The mean score and standard deviation of experimental class and controlled class

Table 4.5 The mean score and standard deviation of experimental class and controlled class in post-test

Class

Pre-test Post-test

Mean Score Standard Deviation Mean Score Standard Deviation

Experimental 42.00 11.40 82.25 4.72

Controll 50.15 19.02 74.75 6.78

The table above showed that, the mean score of experiment class in pre-test was (42.00) and the standard deviation of experiment class was (11.40), and the mean score of control class in pre-test was (50.15) and the standard deviation of control was (19.02). While the mean score of experiment class in post-test was (82.25) and the standard deviation of experimental class was (4.72), and the mean score of controlled class in post-test was (74.75) and its standard deviation was (6.78). It can be concluded from both of the tests; the experiment class gained greater mean score in the post test than the control group.

The significant score between experiment and control class can be known by using t-test. The result of t-test can be seen in table 6 as follows:

Table 4.6 The significance score of experimental and controlled class

Variable t-test value t-table value

Post-test 5.76 2.042

Table 4.6 above indicates that the value of the t-test was higher than the value of the t-table. It indicates that there was a significant difference between the result of the students’ pre-test and post-test.

The statistical analysis from the result of the students’ writing skill test of this research shown that the students’ writing skill before doing treatment through applying Jeopardy Method was still low. It was proved by the result of pre-test before treatments that there were 20 students, 2 (15%) students achieved good score, 9 (45%) students achieved poor score, and 9 (45%) students achieved very poor score.

On the contrary to the result of the students’ pre-test before, there was a significance improvement on the post-test where there were 11 students achieved (55%) excellent and 9 (45%) students achieved good score.

Based on the table of distribution the value of t-test and t-table in post-test previously, the researcher concluded that t-test value was higher than t-table ( 5.76> 2.042). It can be concluded that the students’ writing skill achievement has improved successfully.If t-table value is higher than t-test at the level of significance α 0.05 and df ( + ) -2 = (20 + 20) -2 = 38, it meant that (H0) wasaccepted and (H1) was rejected. In contrary, if the test was higher than t-table, it meant that (H0) was rejected and (H1) was accepted.

From the result above, we can show the difference between test and t-table was enough high. It can be concluded that teaching writing by using Jeopardy Method was proved to be effective in improving the students’ writing skill especially in descriptive text.

B. Discussion

Writing is a kind of activity where the writer expresses all the ideas in his mind in the paper from word to sentence, sentence to paragraph and from paragraph to essay. Suardi (2012), states that writing is clearly more than the prediction of the sound. The symbols have been arranged according to certain in conversation. As rule, however the students do not write just one sentence or a number of sentence as arranged in particular order and linked together in certain ways.

Writing can be defined as the activity to make letter or number on a surface, especially using pen or pencil. Writing is one of the four language skills besides listening, speaking, and reading. It is an activity in arranging words, phrases, and sentences that is grammatically correct and appropriate with its purpose. Generally, writing can be interpreted as the act of forming or tracing a character on paper or other suitable materials with a pen or pencil.

In the order word, the structures of description mostly use simple present tense, but sometimes it uses simple past tense when the person, thing, or place that is talked about no longer exists. Talking in Mutmainnah (2012), descriptive text writing, sometimes called “showing writing” is writing that describe a particular person, place or event in great detail. Descriptive writing use a lot of flowery

adjectives and advers to describe what is going on or how something appears. So, the element of descriptive text is used the definition and description describing for the pictures of the person, the place that’s talked about.

The purpose of writing description is to describe a person, place, or thing in such vivid detail that the reader can easily form a precise mental picture of what is being written about, or can feel that they are part of the experience. in writing a descriptive text the writers should know well what they want to describe. They describe their idea and thought vividly based on what they see, hear, taste, smell, or touch. Descriptive text is different from information reports because they described a specific subject rather than general group.

According to the result of hypothesis testing, it is known and true that using Jeopardy Method in teaching writing can give a significant influence to increase students’ writing in descriptive text.

Before getting treatments, the students give the pretest. In the pre-test, students’ comprehension in writing was very low. And the comparisons of average score between experimental and controlled class was almost homogeneous. It mean before the treatments the students have same condition, they still very low in writing.

As it was stated in second chapter, that Jeopardy Method is a learning process that is designed to allow students to learn direct learning materials on the actual object, so the learning will be more obvious. From that definition, the researcher conclude that Jeopardy Method is a strategy which is very helpful in teaching especially in English, Jeopardy Method can make the students more open

their mind to explain any object that will be described moreover the students also enjoy the learning process and the students were not bored as long as learning English.

