CHAPTER I

INTRODUCTION

A. Background

In English language, there were four skills to be mastered.

They were listening, speaking, reading and writing. Writing was one of

the four language skills which were very important to learn. As it

know, writing was not easy. Among the skills, writing was the most

difficult skill to learn. Because it need hard thinking in produce words,

sentences, and paragraph at the same time.

Writing was a language skill needed for improving the quality

of learning with the mastery of writing. It was expected that students

can express their ideas, thoughts, and feeling after undergoing learning

process in various types of writing both fiction and nonfiction. Some

researcher has shown that the results of the students writing at school

are still poor, especially in writing essay or text. The students often

make errors in grammar; it was happen because they are rarely done in

writing exercise. Writing was one of four language skills that should

be mastered by it consciously. There for it made hard to learn what

written words are usually have to express our meaning

For junior high school graduate, they were expected to reach at

the functional level. In this case they were expected to be able to

1
communicate or participate in the creation of text in spoken and

written in their daily life. In short at junior high level, learners were in

daily expression, specially fixed expressions and idioms that were

needed daily lived to a company their actions when playing at school,

when attending classes, when interacting with those friend act.

Writing was one of the most difficult aspects of language skills.

The ability to write involves specific skill, such as; they use

punctuation, structure of sentences, vocabulary, and organization of

paragraph in writing process, learns will always deal with process of

putting ideas into word than putting words into sentences and putting

sentences into paragraphs until they can create a piece of writing. In

order to have a good quality of writing, there are some special

considerations that have to be taken into account by the writer. Heaton

(1988:138) stated that writing grammatical and rhetorical device but

also of conceptual and judgment elements.

Writing ability was an important thing to develop, like the

others skills of language. Almost every class requires writing for some

kinds of typical assignment like essay tests, write team papers,

complete laboratory reports to do case histories to complete program

of study. Students often do poorly in writing form, not because they do

2
not know what was about, but because they could not explain their

thoughts on paper.

Writing was an extension of human language across time and

spaces. Writing most likely began as a consequence of political

expansion in ancient cultures, which needed reliable means for

transmitting information, maintaining financial accounts, keeping

historical records, similar activities. The importance of it seems always

increasing throw which people can put their ideas, notion and

knowledge. The teaching of writing requires the students to write

accurately. Therefore having a good command in English did not only

to be fluent speakers of the language but in writing as , a lot of

varieties of occupations required skilled people with English both in

speaking and writing.

Like other skill of language, writing was an important and

practical skill. The writing skill was though as the most difficult one

among the four language skill. As stated by Tylor (2005:309) all the

language skill which are thought to low level students. Composition

seems to be the most difficult, and neglected for a number of reasons.

One simple way of making writing more meaningful to

students was to students given article and told students to summarize

article, in this case students learn how to writean article with

3
summarize technique, therefore the teacher have to find out one way

that makes the students enjoy when they do writing and can make

improving the students writing ability, and summarize technique also

one way that can be used as teaching material which has many

advantages. Therefore , the teacher have to find out one way that

makes the students enjoy when they do the writing and can make

improving the students writing ability , and summarize technique also

one way that can be used as a teaching material which has many

advantages. Summarize technique learning have been used by many

teachers from all over the world to make their students enjoy reading

literature.

B. Problem Statement

Based on the background above, the problem statements were

formulated as Followed:

1. How did summarize technique influence the students’

writing ability in the first year of SMPN 30 Makassar?

2. Were the students’ responses to writing through

summarizing technique?

4
C. Research Objective

Based on the problem statements above, the objectives of

research were formulated as followed:

1. To know summarize technique influence the students’

writing ability in the first year of SMPN 30 Makassar

2. To know the students’ responses to writing through

summarize technique

D. Significant of the research

The outcomes of this research are expected to be a piece of

useful information for teaching writing.

a. For the teachers the writer hope expected to create a

meaningful way in teaching writing for students, they are

expected to be useful to developing their ability in writing.

b. For the students the writer expect to use summarize

technique

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E. Scope of the research

This writing was under the discipline of applied linguistics. It

will be restricted on the use of summarize technique to improve

students writing ability. The researcher focus on writing in

evaluating the influence of summarize technique of the student

on five component they were content, organization, vocabulary,

language use, and mechanic.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Writing

Writing is representation of language in a textual medium

through the use of a set of signor symbol (Prasetya, 2009:15). Writing

skill deals with the ability to arrange the graphic system such as letter,

words, and sentences of certain language being used in written

communication in order that the reader can understand the message or

the information. This also means that writing is used for

communicating one’s idea in written form to the readers.

In addition, Jafar says that writing can be defined as a skill of

communicating ideas based on system to convey meaning so that

others can be understand the messages of the writer (Jafar, 2009:15).

The students can communicate their ideas and their thoughts to others

through written form such as letter, message, or invitation for

communication. In this skill includes the following abilities; ability to

write words, ability to arrange words into phrases, ability to write

sentence, ability to write paragraph, and ability to complete along text.

Writing is viewed as a complex recursive and creative that is

similar in this general outline for first and second language writer.

7
Drawing from the work of first language composition theory and

practice, ESL students were soon being taught such process as

planning ,drafting, revising, and editing and how to give feedback

(Nahar :2009).

From these statements, it can be inferred that writing is activities

are not produced immediately. The writer must think first about the

topic, try to know the topic and find some information about the topic.

Writing involves some efforts such as trying, selecting, adding,

revising, and rearranging the words or the sentences that have been

written. And Guiding Question can be used for helping the students

develop their ideas.

From the explanation above, the writer infers that with writing,

the learners can express everything such as feeling, emotion, attitudes,

ideas, etc. Writing is one of language skill and indirect communication

that conveys meaningful and expressive information from the writer to

the readers in form of written language

Based on the definitions above, the researcher defines writing is

an activity to express their ideas, opinion, and experience, feelings,

thought for communication to other people by written words.

8
 B. Writing skill

Writing skill has important role to improve students’ exposure

and competency for the purpose of communication and interaction

(Javed et. al, 2013:138). Writing is also one of the ways to

communicate the writer’s thought or ideas to the others. Writing is a

tool for indirect communication between the writers with the readers.

In expressing the ideas, a writer should explore their thought to make

readers' interest in their writing. It makes the readers understand the

messages clearly.

Every writer has different purposes of writing. Writing is very

significant for students in term that they should take notes from their

teacher, make a report, and finish assignments from the teacher. It can

be also an indicator to show that they have gained the information. It is

significant for students to master writing skill the researcher. If they do

not master it, it will be difficult for them to share their teacher or their

friends anything in a written form.

Writing is a rational activity, and that it is a valuable activity

(Kane, 2000:4). For the students, writing is a way to demonstrate their

understanding and interpretation of concept and theory studies during

the learning process. It means that writing is a form of the students’

understanding about the lesson that they have learnt. From writing, the

9
teacher can assess their students’ knowledge and interpretation about

the lesson.

C. The Process of writing

At the end of the writing process, the writer will showed a

product of writing. It will be as the form of an essay, a paper or a story.

According to Zemach and Rumisek (2003:3) in the writing process,

process of writing is divided become four steps of writing process four

are Pre-writing, Drafting, Reviewing and revising and Rewriting.

a. Pre-writing

There are three crucial activities which have to be done in

prewriting. Those are choosing a topic, gathering ideas, and

organizing. In additional, to choosing topic, gather ideas, and organize

the writing, there are three prewriting techniques that can be applied to

the students. Those are follows:

1. Free writing

Free writing simply means getting ideas on paper as fast

as you can (Kane, 2000:15). The free-writing is a very

important step. In this step, the writers decide the topic. The

topic is selected depending on the purposes of the writers itself.

