Ho: Students who are taught by Roundtable Strategy do not have better writing skill in descriptive text than those who are taught by Three Phase Strategy Ha: Students who are taught by Roundtable Strategy have better writing skill in descriptive text than those who are taught by Three Phase Strategy 2.
The students with high self-confidence who are taught by Roundtable Strategy have better writing skill in descriptive text than who are taught by Three Phase Strategy. The students with low self-confidence who are taught by Roundtable Strategy have better writing skill in descriptive text than who are taught by Three Phase Strategy.
The researcher used cluster random sampling in choosing the sample. Another consideration of the use of cluster random sampling was because of its practicality and time efficiency. In this research there were two classes as sample. The samples were taken randomly from four classes. Before deciding the experimental and control class, the researcher has done the normality and homogeneity testing of the population.
The score was taken from the result of the small test. This is based on the consideration that only one teacher who teach the eighth grade and used the same test. After finding out the population was distributed normally and homogeneity, the researcher used lottery to decide experimental and control class. Furthermore, the result of the questionnaire has been used to classify each class into high self-confidence and low self-confidence. Data Collection Method and Analysis Before the test and questionnaire were given to the sample classes, the researcher tried out them first to another class which had the same level as the sample classes and would not get involved in this study.
The purpose of the try out was to know the validity and reliability of the questionnaire. The researcher distributed the questionnaire before the treatment was given.
Before answering the questionnaire, the researcher guided the students how to answer the questionnaire. The questionnaire was distributed to categorize the students into high self-confidence and low self-confidence.
Before testing the hypothesis, the data has been analyzed prerequisite analysis which is test of normality and homogeneity. In analyzing the hypotheses, the researcher used t-test for first, third and fourth hypothesis, while the second hypothesis used two ways ANOVA Ferguson, ; In scoring the writing test, the researcher was helped by the English teacher of SMP Tri Bhakti Pekanbaru, the researcher as the first scorer, and the English teacher as the second scorer.
The average score from both scorers would be taken as the students writing test score. Sum Experimental 28 Therefore, there are 7 students who have high self-confidence and 7 students who have high self-confidence from the 28 students in experimental class.
Since the number of students in both experimental and control class are the same, so there are also 7 students classified as high self-confidence students and 7 students classified as low self-confidence.
Before testing the hypothesis, the researcher did the pre-requisite analysis and found out that both data were normally distributed and homogeneous. Hypothesis 1 The first hypothesis is tested to know whether the students who were taught by using Roundtable Strategy have better writing skill than the students who were taught by using Three Phase Strategy.
The results can be seen below. The result of the t-test is 2. It means that the null hypothesis Ho is rejected and alternative hypothesis Ha is accepted, or the students who were taught by Roundtable Strategy have better writing skill in descriptive text than those who were taught by Three Phase Strategy. It means that the null hypothesis Ho is accepted and the alternative hypothesis Ha is rejected. It is also proved when it is figured in a chart that there are two ordinal lines in different position.
Hypothesis 3 The third hypothesis is tested to know whether the students with high self-confidence who were taught by using Roundtable Strategy have better writing skill than the students who were taught by using Three Phase Strategy.
It means that the alternative hypothesis Ha is accepted. In conclusion, the students who were taught by Roundtable Strategy have better writing skill in descriptive text than those who were taught by Three Phase Strategy.
Hypothesis 4 The result of fourth hypothesis shows whether the students with low self-confidence who were taught by Roundtable Strategy have better writing skill in descriptive text than those who were taught by Three Phase Strategy. So, the students who are taught by Roundtable Strategy have better writing skill in descriptive text than those who are taught by Three Phase Strategy. As Wang ; 2 states that a good teaching strategy can motivate the students and make them focus in the process of learning.
Roundtable Strategy can motivate the students in doing writing more than the Three Phase Strategy. The use of Roundtable Strategy gives students a good way to explore their writing skill. The students are grouped and asked to write specific information. By exposing the students to a picture or the topic, it attracts their attention which may encourage further writing.
