Improving students’ writing skill through storytelling (a classroom action research at the second year students of SMP Negeri I Ngrampal Sragen in 2008/2009 academic year)

Oleh :
Rini Puji Hastuti - K2205040 - Fak. KIP

ABSTRAK This research aims to know whether or not story telling can improve the students’ writing skill. The research design used in this research was a classroom action research. The subject of the study was the students of class VIII C of SMP Negeri I Ngrampal, Sragen in 2008/2009 academic year. The action research was conducted from February to April 2009. The action research was conducted in two cycles. Each cycle consisted of four steps: planning, action, observing and reflection. To collect the data, the researcher used observation, field notes, photographs, interview, students’ diary and tests. The data collected were then described and analyzed using qualitative and quantitative analysis. The tests were pre-test and post-test, then the researcher analyzed the mean scores of the tests to find out the improvement of the students’ writing. The researcher also analyzed the non-independent t-test computation that was used to analyze the significant differences between pre-test and post test. The result of analyzing the quantitative and qualitative data showed that there is improvement of the students’ writing skill after the researcher conducted the action research. It can be seen from the result of observation during the action and students’ scores of tests. The observation result showed that there were some improvements achieved after doing the action. The first, the students had a positive attitude toward writing. The students did not consider writing as a boring and difficult lesson, indicated by their enthusiasm to write. The second, storytelling created interesting atmosphere in the classroom. It motivated the students and made them more active in the class. The third, the students had positive progresses in constructing sentences, organizing the generic structure, using correct grammar and integrating ideas. It can be proved by the fact that many students raised their hand to construct sentences correctly on the board and the students’ scores increased. The improvement of the students writing skill was also the enrichment of the students’ vocabularies which happened during the process of writing. The improvement of the students’ writing was also reflected in the test scores. The mean scores of the test result were 58.97 for pre-test, 70.11 for the post-test 1 and 75.13 for the post-test 2. From the analysis of t-test between pre-test and post test 1, at the level of significance α = 0.05, it was found that was 9.53 and for 38 students was 2.02. Because is higher than , it means that there is significant difference between the scores in the pre test and post test I. Next, from the computation of t-test between post test I and post test II, at the level of significance α = 0.05, it was found that was 4.75 and for 38 students was 2.02. Because is higher than , it means that there is significant difference between the scores in the post test I and post test II. Then, from the computation of t-test between pre test and post test II, at level significant α = 0.05, it was found that was 14.83 and for 38 students was 2.02. Because is higher than , it means that there is significant difference between the scores in the pre test and post test II. Based on the result of the study above, it can be concluded that using storytelling can improve students’ writing skill.