In this step, the writers gather ideas all things that are related to

10
 the topic. In this step, the writer focuses to explore our ideas as

much as possible.

2. Brainstorming

Brainstorming is defined as generating a group of

thoughts or ideas on a particular subject that may be used in a

piece of writing (Smith et. al, 2001:1). In this step, write down

ideas of all kind-good or bad on a piece of paper. So do not

evaluate the ideas in this step. The writer writes all our ideas on

a paper, the writer should not worry about whether every idea

will be used or not, or whether the ideas are written in good

order or not.

3. Clustering

Clustering technique is also known as diagramming or

mapping technique that can be used to generate material for a

paper. It can help students to represent ideas or thinking in a

visual way. It usually uses lines, boxes, arrows and circle to

show relationship among the idea and detail that occur, it

makes the step of writing process easily. Firstly, starting the

subject in the few words in the center sheet of paper put the

ideas into boxes or cycle around the subject and draws lines to

connect them. Secondly, put minor idea in the smaller cycle or

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 boxes and use connecting lines. Every word can be developing

until specific term.

b. Drafting

In the drafting step, writers put their ideas into sentences. Then

they build their sentences into paragraphs (Smith et.al, 2001:2). The

writer begins to write. The outline will be guided for the writers to

write in the writing process. The writers should develop their ideas in

the paragraph. The paragraph should be coherent between one with

another.

c. Reviewing and revising

The third is reviewing and revising. The writers are reviewing

structure and content. In this step, the writers should check their

writing. When the writers receive their structure and content of text,

they will make some change; they often add a whole paragraph or

more take out one or more paragraph, and so on.

d. Rewriting

The last is Rewriting. In this step the writers do revise structure

and content. The writers should take attention to detail of all words,

sentences and paragraphs. It is the final paper of the writers writing

and the result of the writing process. In this step the students need edit

12
the mistakes in a spelling, grammar and vocabulary, thus the students

should always edit their writing after they revise it.

D. Writing assessment

Four categories of written performance that capture the range of

written production are considered here (Brown, 2004:220)

1. Imitative

To produce written language, the learners must attain skills in the

fundamental, basic task of writing letters, words, punctuation, and very

brief sentence. The limited variety types of tasks are commonly used to

assess a person ability to produce written letters and symbol. A few of

the common types are described here.

a. Copying. There is nothing innovative or modern about directing a

test taker to copy letters or words.

b. Listening close selection task. These task combine dictation with a

written script that as a relatively frequent deletion ratio. The test

sheet provides a list of missing words from which the test taker

must select. The purpose at this stage is not to test spelling but to

give practice in writing.

c. Pictured cued tasks. Familiar pictured are displayed, and test takers

are told to write the word that the picture represents.

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d. Form completion tasks. A variation on pictures is the use of a

simple form that asks for name, address, phone number, and other

data.

e. Converting numbers and abbreviation to words. Which numbers are

written for example, hours of the day, dates, or schedules and test

takers are directed to write out the numbers.

2. Intensive (controlled)

Beyond the fundamental of imitative writing are skills in

producing appropriate vocabulary with a context, collocation and

idioms, and correct grammatical features up to length of a sentence. A

few of the common types are described here.

a. Short sentence. A drawing of some simple action is shown, the test

takes writes a brief sentence.

b. Pictures description. A somewhat more complex picture may be

presented showing say. Test takers are asked to describe the picture.

c. Picture sequence description. A sequence of three to six pictures

depicting a story line can provide a suitable stimulus for written

production.

3. Responsive and Extensive writing

Responsive assessment task require learners to perform at limited

discourse level, connecting sentence into paragraph and creating

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logically connected sequence of two or three paragraph. Extensive

writing implies successful management of all process and strategies of

writing for all purposes up to length of an essay, term paper, a mayor

research project report, or even or thesis. A few of the common types

are described here.

a. Paraphrasing, scoring of the test takers response is a judgment call

in which the criterion of conveying the same or similar message is

primary, with secondary evaluation of discourse, grammar, and

vocabulary. Other component of analytic or holistic scale might be

considered as criteria as an evaluation.

b. Guided question and answer, another lower orders task in this type

of writing, which has the pedagogical benefit of guiding learners

without dictating the form of the output, is a guide question and

answer format in which the test administrator poses a series of

question that essentially serve a as an outline of the emergent

written text.

c. Paragraph construction task, assessment of paragraph development

takes a on a number different forms:

1) Topic sentence, consist of specifying the writing of a topic sentence,

scoring points for its presence or absence, and scoring and/or

commenting on its effectiveness in stating in topic.

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2) Topic development within a paragraph, consist of clarity of

expression of ideas, logic of the sequence and connection,

cohesiveness or unity of the paragraph, and overall effectiveness or

impact of the paragraph as a whole.

3) Development of main and supporting ideas across paragraph consist

of addressing the topic, main idea, or principal purpose, organizing

and developing supporting ideas, using appropriate details to under

grid supporting ideas, showing facility and fluency in the use of

language, demonstrating syntactic variety.

According Cohen et.all., 1994 (in O’malley, 1996:142) The

scoring of authentic assessment should always be defined before the

exercise and assessment procedure are developed and three types of

rating scales generally used in scoring writing are holistic, primary

trait, and analytic scoring. Each of three types has a different purpose

and focus on instruction and will provide different types of information

to teachers and students, they are:

1. Holistic scoring uses a variety of criteria to produce a single score.

The rationale neither for using a holistic scoring system is that the

total quality of written text is nor than the sum of its component.

And contains are following 4 dimensions:

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a. Idea development or organization focuses on central idea with

appropriate elaboration and conclusion.

b. Fluency or structure, appropriate verb tense used with a variety of

grammatical and syntactic structures.

c. Word choice, uses varied and precise vocabulary appropriate for

purpose.

d. Mechanics, absence of errors in spelling, capitalization, and

punctuation.

2. Primary Trait, this type of scoring focuses on whether or not each

paper shows evidence of the particular trait or feature you want

students to demonstrate in writing. The trait could be a language

based feature emphasizing any one or more of the criteria for

holistic scoring indicated above, such as idea development or

organization and sentence fluency or structure. Alternatively, the

scoring could be based on a content based feature, such as

accurate contents are use of concepts in the subject area.

3. Analytic Scoring, analytic scales separate the features of a

composition into components that are each scored separately. The

separate components are sometimes given different weight to

reflect their in instruction. Two advantages of this type of rubric

are in providing feedback to students on specific aspect s of their

17
 writing and in giving teachers diagnostic information for planning

instruction (Perkin 1983 in O’malley,1996:144).

E. Summarize Technique

Brainstorming is useful in writing whether we have too few

ideas, or too many. It can help us whether we don’t know how to

organize our thoughts, or whether we don’t even have any thoughts.

But before we start, we should remember the first rule of

brainstorming is enumerated and not evaluate. Just to get the ideas

down, and not judge or organize them until the creative phasa has

wound down.

According to Buckley (2004:26), defines summarize as

reducing text to one-third or one-quarter its original size, clearly

articulating the author’s meaning, retaining main ideas. A summarize

should be able to find and master the main idea of the text, some text

from the original text.

According to Diane Hacker (2008:26), that summarize is

involves stating a work paragraph and main ideas “simply, briefly, and

accurately”. Make summarize of the text can involve the main idea in

the text to be summarize, from summarize of the text to be made to be

precise, clear and accurate.

