some languages skills simultaneously, (Bello, 1997 in [1]). Likewise, Satya, et al. [2] expressed that writing is very important that communication is transmitted more through writing than another type of media. So, students need effective writing skills to meet their academic needs and workplace requirements.

Furthermore, he stated that writing is an essential language factor. It takes good writing skills for all students to meet their educational and employable requirements.

On the contrary, writing well is a major cognitive challenge means that being a skilled writer is not easy as writing is a difficult subject to be mastered, because in doing this activity it is at once a test of memory, language, and a thinking ability. Students find that writing is a tedious process. Teachers find that writing is a difficult subject to teach. Writing skill involves several steps to do as planning, editing, revising, and perhaps re-writing, and these skills are not easily taught nor learnt. In addition, psychologists agree that standards play a very important role in assessing the success of the students in

learning how to write well in this case. Refer to this idea, writing teachers would agree that among some of the reasons that showing that why students cannot write well caused by they find that ESL academic writing is difficult. This is as line with the idea of Riswanto [3] that studying writing is not as not as natural as learning to speak. All people who can write in any language can be assured of having the ability to speak in that language in any way, but not all people who can speak have a good or average ability to write, especially academic writing. As stated by Raimes, 1983 in Riswanto [3] that spoken word is universal, means that in the first few years of life everyone acquires a native language but not everyone learns to read and write; speakers use their voices and bodies to help convey their ideas, but writers only have to rely on words to express their meaning on the page; speakers use pauses and intonation, writers use punctuation; speakers pronounce, writers spell the words; Normally speaking is spontaneous and prepared, writing takes time and is scheduled; a speaker speaks to a listener who is right there, nodding or frowning, interrupting or questioning. For the writer, the readers’ responses is either delayed or nonexistent. The writer has only that one opportunity to get the information and be interesting and accurate enough to hold the readers’ attention.

Additionally, among some of the main reasons why students dislike writing are, firstly, they have inadequate groundwork and this can turn into fear and frustration. Second, students often feel that writing is a subject that has “no answer”. This is valid since there can be answer keys to essay questions but the actual marking scheme of the essay can only be done by the writing teacher [4].

Based on the background above, the researcher conducted the research entitled “ Students’ Opinions Toward Writing Activities.” The research aims to know students opinions toward writing activity the students engaged with.

2. METHODS

This research is qualitative research. The subject of the research consisted of 21

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students in the first semester of English Study Program in Education and Teacher Training Faculty, Dayanu Ikhsanuddin University, academic year 2019-2010. The instrument used in this research is questionairre of students’ opinion consisted of 10 numbers with 5 optional answers as strongly agree, agree, Neither agree nor disagree, disagree

and strongly disagree. The data analyzed by using the percentage formula in which the frequency is divided by the total number of the students, then it is multiplied by 100%, (Sugiyono, 2010 in [5]).

In analyzing the data of the research, the researcher applied the percentage formula as follow:

𝑃 =𝐹

𝑁

P= Percentage N= Number of Students F= Frequency


3.1 Result

The result of the research showed that students’ opinion in relation to the way they practiced writing skills via pair and work group, majority they expressed the positive opinions as strongly agree is 52% and agree 33%, while the remaining is neither agree nor disagree is 15%, in questionairre item number 1. Then, toward the questionairre item number 2, most of the students presented their good opinion as 43% of strongly agree and 38% of agree that along with their friends and partners, they planned and discussed the topic given or in which they were interested, only 19% who stated neither agree nor disagree. Students’ opinion related to the item of questionairre 3 that more than half of the students respond positively (52% is strongly agree and 33% is agree) that their language competence is used to create pieces of writing. Only 15% is neither agree nor disagree about this opinion. Further, in term of item questionairre 4, mostly students gave their favourable reaction that is 76% of them is strongly agree and 24% is agree that

friends and partners provided them suggestions and information about writing techniques. Similarly, toward the item questionairre 5 that their teacher suggested them about writing techniques and information, a great number of the students replied positively as 85% is strongly agree and 15% is agree toward this item. Again, in item of questionairre 6, great number of the students viewed positively (81 % is strongly agree and 19% is agree) toward the writing activities that they had a chance to share and exchange opinions and ideas with friends. Relating to the item of questionairre 7, morethan half of the students that is 38% is strongly agree and 38% is agree, pointed that while the process writing conducted in class, they were able to help their friends, only 24% is neither agree nor disagree toward this item. Furthermore, in the item of questionairre 8, more than half of the students gave affirmative response that 29% is strongly agree and 47% is strongly agree that they like writing process and they enjoyed with the writing classes. The remaining, that is 24% is neither agree nor disagree. Again, in the item of questionairre 9, almost all of the students gave their positive perception that is 52% is strongly agree and 33% is agree that according to them, studying process writing is a leaner-centered approach. The remaining that is 15% is neither agree nor disagree in term of this item. The last, in the item of questionairre 10, greater number of the students gave their affirmative reply that is 81% is strongly agree and 19% is agree that the process of writing is essential and useful to them.

Table 1. Result of Questionairre about Students’ Opinion toward Writing Activities

Questio nairre Items

Frequencies of Students’

Responses and Percentage

5 4 3 2 1

Writing skills are practiced by me via pair and work group, etc.

11 & 52 %

7 & 33 %

3 & 15 %

- -

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I along with my friends and partners planned and discussed the topic given or in which we were interested.

9 & 43 %

8 & 38 %

4 & 19 %

- -

My language competence is used to create pieces of writing.

11 & 52 %

7 & 33 %

3 & 15 %

- -

Friends and partners provided me suggestions and information about writing techniques.

16 & 76 %

5 & 24 %

- - -

My teacher suggested me about writing techniques and information

18 & 85 %

3 & 15 %

- - -

I had a chance to share and exchange opinions and ideas with friends

17 & 81 %

4 & 19 %

- - -

While process writing conducted in class, I was able to help friends

8 & 38 %

8 & 38 %

5 & 24 %

- -

I like writing-process and I enjoyed with writing classes

6 & 29 %

10 & 47 %

5 & 24 %

- -

According to my opinion, studying process writing is a learner-centered approach

11 & 52 %

7 & 33 %

3 & 15 %

- -

I agreed that process writing is essential and useful

17 & 81 %

4 & 19 %

- - -

Source: Naresuan University, Phayao Campus, Thailand

3.2 Discussion

Based on the data obtained, majority students pointed their positive opinions

related to the item of questionairre given to them. In term of item questionairre 1, they in this case preferred that their writing activities practiced in form of pair or group work. This is a good source of information especially for the lecturer who taught writing in the research place as teaching the students by considering the students’ needs. Supportive arguments referring to this condition, stated by Fitria [6]that peer interaction is a key factor in promoting second language learning. It enables learners to collaboratively explore L2 to solve linguistic problems. Storch and Aldosari [7] add that in teacher centered class, teachers or skilled learners tend to dominate class discussion. Hence, it limits the learners L2 production and also restricts the responses of learners. In this regard, they note that for a variety of purposes, pair work or group work is one of the ways that provides learners to practice L2. Moreover it also encourages learners to develop their own strategies that will develop the interaction levels (Choudury, 2005 in [8]). Based on the idea above, the researcher considered that in English study Program, Teacher Training of Education Faculty, Dayanu Ikhsanuddin University, especially in this case is the students in class B of the first semester tend to learn writing in form of pair or group work. This opinion is acceptable as students learn in this model of learning will have more opportunity to discuss with their friends in relation to the topic given. They can discuss about the topic given, share ideas and the vocabularies used in their writing. This way of learning, peer and group work also increase their learning interaction.

