THE APPLICATION OF SCRAMBLED SENTENCES

IN IMPROVING WRITING SKILL OF THE EIGHTH

GRADE STUDENTS OF SMPN 3 AMLAPURA
IN ACADEMIC YEAR 2013/2014

EVA NOFIA KRISNA KAMADENI

ENGLISH EDUCATION STUDY PROGRAM

THE FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014

THE APPLICATION OF SCRAMBLED SENTENCES

IN IMPROVING WRITING SKILL OF THE EIGHTH
GRADE STUDENTS OF SMPN 3 AMLAPURA
IN ACADEMIC YEAR 2013/2014

EVA NOFIA KRISNA KAMADENI

NPM. 10.8.03.51.31.2.5.4041

ENGLISH EDUCATION STUDY PROGRAM

THE FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014

PRE-REQUISITE TITLE

THE APPLICATION OF SCRAMBLED SENTENCES

IN IMPROVING WRITING SKILL OF THE EIGHTH
GRADE STUDENTS OF SMPN 3 AMLAPURA
IN ACADEMIC YEAR 2013/2014
Thesis
As Partial Fulfillment of the Requirements for the
Sarjana Pendidikan Degree in English Education Study Program
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University

EVA NOFIA KRISNA KAMADENI

NPM. 10.8.03.51.31.2.5.4041

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014

APPROVAL SHEET
1

This thesis entitled The Application of Scrambled Sentences in

Improving Writing Skill of the Eighth Grade Students of SMPN 3 Amlapura in
Academic Year 2013/2014 has been approved and accepted as partial fulfillment
for the Sarjana Pendidikan degree in English Education Study Program, Faculty
of Teacher Training and Education, Mahasaraswati Denpasar University.

Approved by

Advisor I

Advisor II

Ida Bagus Nyoman Mantra, SH., S.Pd., M.Pd

NPK. 82 6410 347

Ni Made Wersi Murtini, S.Pd., M.Pd

NPK. 82 8810336

APPROVAL SHEET
2
This thesis has been examined and assessed by the examiner committee of
English Education Study Program, Faculty of Teacher Training and Education,
Mahasaraswati Denpasar University in the oral examination on February 16,
2014.

Chief Examiner

Dr. Drs. I Made Sukamerta, M.Pd

NIP. 19550507 198203 1 003

Examiner I

Examiner II

Ida Bagus Nyoman Mantra, SH, S.Pd., M.Pd

NPK. 82 6410 347

Ni Made Wersi Murtini, S.Pd., M.Pd

NPK. 82 8810336

Approved by
Dean of the Faculty of Teacher
Training and Education

Prof. Dr. Wayan Maba

NIP. 19581231 198303 1 032

Head of the English Education

Study Program

I KomangBudiarta, S.Pd.
NPK. 82 8208 306

STATEMENT OF AUTHENTICITY
The researcher hereby declares that this thesis is her own writing, and it is
true and correct that there is no others work or statement, except the work or
statement that is referred in the references. All cited works were quoted in
accordance with the ethical code of academic writing.

Denpasar, February 2014

The Researcher
Eva Nofia Krisna Kamadeni
NPM. 10.8.03.51.31.2.5.4041

ACKNOWLEDGEMENT
First of all, the researcher would like to express her gratitude to the
Almighty God or Ida Sang Hyang Widhi Wasa for His blessing and guidance so
that the researcher could finish this thesis as it is expected. Then, she also would
like to express her sincere thanks to both of her first and second advisors, Ida
Bagus Nyoman Mantra, SH., S.Pd, M.Pd and Ni Made Wersi Murtini, S.Pd.,
M.Pd. who have already guided her and shared their brilliant ideas for
improvement of the thesis. In addition, she would like to thank their helpful
guidance, correction and motivation during the writing of the thesis.
Besides, her deep thanks and appreciation also go to Prof. Dr. Wayan
Maba the Dean of the Faculty of Teacher Training and Education of
Mahasaraswati Denpasar University, the head of the English Education Study
Program, all of lecturers and staff of the English Education Study Program for
their valuable knowledge and help. In addition, she also wishes to share out her
gratefulness to the Headmaster of SMPN 3 Amlapura for her permission and the
eighth grade students of SMPN 3 Amlapura for their kind assistance during the
process of gathering the data needed for the present study. Her thanks are further
shared out to all of her friends who lent some books for finishing this thesis.
Finally, the researcher deeply indebted to her parents, beloved brothers and
sister for their love and support so that she is able to complete his study
successfully. She is so convinced that without their help and spirit. She might not
be able to finish this thesis and she deeply feels indebted to all of them.

Denpasar, February 2014

Researcher

Eva Nofia Krisna Kamadeni

ABSTRACT
Kamadeni, E. N. K. K. (2014). The Application of Scrambled Sentences in
Improving Writing Skill of the Eighth Grade Students of SMPN 3
Amlapura in Academic Year 2013/2014. The First Advisor: Ida Bagus
Nyoman Mantra, SH., S.Pd., M.Pd. and the Second Advisor: Ni Made
Wersi Murtini, S.Pd., M.Pd.
Writing skill especially genre-based paragraph writing is considered as an
important skill. The skill should be taken into account in the teaching learning
process and given a special attention. So, the present classroom action study dealt
with improving recount paragraph writing skill through scrambled sentences of
the eighth grade students of SMPN 3 Amlapura in academic year 2103/2104,
especially in class E. The total of students in this class is 30; consisted of 14 male
and 16 female. The present classroom action investigation basically triggered by
the fact that the subjects under study still faced problems and had weakness in
writing recount paragraph. A scrambled sentence is expected to be an effective
way in improving and developing the writing skill of the subjects under study. The
result of the IR was 50.07. It clearly showed that the recount paragraph writing
skill of the students was still low. Directly, the scrambled sentences was applied in
order to improve the students writing skill. The result of the data analysis of the
reflection scores for the cycle I and cycle II figured out the increasing mean
figures of 71.00 and 76.53 for cycle I and cycle II respectively. There was a
differences mean figure of 5.53 between two cycles. These findings clearly
discovered that the application of scrambled sentences was effective enough in
helping the eighth grade students of SMPN 3 Amlapura to improve their writing
skill, especially in writing recount paragraph. The result analysis of questionnaire
scores showed the comparative percentage figure of 68.05% for item A, 28.99%
for item B, 2.95% for item C, and 0% for item D. The result comparative
percentages figure clearly showed the subjects attitude and motivation in learning
and exercising recount paragraph writing through scrambled sentences changed
positively.
Keywords: scrambled sentences, writing skill.