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Summarize is a learning strategy that requires the learner to

consolidate information by restating key points or the essential idea of

the lesson in a few words or in a new way. After the student make a

summarize about the text the student must know information about the

text and student must know key point in the text

From the definition above, the writer concludes that summarize

is probably the simplest pre-writing technique and is usually the first

method writers use to generate ideas. It means to summary everything

about the topic, the summary any source, keyword, phrase, etc. By this

technique, students can easily get information and ideas to writing or

composition since they will be helped by summarize of word or

phrase.

F. Principle of Summarize Technique

There are some theories related to summarize technique, such

as: Human brain, theory of writing and learning technique. Human

brain consists of the right brain and the left brain. The right brain of the

brain focuses on the visual, and processes information in an intuitive

way, looking first at the whole picture then details. The left brain

focuses on the verbal and analytical.

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 Writing is visual as well as verbal, design elements are key to

the success of many documents. They were writing variables (consist

of: knowledge, motivation, reason, technique, and the text variables).

Summarize technique is one of writing technique of many

techniques that can influence students’ in writing a text or information,

because it contains some steps that support the students to be more

active in comprehending the text better than another technique.

G. Design of Summarize Technique

The designs of summarize techniques are learning objective,

learning activities, roles of students, role of teacher, and arranging

material.

The role of the students in learning writing, according to walker

(1998:59), students were observed under baseline, summary strategy,

and follow-up conditions (independent reading condition only). All

training occurs in a group setting, and maintenance and generalization

were assessed in an individual setting. Student then worked

independent on a related reading and writing assignment. It is

important note that, following the guidelines provided.

The role of the teacher in writing learning is to guide students

in understanding the text by using summarize technique guidance. An

important role of the teacher is as a facilitator of learning process.

20
Harmer (2011:57) says that there are several roles of teacher in the

teaching and learning process, controller, organizer, assessor,

participant, resource, tutor and observer.

H. Procedure of Summarize Technique

Summarize, like paraphrasing, is a technique used to obtain the

essential part of an original source. In other words, it is a concise

statement of the most important points taken from another text. It is a

good technique to use when writing a research paper.

Follow this procedure: (1) Read and understand the prompt or

writing directions. Write a summary of the article. Your writing will be

scored on how well you: State the main ideas of the article, identify the

most important details that support the main ideas, write your summary

in your own words, except for quotations, express the underlying

meaning of the article, not just the superficial details (2) Read, think

about, and understand the text. Review the material to make sure you

know it well. Use a dictionary or context clues to figure out the

meaning of any important words that you don’t know (3) Take notes.

Write down the main ideas and important details of the article (4)

Write a thesis statement. In a single sentence, state the main idea of the

article. The thesis statement should mention the underlying meaning of

the article, not just the superficial details (5) Organize and outline

21
ideas. Write down the important details you need to include in the

summary. Put them in a logical order Topic Sentence: Evidence: #1:,

#2:, #3: (6) Write your essay. Your summary should be about one third

of the length of the original article, focus on the main point of the

article and the most important details, use your own words, avoid

copying phrases and sentences from the article unless they’re direct

quotations (7) Revise (8) Proofread and edit. Check spelling, grammar,

and punctuation (9) write your draft. Use blue or black ink. Skip lines.

Write on one side of the paper only. Include a title on the top line (10)

Read your summary one last time before you turn it in. Look for

careless spelling, punctuation, and grammar errors, especially omitted

words or letters. Cross out errors neatly with a single line and write the

correction above.

I. Advantage and Disadvantage of Summarize Technique

The summarize technique has some advantages and

disadvantages. There are some advantages of summarize technique as

mentioned, the advantages are as follow: (1) Summarize technique is

good in developing student main ideas in writing, summarize

technique is a good way to make a limitation in writing (2) Students

can develop their ideas focused on one topic (3) Summarize technique

can be useful to develop main ideas or create key ward of writing (4)

22
Students may use summarize technique to facilitate discussion for

generating innovative ideas for writing (5) This technique helps them

search for a better understanding of a topic by eliciting diverse smaller

topic and ideas on the given topic.

The disadvantages of summarize technique, such as: (1) The

students may find that summarize procedure nothing more than an

article of main ideas (2) It requires a dedication to quantity rather than

quality (3) Because it rests on free associations, summarize technique

can lead the students far from an assigned topic.

23
 CHAPTER III

RESEARCH METHOD

A. Method of the Research

This research, the researcher used pre-experimental. It

objective to describe how summarize technique influence the students

writing ability at the first year of SMPN 30 BTP Makassar.

The groups did the pre-test (01), treatment (X), and the post test

(02). To compare between pre-test and post-test score were depend on

the successful of the treatment. The design can be described as

follows:

Pre-test treatment post-test

(01) X (02)

Notes: 01 = the result of the students pre-test

X = the treatment

02 = The result of the post-test

(Gay, 1981:225)

B. Data Collection

1. Population

24
 The population of this research was taken from the first

year students of SMPN 30 Makassar. Which consist of nine

classes, and the numbers of the students are 326 students.

2. Sample

The researcher used purposive sampling. Which from

population there were ten classes for first grade but only one

class that researcher took to be object of this research. In this

research, the researcher took class 7.7 Pinus to be object of this

research. This class consisted of 35 students. They were 17

boys and 18 girls.

C. Research Instrument

1. Pre – Test

The pre-test gave to the students before they were applying

scanning strategy in writing ability.

The objective of this procedure was used to find out

students’ level of writing before having any treatment.

2. Post-test

After giving pre-test for six meetings, the post test was

given to the students. The content of the post-test was same

with the pre-test. The result of the pre-test and post-test

25
 were compared to measure whether there was a significant

improvement on students’ writing score.

3. Questionnaires

The researcher gave questionnaires. It used to find out the

students’ responses toward summarize technique.

D. Data collection

In collecting the data, this research begins by identifying,

arranging then clarifying the data. The following procedures that will

use:

Pre-test:

a. Dividing the written test

b. Giving the students some instructions before doing the test

c. Determining the time and control the students

d. Collecting their worked sheet after finishing their test

e. Check the answer from the students

Treatment

a. The researcher explained more about writing

b. The researcher used summarize technique

Post-test:

a. Dividing the written test

b. Giving the students some instructions before doing the test

26
 c. Determining the time and control the students

d. Collecting their work sheet after finishing their test

e. Check the answer from the students

E. Data analysis

In analyzing the data, the procedures that will be done as

follows:

a. Tabulating the data then analyzing in to the main analysis to

know the mean score of the students.

To know the mean score of the students, the researcher applied

SPSS 21 Application.

b. Classifying the score of the students pre-test and post-test, as

followed:

96-100 = excellent

86-95 = very good

76-85 = good

66-75 = fairly good

56-65 = fair

36-55 = poor

0-35 = very poor

(Depdikbud in Yulanda: 2016)

27
c. To give percentage of the data by using the following formula

𝐹 x 100 %
𝑁

Where:

F = Frequency

N = Number of Students

100 = certain number

Sudjana(2001:129)

28
 CHAPTER IV

FINDING AND DISCUSSION

This chapter consisted of finding and discussion of this study.

The finding showed about pre-test result analysis, post-test result

analysis whereas the discussion present about analyzed of finding.