Next, most of the students presented their good opinion that along with their friends and partners, they planned and discussed the topic given or in which they were interested. As stated by Coffin et al. (2003) in [9] that the students’ discussion in peer review promotes confidence in students’ ability in writing. The confidence will be achieved as the students learn from the work of others. The students, then, can interpret and compare their own writing based on the review of others. In other words, students can learn by reviewing each other’s writing to

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improve their own writing. This is as line with Chisholm (2006) in [9] suggests that correcting should come later as focusing too early mechanical aspects of writing detracts attention from rethinking and restructuring. In sum, responding and correcting in peer review facilitates students to give feedback to others’ writing in the form of discussion rather than in the form of judgment. The idea is as line as the researcher, while students learn with their friend in for of peer or group, they have more opportunity to talk and discuss their ideas since the planning stage to determine the topic, brainstorming their ideas, in drafting, even when they find mistake in their writing through the process of reviewing and editing. The students did all those activities with their friends. Indeed, this process motivated them as they considered that writing is a difficult subject to master, and with friends they can discuss all ideas together and overcome their problems through discussing process.

Related to this item of questionairre, more than half of the students stated their positive opinion about peer and group work that writing in peer or group motivated them to proposed good ideas. As in peer or group work, students believed that their firends would read their ideas written on the paper or listen the ideas proposed orally. Toward their friends’ existence in peer or group, students indeed showed their best to present their ideas in their writing activities as their friend were with them to give correction. Knowing their peers will read and directly commented on their papers gives students a concrete sense to write better.

Again, more than half of the students respond positively that their language competence is used to create pieces of writing. This is as line with Fatmawati [10] that writing as studying to focus our mind on important matters, and learning about them. By this activity, a person can find the solution of difficult problem, master the fact even by writing. A person can also communicate their mind that cannot be done through other ways. In other ways, she stated that the act of expressing something through the application of language system. When we write, there are two problematic areas, namely what to write

and how to write it. It is then clear that language skills are defined as the ability to conventionally manipulate the language rules, while extra languistic system or world knowledge refers to what the writer knows about the topic to be written. The idea is as line with (Widdowson in Saleha, 2008) cited in Asriati [11] that writing is a communicative activity and is carried aout in accordance with certain general principal in which underline the use of language in communication. Based on the students’ opinion above, the researcher agree that students’ language competence is used to create pieces of writing as writing is considered the difficult language skill to acquire since it involves many aspects of linguistics, social, and writing knowledge and conventions. In othe words, developing the theme ideas in writing included the author's ability to use the language type as sounds, terms and sentence structures; the capacity to understand and construct language forms which are no more than sentences; the skill of using language in different contexts; and the ability to compensate for lack of ability in any of the other ideas. In the end, language learners who really need to communicate in their adopted language tend to develop a number of strategies for making themselves clear inspite of their incomplete knowledge.

Then, mostly students gave their favourable reaction that friends and partners provided them suggestions and information about writing techniques. As stated that peer’ feedback refers to the suggestions or comments, questions or inquires thal learners offer each other after reading any piece of writing with the aim of producing reader based prose, (Flower, 1979) in [12]. The researcher support those ideas that students works in peer or group writing is worthwile experience as this tehcnique offered the students an opportunity for social interaction with their friends. It is also improved students’ writing skills. Furthermore, the technique enhanced students’ critical thinking, confidence, creativity and motivation. In addition, it helped in improving their assignments.

Their teacher suggested them about writing techniques and information, a great

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number of the students replied positively toward this question. Feedback plays an important role in enhancing the students’ confidence in writing in English as well as their overall writing performance. If the students are affraid of being evaluated, the writing instructor can apply different types of feedback which are not threatening to students’ self confidence. Some feedbacks are highly recommended to be used in ESL/EFL classroom, such as direct feedback (Hamidun, Hashim, & Othman, 2012), selective written feedback (Andersson, 2011), progress feedback (Duijnhouwer, Prins, & Stokking, 2010) in [13]. Seeing students’ opinion in this item, the researcher agree that teacher’s suggestion about the writing techniques and information is really important to students in writing activities. Students need to talk about their topics before they start to write and teacher provides opportunity not only for talking but also listening students in their writing activities in which the activities help the students to focus and get the initial sense of audience for their writing. During writing, talking and listening can help students clarify and check for meaning and will often lead to revising and rewriting. Besides, teachers’ provides opportunity for students to share the sources of their inspiration for students’ writing can be a source of knowledge for students in crafting their writing and gathering the content knowledge. In the end, teacher provide feedback is very encouraging for students in writing.

Great number of the students viewed positively toward the writing activities that they had a chance to share and exchange opinions and ideas with friends. A number of studies reported that the process of providing feedback on peers’ work increasing the opportunity of meaningful interaction with peers and maximize the opportunity of sharing new ideas as well as understanding different perspectives on the wtriting process. (Liu and Hansen, 2002; Tsui and Ng, 2000; Zhang, 1995) in [12]. The researcher in this case is totally agree as writing activities is also a social process more over done collaboratively. In colaborative writing, students done their writing process by discussing the topic or their ideas with their

friend. Students share opinions related to the content, do revising and also editing their friends’ writing. In this model of learning. Students engage the meaningful and interaction process of sharing knowledge and information in finishing the task given. The social process in writing activity itself indeed help students improve the quality of students writing. Therefore, students work with their friends in their writing have many benefit toward students relation with their friends in their writing process beside their writing product.

Furthermore, more than half of the students pointed that while the process writing conducted in class, they were able to help their friends. In relation to this students’ opinion, Walkabayashi [14] stated that through peer feedback in process writing, learners engage in critical evaluation in peer text for the purpose of exchanging help for revision. This opinion is as line with the idea had been proposed by the researcher previously that as a social process, writing can promote the activity of sharing ideas, knowledge and information between students with their friends, the way can be as the opportunity of helping each other in writing as writing itself regarded as a difficult skill to master.

Majority of the students like writing process and they enjoyed with the writing classes. Arya [15] stated that students assumed that English is a difficult subject, especially writing. As many problems occured in teaching and learning writing. By applying process writing approach, it motivates students to do their writing well and enjoy the writing process. Based on the idea above, the researcher agree that students like and enjoyed writing process as through this activity students have more opportunity in discussing and sharing ideas with their friend since in determining the topic, brainstorming their ideas, drafting their composition, revising and editing process. The activity of doing the task together with friends will motivated them as they have friends to discuss about the topic given. The students will be more anthusiastic to learn as they have friend to discuss with, to correct the

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mistake an to solve their problems during their writing process.

Again, almost all of the students gave their positive perception that studying process writing is a leaner-centered approach. As Brown (1997) in Farah [12] presented that peer feedback as a model of writing process, the learners have a great responsibity for their learning as we are moving from teacher-centered to learner-centered approaches to teaching and learning. The ideas is as line with the researcher that writing process is a learner centered approach. In writing process, students did their writing activity which is consisted of several stages as pre-writing activities consisted of several steps as determine the topic, brainstorming their ideas and drafting. Then, students develop their ideas as writing a paragraph or essay. while the activity of revising and editing process is conducted every time during the students writing their paragraph or essay. The last is the final process or preparing their writing product. Engaging themselves in writing process, is totally the way of learning centered to students itself.

The last, greater number of the students gave their affirmative reply that the process of writing is essential and useful to them. Richard and Renandya (2002) in Arya, [15] delivered their idea that there are many reasons and benefits of process writing as well. When the feedback is given on the draft, it is more useful since the students find the opportunity to correct their mistakes by writing again. Therefore, it is possible to apply process writing in the class. Instead of giving the writing topic to the students and asking fo the final product, through that way, the teacher can help the students go through the stages of process writing. In addition Arya [15] presented the idea that the use of process writing approach is very useful to the students because they were expected to be able to learn writing well and think that writing is not so difficult. Through process writing, they learn writing through a process or step which makes them easier to learn writing in education area. Those ideas are similar with the researcher that students did their writing activity in writing process,

which consisted of several steps, first, prewriting which is consisted of deciding the topic in this way students attempt to determine the topic to write, then brainstorm the ideas related to the topic, in this way students begin to list several ideas related to the topic had been determine. Braistorming can be done in form of clustering, mapping or list. After the stages in prewriting, next is drafting in which students begin to develop their ideas in form of paragraph or essay. While the step of revising and editing occur during the two steps before. This process of course are really essential and useful for students in learning writing itself.