TABLE OF CONTENT
COVER
INSIDE COVER .............................................................................................
ii
PRE-REQUISITE TITLE.................................................................................
iii
APPROVAL SHEET 1......................................................................................
iv
APPROVAL SHEET 2......................................................................................
v
STATEMENT OF AUTHENTICITY...............................................................
vi
ACKNOWLEDGEMENT................................................................................
vii
ABSTRACT

.............................................................................................

viii
TABLE OF CONTENT....................................................................................
ix
LIST OF TABLES............................................................................................
xi
LIST OF GRAPH .............................................................................................
xii
LIST OF APPENDICES...................................................................................
xiii
CHAPTER I

INTRODUCTION .............................................................

1
1.1

Background of the Study ...................................................

1

1.2

Research Problem...............................................................
3

1.3

Objective of the Study .......................................................

4

1.4

Limitation of the Study ......................................................

4

1.5

Significance of the Study ...................................................

4

1.6

Definition of Key Term ......................................................

5

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW.................

6
2.1

Theoretical Review.............................................................
6
2.1.1

Writing Skill ...........................................................

6
2.1.2

Characteristics of Good Writing.............................

10
2.1.3

Recount Paragraph..................................................

11
2.1.4

Scrambled Sentences..............................................

12
2.1.5

Writing Assessment.................................................

13
2.4

Empirical Review................................................................
15

2.5

Hypothesis ..........................
16

CHAPTER III
17

RESEARCH METHOD .....................................................

3.1

Subject of the Study ...........................................................

17

3.2

Research Design .................................................................

17

3.3

Research Procedure.............................................................
19
3.3.1

Planning..................................................................

20
3.3.2

Action......................................................................

20
3.3.3

Observation.............................................................

22
3.3.4

Reflection................................................................

22
3.4

Research Instrument............................................................
23

3.5

Data Collection ................................................................. .

24

3.6

Data Analysis .....................................................................

25

3.7

Success Indicator................................................................
26

CHAPTER IV

FINDING AND DISCUSSION..........................................

27

4.1

Finding................................................................................
27
4.1. Pre Cycle....................................................................
30
4.1.2 Cycle I........................................................................
30

4.1.3 Cycle II.......................................................................

32
4.2

Discussion of the Finding...................................................

34

CHAPTER V

CONCLUSION AND SUGGESTION...............................

37
5.1

Conclusion..........................................................................
37

5.2

Suggestion...........................................................................
38

REFERENCES.....
40
APPENDICES

LIST OF TABLES
Table4.1

Tabulation of Data showing the subjects Progressing

Score in Writing Skill after Being Taught through
Scrambled Sentences.
28

Table 4.2

Tabulation of Data showing the subjects changing

Behavior and Attitudes in Learning Writing through
Scrambled Sentences .

29

Summary of the Total Score and Mean Score of

Pre-Cycle, Cycle I and Cycle II

33

Table4.3

LIST OF GRAPHS
Graph 4.1 Depicting the Subjects Progressing Achievement in
Writing Skill after the Implementation of Scrambled
Sentences in Pre-Cycle, Cycle I, and Cycle II ..

34

LIST OF APPENDICES
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix

1 List of Subjects..
2 Pre-Test.
3 Lesson Plan 1 Session 1
4 Lesson Plan 1 Session 2
5 Post-Test 1
6 Questionnaires..
7 Three Best and Bad Result of Cycle 1..
8 Lesson Plan 2 Session 1
9 Lesson Plan 2 Session 2
10 Post-Test 2
11 Three Best and Bad Result of Cycle 2.
12 Surat Keterangan
13 Biography

43
44
45
52
58
59
60
61
68
75
76

CHAPTER I
INTRODUCTION

1.1 Background of the Study

Writing is a complex activity and it is very important for our life. By
writing skill, students can present their ideas and also express their feelings. Islam
and Zemach (2000:5) state that writing is an important form of communication in
day to day life; students can find challenges to find ideas to include in their

writing. Also, writing helps the students communicate with each other in their
daily life indirectly. According to Chastain (2000:363) the ability to write is
recognized in society and in the school as an important objective of language
study. Writing as one of four major skills that we need to give a special attention
and taught to the students in learning English.
Writing is one of the communication tools, so mastering the writing skill is
very important to enable the learners communicate their ideas with the reader in
written form. So, it is needed in school environment not only as tool for
transferring the knowledge from teacher to the students and students to one
another but also as one of English skills that should be learned by students,
besides other skills like reading, speaking and listening. Everyone admits that
writing is a difficult subject, but it is very important for the students to learn. So,
the teacher should give serious and special attention to every student. Good
writing in English requires both good mastery of structures and organization.
Students should master the basic components of writing. Students should master
the grammar, vocabulary, using punctuation, and good organization.
Porter (2007:1) states that the use of vocabulary helps you understand the
words, remember them more easily, and use them correctly. Good grammar means
that students should be able to use their grammar and improve their style. And
good organization means students can organize their ideas into a good paragraph.
In other hand, Duigu (2002:6) states that in order to be able to write good essays,
first we make sure that we understand the purpose of the task. If we have
understood about what we would write, so it is easier to start our writing and