A. Finding

1. Summarize Technique Influence the Students’ Writing

Ability in the First Year of SMPN 30 Makassar

a. Result of Students’ Post-Test

As the writer has said that the problem statement of this study was to

know the summarize technique influence the students’ writing ability

in the first year of SMPN 30 MAKASSAR and to know the students’

responses to writing through summarize technique. In this case, the

writer employed test as instrument to collect the data. The data

analysis of the student’s ability listed in the table below:

Table 1 The Students’ Reading Score of Pre-Test.

NO. NAMA SCORE PRE-TEST

1. A.Muhammad Muhaemin 20
2. Agnes Aulia R 20
3. Aisyah Indar 50
4. Alfonso Wiraguna Sefa 20

29
5. Alif Harun 20
6. Amirah Zahra Maulidyah 80
7. Andi Chandra Kirana Akhmad 60
8. Andi Nurlifiana 80
9. Andi Siti Nur Azizah 50
10. Asiilah Nafiisah 70
11. Aulia 70
12. Dwi Pati Dian Nugraha B 40
13. Dylan Hainzworth Kandola 50
14. Erika Amalia Irfan 50
15. Farhansyah 20
16. Febiola Torman Dhani 60
17. Muh Aldi Irawan 10
18. Muh. Akram Muhadzdzib 10
19. Muh. Alief Wediansyah 30
20. Muh. Syahrul. S Latonro 30
21. Muhammad Farhan Fauzan 40
22. Muhammad Imam Al Gazaly 20
23. Muhammad Alif Chezard 30
24. Muhammad Fikri Ramadhan 20
25. Muhammad Husein 60
26. Nike Aliya Ardila 50
27. Nur Laila Syafrina M. 50
28. Nurdiansyah N 60
29. Nurul Annisa 70
30. Oktaviani Sipa 60
31. Richardo Tobukodi 50

30
 32. Salzabilalutfhia Fadillah 70
33. Seruni Sahrani Mursalim 30
34. Shandra Joyvira T.L 70
35. Sinar 60

Based on the data above, the researcher was showed that none

student who were passed KKM (70) and got the result of pre-test, the

writer calculated the mean score by using SPSS 21 Application:

Paired Samples Statistics

Mean N Std. Std. Error
Deviation Mean
VAR00001 45.1429 35 20.91600 3.53545
Pair 1
VAR00002 79.4286 35 9.37546 1.58474

Then to know the class percentage that passed the target score

of minimal mastery level criterion (KKM), the writer used the

following formula below:

𝑃 = K 𝑥 100%
F

𝑃 = 7 𝑥 100%
35

𝑃 = 20%

Based on the data above, the data showed that the mean score

of pre-test was 45.14. Which only 7 students were passed the minimal

mastery level criterion (KKM) or as much 20% total class percentage

31
of students who were passed the minimal mastery level criterion

(KKM).

Table 2 The Criteria and the Percentage of Students Score

in Pre Test

No Classification Score F Percentage%

1. Excellent 96-100 0 0%
2. Very Good 86-95 0 0%
3. Good 76-85 2 5.71%
4. Fairly good 66-75 5 14.28%
5. Fair 56-65 6 17.14%
6. Poor 36-55 9 25.71%

T 7 Very Poor 0-35 13 51.42%

he table Total 35 100%

above showed that none of student got excellent score (0%), none of

student got very good score (0%), 2 of students got good score

(5.71%), 5 of student got fairly good score (14.28%), 6 of students got

fair score (17.14%) 9 of students got poor score (25.71%) and 13 of

students got very poor score (51.42%).

It was concluded that most of the students’ knowledge in pre-

test was very poor score with the percentage 51.42%

b. Result of Students’ Post-Test

32
The last meeting of first grade in SMPN 30 BTP MAKASSAR was

post-test.

Table 3 The Students’ Reading Score in Post Test

No. Nama Score Post-Test

1. A.Muhammad Muhaemin 80
2. Agnes Aulia R 80
3. Aisyah Indar 80
4. Alfonso Wiraguna Sefa 70
5. Alif Harun 70
6. Amirah Zahra Maulidyah 90
7. Andi Chandra Kirana Akhmad 80
8 Andi Nurlifiana 60
9 Andi Siti Nur Azizah 90
10 Asiilah Nafiisah 70
11 Aulia 90
12 Dwi Pati Dian Nugraha B 80
13 Dylan Hainzworth Kandola 80
14 Erika Amalia Irfan 70
15 Farhansyah 70
16 Febiola Torman Dhani 80
17 Muh Aldi Irawan 80
18 Muh. Akram Muhadzdzib 70
19 Muh. Alief Wediansyah 80
20 Muh. Syahrul. S Latonro 80
21 Muhammad Farhan Fauzan 90
22 Muhammad Imam Al Gazaly 60

33
 23 Muhammad Alif Chezard 80
24 Muhammad Fikri Ramadhan 60
25 Muhammad Husein 90
26 Nike Aliya Ardila 80
27 Nur Laila Syafrina M. 80
28 Nurdiansyah N 80
29 Nurul Annisa 90
30 Oktaviani Sipa 80
31 Richardo Tobukodi 80
32 Salzabila Lutfhia Fadillah 90
33 Seruni Sahrani Mursalim 80
34 Shandra Joyvira T.L 100
35 Sinar 90

Based on the data above, the writer was showed that the

students who did not passed KKM (70) and got the result of post-test

score. The writer calculated the mean score by used SPSS 21

Application:

Paired Samples Statistics

Mean N Std. Std. Error
Deviation Mean
VAR00001 45.1429 35 20.91600 3.53545
Pair 1
VAR00002 79.4286 35 9.37546 1.58474

34
 Then to know the class percentage that passed the target score

of minimal mastery level criterion (KKM), the writer used the

following

Formula below:

P = X x 100%
F

P = 32 x 100%
35

P = 91.42%

Based on the result of posttest above, the data showed that the

mean score of post-test was 79.42. There were students passed the

standard minimal mastery level criterion (KKM) or as much 91.42%

total class percentage of students who have passed the minimal

mastery level criterion (KKM) and none students who could not passed

the minimal level criterion (KKM).

Table 4 The Criterion and Percentage in the Students’

Score of Post-Test

No Classification Score F Percentage%

1. Excellent 96-100 1 2.8%

2. Very Good 86-95 8 22.8%
3. Good 76-85 17 48.57%
4. Fairly good 66-75 6 17.14%
5. Fair 56-65 3 8.57%
6. Poor 36-55 0 0%

35
 7. Very Poor 0-35 0 0%

Total 35 100%

The table above showed that 1 students got excellent score

(2.8%), 8 of students got very good score (22.8%), 17 student got good

score (48.57%), 6 students got fairly good score (17.14%), 3 students

got fair score (8.57), none student got poor score and very poor score

(0%).

It was concluded that the most of the student’s knowledge in

posttest was good score with the percentage 48.57%.

c. Students’ Classification on Pre-Test and Post-Test.