4. CONCLUSION

Based on data presented previously, the reseacher concluded that majority students at the first semester of English Study Program, Teaching Training and Education Faculty, Dayanu Ikhsanuddin University, academic year 2019/2020 presented their positive opinion toward several items relating to the writing activities in the class. Those items are as follow: first, students had a positive opinion toward writing activities which is delivered in pair or group work with their friends. This opinion is acceptable as students learn in this model of learning will have more opportunity to discuss with their friends in relation to the topic given. They can discuss about the topic given, share ideas and the vocabularies used in their writing. This way of learning, peer and group work also increase their learning interaction. In addition, along with their friends and partners, they have opportunity to plan and discuss the topic given or in which they were interested. In other words, responding and correcting in peer review facilitates students to give feedback to others’ writing in the form of discussion rather than in the form of judgment. Additionally, peer and group work that writing motivated students to proposed good ideas. As in peer or group work, students believed that their friends would read their ideas written on the paper or listen the ideas proposed orally. Toward their friends’ existence in peer or group, students indeed showed their best to present their

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ideas in their writing activities as their friend were with them to give correction. Knowing their peers will read and directly commented on their papers gives students a concrete sense to write better. Finally, in colaborative writing, students done their writing process by discussing the topic or their ideas with their friend. Students share opinions related to the content, do revising and also editing their friends’ writing. In this model of learning. Students engage the meaningful and interaction process of sharing knowledge and information in finishing the task given. Therefore, students work with their friends in their writing have many benefit toward students relation with their friends in their writing process beside improving the quality of their writing product. Second, students enjoyed the writing process and they stated that process writing is essential and useful to them. Through writing process, students did their writing consisted of several steps, first, prewriting which is consisted of deciding the topic in this way students attempt to determine the topic to write, then brainstorm the ideas related to the topic, in this way students begin to list several ideas related to the topic had been determine. Braistorming can be done in form of clustering, mapping or list. After the stages in prewriting, second is drafting, in which students begin to develop their ideas in form of paragraph or essay. While the step of revising and editing occur during the two steps before. This process of course are really essential and useful for students in learning writing itself according to students.

ACKNOWLEDGEMENTS

Deepest gratitude the researcher presented to the Head of English Education Study Program for the great support and motivation, so that the researcher can finish the research well. Also, for all the lecturers in English Education Study Program, Teaching Training and Pedagogy Faculty, Dayanu Ikhsanuddin University Baubau for their time to discuss many things in relation to the research and for their information given to the researcher for the sake of completing the data of the research. The last, thank you very

much for all the students at the first semester of English Education Study Program, Teaching Training and Pedagogy Faculty, Dayanu Ikhsanuddin University Baubau, especially Class B of the First semester for their attention and helping given to the researcher in finding the data of the research.

REFERENCES

[1] A. A. U. Tossi, “Improving The Ability in writing Descriptive Teaxts Through Brainstorming Technique For Grade VIII Students At SMPN 1 Piyungan,” Yogyakarta State University, 2014.

[2] et al. Satya, V Sri Durga, “Developing Students Writing Skills in English-A Process Approach,” J. Res. Sch. Prof. English Lang. Teach., vol. 2, no. 6, 2018.

[3] Riswanto, “Improving The Students’ Ability in Writing Report Genre Through Mind Mapping at Junior High Schooln in South Sumatera, Indonesia,” vol. 2, no. 1, 2016.

[4] et al. Rahmat, Noor Hanim, “Analyizing Perceived Writing Difficulties Through The Social Cognitive Theory,” Int. J. Soc. Sci., vol. 3, no. 2, 2017.

[5] H. Dahlia, “No Title,” 2012.

[6] R. Fitria, “Analyzing the Characteristics of A Pair Talk on An Editing Task on Two Intermediate Indonesian Learners of English,” Englisia, vol. 4, no. 1, 2016.

[7] A. Storch, N & Aldosari, “Pairing Learners in Pair Work Activity,” Lang. Teach. Res., vol. 17, no. 1, pp. 1–18, 2016.

[8] T. Tamanna, “Effectiveness of Pair Work Activities in ESL Classroom at the Tertiary Levels of Bangladesh,” BRAC University, Dhaka, Bangladesh, 2018.

[9] Polisda, “The Effect of Peer Review on Students’ Argumentative Essay Writings,” English Fr., vol. 1, no. 1, 2017.

[10] Fatmawati, “Increasing The Students’ Proficiency Through Think-Talk-Write Method,” UIN Alauddin Makassar, 2010.

[11] S. Asriati, “Improving The Students’ Writing Skill By Using Process Writing Approach At The Second Grade Students of Smk Grafika Gowa Makassar,” Universitas Muhammadiyah Makassar, 2017.

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[12] M. Farah, “The Impact of Peer Feedback On Improving The Writing Skills Among Hebron University Students,” vol. 26, no. 1, 2012.

[13] S. Lestari, S and Sany, “EFL_Indonesian Students’ Attitude Toward Writing English,” Arab World English J., vol. 7, no. 4, 2016.

[14] R. Walkabayashi, “The Effects of the Peer feedback Process on Reviewer’s Own Writing,” English Lang. Teach., vol. 6, no. 9, pp. 177–192, 2013.

[15] B. W. Arya, “Improving Writing Skill by Using Process Writing Approach for Grade X Students of SMAN 1 Kasihan Bantul Yogyakarta in The Academic Year of 2012/2013,” Yogyakarta State University, 2013.

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THE CORRELATION OF READING HABIT TO READING

COMPREHENSION IN AN EFL CONTEXT AT UNIDAYAN BAUBAU

Suharja English Education Department, Universitas

Dayanu Ikhsanuddin Jl. Sultan Dayanu Ikhsanuddin No. 124 Baubau, Southeast Sulawesi, Indonesia


Abstract The main objective of this research is to find out to what extent the correlation between reading habit and reading comprehension of the students of Unidayan Baubau. This research is ex post facto with quantitative approach. The instruments of the research are questionnaire and reading comprehension test. They are administered to 197 students of Unidayan Baubau. The result of the research indicated that the students’ reading habit in Unidayan Baubau is in moderate level. This conclusion obtains from descriptive data which reveals that mean score of students’ reading habit is 129.79 and 89 students or 45.2 % of all participants has moderate reading habit with range score from 123.91 to 135.68. The researcher found that the students’ reading comprehension in Unidayan Baubau is in moderate level as well. This conclusion obtains from descriptive data which reveals that mean score of students’ reading comprehension is 54.53 and 95 students or 48.2 % of all participants has moderate reading comprehension with range score from 48.97 to 60.09. The researcher found that there is significant correlation between reading habit and reading comprehension. It can be seen that students’ reading habit and reading comprehension denote a positive correlation. It can be seen from r coefficient is 0.748. The researcher also found that there is significant correlation between reading habit toward reading comprehension. It can be seen from the analysis result which reveals that Fobserved is 248.06 with probability value or p is 0.000 and determinant coefficient (R Square) is 0.560. It means that reading habit influenced 56 % of students’ reading comprehension while 44 % influenced by other variables.


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1. INTRODUCTION

Comprehension is at the centre of reading; and reading skill is one of the important elements to pursue knowledge. The most effective ways of individual who use both their educational and social life. It is an activity engaged in by most people throughout their life time; it is also a process in which involves a text, a reader and social-cultural context where the activity of reading takes place.

As a process, reading emphasizes the relationship between text-based variables (e.g. vocabulary, syntax, grammatical structure), and these points stress the importance of the reader (e.g. background of knowledge, strategy use, reading purpose, habit, motivation, and an interest of topic). These elements imply that the understanding of the linguistic aspects, personal habit, motivation, and an interest as well as the background knowledge is very important one to develop a reading skill. Moreover, one of the major avenues for acquiring information is reading; it is the foundation upon which other academic skills are built. It offers a productive approach to improving vocabulary, word power, and language skill.

Reading is considered essential for the overall development of a human being. According to Akanda, Hoq, and Hasan [1], reading is an art which provides a human being with the foundation upon which to erect his or her understanding of life as well as the elements with which to build his or her worldview. Since reading is discerned as a window for a wider horizon, the persons or students have to build the ability to read because it constitute the heart of self education and lifelong learning and that it is an art of transforming life in a society [2]. Therefore, every illiterate person is expected to develop the rudiments of reading and the culture of reading always so as to add quality to life.