generate our ideas into a good paragraph, also the reader will easier to understand
about what the information that we would inform to them.
Actually, in teaching learning process especially for students of SMPN 3
Amlapura still have problem in writing, such as the students do not know how to
start the writing, they could not generate their ideas, probably they understood
what they should do but they could not generate it into written form, they could
not make a good sentence, they are still confused when they are asked to organize
words into a good sentence or organize sentences into a good paragraph.
The problem occurred because of some factors, they were less students
motivation in learning English writing and school environment was noisy so
students concentration was disturbed when they were learning writing, teacher
professionalism was not too high in handling lazy students and they were lack in
mastering grammar. When teacher asked the students to write a sentence, some
students could not make a sentence correctly. Students were lack in mastering
vocabulary. The lack of vocabularies could be seen when the teacher asked them
to make a sentence or paragraph and they dont understand the meaning of their
sentence or paragraph. The last, in teaching learning process teacher still used
teacher centre method so it made students lazy to concentrate and write their ideas
based on the material so the teacher would be more active than the students.
Based on the difficulties that were faced by the eighth grade students of
SMPN 3 Amlapura. The researcher would solve it and find the best technique to
improve the students writing skill. One of the ways to make the teaching writing
more effective is making the students active and creative in classroom. The
researcher used scrambled sentences to improve the students writing skill. Based

on LarsenFreeman (2000:133) scrambled sentences are part of communicative

language teaching activity and it is usually used by the teacher in classroom.
Teacher asks the students to unscramble the lines of mixed-up dialogue or asks the
students to put the pictures of a picture strip story in right order and write lines to
accompany the pictures. Also, scrambled sentences were one of other activities
that were used to improve students writing skill where students were given some
sentences with scrambled order and they organize the sentences into a good order
and they make a good paragraph based on the sentences.
Therefore, in accordance with the fact above, the writer is highly
motivated to use scrambled sentences in teaching writing in order to help the
students of SMPN 3 Amlapura in academic year 2013/2014 improve their writing
skill.
1.2 Research Problem
Considering the importance of the statement and fact above, students still
have problem in writing skill. So, the research question can be formulated as
follows: to what extent can the writing skills of the eighth grade students E of
SMPN 3 Amlapura in academic year 2013/2014 be improved using scrambled
sentences?
1.3 Objective of the Study
To be able to answer the statement of research question above, the
objective of study is to find out the improvement of writing skill of the students of
SMPN 3 Amlapura by using scrambled sentences. The study was also conducted
to know the students motivation during the technique is applied.

1.4 Limitation of the study

The discussion of writing paragraph is too broad and complicated in single
coverage of the study. So, the variable of the study must be restricted. To avoid
understanding among the readers so the discussion of study only limited on the
improving recount paragraph writing skill by using scrambled sentences to the
eighth grade students of SMPN 3 Amlapura in academic year 2013/2014.

1.5 Significance of the study

The findings of the present study are expected to use both theoretical and
practical significance, as follows:
1. Theoretically, the findings of this research will be able to be reference
for the similar research about improving recount paragraph writing
skill by using scrambled sentences.
2. Practically, the findings of this research meant to provide educational
feedback to English teacher, the eighth grade students, and the school.
a. For the teachers, this research will be benefit as a feedback. The
findings of the presents study are meant to provide educational
feedback to English teacher. This research also as an input data
for the English teachers about using scrambled sentences in the
classroom and the importance of writing recount paragraph in
teaching English.
b. For students, this research will be benefit to motivate students to
improve their recount paragraph writing skill. It is expected that
this study will contribute or would be any value to other students
in conducting further research of the similar topic.

c. This research will be benefit for the school in renewal of

credibility to school in developing of accreditation.
1.6 Definition of Key Term
In order to avoid misunderstanding or confusing on the part of the reader,
some operation definitions of the term use in this study will be clarified as
follows:
1. Writing is an activity that is need a thought to express an idea into
written form. According to Richards and Schmidt (2002:54-55) writing
is expressing idea, concept, feeling, opinion and experience in certain
place, time and situation in written form.
2. Scrambled sentences are an activity where the teacher gives some
sentences with scramble order to the students and they rearrange or
unscramble the sentences into a good order. Then, they make a
paragraph based on sentences.
3. SMPN 3 Amlapura is a government junior high school which is located
at Banjar Tenggang, Seraya Karangasem Regency.
CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

In this chapter, there are some theoretical and empirical bases relevant to
the scope of the present study from many related review to support this research.
The description of the point of is successfully arranged as follows:
2.1.1

Writing Skill

According to Richards and Schmidt (2002:54-55), writing is expressing

idea, concept, feeling, opinion and experience in certain place, time and situation
in written form. Writing can be defined as an activity of forwarding of message
(communication) by using written language as media. Therefore, Brown
(2004:218) adds writing skill needs to be taught to the students or human being.
Flower and Hayes in Armana (2011:28) describe that writing as a cognitive
process consists of four interactive components: task, environment, the writer's
long-term memory, and the composing processes themselves. The task
environment consists of writing topic, the audience, the degree of the urgency of
the task. The writer's long-term memory retains definitions of the topic, the
identity of the audience, and possible writing plan. The writing processes include
planning, translating and reviewing. Planning involves generating ideas, goals,
and procedures. Translating involves expressing ideas and goals in verbal forms,
and reviewing includes evaluating and revising. Process of writing is very
important in order to make our writing product better when we write a sentence or
paragraph. Students will not find the obstacle in generating their ideas if they are
master process of writing. So, the process of writing is very important.
Fulwiler (2002:16) states that writing is a complex activity, variable, and
process that refuses full of formulations to write it. Also, Kane (2000:7) describes
writing is a complex activity too, when we think about a topic we are already
beginning to select words and construct sentences or in other words to draft. We
should be through some processes in writing and we must be thought what we
want to write. It is impossible to a person can express their ideas into a good
paragraph without through some process of writing. Furthermore, Morley

(2007:28) states that writing is not painting, neither is it a system atised

knowledge. It is no empirical science and learning writing is not like teaching and
learning medicine. Rogers (2005:2) defines writing is not language, language is a
complex system residing in our brain which allows us to produce and interpret
utterances but writing involves making an utterances visible. It means that writing
is activity that needs thought, process, and the result is product.
According to Duigu (2002:3) writing is to analyze the essay task which
tells you what the topic is, and also gives an indication of what kind of things you
are expected to say about the topic. Essay topics have 3 components: the
instruction words and telling you what to do, the key words indicating the topic,
and the words restricting the topic, indicating what aspect of the topic you are
asked to focus on. Whereas, Hickman and Jacobson (2003:20) writing is a process
involving both physical and mental activity. It means that a writer moves
sequentially from pre-viewing, to organizing, writing, evaluating and revising in
writing process. So, students should be careful when they start to write a
paragraph in order their writing product could be understood by the reader.
Miles Myers in Chicaiza (2009:3) states that one purpose of writing is
making of texts and one way to learn how to make anything is to have a model,
either for duplication or for triggering ones own ideas. Futhermore, Taylor
(2009:96) states the usual function of an introduction in academic writing is to tell
the reader what issue is being raised and what justifies the writer in raising it. In
other word, writing is part of media to give information that is happened to the
reader and the information must have interesting news.