Jeopardy is a game that many teachers utilize to give students a chance to practice their knowledge, learn more information, and have a little bit of fun with the reviews they are doing for a class. The game show “jeopardy” is meant to test people knowledge. The classroom version acts as a review to test the knowledge tht students have learned during the course of a unit, or a semester.

This immediate feedback was a learning experience for the some players, as well as the class. Students had an opportunity to ask additional topical questions and receive clarity on the missed concept. The jeopardy game creates a structure term positive social interdependence, specially, goal interdependence, reward interdependence, and outside enemy interdependence. The instructor achieved positive goal interdependence by measuring team performance through a team driven evaluation score.

By providing immediate feedback for both the missed individual question and all computational questions the instructor sought to provide during examination learning and prevent further mistakes on the same concept. A team based Jeopardy examination was designed as a group assessment mechanism that encouraged positive social interdependence and required individual contribution.

Writing is one of the four language skills besides speaking, listening, and reading which are given emphasis in second language learning and it is put in the curriculum. In writing, students can express their ideas or convey feeling or a piece of information fluently and accurately. The researcher focuses on writing descriptive text by applying of Jeopardy Method. However, there are two classes which are divided into experimental class and control class.

Many rules in writing descriptive text that have to be mastered. So, in teaching learning process, the teacher should choose suitable method or media to make the students easies to understand the rules and then the teachers still use a traditional method in teaching English. This method only emphasize the students to keep silent in the class while listening to their teachers explanation without discussion; as a result it is hard for the students to begin write. Finally, the students cannot improve their creativity and imagination. Meanwhile, the imagination of students in writing descriptive text is needed in order to make colorful and realistic writing. From Nurussaniyah (2010), in her research:

“Improving Students Ability In Writing Descriptive Text for Academic Purposes”.

She found that Writing Process Approach in writing class can help the students to develop a paragraph in writing descriptive text.

The running dictation technique motivates the students to have wider ideas to write their descriptive text. By asking the students to do the task in groups, they enjoyed to finish the given tasks together. They also did better in individual task when they tried to develop their paragraph. Although their writing components were still not good enough, their writing’s result increased from pre-assessment

test to post cycle test. Their enthusiasm when they apply running dictation technique in classroom activity during teaching 80 learning process are also quiet good based on the results of the students‟ observation sheet that showed mostly the students got point 3-5 which means they had high enthusiasm.

Analysis of the mean score gap in the post-test between the Experimental and controlled ensures if the technique used was effective. The mean score of the Experimental class was 82.25 and 74.75 for Controlled class. It means the gap of the students’ score of the Experimental and Controlled class is 7.5. The explanation of the gap between the two classes indicates that the Experimental class shows high improving than the Controlled class.

To sum up, based on the result of this study, which shows the students’

scores were much higher after the treatment in Experimental class using Jeopardy Method the use of Jeopardy Method in teaching writing is surely beneficial improve students’ writing skill.

The use of Jeopardy Method is the most appropriate strategy for learning because the teachers can provide an interesting materials from the environment. In the use of Jeopardy Method there are:

1. The learning activities more interesting and not makes the students be bored to sit for hours, so that the students' motivation will be higher.

2. The nature of learning will be more meaningful because the students are faced with the situation and the real situation or natural.

3. The materials that can be studied richer and more accurate factual so that truth.

4. The activities of student learning is more comprehensive and more active because it can be done in various ways such as observing, asking questions or interviews, to prove or demonstrate, examine the facts, and others. Source

sailed richer because the environment that could be studied such diverse social environment, natural environment, built environment, and others.

From the comparison of the result of post-test score between experimental and controlled group, the skill of experimental group was getting higher than control group. It means that the treatment of using Jeopardy Method to the experimental group was successful.

Revere (2004) states that the team-based Jeopardy exam provides focused students feedback, improves students performance, and enhances course experience. The team-based Jeopardy exam provides students with immediate, focused feedback. Incorrectly answered questions are reviewed by the instruction, and students assessment is 0n-going throughout the exam as students realize their mistakes. The team-based Jeopardy exam also create an action-based knowledge environment that encourages teamwork.

Moreover, it is perceived that the learners are more eager and interested in learning English, especially for the implementation of Jeopardy Method, it was proved that this strategy influenced the learners’ motivation to study English comfortably.

41 CHAPTER V