Meanwhile, for student is that reading also a vital activity, as an essential process to getting better knowledge of his or her experiences and it might be attracting an exciting journey for self-discovery. Moreover, reading transfers experiences to the

individual so that the readers may expand ones’ horizons, identify, extend and intensify his or her interest and gain deeper understanding of the world [3]. Still, in simple words, it is a process of interpreting printed and written words. In depth, it is an effective process of conscious learning that influences the accuracy of information, attitudes, morals, beliefs, judgments and action of readers ([4]; [5]). In brief, it is a process that involves effort and choice, hence the significance of motivation [6].

Someone or students with high motivation in reading will enjoy reading much. This feeling of pleasure will affect someone’s habit to continue reading. By continuing reading, they can get more concern on their field of study. Reading motivation is related to reading habit. And reading habit is defined as how often, how much, what students read [7]. It means that an activity of reading is done constantly and regularly. Thus, the habit of reading has been established by itself in one’s mind. Moreover, reading habit is an attitude that should be taken into consideration for the interpretation of the realities in life, and of the best way to endow a positive attitude in students are the teachers and teacher candidates having the same attitude for them. It can be argued that comparison of teacher candidates’ interest and habits of reading would contribute to the literature [8].

Gaining reading habit and developing positive attitudes towards it is a long and challenging process. For this reason, a suitable environment is needed starting from early ages to have reading habit and make children like reading. The fundamental of reading habit are laid in a family environment and it takes a long time [9]. Students having a suitable environment for reading habit at home also want to see it at school. Schools and consequently, teachers have a great impact on students gaining a reading habit [10]. In order for the students to be motivated for reading, interesting and encouraging examples should be presented. For that reason, teachers who are the role models for students have a big responsibility. As a good role model, they should have a satisfactory level of reading habit. Moreover, on the one

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hand, to cultivate students’ consciousness of reading habit and motivation, to change students’ mindset to loving reading books, etc. is urgently important. Therefore, Kirmizi, et. al. [8] stated that with teachers’ experiences in building reading habit and their guiding students for reading concerned, then it might have an important effect in students’ motivation to read.

On the other hand, it is not enough just to establish a reading habit without changing available of adequate infrastructure like a library where the students are going to learn. The library provides many collections of books. It is a school or public library that is more than a store house or books or a reading.

In terms of above mentioned, Achebe [11] described a library as an organized collection of books and other materials (both printed and non-printed) used for study, research and recreation – a repertoire of knowledge. There is no gain saying that knowledge is power and books of course are full of knowledge. The task of encouraging positive reading interest and sustaining a love for reading which will in turn promote a reading habit is not an easy one. This is where the school and public libraries come in. The unique role of school and public libraries is that they fundamental to the development of literacy which is manifested in a viable reading habit. Philip [12] has observed that reading habit is the link between libraries and literacy. Once people have developed the reading habit, they will come to the libraries looking for books. By using the school and public they consolidate their reading habit by discovering the new world that links within the library.

In contrast, poor reading habits occur in children and young people because reading is not considered a relevant leisure activity. Reading habit refers to the behavior which expresses the likeness of reading of individual types of reading and tastes of reading Sangkaeo [13]. It is a pattern with which an individual organizes his or her reading. Similarly, Shen [14] identifies reading habits, as how often, how much, and what students read. With their endeavors, these researchers have discovered that reading habits are associated with students’ gender, educational

background, and academic performance. Moreover, the existence of internet media and high technology device which gives more entertainment for the students also took a part in decreasing the students’ reading habit. Another factor which makes poor reading habit in children and young people is that reading does not become a culture that is developed in the students’ neighborhood. It means that their family and school does not provide, support, or encourage the students to like reading which is decreased the frequency of the students’ reading.

The phenomena of unwell-established reading habit also found at University Dayanu Ikhsanudin (Unidayan) Baubau where the researcher is working. As a teacher educator who has been working there for years, the researcher always observes the students who are paying a visit in the library is not equal to as the total students at University. The lacking of consciousness for the students far from the library makes the researcher wonders. Why they do not optimally use the library facility to build knowledge, to foster a good reading habit, etc. in other words, the presence of the students in library is still in critical number. Moreover, from that small number, they rarely read English books which are provided more information than the Indonesian translated ones.

The phenomena presented above have then encouraged the researcher to have a further study about what is actually happened in the students’ condition with their reading. Therefore, the researcher would like to conduct a study which examines if there is an influence of reading habit to reading comprehension by proposing a study entitled “The Correlation of Reading Habit to Reading Comprehension in an EFL Context at Unidayan Baubau. In focusing the field of investigation then, the researcher formulates several research questions: 1. How is reading habit of the students of

Unidayan Baubau? 2. How is reading comprehension of the

students of Unidayan Baubau? 3. To what extent is the correlation between

reading habit and reading comprehension of the students of Unidayan Baubau?

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2. METHODS

2.1 Type of the Research

The type of the research is ex post facto with correlational design. Administration, accounting and management program of study students are chosen to be the sample of this study because they are the most frequent persons that will get the exposure of English comprehension in their field of work. This uniformity is important because the researcher needs to select the questions which are suited to social science. The researcher estimates the sample using formula proposed by Slovin in Seville [15]. 2.2 Time and Place of the Research

The research done in English Education Study Program, Teaching Training and Education Faculty of Unidayan, in academic year 2016-2017.

2.3 Subject of the Research

The subjects of the study are the students in academic years 2016-2017 with the total number of 197 students.

2.4 Procedure of the Research

The researcher gave the students the reading comprehension test with the same total number of 197 students. Its purpose is in order to get the data of students recount test achievement. The test took place during 90 minutes. After that, the researcher score the result of reading habit questionnaire and reading comprehension test. Finally those data analyzed statistically with descriptive and inferential statistic and interpreted.

2.5 Instrument and Technique of Data Collection

The instruments used in this research are 40 reading questionairre habit and reading comprehension test. Its purpose is in order to get the data of students recount test achievement.

2.6 Technique of Data Analysis

The data obtained analyzed statistically with descriptive and inferential statistic and interpreted.


3.1 Result

3.1.1 Description of Reading Habit

Reading habit refers to the behavior which expresses the likeness of reading of individual types of reading, and tastes of reading [13]. It is of how the reader organizes his or her reading. Moreover, Ayildiz [17] stated that reading habit is an individual’s constant reading in a critical manner as a result of his considering this activity as a need to be met and a source of pleasure.

In this research, reading habit instrument is a set of questionnaire consist of 40 items of questions with Likert scale 1 to 5 which are distributed to 197 students of Unidayan Baubau. The summary of data description can be seen table 1.

Table 1. The Summary of Data Description

Reading Habit

Reading Comprehension

N Valid 197 197

Missing 0 0

Mean 129.79 54.53

Std. Error of Mean

.841 .795

Median 131.00 54.00

Mode 134a 52a

Std. Deviation 11.802 11.152

Variance 139.298 124.373

Range 93 68

Minimum 74 24

Maximum 167 92

Sum 25569 10742

a. Multiple modes exist. The smallest value is shown

Based on the statistical analysis, the researcher found that the mean score of reading habit of the students is 129.79 and deviant standard is 11.802. It also has variance as 139.298. The highest score for reading habit is 167 and score for the lowest for reading habit is 74. The researcher also differentiates the data into five classes based on the score obtained: very high, high, moderate, low and very low. This is intended

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to show the number of students per classes. The distribution of reading habit score can be seen in table 2 as follow:

Table 2. Score Distribution of Reading Habit

Reading Habit Score Frecu-ency (F)

Percen- tage (%) Interval Category

147.45 < X Very High 8 4.1

135.68 < X ≤ 147.45

High 47 23.9

123.91 < X ≤ 135.68

Moderate 89 45.2

112.13 < X ≤ 123.91

Low 44 22.3

X ≤ 112.13 Very Low 9 4.6

Jumlah 197 100.0

(Source: Data of Research Result)

According to data in table 2, there 9

students or 4.6 % of participants has very low reading habit; 44 students or 22.3 % of participants has low reading habit; 89 students or 45.2 % of participants has moderate reading habit; 47 students or 23.9% of participants has high reading habit and 8 students or 4.1 % of the participants has very high reading habit. It can be concluded that the students reading habit of Unidayan Baubau is moderate because most of the students got moderate category.