Different writing communities followed by different punctuation and

design rule in communications such as letter, reports, and publicity. These are
frequently non-transferable from one community or language to another. Such
differences are easily seen in the different punctuation convention for the
quotation of direct speech which different languages use, or the way in which
commas are used instead of much full stops in certain languages, while comma
overuse is frowned on by many writers and editors of English. Some punctuation
conventions, such as the capitalizations of names, months, and pronoun I, are
specific to only one or few languages. Though punctuation is frequently a matter
of personal style, violation of well-established customs makes a piece of writing
look awkward to many readers (Harmer, 2001:256).
When we are writing, we should think about a paragraph. Paragraph is unit
of writing that consists of one or more sentences. Evans (2000:7) adds that our
ideas should be organized into paragraph. According to Bailey (2003:23)
paragraphs are the basic building blocks of texts. Well organize paragraphs not
only help readers understand the argument but also they help the writers to
structure their ideas effectively. Duigu (2002:45) adds paragraph is like a miniessay, it means that, when we are writing a paragraph, we must consider of a good
paragraph and how to organize the sentences in order to the reader more easier
understand what information that we want to inform to them. Also, Killgallon and
Killgallon (2012:4) state that the purpose of paragraph is to teach students that
good writing often results from the addition of sentence parts to sentences, and
sentences to paragraphs and gives challenge to the students for include similar
additions in their own sentences and paragraphs.

When we are writing a paragraph, we must think about the process of

writing. Bailey (2003:8) states that the writing process guides students from the
initial stage of understanding an essay title, through reading and note-making, to
the organization of an essay and the final stage of proof-reading. Moore and
Murray (2006:25) state the process of writing is not just an outcome of thinking; it
also helps to feed the thinking process, and to give rise to new insights and angles
on the material you are talking. So, the material should be prepared perfectly.
Langan (2008:16) describes the process of writing involves some steps.
The first step is prewriting, the second step is writing a first draft, the third step is
revising, and the last step is editing. Prewriting means jotting down in rough
sentences or phrases everything that comes to mind about a possible topic. Also,
Richards and Schmidt (2002:4) states that prewriting is like a way that learners
use to develop their ideas when they write an essay, letter and anything else that
can improve their writing. Many Medias can improve students writing skill and
its depending on students motivation too because its very important. If students
have good motivation in learning writing, so they easier to improve their skill.
It can be summarized that writing is important tool for our life. By writing,
the learners can communicate to each other through written form and also good
writing can help the learners to express their ideas and their knowledge. When we
write, we concern with grammar and vocabulary because the learners have to
know the meaning of words used and they have to know the good structure of
sentence because the learners have to know the good structure of sentence.
Besides that, we should concern with characteristics of good writing (unity and
coherence). So that, the students can make good sentences and make good

paragraphs. Also, when we write, we have to through some processing in order to

the writing product could be understood by the reader.
2.1.2 Characteristics of Good Writing
A good paragraph is characterized by the existence of unity and coherence.
1. Unity
According to Zemach and Rumisek (2005:83) state that unity means
that all the sentences discuss only one main idea, the combination of all
elements to form single whole. A unified paragraph is internally consistent
and has a single focus. Maharani (2007:39) states that unity means all
supporting sentences in a paragraph should refers the main idea, so all
sentences in the paragraph must be related with the topic. Also, Smalley and
Ruetten in Yudiarsa (2010:18) state that if each sentence in paragraph relates
to the topic and develops the controlling idea that paragraph has unity, but if
the sentences in a paragraph does not relate or discuss the controlling idea
that paragraph lacks unity. In addition, Bossane in Sudarmawan (2008:9)
explain that a good paragraph usually has unity when all sentences in the
paragraph develop a single, strong idea in order to make the meaning of
paragraph clearly and the reader easier to understand about the meaning of
the paragraph. So, every sentence must support and explain the main idea.
2. Coherence
According to Bryant (2000:75) coherence paragraph has sentence that
all flow together; they are not isolated from each other. Coherence can be
achieved in several ways. First, transitions help connect ideas from the one

sentence to the text. Second, ordering through in numerical sequence helps

to direct the reader from one point to the text. The last, structuring each
paragraph according to one of the following patterns helps to organize
sentences. Maharani (2007:39) adds that there four ways to make a
coherence paragraph, that are: repetition of subjects, using pronoun which
refer to the subject, using transition signals to show how one idea is related
to the next and arrange the sentences in lot gical order. Also, Oshima and
Hogue in Yudiarsa (2010: 19) state that coherence there two main ways to
achieve coherence. The first way is the used of transitional signals to show
one idea is related to the next. Transition signals are words such as first,
second, finally, therefore and however. By using transition words the reader
easier to follow our ideas.
2.1.3 Recount Paragraph
There are many kinds of paragraphs in English, but in this research the
researcher chose a recount paragraph. According to Gregory and Boyle
(2012:112) recount paragraph is a kind of paragraph which is the purpose to retell
what happen in the past. There is no complication among the participants and that
differentiates from narrative. Buster (2007:16) adds recount paragraph as a
paragraph that tells us about what had happened in the past. He also says that
recount paragraph consists of orientations, series of events and reorientation.
Thus, recount paragraph is a paragraph that retell past events, activities or
experiences chronologically for the purpose of informing and entertaining the
reader. It consists of orientation, series of events, and re-orientation.