Moreover, students who are taught by using Roundtable Strategy feel that they are motivated by other member of the group.
Barkley 72 mentions that roundtable helps the learners to stimulate, develop and arrange their ideas. This situation creates an interesting and supporting writing environment. Students are actively asking the words translation and the vocabularies to the group member, even look up their dictionary.
Roundtable Strategy is included as a cooperative learning strategy that promotes group learning. Olson ; 14 says that cooperative learning groups engages students in the learning process that promotes positive academic dialogue between students and enables them to share ideas.
Besides, it also develops their interpersonal skill by communicating their ideas to partners Willis, ;6. Although Three Phase Strategy develops three main activities in writing, which are pre- writing, writing and post-writing, it is still not be able to improve the students writing. It also happens because Three Phase Strategy is a common teaching strategy that usually be used by the teacher. The students sit in group to finish the task, but in fact, only the high achieved students who really work.
While, by applying Roundtable Strategy the students found a new way that makes the students more motivated to write. Each of the students get opportunity and responsible on giving contribution in order to finish the task given by the teacher. It shows that applying the proper teaching strategies can also help the students to get a better result.
Then if we see from the classification of self-confidence, the average of writing test of those who have high self- confidence is higher than those who have low self-confidence. Statistical analysis shows that the Fobserved is 0. It means that the null hypothesis is accepted and the alternative hypothesis is rejected. Gravetter and Forzano ; states that there is an indication of interaction between two factors if there is an existence of nonparallel lines lines that cross or converge in the result of a two-factor study chart.
The line in the interaction chart shows a parallel line. An important aspect in interpreting result of interaction is that because of possible interaction, what may not be true for a total group may not be true for certain subject population McMillan, ; This is happening because of some aspects; they are; the experimental class is taught by using Roundtable Strategy which give more positive environment for the students to explore their ideas.
Kagan ; 9 mentions that Roundtable Strategy is one of cooperative learning strategies that allow students to work in small groups or in pairs to actively engage in the learning process and improve their understanding of the content.
While, the students in control class do not get chance to develop their understanding of the content since the activity is guided by the teacher, which make the students learn passively. Brown 7 argues that teaching is guiding and facilitating learning, enabling the learner to learn and setting the condition for learning.
Three Phase Strategy has been done his goals but Roundtable Strategy gave more on setting a supportive and a positive condition for learning which make the students work and think for their task. They were more interested and also actively involved in writing activity than the students who have low self-confidence. The students with high self-confidence tend to adapt to the new teaching strategy better than the low self-confidence students, because they eager to know the new things related to writing activity.
From the result of t-test, the tobserved is 2. Low self-confidence leads to an increase in negative thoughts. Negative thoughts and feelings increase and have the overall effect of decreasing performance, because low self-confidence students tend to worried many things Hanton et all, ; In Roundtable strategy, the students sit in group where the member of the group supports each other. The students feel that they are motivated by other member of the group. Roundtable helps the learners to stimulate, develop and arrange their ideas Barkley, For the students who have low self-confidence, it is a great opportunity for them to learn more, gives the ideas without any fear, discuss without afraid of making mistake.
This is a chance for the low self- confidence students to improve. The high self-confidence students unconsciously influence or teach the low self-confidence students. Consequently, students with low self- confidence are motivated to do writing.
Each of the group member worked together to finish the task. When the group succeeds, everyone in the group succeeds. Roundtable Strategy is more effective than Three Phase Strategy in teaching writing of the descriptive text. It can be seen from the mean score of writing test in the experimental class is higher than the mean score of writing test in the control class.
Students with high self-confidence who are taught by using Roundtable Strategy have better writing skill than the students with high self-confidence who are taught by Three Phase Strategy in writing descriptive text. It is expected that other researcher can conduct a further research by involving another type of text as dependent variable and other aspect as moderator variable.
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