3.1.2 Description Reading Comprehension

Reading comprehension is the transaction between the reader and the text. The reader brings many things to the literacy event; the text has certain features, and yet the meaning emerges only from the engagement of that reader with that text at that particular moment in time [18].

Reading comprehension data are obtained from reading comprehension test consists of 50 questions which have been tried out first in other classes excluded the participants. From data description in table 1, it shows that the mean score of reading comprehension is 54.528 and the deviant standard is 11.152. The variance of the data is 124.37. The highest score of reading comprehension is 92 and the lowest score is 24. In this variable, the researcher also

differentiates the data into five classes to know the frequency of each class. The complete data distribution of reading comprehension can be seen in the table 3 below:

Tabel 3. Score Distribution of Reading Comprehension

Reading Comprehension Score Frecu-

ency (F) Percen-tage (%)

Interval Category

71.21< X Very High 12 6.1

60.09 < X ≤ 71.21

High 35 17.8

48.97< X ≤ 60.09

Moderate 95 48.2

37.84 < X ≤ 48.97

Low 43 21.8

X ≤ 37.84 Very Low 12 6.1

Total 197 100.0

(Source: Data of Research Result)

According to the data in table 3, it shows that there are 12 students or 6.1% of participants has very low reading comprehension; 43 students or 21.8% of participants has low reading comprehension; 95 students or 48.2 % of participants has moderate reading comprehension; 35 students or 17.8 % of participants has high reading comprehension; and 12 students or 6.1 % of participants has very high reading comprehension. It can be inferred that the students reading comprehension of Unidayan Baubau is moderate as well because most of the students got moderate category.

3.1.3 The Correlation between Reading

Habit and Reading Comprehension

To obtain the answer for the third research question, the researcher also did the assumption test. Then, the researcher continued it to hypothesis test by finding whether there is significant correlation between reading habit and reading comprehension or not. There is a significant contribution of reading habit to the reading comprehension. a. Ho = There is not any significant

contribution of reading habit to

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the reading comprehension. b. Ha = There is a significant contribution

of reading habit to the reading comprehension.

c. α = 0.05 d. Criteria = if p < α, Ho is rejected and Ha is

accepted e. Statistical Analysis = 0.000 < 0.05 f. Conclusion:

According to analysis result using SPSS 20.0 the probability value is 0.000. Because p < 0.005 then Ho is rejected. It means Ha is accepted. It can be concluded that students’ reading habit and reading comprehension denote a positive correlation. It is indicated also the value of r coefficient 0.748. The result of analysis can be seen in table 4 and 5 below.

Table 4. Model Summary

Model R R Square Adjusted R Square

Std. Error of the Estimate

1 .748a .560 .558 7.418

a. Predictors: (Constant), X

Table 5. ANOVAb

Model Sum of Squares df

Mean Square F Sig.

1 Regression 13648.243 1 13648.243 248.061 .000a

Residual 10728.854 195 55.020

Total 24377.096 196

a. Predictors: (Constant), X

b. Dependent Variable: Y

According to the findings which the researcher obtained, the findings have answered all research questions. There were three research questions which the findings had answered.

The researcher found that reading habit in Unidayan Baubau is in moderate level. The mean score of students’ reading habit in Unidayan Baubau is 129.79, with 167 as the highest score and 74 as the lowest score. The researcher found as well that reading comprehension in Unidayan Baubau is considered as moderate because the mean score of reading comprehension is 54.53. The highest score of the students’ reading comprehension is 92 and the lowest score is

24. If we take a simple conclusion, it can make sense if the students’ reading comprehension is moderate because their reading habit is moderate as well.

The researcher found that there is significant correlation between reading habit and reading comprehension. Annamalai and Muniandy [3] investigated that reading habit and reading attitude among polytechnic students are low. Then they assume that it will affect their reading comprehension although they have not conduct the researcher in it. This present research then tried to prove it, and the result is expected. From the calculation of the correlation between reading habit and reading comprehension, the researcher found that there is a significant correlation of reading habit to reading comprehension. The result of test of regression meaningfulness showed that value of Fobserved is 248.06 on the significance level 0.000. Because the significance on α=0.000<0.05, so the regression (the increase or decrease) that happened to the reading comprehension as a result of variation on students’ reading habit could be accepted in this research.

Therefore, this study has proved that there is a significant correlation between reading habit on the reading comprehension. The value of simple correlations that state the degree of relation between reading habit toward reading comprehension is 0.748 with the determinant coefficient (r2) is 0.560. This means 56% the variation of students’ reading comprehension is determined by the variation of reading habit, and the rest 44% is determined by other factors which is not observed in this research. 3.2 Discussion

From the result, the researcher assumes

that the role of reading habit is important to increase the students’ reading comprehension which is moderate especially for Unidayan students. It means that the reading habit contribute a high portion to the reading comprehension. The other effects may come from many aspects such as the students’ background knowledge, interest in the topic, vocabulary. As said by Torgesen in

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Westwood [19] that a reader’s understanding of text is influenced by a broad range of factors, including his or her interest, vocabulary, general knowledge, knowledge of particular subject, reasoning ability, use of effective strategies to identify main ideas and supporting detail, and an appreciation of text structure.

This effect can be understood, since reading habit is one of the important elements in reading comprehension. The comprehension will not be achieved maximally if the students do not have the willingness to read. As Guthrie et al. in Grabe [20] stated a relationship exists between amount of reading and reading comprehension. In other words, if the students comprehend the text easily, it requires the students to read more and more by enhancing their reading habit. As Guthrie stated that students only become skilled readers when they read a lot, and motivation for reading is critical for addressing this challenge. [20]. The result of this research may trigger the next step to overcome the moderate score of the students’ reading comprehension in Unidayan Baubau that is the lecturer may encourage the motivation of the students to read more and make it their habit to gain the better reading comprehension especially in English text. It is because they will need it for their course assignment or thesis writing or even when they are in the real work.

4. METHODS

The researcher conducted a research on reading habit and reading comprehension of the students in Unidayan Baubau. From this research, the researcher concluded that there were three conclusions as follow: 1. The researcher found that the students’

reading habit in Unidayan Baubau is in moderate level. This conclusion obtains from descriptive data which reveals that mean score of students’ reading habit is 129. 79 and 89 students or 45.2 % of all participants has moderate reading habit with range score from 123.91 to 135.68.

2. The researcher found that the students’ reading comprehension in Unidayan

Baubau is in moderate level. This conclusion obtains from descriptive data which reveals that mean score of students’ reading comprehension is 54.53 and 95 students or 48.2 % of all participants has moderate reading comprehension with range score from 48.97 to 60.09.

3. The researcher found that there is significant correlation between reading habit and reading comprehension. It can be seen that students’ reading habit and reading comprehension denote a positive correlation. It can be seen from r coefficient is 0.748. The researcher also found that there is significant correlation between reading habit toward reading comprehension. It can be seen from the computation which reveals that Fobserved is 248.06 with probability value or p is 0.000 and determinant coefficient (R Square) is 0.560. It means that reading habit influenced 56 % of students’ reading comprehension while 44 % influenced by others.

ACKNOWLEDGEMENT

My deepest gratitude I presented to the Dean of Teaching training Education Faculty Dayanu Ikhsanuddin University Baubau for the opportunity given to the researcher in conducting the research. Also, the researcher expressed his thanks to all collegues lecturers in English Education Study Program, Unidayan for the contribution ideas to the researcher during conducting the research. The last, the researcher showed his thanks to all students in English Education Study Program for their cooperation in doig the research.

REFERENCES

[1] N. Akanda, A.K.M. Ali; Hoq, K.M.G.; & Hassan, “Reading Habit of Students in Social Sciences and Arts: A Case Study of Rajshahi University,” Chinese Librariansh. an Int. Electron. J., p. 35, 2013.