2.1.4

Scrambled Sentences
Scrambled sentences are part of communicative language teaching activity
and it usually used by the teacher in classroom. Teacher can ask the students to
unscramble the lines of mixed-up dialogue or asked the students to put the
pictures of a picture strip story in order and write lines to accompany the pictures.
Thus, teacher gives some sentences with scrambled order to the students and they
unscramble the sentences into a good order and then they make a good paragraph
based on sentences (Larsen Freeman, 2000:133).
In other research, Chicaiza (2009:97) describes that scrambled sentences
are exercise where belonging to each sentence are mixed in a random order in its
own file and the students are required to order such pieces and write a correct
sentence out of them. But in this research, the researcher asked the students to
rearrange or unscramble the sentences into a paragraph and then they make a good
paragraph based on the sentences. This activity helps students more creative and
active because they can share their ideas to one another. By discussing to one
another in the classroom, student who usually calm down in class will braver to
express his/her ideas. So, the teacher should have an interesting technique to teach
the students in order to they more interested in the classroom.
2.1.5

Writing Assessment
Knowledge of writing is often tested because it is important for

communication. The test maker should be aware of what he/she doing when
testing writing. The test maker has to use the same syllabus or course of study.
Liaison et. al (2009:5) writes that assessment will be multi-dimensional, occurring
at all levels throughout the plan. They also state that measures will be formative

and summative, using quantitative and qualitative data gathered from internal and
external sources.
Chastain (2000:481) describes that evaluation is inseparably related to
both objectives and classrooms procedures and must be given equal consideration
as the class proceeds through the course. He also states that the primary purpose
of evaluation in the classrooms is to judge achievement, both student and teacher.
Evaluation of achievement is the feedback that makes improvement possible.
However, Norton (2009:187) states that evaluation has become a major issue in
higher education with the influence of the Higher Education Academy (HEA) on
foregrounding the student experience.
Based on Weir (2005:1) in developing assessment tools a decision must be
taken on what the criteria in the particular domain under review, and this decision
and the test measures used for operationalizing it must be ethically defensible and
test developers must be made accountable for their products. He also states that
the purpose of assessment is not in itself communicative, except of course for
language testers. Assessment of writing is important in order to know the students
understanding about the materials have been taught. According to Brown (2004:6)
there are two functions of an assessment that is Formative and Summative Test.
Formative test is evaluating students in the process of forming their
competencies and skills with the goal of helping them to continue that growth
process. Summative test aims to measure or summarize what a student has
grasped, and typically occurs at the end of a course or unit instruction.
Also, Brown (2004:226-228) mentions there are several ways to measure
the students writing skill, as follows: grammatical transformation tasks, picture

cued tasks, and ordering task. Grammatical transformation task is very popular
and the teacher uses this technique as an assessment task to measure grammatical
competence. Picture cued task has been used in English classrooms around the
world because the advantages of this technique is in detaching the almost writing
connection and offering instead a nonverbal means to stimulate written responses.
And ordering task is same with word games and puzzles. The teacher asked
students to ordering a scrambled set of words into a correct sentence.
In this research, the researcher gave exercises when the teaching learning
process in classroom. The researcher asked the students to work inpairwork and a
group of two or four persons in rearranging the sentences into good order. So, they
can share their ideas to each other. Also, this activity made the learners more
creative and active in classroom. Then, the researcher asked them to write a short
recount paragraph based on the topic that is given by the teacher and they
collected it to the teacher; in this case, the assessment was given based on the
rubric which consists of the criteria of writing. In this research, the researcher
used type of scoring rubric that consisted of format, punctuation and mechanic,
content, organization, and grammar (Oshima and Hogue, 2007:196). Furthermore,
the result of the students work is scored in analytic scoring.

2.2 Empirical Review

Here are two of the researchers have done research about writing skill. The
first research is about teaching guided paragraph writing through scrambled
sentences technique, but the other is about the use cartoon to improve the skill of
narrative paragraph. The use cartoon has similarity that brought the students to
learn about writing and write a paragraph. The researchers are as follows:

Based on Yudiarsa (2010) on her research entitled Teaching Guided

Paragraph Writing through Scrambled Sentences Technique to the Eighth Grade
Students of SMPN 1 Petang in Academic Year 2009/2010 the result of his study
shows that students in his research class who were taught using scrambled
sentences technique improved their students writing skill. The result shows that
the students achievement in writing could be improved from poor (mean score
5.6) to grand mean 6.7 (cycle I) and grand mean 7.7 (cycle II). From the result of
the observation, it means teaching paragraph writing through scrambled sentences
was effective in increasing their paragraph writing ability of class VIII F the
students of SMPN 1 Petang.
In another research, Sudarmawan (2008) on his research entitled The Use
Cartoon to Improve the Skill of Writing Narrative Paragraph to the Grade X
Students SMKN 1 Denpasar in Academic Year 2007/2008 his experimental study
shows that students in class who were taught by using cartoon technique was
expected to be an effective way in improving students writing narrative
paragraph. The result was students had better achievement than students who were
taught without using cartoon technique. The result of students score in assessment
before applying cartoon was low with the mean score 4.03. The result of students
score in reflection for cycle 1 figured out the increasing mean figures of 4.51,
5.31, and 6.00 for S1, S2, and S3 respectively. And the result of students score in
reflection for cycle II figured out the increasing mean figures of 6.79, 6.86, and
7.4 respectively. From that, we know there was a different mean score of 1.75
between both cycles. From the result, showed that teaching writing narrative

paragraph by using cartoon technique was effective enough to increase students

writing narrative paragraph in English.
The researcher chooses to review this thesis because it brought students to
write a paragraph. Also, the purpose was same with this research that was to
improve students paragraph writing skill. During teaching learning process, the
students made a paragraph based on sentences. It has a similarity with this thesis
where the students made a paragraph during teaching learning process in
classroom. Both of them made students enjoy and active in classroom.
2.3 Hypothesis
To accomplish the purpose of the study, the hypothesis of the study can be
stated as follows: the application of scrambled sentences can improve the
students writing skill of the eighth grade students of SMPN 3 Amlapura in
academic year 2013/2014.