Afterwards, to know whether the students’ score increasing or

not, the writer was calculated the pre-test and post-test score by using

formula as follow

P= 𝑦1−𝑦 𝑥 100%
𝑦

79.42−45.14
P= 𝑥 100%
45.14

P= 75.94%

Based on the data was calculated above there was improved

between students’ score from pre-test to post-test as much 75.94%. It

36
was showed that the students’ writing score increasing after got

treatment by the writer

d. Mean Score and Standard Deviation

Then to know the mean score and the class standard deviation

the researcher used SPSS 21 to calculate that:

Paired Samples Statistics

Mean N Std. Std. Error
Deviation Mean
VAR00001 45.1429 35 20.91600 3.53545
Pair 1
VAR00002 79.4286 35 9.37546 1.58474

Table 5 Mean Score, Standard Deviation and Standard error of

Pre-test and Post-test.
Test Mean Score Standard Deviation
Pretest 45.14 20.91
Posttest 79.42 9.37

The table showed that the mean score of pre-test was 45.14 and

the mean of post-test was 79.42. Then, the standard deviation of pretest

was 20.91 and the standard deviation of posttest was 9.37. The

standard deviation of students’ indicated that it was good dispersion

value because the standard deviation of posttest was 9.37. It meant that

the good dispersion value of mean score if the result of standard

37
 deviation of post-test was under the grade of pretest (<20.91). If the

standard deviation of post-test was higher than pre-test, it showed that

the value dispersion of mean score is quite bad.

e. Test of Significance Testing

The significant score between pre-test and post-test was

calculated by using t-test. The result of the t-test can be seen in table 6

as follows:

Paired Samples Test

Paired Differences t df Sig.
Mean Std. Std. 95% Confidence (2-
Deviation Error Interval of the tailed
Mean Difference )
Lower Upper
VAR0 - 18.67457 3.15658 - - -10.862 34 .000
0001 - 34.28571 40.7006 27.87078
Pair 1
VAR0 5
0002

Table 6 T-test of students’ increased.

Deviation standard of pretest T-Test T-Table Significance

18.67 −10.86 1.69092 0.000

The Table showed that the result of test of significance testing. For

the level of significance (𝖺) 0.05 and the degree of freedom (DF:N-1)

= 35-1= 34, it showed that the value of the t-test was under the value of

38
 t-test. It meant that, the null hypothesis (H0) was rejected because the

t-test < than t table.. It indicated that writing through summarize

technique increased the students’ writing ability. It meant that, H1 is

accepted because the value of t-test of pretest was under than t-table (-

10.86<1.69092) and the significance is under 0.05 (0.000< 0.05)

2. The Students’ Responses to Writing Through

Summarize Technique

1. Close Question

Tabulation Percentage
No.
A B C D E Total A B C D E Total
1 20 10 5 0 0 35 57.14% 28.57% 14.28% 0% 0% 100%
2 15 10 10 0 0 19 42.85% 28.57% 28.57% 0% 0% 100%
3 20 10 5 0 0 19 57.14% 28.57% 14.28% 0% 0% 100%
4 20 10 5 0 0 19 57.14% 28.57% 14.28% 0% 0% 100%
5 18 10 5 2 0 19 51.42% 28.57% 14.28% 5.71% 0% 100%
6 15 15 5 0 0 19 42.85% 42.85% 14.28% 0% 0% 100%
7 20 15 0 0 0 19 57.14% 42.85% 0% 0% 0% 100%
8 0 0 2 10 23 19 0% 0% 5.71% 28.57% 100%
9 20 15 0 0 0 19 57.14% 42.85% 0% 0% 0% 100%
10 15 15 5 0 0 19 42.85% 42.85% 14.28% 0% 0% 100%
11 20 15 0 0 0 19 57.14% 42.85% 0% 0% 0% 100%
12 20 15 0 0 0 19 57.14% 42.85% 0% 0% 0% 100%
13 15 15 5 0 0 19 42.85% 42.85% 14.28% 0% 0% 100%
14 18 10 5 2 0 19 51.42% 28.57% 14.28% 5.71% 0% 100%
15 18 10 5 2 0 19 51.42% 28.57% 14.28% 5.71% 0% 100%
16 15 15 5 0 0 19 42.85% 42.85% 14.28% 0% 0% 100%

39
17 32 3 0 0 0 19 91.42% 8.57% 0% 0% 0% 100%
18 18 10 5 2 0 0 51.42% 28.57% 14.28% 5.71% 0% 100%
19 25 10 0 0 0 19 71.42% 28.57% 0% 0% 0% 100%
20 15 15 5 0 0 19 42.85% 42.85% 14.28% 0% 0% 100%

Item 1, study English is important for my life

From item above has showed that, 20 (57.14%) students who

had strongly agree with the statement. 10 (28.57%) students who had

agree with the statement, 5 (14.28%) students who had undecided,

none (0%) students who had disagree and strongly disagree with the

statement. The researcher concluded that most of the students thought

that English is important for their life.

Item 2, I get difficulties in study writing text

From item above has showed that, 15 (42.85%) students who

had strongly agree with the statement. 10 (28.57%) students who had

agree with the statement, 10 (28.57%) students who had undecided,

none (0%) students who had disagree and strongly disagree with the

statement. The researcher concluded that most of the students thought

that they get difficulties in study writing text.

Item 3, I get difficulties in make an English text

From item above has showed that, 20 (57.14%) students who

had strongly agree with the statement. 10 (28.57%) students who had

agree with the statement, 5 (14.28%) students who had undecided,

40
none (0%) students who had disagree and strongly disagree with the

statement. The researcher concluded that most of the students thought

that they get difficulties in make an English text.

Item 4, I feel helpful when I using summarize method in writing a text

From item above has showed that, 20 (57.14%) students who

had strongly agree with the statement. 10 (28.57%) students who had

agree with the statement, 5 (14.28%) students who had undecided,

none (0%) students who had disagree and strongly disagree with the

statement. The researcher concluded that most of the students thought

that they feel helpful when they are using summarize method in

writing a text.

Item 5, did we need using summarize method in our study

From item above has showed that, 18 (51.42%) students who

had strongly agree with the statement. 10 (28.57%) students who had

agree with the statement, 5 (14.28%) students who had undecided, 2

(5.71%) students who had disagree and none (0%) students who had

strongly disagree with the statement. The researcher concluded that

most of the students thought that they need using summarize method in

their study.

41
Item 6, summarize method is fun

From item above has showed that, 15 (42.85%) students who

had strongly agree with the statement. 15 (42.85%) students who had

agree with the statement, 5 (14.28%) students who had undecided,

none (0%) students who had disagree and strongly disagree with the

statement. The researcher concluded that most of the students thought

that summarize method is fun.

Item 7, I can developing my idea in writing text by using summarize

method

From item above has showed that, 20 (57.14%) students who

had strongly agree with the statement. 15 (42.85%) students who had

agree with the statement, none (0%) students who had undecided,

disagree and strongly disagree with the statement. The researcher

concluded that most of the students thought that they can developing

their idea in writing text by using summarize method

Item 8, I do not like using dictionary in study writing

From item above has showed that, none (0%) students who had

strongly agree and agree with the statement, 2 (5.71%) students who

had undecided with the statement, 10 (28.57%) students who had

disagree with the statement and 23 (65.71%) students who had strongly

42
disagree with the statement. The researcher concluded that most of the

students thought that they like using dictionary in study writing

Item 9, the material which used is good and teacher ask us to directly

practice

From item above has showed that, 20 (57.14%) students who

had strongly agree with the statement. 15 (42.85%) students who had

agree with the statement, none (0%) students who had undecided,

disagree and strongly disagree with the statement. The researcher

concluded that most of the students thought that the material which

used is good and teacher ask them to directly practice

Item 10, using summarize method make me easy to understanding the

text

From item above has showed that, 15 (42.85%) students who

had strongly agree with the statement. 15 (42.85%) students who had

agree with the statement, 5 (14.28%) students who had undecided,

none (0%) students who had disagree and strongly dissagree with the

statement. The researcher concluded that most of the students thought

that using summarize method make them easy to understanding the

text

Item 11, I more understand the meaning of text when I using

summarize method

43
 From item above has showed that, 20 (57.14%) students who

had strongly agree with the statement. 15 (42.85%) students who had

agree with the statement, none (0%) students who had undecided,

disagree and strongly disagree with the statement. The researcher

concluded that most of the students thought that they more understand

the meaning of text when they are using summarize method

Item 12, summarize method is good for apply in study about writing

From item above has showed that, 20 (57.14%) students who

had strongly agree with the statement. 15 (42.85%) students who had

agree with the statement, none (0%) students who had undecided,

disagree and strongly disagree with the statement. The researcher

concluded that most of the students thought that summarize method is

good for apply in study about writing.