[2] I. H. Oji, Samuel Ejembi, “The Role of Schools and public Libraries in Promoting Reading Habit Among Children and

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Adolescents in Nigeria,” Inf. Knowl. Manag., vol. 1, no. 4, 2011.

[3] S. and B. M. Annamalai, “Reading Habit and Attitude Among Malaysian Polytechnic Students,” Int. Online J. Educ. Sci., vol. 5, no. 1, pp. 32–41, 2013.

[4] K. C. Panigrahib, C. & Panda, “Reading Interest and Information Sources of School Going Children: A case study of two English medium schools or Rourkela, India,” Malaysia J. Inf. Sci., vol. 1, no. 1, 1996.

[5] Eyre, “No Title,” 2005.

[6] S. S.-A. Sani, Azlina Murad, Tengku Faekah Tengku Arifin, “I’ll Read in English if …: A Glimpse into the Nature of Tertiary ESL Reading Motivation,” Prodia- Soc. Behav. Sci., vol. 118, pp. 343 – 350, 2014.

[7] O. O. E. and M. O. O. Hassan, A.A, “Effect of ICT on the Reading Habits of Students of Rufus Giwa Polytechnic, OWO,” Can. J. Sci. Ind. Res., vol. 3, no. 4, 2012.

[8] F. S. Kırmızı, N. Akkaya, E. Bıçak, and C. İşçi, “Teacher Candidates’ Attitudes towards Reading Habit (Case of Dokuz Eylul and Pamukkale Universities),” Procedia - Soc. Behav. Sci., vol. 116, pp. 127–131, 2014.

[9] D. Camp, “Who’s Reading and Why: Reading Habits of 1 Grade through Graduate Students,” Read. Horizons J., vol. 4, no. 3, pp. 251–258, 2007.

[10] M. D. Applegate, A. J & Applegate, “The Peter Effect: Reading Habits and Attitudes of Preserve Teachers,” in International Reading Association, 2004, pp. 554–563.

[11] Achebe, No Title. 2008.

[12] A. Philip, The Reading Habit: A Missing Link Between Literacy and Libraries. 2009.

[13] S. Sangkaeo, “Reading habit promotion in Asean libraries,” in 65th IFLA Council and General Conference, Bangkok, Thailand, 1999.

[14] L. Shen, “Computer Technology and College Students’ Reading Habit,” Chia Nan annual Bulletin, pp. 559–572, 2006.

[15] C. G. Seville, Research Methods. Quezon City.: Rex Printing Company, 2007.

[16] E. Ogeyik, Cosgun M. & Akyay. “Investigating Reading Habits and Preferences of Students Teachers of

Foreign Language Departement,” Int. J. Lang. Soc. Cult., 2009.

[17] Ayildiz, No Title. 2009.

[18] L. S. Pardo, “What every teacher needs to know about comprehension. [Electronic version],” J. Acad. Int. Read. Assoc., vol. 58, no. 3, pp. 272–280, 2004.

[19] P. S. Westwood, Reading and Learning Difficulties. Australia: Acerpress, 2001.

[20] W. Grabe, Reading in a Second Language: Moving From Theory to Practice. Cambridge: Cambridge University Press, 2009.

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ENGLISH EDUCATION JOURNAL (E2J) Research Journal https://www.ejournal.lppmunidayan.ac. id/index.php/english E-ISSN: 2686-3731 P-ISSN: 2460-0504 Author's Correspondence E-mail:


THE EFFECT OF USING ANAGRAM GAME IN IMPROVING STUDENTS’ VOCABULARY MASTERY AT THE

ELEVENTH GRADE OF SMA NEGERI 4 BAUBAU

Wa Ode Lulu Asranida1), Nur Melansari2)

1) Student, 2) Lecturer of English Education Department, Universitas Dayanu Ikhsanuddin


Article Info Article history: Received: 21/10/2019 Received in revised form: 29/10/2019 Accepted: 05/11/2019 Abstract This study is aimed to find out the effect of using anagram game to improve students’ vocabulary mastery at the eleventh grade of SMA Negeri 4 Baubau. The research used quantitative approach and applied quasi experimental design. The population of this research was the eleventh grade students of SMA Negeri 4 Baubau. The number of population was 185 students. The sample was class XI MIA 5 as the experimental class and class XI MIA 1 as the control class in which the total of both classes was 60 students. The sampling technique in this research was cluster random sampling. The instrument of the research was tests in the form of multiple choices. The data obtained were analized by using SPSS 22.0 program. The result of the research shows that the mean score of experimental class in pre-test is 55.17 and the mean score in pre-test of control class is 47.50, while the mean score of experimental class in post-test is 72.83 and the mean score of control class in post-test is 56.83. The data shows that the mean score of experimental class is higher than the control class. The result of hypotesis testing is found that tcount

57.44 > ttable 2.021 and the probability value (sig.(2-tailed)) 0.000 < 0.05 which means that Ha is accepted and H0 is rejected. Thus, there is a significant effect of using anagram game in improving students’ vocabulary mastery at eleventh grade of SMA Negeri 4 Baubau.

Keywords: anagram, game, vocabulary.


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1. INTRODUCTION

English as an international language is very important to be learned in all formal school levels ranging from kindergarten up to senior high school as well as a major subject in universities in Indonesia. There are four skills emphasized on English language teaching, they are reading, listening, speaking, and writing. Among these skills, the most important element is vocabulary, because vocabulary is used in almost all skills in English. Students have to master vocabulary, grammar, and pronunciation to support their ability in listening, speaking, reading, and writing [1].

There are various perspectives for the term vocabulary. Vocabulary is usually described as information about words and their meanings. It is also regarded as a list of words with their meanings arranged in alphabetical order. However, there is still much more to know about a word than the meaning [2]. Meyer and Schmitt [3] argue that mastering vocabulary does not only deal with the aspect of meaning but also the aspects of form and use. It means that if a learner is said mastering certain vocabulary he should know its forms (e.g. how it is spelled and pronounced), its meanings (e.g. not only the literal meaning of a word but also other meanings), and its uses (e.g. what words come together with the word). Each aspect consists of three components; the aspect of form (spoken, written, and word parts); the aspect of meaning (form and meaning, concepts and referents, and associations); the aspect of use (grammatical functions, collocations, and constraints on use). All the components are called word knowledge. Furthermore, Neuman and Dwyer in Alqahtani [4] define vocabulary as word we should understand to communicate effectively; words in speaking (expressive vocabulary) and words in listening (receptive vocabulary). While, Kamil and Hiebert [5] say that words can come in oral form such as those used in listening and speaking (receptive vocabulary) or they can come in print form such as those words we recognize and use in reading and writing (productive vocabulary).

In learning language, vocabulary has a very important role. The more vocabulary someone masters, the easier he understands the conversation or writing of other people as well as communicate ideas in oral or written form. Fauziati [6] stated that vocabulary is a central to language and critical important to typical language learner. Without adequate vocabularies, students cannot communicate effectively or even convey their ideas both in oral and written form. Moreover, the importance of vocabulary is explained by Wilkins in Alizadeh [7] that without grammar very little can be conveyed, and without vocabulary nothing can be conveyed. It means that communication cannot be held if the participants do not know any vocabulary in the language they want to speak. Thus, vocabulary should be the basic knowledge possessed by a language learner.

Based on the researchers’ experience when doing pre-observation at SMA Negeri 4 Baubau, they found that many students become bored with the English learning activities. Some of them did not have interest to join the English class. Sometimes, the students could not be quiet and they were so noisy, as well as disturbed their friends during the learning process because they did not understand the lesson delivered by the teacher. It was caused by lack vocabulary had by the students.

However, there are some strategies to create an enjoyable athmosphere in classroom. One of them is through game. Game is to mean an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact with others [8]. Games are always fun, so that it is expected to make students keep motivated in learning and draw their eyes during the process. In addition, Derakhshan [9] states that games are helpful in vocabulary learning because they improve students’ ability to memorize words, boost student’s interaction, advance their communicative skills and increase students’ motivation. Games also can help the teacher to generate contexts in which the language is useful and meaningful.