CHAPTER III
RESEARCH METHOD

3.1 Subject of the Study

The present study focused on investigating students skill in mastering
writing. The researcher selected the eighth grade students of SMPN 3 Amlapura in
academic year 2013/2014. The researcher took the eighth grade students as the

subject of this study. The total of the students in this class was 30; consisted of 16
female and 14 male.
The reasons why this subject was chosen, because most of them still have
problem in writing especially in writing recount paragraph. These subjects have
difficulties when they wrote recount paragraph. This could be identified from the
result of the interview with the English teacher of eighth grade students of class E.
She said that the students were still confused when the teacher asked them to write
a story. As a result most of them obtained bad score or in other words, they were
still low in mastering writing skill. This also supported by the result of the pre-test
which was done by the students. This indicated that the students ability was still
poor.
3.2 Research Design
Classroom action research was used in this study. This classroom action study
concerned with teaching writing by using two kinds of tests, those were, initial
reflection or pre-test and reflection or post-test. Ferrence (2000:1) states that
action research was a process in which participants examine their own educational
practice systematically and carefully, using the techniques of research. McNiff and
Whitehead (2006:7) also state that action research is a form of enquiry that
enables practitioners everywhere to investigate and evaluate their work. Action
research could be a powerful and liberating form of professional enquiry because
practitioners investigate their own practices they find ways of living more fully in
the direction of their educational value. It makes use of a collection of pre-test and
post-test research design. Furthermore, Wallen and Fraenkel (2009:589) state that
action research is conducted by one or more individuals or groups for the purpose

of solving a problem or obtaining information in order to inform local practice.

Norton (2009:4) describes that the purpose of action research is to systematically
investigate our teaching/learning facilitation practice with the dual aim of
modifying practice and contributing to theoretical knowledge. Richards and
Lockhart (2008:12) add that action research typically involves small scale
investigation projects in the teachers own classroom and consists of a number of
phases which often recur in cycles: planning, action, observation, reflection.
This classroom action study concerned with teaching writing through
scrambled sentences. Classroom action research was divided into two cycles; they
were cycle I and cycle II and each cycle consisted of four interconnected
activities, namely: Planning, Action, Observation, and Reflection. It was essential
to note that initial reflection was normally used in a classroom action study. The
IR was administered to the eighth grade students of SMPN 3 Amlapura, in order
to know the real pre-existing writing skill of the subjects.
In this classroom action research made a collection of pre-test and post-test
were useful. This classroom action study concerned with teaching writing by
using scrambled sentences. Initial reflection (IR) or pre-test was intended to
evaluate the pre-existing writing skill whereas reflection or post-test was
administered at the end of each cycle and it was to know the expected increase in
the students writing skill after teaching writing by using scrambled sentences in
classroom action study.
3.3 Research Procedure
In this classroom action research the session was divided into two cycles
(Cycle I and Cycle II) and each cycle consisted of four interconnected activities,

namely: Planning (P), Action (A), Observation (O), and Reflection (R) . This
classroom action study concerned with teaching writing by using two kinds of
tests, they were initial reflection or pre-test and reflection or post-test. Cycle I was
designed starting from giving initial reflection (IR), Planning (P), Action (A),
Observation (O), and Reflection (R), whereas in cycle II was designed starting
from revised Planning, Action, Observation, and Reflection. Kemmis
McTaggart in Hinkel (2005:244) state that plan is prospective to action, action is
deliberate and controlled, observation is responsive, reflection is evaluate To make
it apparent, the design of present classroom action study would be described as
follows:
Cycle I: IR
Cycle II: RP

P1
A2

A1
O2

O1

R1
R2

In initial reflection or pre-test was intended to evaluate the pre-existing

writing recount paragraph whereas reflection or post-test was administered at the
end of each cycle (cycle I and cycle II), was meant to reveal the expected increase
in students recount paragraph writing skill achievement after they have been
taught recount paragraph through scrambled sentences. To get data of students
prior knowledge, we could get from initial reflection or pre-test before teaching
learning process and to measure how well the students improved their writing
skill, we could get from reflection or post-test.
3.3.1

Planning
Before teaching learning process was began, first, the writer did the

observation to the school (SMPN 3 Amlapura) and then the writer identified the
existing problem in the classroom. After knowing the problems occurred, the

writer determined the topic that would be taught. First, the researcher was
designing the lesson plan or setting up the teaching scenario for the present class
study. Prepared the topic that would be taught especially material about recount
paragraph so that students would more understand the topic or material. Preparing
the instrument that would be used in teaching learning process. Second, the
researcher was designing the post-test that would be administrated at the end of
each cycle. Then, she was designing the questionnaire to the subjects under study.
This questionnaire was given to the students by the end of cycle I.

3.3.2

Action
After the planning was completed, then the researcher carried out an

action. This teaching learning process focused on teaching writing through

scrambled sentences. The researcher began to teach in class based on the topic
that has been made. During the teaching learning process, there would be three
activities included in the teaching scenario, namely: pre-activity, whilst-activity,
and post-activity. Teaching learning process was started with pre-activity. The
researcher who acted as a teacher greeted the students and checked students
attendance. Then, the researcher tried to warm up the students prior knowledge by
giving some questions related to the topic that would be discussed. The aim was to
invite the students attention in order to make them more interested and motivated
during the teaching learning process.
In whilst-activity, the researcher carried out the main process of teaching
writing by using scrambled sentences. The researcher explained the topic and
gave an example of recount paragraph. The researcher gave an example of recount
paragraphto the students. In order to the process of teaching learning process was

more intensive, the researcher gave an exercise about recount paragraph with
scramble order and the students rearranged the sentences into a good paragraph by
discussing to each other. Observing the students was very important in teaching
learning process. The researcher should observe and help the students when they
did the exercise in order to know about the subject attitude toward the learning
process. After finishing answer the question, the researcher and students discussed
the correct answer.She asked one of students to come in front of the class to write
his/her answer on whiteboard. Next session, researcher asked the students to make
a short recount paragraph based on the topic. The objective of this activity was to
measure the students writing skill before and after teaching learning process.
In post activity, researcher asked the students about their difficulties during
the teaching and learning process after applying scrambled sentences. The post
activities in each session were intended for about 20 minutes. The students were
collected their work and the mistakes would be discussed in the next sessions so
the students would learn from their mistakes. Also, the teacher made conclusion or
summarized the materials have been studied before. The last, she ended the class
and went out from the class.