Item 13, summarize method is more interesting than another method in

study writing

From item above has showed that, 15 (42.85%) students who

had strongly agree with the statement. 15 (42.85%) students who had

agree with the statement, 5 (14.28%) students who had undecided,

none (0%) students who had disagree and strongly disagree with the

statement. The researcher concluded that most of the students thought

44
that summarize method is more interesting than another method in

study writing

Item 14, English is one of my favorite lessons

From item above has showed that, 18 (51.42%) students who

had strongly agree with the statement. 10 (28.57%) students who had

agree with the statement, 5 (14.28%) students who had undecided, 2

(5.71%) students who had disagree with the statement and none (0%)

students who had disagree strongly disagree with the statement. The

researcher concluded that most of the students thought that English is

one of their favorite lessons

Item 15, using summarize method is not boring to apply in study about

text

From item above has showed that, 18 (51.42%) students who

had strongly agree with the statement. 10 (28.57%) students who had

agree with the statement, 5 (14.28%) students who had undecided, 2

(5.71%) students who had disagree with the statement and none (0%)

students who had disagree strongly disagree with the statement. The

researcher concluded that most of the students thought that using

summarize method is not boring to apply in study about text.

Item 16, teacher explain the material is good

45
 From item above has showed that, 15 (42.85%) students who

had strongly agree with the statement. 15 (42.85%) students who had

agree with the statement, 5 (14.28%) students who had undecided,

none (0%) students who had disagree and strongly disagree with the

statement. The researcher concluded that most of the students thought

that teacher explain the material is good

Item 17, I have strong motivate in study about text

From item above has showed that, 32 (91.42%) students who

had strongly agree with the statement. 3 (8.57%) students who had

agree with the statement, none (0%) students who had undecided,

disagree and strongly disagree with the statement. The researcher

concluded that most of the students thought that they have strong

motivate in study about text

Item 18, I do not like English

From item above has showed that, none (0%) students who had

strongly agree and agree with the statement, 2 (5.71%) students who

had undecided with the statement, 10 (28.57%) students who had

disagree with the statement and 23 (65.71%) students who had strongly

disagree with the statement. The researcher concluded that most of the

students thought that they like study English.

46
Item 19, I like material which my teacher gave

From item above has showed that, 20 (57.14%) students who

had strongly agree with the statement. 15 (42.85%) students who had

agree with the statement, none (0%) students who had undecided,

disagree and strongly disagree with the statement. The researcher

concluded that most of the students thought that they like material

which their teacher gave.

Item 20, I like study English with using summarize method

From item above has showed that, 15 (42.85%) students who

had strongly agree with the statement. 15 (42.85%) students who had

agree with the statement, 5 (14.28%) students who had undecided,

none (0%) students who had disagree and strongly disagree with the

statement. The researcher concluded that most of the students thought

that they like study English with using summarize method.

B. Discussion

The data showed that 7 students of first years of SMPN 30

MAKASSAR passed minimal mastery level criterion (KKM) before

the researcher gave treatment, it meant that the students’ writing

ability was a low because all of students were not passed of the

minimal mastery level criterion (KKM).

47
 After given treatment, it found that most of the students passed

minimal mastery level criterion (KKM) with mean score 91.42%.

Based on the minimal mastery level criterion, the score of the student

was classified was good.

The data showed that there was increased between students’ score

from pre-test to post-test as much75.94%. In meant that, the score of

students was increase after given a test. The data also showed that the

responses of students in using summarize technique to increased

students writing ability.

Finally, the researcher concluded that the students’ writing ability

was influenced after given treatment by using summarize technique. It

showed by the value of t-test of pretest was under than t-table (-

10.86<1.69092) and the significance is under 0.05 (0.000< 0.05)

It meant that the alternative hypothesis was accepted. So, writing

through summarize technique was increased students writing ability at

SMPN 30 MAKASSAR

Besides, the responses of the students were English is important for

their life, they get difficulties in study writing text, they get difficulties

in make an English text., they feel helpful when they are using

summarize method in writing a text, they need using summarize

method in their study, summarize method is fun, they can developing

48
their idea in writing text by using summarize method, they like using

dictionary in study writing, the material which used is good and

teacher ask them to directly practice, using summarize method make

them easy to understanding the text, they more understand the meaning

of text when they are using summarize method, summarize method is

good for apply in study about writing, summarize method is more

interesting than another method in study writing, English is one of

their favorite lesson, using summarize method is not boring to apply in

study about text, teacher explain the material is good, they have strong

motivate in study about text, they like study English, they like material

which their teacher gave and they like study English with using

summarize method.

49
 CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter consists of conclusion and suggestion, which was

based on the research findings and the discussion.

A. Conclusion

From the first statement problem about how did summarize

technique influence the students’ writing ability in the first year of

SMPN 30 Makassar we can concluded that, summarize technique

influence the students’ writing ability we can see from the students’

score from pre-test to post-test as much 75.94%. It also showed the

value of t-test was under than t-table (-10.86<1.69092) and the

significance is under 0.05 (0.000< 0.05). It meant that the alternative

hypothesis was accepted.

From the second problem about what the students’ response of

using summarize technique to increased students writing ability, we

can concluded that, they feel helpful when they are using summarize

method in writing a text, they need using summarize method in their

study, summarize method is fun and they can developing their idea in

writing text by using summarize method, it meant that the responses of

student in using summarize method was good.

50
B. Suggestion

There were some suggestions present as follow:

1. For student, the researcher hope the students can

developing their writing ability with using the text..

2. For teacher, teacher can developed their method in teaching

English, to make students bored with the material because

only using textbook.

3. For the reader, the writer hoped this research can helped

giving more information about writing ability through

summarize text.

51
 BIBLOGRAPHY

Barbara J. Walker, (1998), Diagnostic Teaching of Reading:

Technique for Instructionand Assessment, Collombus: Oh Merrill

Brown, H. Douglas. 1978. Lecturing and explaining. London:

Methuen.

Diana Hacker, (2008), A Canadian Writer’s Reference, (4th ed.),

Baston: Bedford/St.Martin’s

Gay. L.R. 1992. Educational Research Competencies For Analysis

and
Application Fourth edition. New York: Macmillan Published
Company.

Jafar, Mohammad. 2009. The Comparative Study on The Students

Achievement in Writing Taught by Using Pictures on a Providing
Themes at MAN 1 Rejotangan Tulungagung in Academic Year
2008/2009. Tulungagung: STAIN

Javed, Muhammad, Juan and Nazli. International Journal of

Instruction: A Studyof Students’ Assessment in Writing Skills of
the English Language. Malaysia: University Sains Malaysia.
2013. Vol. 6 (2) P.138.

Jeremy Harmer, (2001), The Practice of English Language Teaching,

Edinburgh:Logman

Joanne Buckeley, (2004), Fitto Print: The Canadian Student’s Guide

to Essay Writing. (6th ed) (Toronto: Nelson)

Kane, Thomas S. 2000. Essential Guide to Writing. New York: New

York University Press.