There are some word game exercises that can be used in classroom learning such as

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puns, riddles, crosswords, puzzles, anagrams, and palindromes. Among the games, the researcher is interested to apply anagram game as teaching technique to improve students’ vocabulary mastery. Anagram can motivate and encorauge the students’ interest learning vocabulary. Anagram will make the students able to emphasize on the importance of letters position in relation to words meaning. According to Collins in Bachtiar [10], anagram game is a kind of word play by reorganizing the letters of a word or phrase to create a new word or phrase, using all the original letters exactly once. For example, word bag can be rearranged into gab. First, letters of a word or phrase must be rearranged. Second, new word or phrase should be generated. Third, every letter of the original must be used in the new expression. Each letter can only be used as many times as it appears in the original.

In addition, anagram are used to develop an interest in every words. Therefore, the students are curious to dig more information about the words and it is likely to improve their vocabulary.

Vocabulary cannot be easily mastered by nonnative speakers. Even to understand a word they need to get enough exposure to the word in the target language, so that they know how its form, meaning, and uses. Mastering vocabulary is not an instant work. It is something that expands and deepens over the course of a life time. Therefore, vocabulary is one of the main problems often faced by students in learning English as a Foreign Language.

The objective of the research is to find out the effect of using anagram game to improve students’ vocabulary mastery at eleventh grade of SMA Negeri 4 Baubau.

2. METHODS

2.1 Type of The Research

The research used quantitative approach and applied quasi experimental design employing pretest-posttest, control and experimental groups to know whether there is a significant effect of using anagram game

in improving students’ vocabulary mastery at eleventh grade of SMA Negeri 4 Baubau.

2.2 Population and Sample

The population of this research included the first semester of eleventh grade students of SMA Negeri 4 Baubau in the academic year 2019/2020 consisted of seven classes are XI.IPA.1, XI.IPA.2, XI.IPA.3, XI.IPA.4, XI.IPA.5 and XI.IPA.6, with total number of students were 185 students. The sample taken was two classes randomly: the class XI MIA 1 as the experimental class which consists of 30 students and the class XI MIA 5 as the control class which consists of 30 students. So, the total was 60 students.

2.3 Procedures a. Pre-test

The first meeting, the researcher gave pre-test. The pre-test was given before starting experiment. The test was distributed to the students in the control and the experimental classes, in order to know the students’ prior vocabulary mastery. In the pre-test, the researcher gave 20 numbers of multiple choice test to the students.

b. Treatment

For the second until the fifth meeting the students were given treatment. The different treatment had been given to the control and experiment classes. Only the experimental class received treatment by using anagram game, while the control class did not exposed to this treatment and they were taught by using conventional method. 1) The procedures of treatments for the

experimental class as follows : a) Greeting the students. b) Checking the students’ attendance. c) Informing the objectives of learning

activity. d) Students were divided into groups

where each group consisted of six students.

e) Students got some words consist of three until six letters.

f) Students should arrange the letters into new words.

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g) Students used all the letters to form new words as many as possible.

h) Students presented their answer in front of the class.

i) Group which got the most new words was the winner.

j) Finally, the lesson was ended.

2) The procedures of treatments for the control class as follows : a) Greeting the students. b) Checking the students’ attendance. c) The researcher gave the material and

explain about the lesson which taught to the students.

d) The researcher geve the understanding about the material to the students.

e) Then, the researcher asked the students whether they understand or not.

f) Finally, the lesson was ended.

c. Post- test In the sixth meeting after the treatment

given, the researcher gave the posttest to the students. The type of test same as the pre-test. It aimed to know the impact of the implementation of anagram game in building students’ vocabulary. Then, the score of the post-test compared with the pretest before. So the two scores used as numerical data to measure the effect of anagram on students’ vocabulary.

2.4 Data analysis

The data collected through the test analyzed quantitatively. Percentage score, mean score, standard deviation, and t-test are used to justify the students’ scores at pre-test and post-test. The researcher used Statistical Product and Service Solution (SPSS) software version 22.0 for windows.


3.1 Result

a. The Result of Students Vocabulary Pre-Test and Post-Test of Experimental Class 1) The result of pre-test of experimental

class

The result of students vocabulary pre-test scores at the class XI MIA 5 in SMA Negeri 4 Baubau as experimental class is presented in the following table:

Table 1. Descriptive Statistic Analysis of Students’ pre-test scores

Statistics

Mean 55.17

Median 55.00

Mode 60

Std. Deviation 10.866

Variance 118.075

Minimum 35

Maximum 80

Based on the table, it shows that the

mean score of pre-test is 55.17, the median 55.00, the mode 60, the standard deviation 10.866, the variance 118.075, the minimum score 35 and the maximum score 80.

Table 2. Frequency distribution of students’ pre-test scores of experimental class.

Score interval

Frequency Percentage

(%) Category

81-100 - - Very Good

61-80 6 20% Good

41-60 18 60% Enough

21-40 6 20% Poor

0-20 - - Very Poor

Total 30 100%

Based on the table 2 above, it can be

seen that in the pre-test there are no students or 0% who got scores in the range of 81-100 or very good category, 6 students or 20% who got scores in the range of 61-80 or good category, 18 students or 60% who got scores in the range of 41-60 or enough category, 6 students or 20% who got scores in the range of 21-40 or poor category and no students or 0% who got scores in the range of 0-20 or very poor category. It can be concluded that the average of students’ vocabulary pre-test in the class XI MIA 5 is in enough category.

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2) The Result of Post-Test of Experimental Class

The result of students vocabulary post-test scores at class XI MIA 5 in SMA Negeri 4 Baubau as experimental class is presented in the following table:

Table 3. Descriptive Statistics Analysis of Students’ Post-Test scores

Statistics

Mean 72.83

Median 70.00

Mode 70


Variance 99.454

Minimum 60

Maximum 100

From the table above, it shows that

the mean score of post-test is 72.83, the median 70.00, the mode 70, the standard deviation 9.973, the variance 99.454, the minimum score 60 and the maximum score 100.

Table 4. Frequency Distribution of Students’ Post-Test Scores of Experimental Class

Score interval


(%) Category

81-100 6 20% Very Good

61-80 20 67% Good

41-60 4 13% Enough

21-40 - - Poor

0-20 - - Very Poor

Total 30 100%


seen that in post-test there are 6 students or 20% who got scores in the range of 81-100 or very good category, 20 students or 67% who got scores in the range of 61-80 or good category, 4 students or 13% who got scores in the range of 41-60 or enough category, no students or 0% who got scores in the range of 21-40 or poor category and also no students or 0% who got scores in the range of 0-20 or very poor category. It can be concluded that the

average of students’ vocabulary post-test in class XI MIA 5 is in good category.

b. The Result of Students Vocabulary Pre-

Test and Post-Test of Control Class 1) The Result of Pre-Test of Control Class

The result of students vocabulary pre-test score at class XI MIA 1 in SMA Negeri 4 Baubau as control class is shown in the following table :

Table 5. Descriptive Statistics Analysis of Students’ Pre-Test Scores

Statistics

Mean 47.50

Median 50.00

Mode 50


Variance 166.810

Minimum 20

Maximum 75

From the table, it shows that the

mean score of pre-test is 47.50, the median 50.00, the mode 50, the standard deviation 12.916, the variance 166.810, the minimum score 20 and the maximum score 75.

Table 6. Frequency distribution of students’ pre-test scores of Control class.

Score interval


(%) Category


61-80 3 10% Good

41-60 18 60% Enough

21-40 7 23% Poor

0-20 2 7% Very Poor

Total 30 100%


seen that in pre-test there are no students or 0% who got scores in the range of 81-100 or very good category, 3 students or 10% who got scores in the range of 61-80 or good category, 18 students or 60% who got scores in the range of 41-60 or enough category, 7

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students or 23% who got scores in the range of 21-40 or poor category and 2 students or 7% who got scores in the range of 0-20 or very poor category. It can be concluded that the average of students’ vocabulary pre-test in class XI MIA 1 is in enough category.