3.3.3

Observation
In this classroom action investigation, the researcher acted as an observer.

In this study, the researcher observed the situation of classroom during the present
action study. The researcher observed the activities of students in teaching
learning process in order to know the effectiveness of learning process and
whether or not the strategy could improve the students achievement. In this study,
we could see the positive changing behaviour of the students attitude and

motivation in learning and practice of writing recount paragraph in their

classroom activities.
3.3.4

Reflection

After finishing observation and evaluation, the researcher did the

reflection. Its aim was to find out the teaching learning process based on lesson
plan that had been made successfully done or not. Also in this study, the
researcher would analyze the application of the strategy or technique including
both the strengths and weaknesses. The finding in each meeting and the result of
each test would be considered as the input to improve the result of the next cycle.
If the first cycle was not successfully done to improve the students writing skill,
the research should be continued to the next cycle that was cycle II. The
researcher used the result in first cycle as the consideration whether the study
would be ended or continued to the next cycle.

3.4 Research Instrument

Research instrument was for gathering the data. Research instruments used
by the researcher was as a vehicle to stimulate, elicit, and encourage the students
to give their opinions, responses and answers to obtain valid and reliable required
data for the investigation. In this study, the researcher used two instruments in
collecting data. The instruments were:
a. Test
Test given to the students focused on writing recount paragraph. The
purpose of this test wasto find students skill in writing recount paragraph
correctly. The test used in this study were initial reflection or pre-test and

reflection or post-test. Pre-test was conducted before the teaching learning process
was carried out. Its purpose was to find out the existing the students writing skill,
especially in writing recount paragraph. The post-test was conducted at the end of
each teaching cycle to find out the students improvement in each cycle after they
were taught writing recount paragraph by using scrambled sentences.The
researcher then analyzed the students work based on the rubric. According to
Oshima and Hogue (2007:196), to give a score of students writing paragraph
used the rubric that will be scored in term of format, punctuation and
mechanic, content, organization and grammar. It can be shown descriptively
with the following table:
SCORING RUBRIC
Max.
Score
FORMAT 5 POINTS
There is a title.
The title is centered.
The first line is indented.
There are margins on both sides.
The work is tidy.
Total
PUNCTUATION AND
MECHANICS 10 POINTS
There is a period after every sentence.
Commas are used correctly.
Capitalization & other punctuation
are used correctly.
The spellings are correct.
Total
CONTENT 20 POINTS
The text fits the assignment.
The text is unified.
The text is coherent.
Total
ORGANIZATION 35 POINTS
The text began with the orientation
The text contain the events based on
the orientation.

1
1
1
1
1
5

2
2
2
4
10
4
8
8
20
5
5

Actual
Score

The text ends with a re-orientation

Total
GRAMMAR & SENTENCE
STRUCTURE 30 POINTS
Estimate a grammar and sentence
structure score.
Grand Total

25
35

30
100

b. Questionnaire
The questionnaire was given to the eighth grade students of SMPN 3 Amlapura
after the completion of cycle I. It was conducted to find out the students
changing behavior when they are learning recount paragraph writing by using
scrambled sentences. The type of construction in the questionnaire was writing
the answers of ten multiple choices based on their feeling about learning
writing skill through scrambled sentences.

3.5 Data Collection

There were three kinds of instruments used to gather the data of this
classroom action study: they were pre-test, post-test and questionnaire. Thus, the
data required to answer the research question were gathered through administering
pre-test, post-test and questionnaire to the eighth grade students of SMPN 3
Amlapura. The pre-test or initial reflection was conducted to the students under
study to find out their pre-existing recount paragraph writing skill. In pre-test or
initial reflection, the students were asked to make a short recount paragraph based
on the topic. Post-test was conducted at the end of each cycle (cycle I and cycle II)
to find out the result of actions toward the strategy used. And questionnaire was
conducted to show the students changing learning behaviors in learning recount
paragraph writing by using scrambled sentences.

3.6 Data Analysis

The most important data required to answer the research question under
study was collected through administering pre-test and post-tests, some supporting
additional data are gathered through administering questionnaire to the students
under study, that was grade student of SMPN 3 Amlapura. According to Norton
(2009:133), the mean score was calculated by adding up the total number of the
score each student had been obtained, divided by the total number of students,
which it gave us an average. This would seem fairly reasonable; given this was
only one module that these sports students study. The mean was very useful for
summarising large numbers of scores in a single score.
Thus, there were considerably three kinds of raw scores obtained for the
present class action study they were as the following:
(1) Scores indicating the students pre existing recount paragraph writing
skill,
(2) Scores showing the students progress achievement in recount paragraph
writing skill, and
(3) Scores showing the students changing learning behaviour.
The data were analysed by using the following formula:

M=

X
N

Where :
M

: mean score

: the sum of total score

: the total number of students

While the data resulted from the questionnaire would also be analysed
descriptively as the following percentage of an item:

Number of students choosing the item

X=

x 100%
Number of whole students

3.7 Success Indicator

Based on Curriculum of SMPN 3 Amlapura, the standard completeness
that has been stated in this school is 73. The eight grade students should reach the
standard completeness indicated. It means the present study was successfull if
80% or more of students reach the standard completeness and the research was
failed if less than 80% students reach standard completeness.