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Nahar, Lu’lu un. 2009.The Comparative Study on Writing Ability
Achievement Using Single Picture and Series of Picture of the
Second Year Students of the MTs MA. Arif Karangan Trenggalek .
Tulungagung: STAIN.

Prasetya, Danang Nahari. 2009. The Correlation Between Reading

Achievement and Writing Achievement of The Second Year
Student of SMPN 4 Tulungagung. Tulungagung:STAIN.

Smith, Ann, burke, kratz and George. 2006. The Writing Process. New
Jersey: Bernardsville

Sudjana, Nana. 2001. Tuntunan penyususnan karya ilmiah.Sinar baru

algesindo. Bandung

Zemach, Dorothy E. and Rumizek, Lisa A. 2005. Writing Guide.

Oxfort: McMillan.

Heaton (1988:138) stated that writing grammatical and rhetorical

device but also of conceptual and judgment elements.

Tylor (2005:309) all the language skill which are though to low level
students.

53
A

54
Appendix: 1 Form of Pre-Test

Snow White and the Seven Dwarves

There once was a queen who named her only daughter Snow White

because her skin was so fair and lovely. The queen died, and Snow

White’s father married a new queen, who was evil, vain and wicked.

Every morning she would stand in front of the mirror and say, Mirror,

mirror on the wall, who is the fairest one of all. The mirror always

answered, that Snow White was the fairest one of all.

The evil queen ordered one of her servants to take Snow White to the

forest to have her killed. The servant, feeling sorry for Snow white, let

her go and brought back a wild boars heart to show the queen he had

done the deed. Snow White, alone and hungry in the forest, came

across a little cottage with seven tiny beds. When the dwarves came

back from work they found Snow White and said she could stay with

them if she cleaned and cooked.

They all lived happily until one day when the mirror told the wicked

queen that Snow White was still alive and living with the dwarves. The

wicked queen disguised herself as a peddler and went to the cottage

while the dwarves were at work. She gave Snow White a red apple that

was poisoned.

55
When Snow White took a bite of the apple, she fell down unconscious.

The dwarves were very sad and built a glass coffin for her. One day a

prince came by and saw how beautiful Snow White was, and bent

down to give her a kiss. Snow White woke up and they were married.

56
Appendix 2: Form of the Material Treatments

Pinocchio

Long ago there lived an lonely old carpenter named Geppetto. He

made a puppet out of some wood, a ball, and a string. That night, a

fairy visited and cast a spell that made the puppet walk and talk. The

next morning, Geppetto discovered the animated puppet and named

him Pinocchio. Geppetto gave Pinocchio all of his money and sent him

into town to buy books for school. Pinocchio used to the money to buy

a ticket for the circus. Two clowns gave Pinocchio a hat and asked him

to stay, but he said he must go back to Geppetto.

The clowns returned Pinocchio ís money, but on the way home he was

robbed by and evil cat and an equally evil fox. The fairy appeared

again and asked what happened; Pinocchio pretended he had been

captured by a monster. Suddenly his nose grew, and the fairy said,

whenever you lie, your nose will get longer. Now go find Geppetto, he

is out looking for you by the sea.

Pinocchio was rowing a small boat in the sea when he thought he heard

Geppetto’s voice coming from inside a large dark cave. He rowed

inside, only to find himself inside a whale with Geppetto. He tickled

the whale with a feather, and the whale sneezed, sending Pinocchio

57
and Geppetto flying out on to the beach. Relived, Pinocchio vowed

never to lie again and then he heard the fairy is voice saying, make that

promise and you will become a real boy.

Sleeping Beauty

A king and a queen had been trying to have a child for years. When

the child finally arrived, they called her Aurora. A great holiday was

proclaimed to celebrate Aurora’s birth. Visitors came from far and

wide, including three good fairies, named Merry weather, Fauna and

Flora. One of the most distinguished guests was another king from a

neighboring kingdom, who brought his son Prince Philip. Both kings

realized that their dream of a united kingdom could now come true.

The three good fairies began bestowing their gifts upon Aurora. Aurora

received the gift of Beauty and gift of Song but before the last gift was

bestowed, a wicked fairy interrupted. This wicked fairy was upset that

she wasn’t invited to the party, so she cast a spell on the day of

Aurora’s 16th birthday; she would prick her finger on the spindle of a

spinning wheel and die.

The third good fairy hadn’t bestowed her gift yet, and she was

horrified at the spell the wicked fairy cast. The good fairy wasn’t

strong enough to undo the spell, but she was able to dilute it a bit

58
instead of death, Aurora would fall asleep until her true love come

along to undo the spell with a kiss.

As a precaution, all spinning wheels were removed from the kingdom,

and Aurora lived in hiding as a peasant with the good fairies for

protection. She grew up, met Prince Philip, and fell in love. On the

night of Aurora’s 16th birthday, Aurora, Prince Philip, and the good

fairies all went back to the castle to live. But the evil fairy snuck into

the castle and pricked Aurora’s finger with a needle, causing her to fall

asleep. With the help of the good fairies, Prince Philip kissed her and

she awoke. They all lived happily ever after.

Goldilocks and the Three Bears

There once was a family of bears: mama bear, papa bear, and baby

bear. They were just about to eat their lunch, but their porridge was too

hot, so they went for a walk in the woods. Just then a little girl named

Goldilocks came upon their house and went inside. She saw the three

bowls of porridge on the table and tasted some from each bowl. The

big bowl was too hot, the medium-sized bowl was too cold, but the

smallest bowl was just right, so she ate it all up.

The she saw three chairs and decided to sit down. The big chair was

too hard, the medium-sized chair was too soft, but the little chair was

59
just right. As Goldilocks was getting comfortable in the smallest chair,

it broke. So, she went in the next room and found the beds. The big

bed was too hard, the medium-sized bed was too soft, but the little bed

was just right, and Goldilocks fell last asleep.

Just then, the three bears came home to find their house in a mess.

Papa bear said, someone has been eating my porridge. Mama bear said

the same thing, and baby bear said, someone has been eating my

porridge, and they ate it all up! Then they saw the chairs and papa bear

said, someone has been sitting in my chair. Mama bear said the same

thing, and then baby bear said, someone has been sitting in my chair,

and they broke it!

Then they went into the next room and found Goldilocks asleep in

baby bear’s bed. When she awoke, she was so frightened she ran out of

the bear’s house and didn’t stop running till she got home.

60
Appendix: 3 Form of Post-Test

Snow White and the Seven Dwarves

There once was a queen who named her only daughter Snow White

because her skin was so fair and lovely. The queen died, and Snow

White’s father married a new queen, who was evil, vain and wicked.

Every morning she would stand in front of the mirror and say, Mirror,

mirror on the wall, who is the fairest one of all. The mirror always

answered, that Snow White was the fairest one of all.

The evil queen ordered one of her servants to take Snow White to the

forest to have her killed. The servant, feeling sorry for Snow white, let

her go and brought back a wild boar is heart to show the queen he had

done the deed. Snow White, alone and hungry in the forest, came

across a little cottage with seven tiny beds. When the dwarves came

back from work they found Snow White and said she could stay with

them if she cleaned and cooked.

They all lived happily until one day when the mirror told the wicked

queen that Snow White was still alive and living with the dwarves. The

wicked queen disguised herself as a peddler and went to the cottage

while the dwarves were at work. She gave Snow White a red apple that

was poisoned.