2) The Result of Post-Test of Control

Class The result of students vocabulary

post-test score at class XI MIA 1 in SMA Negeri 4 Baubau as control class is illustrated in the following table:

Table 7. Descriptive Statistic Analysis of Students’ Post-Test Scores

Statistics

Mean 56.83

Median 60.00

Mode 60


Variance 130.144

Minimum 25

Maximum 80

Based on the table, it shows

that the mean score of post-test is 56.83, the median 60.00, the mode 60, the standard deviation 11.408, the variance 130.144, the minimum score 25 and the maximum score 80.

Table 8. Frequency Distribution of Students’ Post-Test Scores of Control Class

Score interval


(%) Category


61-80 7 23% Good

41-60 20 67% Enough

21-40 3 10% Poor

0-20 - - Very Poor

Total 30 100%


seen that in pretest there are no students or 0% who got scores in the range of 81-100 or very good category, 7 students or 23% who got scores in

the range of 61-80 or good category, 20 students or 67% who got scores in the range of 41-60 or enough category, 3 students or 10% who got scores in the range of 21-40 or poor category and 0 students or 0% who got scores in the range of 0-20 or very poor category. It can be concluded that the average of students’ vocabulary post-test in class XI MIA 1 is in enough category.

c. Hypothesis Testing

Based on the criteria of hypothesis that if tcount < ttable or (sig.(2-tailed)) > 0.05, the null hypothesis (H0) is accepted. If tcount > ttable or (sig.(2-tailed)) < 0.05, the alternative hypothesis (Ha) is accepted. Reffering to the result of the hypothesis testing above, tcount

57.44 > ttable 2.405 and the probability value (sig.(2-tailed)) 0.000 < 0.05, It means that Ha is accepted and H0 is rejected. It can be concluded that there is a significant effect of using anagram game in improving students’ vocabulary mastery at eleventh grade of SMA Negeri 4 Baubau. 3.2 Discussion

The use of game in learning languages was more effective than using conventional method. It is supported by [8] that game is to mean an activity which is pleasant and engaging, often challenging, and an activity in which the learners play and usually interact with others. Game also can help students in providing the natural situation of the use of words.

This research was in line with previous researchers by Maimunah and Bachtiar [10], who found that anagram game can improve the students’ vocabulary achievement and the class situation. The class becomes enjoyable, interested, and fun. The situation is expected to make the students keep motivated during the learning process. Having interest and feeling happy in learning are some factors that can influence the students’ achievement. Thus, it was confirmed the implementation of anagram game in teaching and learning process has a positive effect on the students’ achievement, because they can study vocabulary easily. It

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can be done because by fun learning, information can be understood and maintained well. The description above implies that the game can offer fun situation for the learner, so that they can learn better. Consequently, they can improve their vocabulary through the implementation of anagram game.

4. CONCLUSION

Based on the result and discussion it can be concluded that the use of anagram game can affect and improve students’ vocabulary mastery. This can be seen from the result of the mean score of pre-test is 55.17 and the result of mean score of post-test is 72.83. Based on the result of data analysis, there is a significant improvement between students’ pre-test and post-test scores in the experimental class. Besides, the inferential statistic analysis obtains that tcount 57.44 > ttable 2.405 and the probability value (sig.(2-tailed)) 0.000< 0.05. It means that Ha is accepted and H0 is rejected. Thus, it can be concluded that there is a significant difference of students’ vocabulary scores in pre-test and post-test taught by using anagram game at the eleventh grade of SMA Negeri 4 Baubau.

REFERENCES [1] Depdiknas, “Panduan Penyusunan

Kurikulum Tingkat Satuan Pendidikan,” Jakarta BNSP Depdiknas, 2006.

[2] I. S. P. Nation, Learning Vocabulary in Another Language. 2001.

[3] L. L. Meyer and N. Schmitt, “Vocabulary in Language Teaching,” TESOL Q., vol. 36, no. 2, p. 235, 2002, doi: 10.2307/3588334.

[4] M. ALQAHTANI, “The importance of vocabulary in language learning and how to be taught,” Int. J. Teach. Educ., vol. III, no. 3, pp. 21–34, 2015, doi: 10.20472/te.2015.3.3.002.

[5] E. H. Hiebert and M. L. Kamil, Teaching and learning vocabulary: Bringing research to practice. 2005.

[6] E. Fauziati, “Teaching of English as a Foreign Language,” Universitas

Muhammadiyah Surakarta, 2010.

[7] I. Alizadeh, “Vocabulary Teaching Techniques: A Review of Common Practices,” 2016. [Online]. Available: http://ijreeonline.com/article-1-25-en.html.

[8] A. Wright, D. Betteridge, and M. Buckby, Games for Language Learning. 2006.

[9] A. Derakhshan and E. Davoodi Khatir, “The Effects of Using Games on English Vocabulary Learning,” J. Appl. Linguist. Lang. Res., vol. 2, no. 3, pp. 39–47, 2015, [Online]. Available: www.jallr.ir.

[10] M. A. Bachtiar, “IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT IN READING RECOUNT TEXT THROUGH ANAGRAM TECHNIQUE,” Regist. J. English Lang. Teach. FBS-Unimed, vol. 3, no. 1, 2014, doi: 10.24114/reg.v3i1.1047.

SYARAT DAN TEKNIS PENULISAN

ENGLISH EDUCATION JOURNAL (E2J) FKIP UNIDAYAN

1. Naskah harus asli, dan belum pernah dipublikasikan

2. Panjang naskah maksimal 15 halaman, dan diketik pada sisi kertas ukuran A4

(210 x 297 mm2), menggunakan spasi 1, jenis huruf Cambria, ukuran 11 point,

dengan jarak tepi (margin) atas dan kiri 2,5 cm serta kanan dan bawah 2 cm.

(Naskah asli berupa hasil print bersama disk-nya, dikirim ke redaksi).

3. Penulisan naskah mengikuti urutan:

a. Judul dan nama Penulis yang dilengkapi dengan alamat yang jelas

b. Abstrak

c. Pendahuluan

d. Metode Penelitian

e. Hasil dan Pembahasan

f. Kesimpulan

g. Daftar Pustaka

2. Semua naskah harus menggunakan Bahasa Inggris yang benar berdasarkan

EYD.

3. Redaksi berhak mengubah dan memperbaiki tulisan sepanjang tidak

mengurangi maksud dan nilainya.

4. Jadwal terbit: 2 (dua) kali setahun (Mei dan November)

5. Penerbit: Program Studi Pendidikan Bahasa Inggris - FKIP Unidayan Baubau.

Undang-undang dan Peraturan HKI 2007

Ciptaan yang Dilindungi

Pasal 12

1) Dalam undang-undang ini, ciptaan yang dilindungi adalah ciptaan dalam

bidang ilmu pengetahuan, seni, dan sastra, yang mencakup:

a. Buku, Program Komputer, Pamflet, Perwajahan (lay out), Karya Tulis yang

diterbitkan, dan semua Hasil Karya Tulis lain;

b. Ceramah, Kuliah, Pidato, dan Ciptaan lain yang sejenis dengan itu;

c. Alat peraga yang dibuat untuk kepentingan pendidikan dan ilmu

pengetahuan;

d. Lagu atau musik dengan atau tanpa teks;

e. Drama atau drama musikal, Tari, Koreografi, Pewayangan, dan Pantonim

f. Seni Rupa dalam segala bentuk, seperti Seni Lukis, Gambar, Seni Ukir,

Seni kaligrafi, Seni Pahat, Seni Patung, Kolase, dan Seni terapan;

g. Arsitektur;

h. Peta;

i. Seni Batik;

j. Sinematografi;

k. Terjemahan, Tafsir, Saduran, Bunga Rampai, Database, dan Karya lain dari

hasil pengalih wujudan

2. Ciptaan sebagaimana dimaksud dalam huruf I dilindungi sebagai ciptaan

tersendiri dengan tidak mengurangi hak cipta atas Ciptaan asli.

3. Perlindungan sebagaimana dimaksud pada ayat (1) dan ayat (2), termasuk

juga semua ciptaan yang tidak atau belum diumumkan, tetapi sudah

merupakan suatu bentuk kesatuan yang nyata, yang memungkinkan

perbanyakan hasil karya itu.

Vol. V, No. 2, November 2019 ISSN : 2460-0504 - OSF

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