61
 When Snow White took a bite of the apple, she fell down unconscious.

The dwarves were very sad and built a glass coffin for her. One day a

prince came by and saw how beautiful Snow White was, and bent

down to give her a kiss. Snow White woke up and they were married.

Appendix 4: Form of Questionnaires

Petunjuk pengerjaan:

1. Tulislah nama dan kelas pada tempat yang telah disediakan

2. Jawablah pertanyaan-pertanyaan berikut dengan cara menceklist

salah Satu huruf A, B, C, atau D sesuai dengan pilihan anda sendiri

3. Jika ada kalimat yang kurang jelas mintalah penjelasan kepada

bapak/ibu guru yang mengawasi

4. Jawaban yang anda berikan tidak berpengaruh terhadap nilai mata

Pelajaran bahasa inggris anda

5. Bekerjalah dengan sebaik-baiknya

SA A U D SD
No Pernyataan
5 4 3 2 1
1 Belajar bahasa inggris sangat penting untuk kehidupan
saya
2 Anda mengalami kesulitan dalam menulis teks
berbahasa inggris
3 Anda mengalami kesulitan dalam membuat teks
berbahasa inggris

62
4 Anda merasa terbantu dalam menulis teks bahasa
inggris dengan metode summarizing
5 Perlukah metode summarizing digunakan untuk
pengajaran menulis selanjutnya
6 metode summarizing terasa menyenangkan bagi saya

7 Anda terbantu dalam mengembangkan ide ketika

menulis teks dengan menggunakan metode
summarizing
8 Dalam pelajaran menulis saya tidak senang belajar
dengan menggunakan kamus
9 Metode yang digunakan sangat menarik, guru
menjelaskan materi kemudian mengarahkan kami
untuk mempraktekkannya
10 menggunakan metode summarizing membuat saya
lebih mudah memahami menulis teks
11 Saya lebih cepat mengerti arti teks pelajaran bahasa
inggris jika disertai dengan metode summarizing
12 metode summarizing cocok diterapkan dalam
pembelajaran bahasa inggris khususnya pemahaman
menulis
13 menggunakan metode summarizing lebih menarik dari
pada strategi lain dalam hal penguasaan menulis
14 Bahasa Inggris adalah salah satu mata pelajaran favorit
saya
15 menggunakan metode summarizing tidak
membosankan diterapkan dalam pelajaran bahasa
inggris khususnya penguasaan menulis teks

63
16 Guru menjelaskan materi dengan baik
17 Saya memiliki tekad yang kuat untuk memahami
seluruh materi bahasa Inggris
18 Saya tidak menyukai pelajaran bahasa inggris
19 Saya senang mempelajari materi bahasa inggris yang
diberikan oleh guru
20 Saya menyukai pembelajaran Bahasa Inggris
menggunakan metode summarizing dalam hal
penguasaan menulis

64
 Appendix: 5

The standard deviation, t-test and t-table was calculated by using SPSS

21

Paired Samples Statistics

Mean N Std. Std. Error
Deviation Mean
VAR0000 45.1429 35 20.91600 3.53545
1
Pair 1
VAR0000 79.4286 35 9.37546 1.58474
2

Paired Samples Correlations

N Correlatio Sig.
n
VAR00001 & 35 .450 .007
Pair 1
VAR00002

Paired Samples Test

Paired Differences t df Sig. (2-
Mean Std. Std. 95% Confidence tailed)
Deviation Error Interval of the
Mean Difference
Lower Upper
VAR0 -34.28571 18.67457 3.1565 - - -10.862 34 .000
0001 - 8 40.7006 27.87078
Pair 1
VAR0 5
0002
The formulas of calculated degree of freedom

dƒ= n-1

𝑡𝑡𝑎𝑏𝑙𝑒 =dƒ= n-1

dƒ= 35-1

65
dƒ= 34

𝖺 = 0,05

𝑡𝑡𝑎𝑏𝑙𝑒 = 1.69092

66
 Appendix: 6TitikPersentaseDistribusi t (df = 1 – 40) 1

Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001

df 0.50 0.20 0.10 0.050 0.02 0.010 0.002

1 1.00000 3.07768 6.31375 12.70620 31.82052 63.65674 318.30884

2 0.81650 1.88562 2.91999 4.30265 6.96456 9.92484 22.32712

3 0.76489 1.63774 2.35336 3.18245 4.54070 5.84091 10.21453

4 0.74070 1.53321 2.13185 2.77645 3.74695 4.60409 7.17318

5 0.72669 1.47588 2.01505 2.57058 3.36493 4.03214 5.89343

6 0.71756 1.43976 1.94318 2.44691 3.14267 3.70743 5.20763

7 0.71114 1.41492 1.89458 2.36462 2.99795 3.49948 4.78529

8 0.70639 1.39682 1.85955 2.30600 2.89646 3.35539 4.50079

9 0.70272 1.38303 1.83311 2.26216 2.82144 3.24984 4.29681

10 0.69981 1.37218 1.81246 2.22814 2.76377 3.16927 4.14370

11 0.69745 1.36343 1.79588 2.20099 2.71808 3.10581 4.02470

12 0.69548 1.35622 1.78229 2.17881 2.68100 3.05454 3.92963

13 0.69383 1.35017 1.77093 2.16037 2.65031 3.01228 3.85198

14 0.69242 1.34503 1.76131 2.14479 2.62449 2.97684 3.78739

15 0.69120 1.34061 1.75305 2.13145 2.60248 2.94671 3.73283

16 0.69013 1.33676 1.74588 2.11991 2.58349 2.92078 3.68615

17 0.68920 1.33338 1.73961 2.10982 2.56693 2.89823 3.64577

67
18 0.68836 1.33039 1.73406 2.10092 2.55238 2.87844 3.61048

19 0.68762 1.32773 1.72913 2.09302 2.53948 2.86093 3.57940

20 0.68695 1.32534 1.72472 2.08596 2.52798 2.84534 3.55181

21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136 3.52715

22 0.68581 1.32124 1.71714 2.07387 2.50832 2.81876 3.50499

23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734 3.48496

24 0.68485 1.31784 1.71088 2.06390 2.49216 2.79694 3.46678

25 0.68443 1.31635 1.70814 2.05954 2.48511 2.78744 3.45019

26 0.68404 1.31497 1.70562 2.05553 2.47863 2.77871 3.43500

27 0.68368 1.31370 1.70329 2.05183 2.47266 2.77068 3.42103

28 0.68335 1.31253 1.70113 2.04841 2.46714 2.76326 3.40816

29 0.68304 1.31143 1.69913 2.04523 2.46202 2.75639 3.39624

30 0.68276 1.31042 1.69726 2.04227 2.45726 2.75000 3.38518

31 0.68249 1.30946 1.69552 2.03951 2.45282 2.74404 3.37490

32 0.68223 1.30857 1.69389 2.03693 2.44868 2.73848 3.36531

33 0.68200 1.30774 1.69236 2.03452 2.44479 2.73328 3.35634

34 0.68177 1.30695 1.69092 2.03224 2.44115 2.72839 3.34793

35 0.68156 1.30621 1.68957 2.03011 2.43772 2.72381 3.34005

36 0.68137 1.30551 1.68830 2.02809 2.43449 2.71948 3.33262

37 0.68118 1.30485 1.68709 2.02619 2.43145 2.71541 3.32563

68
38 0.68100 1.30423 1.68595 2.02439 2.42857 2.71156 3.31903

39 0.68083 1.30364 1.68488 2.02269 2.42584 2.70791 3.31279

40 0.68067 1.30308 1.68385 2.02108 2.42326 2.70446 3.30688

69