CHAPTER IV
FINDING AND DISCUSSION
The discussion of data that has been collected through the present
classroom action research study which dealt with teaching writing skill through

scrambled sentences to the eighth grade students of SMPN 3 Amlapura in

academic year 2013/2014 could be finally discussed in this chapter.
4.1 Finding
The findings of this research were in the form of data. The data collected
from the eighth grade students of SMPN 3 Amlapura in academic year 2013/2014.
In order to obtain the reliable data for this study, as stated in chapter 3. There were
3 research instruments administered to the subjects under study. Consequently,
there were three raw data gathered for the present study which consisted of initial
reflection or pre-test, post-tests, and questionnaire. The pre-test or initial reflection
recount text writing was administered to the subjects under study to obtain their
pre-existing writing skill. The result of pre-test was used as the basic
consideration of giving treatment to the students. The post-test in this present
study were administered for two times; they were once in cycle I and once in
cycle II. This was due to the fact that each cycle was ended with the
administration of the post-test. The purpose of giving post-test in the end of each
cycle was to know the ability of the subjects under study after being taught
writing by using scrambled sentences. As a result there were three sets of rows
scores obtained for the present classroom action study, which are IR or pre-test
scores and reflection scores. Therefore, there were three sets of raw scores
showing the improvement of the writing of subjects. They were pre-test scores,
and post-test score for each cycle (C1 and C2). The three sets of scores which
were collected in this present study could be tabulated as follows:
Table 4.1
Tabulation of Data Showing the Subjects Progressing Score
In Writing Skill after being Taught through Scrambled sentences

To

Subject
s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Total
Mean

Pre-Cycle

Post-Test 1

Post-Test 2

63
61
53
46
45
44
44
70
50
45
54
45
55
50
45
44
45
50
50
60
45
46
60
45
55
60
48
48
46
60
1532
51.07

76
67
73
72
69
68
69
80
76
68
72
69
73
75
70
70
71
73
69
73
70
69
70
68
70
70
67
70
68
75
2130
71.00

83
75
77
77
78
78
77
83
78
76
75
73
76
80
78
79
78
76
74
77
75
76
74
73
75
73
72
76
76
78
2296
76.53

make

this

finding more significant, further data required for the present class action study
which were collected through administering the questionnaire to the subjects
under the study at the end of cycle I. The purpose of administering questionnaire
to the subjects under study is to measure the students changing attitude and

motivation in learning writing through scrambled sentences. The answers of

questionnaire were quantitatively scored using the rating scale 0-3 (score of
option A=3, B=2, C=1, and D=0) on scoring the ten items. The score gathered
from administering questionnaire showed the subjects changing attitude and
motivation in writing recount paragraph through scrambled sentences. The
obtained data showing the subjects total scores for the items of the questionnaire
were tabulated as the following.
Table4.2
Tabulation of Data Showing the Subjects Changing Behavior and
Attitudes in Learning Writing Skill through Scrambled sentences
Subjects
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24

A
24
12
15
15
18
15
21
21
18
15
12
15
18
18
21
15
21
12
21
15
21
15
18
18

B
2
12
4
8
8
10
4
4
6
10
10
8
8
4
4
8
6
10
6
8
6
8
6
6

C
1
0
1
1
1
0
1
1
1
0
1
1
1
1
1
1
0
1
0
1
0
1
1
1

D
-

25
26
27
28
29
30
Total

15
10
0
18
8
0
12
10
1
18
6
1
15
8
1
15
8
1
507
216
22
Grand Total A + B + C + D (507+216+22) = 745

4.1.1 Pre-Cycle
Pre-cycle or pre-test was conducted before the researcher taught writing
skill, especially teaching recount paragraph writing skill through scrambled
sentences to the subject under study. It was administered in order to measure the
result of their pre-existing writing skill. In this pre-cycle, the subjects under study
did the pre-test given individually without teaching them before. The scores of
pre-test which collected in this present study could be formulated as follows:

X0
The mean of IR scores=

1532
30
=

= 51.07

4.1.2 Cycle I
In this cycle the researcher carried out the main process of teaching
writing recount paragraph through scrambled sentences. The students wrote a
recount paragraph by following each step in scrambled sentences. In which, in
every session of this cycle, the students wrote a recount paragraph in pair work.
So, the students could share their ideas to each other when they were discussing.
In this cycle, the researcher administered one post-test in which it was used as a
feedback and basis plan to carry out the action in cycle II in improving ways. The

scores of post-test in cycle I which collected in this present study could be

formulated as follows:

X1
The mean of R1 scores =

2130
30
=

= 71.00

The data collected through the administering of questionnaire are

considered as additional supporting data. These were collected by the end of cycle
I. The data obtained from the questionnaire have to be computed and discussed in
the light of the present class action study. The computation of the comparative
percentages for the scores of the items of the questionnaire showing the subjects
total answer or responses for item of A, B, C and D was shown as follows:
1. Total percentage of item A

507
745

x 100 % = 68.05 %

2. Total percentage of item B

216
745

x 100 % = 28.99 %

3. Total percentage of item C

22
745

x 100 % = 2.95 %

4. Total percentage of item D =

0
745

x 100 %

= 0%

The computation of the results of the analysis of the questionnaire score

above showed the comparative percentages of 68.05, 28.99, 2.95 and 0for
total responses of the questionnaire items of option A, B, C, and D. These findings
clearly supported the main findings of presents class action study.
4.1.3 Cycle II

In cycle II the researcher carried out the main process of teaching writing
recount paragraph through scrambled sentences but in different ways with the
cycle I. The researcher taught with an interesting activity when the teaching
learning process in the classroom. In which, in every session of the lessons in this
cycle, the students wrote a recount paragraph in group work consisted of three
until four persons and were given brainstorming by the researcher. The researcher
gave some sentences with scrambled order and then students rearranged the
sentences into a good paragraph. In this cycle, the researcher administered one
post-test in which to measure the progressing writing skill of the subject under
study. The scores of post-test II which were collected in this present study could
be formulated as follows:

X2
The mean of R2 scores =

2296
30
=

= 76.53

The data obtained for the present classroom action study should be
analyzed so as to reveal the extent of the subjects progressing or increasing
ability in writing skill. These data should be analyzed and then the results of the
investigation were discussed. Based on the data presented in table 1 above, the
mean of the pre-test score and the mean of post-test score (1 and 2) were obtained
by the eighth grade students of SMPN 3 Amlapura for cycle I and II which was
considered as the findings of the present classroom action study could be
summarized as follows:

Table 4.3
Summary of the Research Findings Showing the Total Score and

Mean Score of Pre-Cycle, Cycle I and Cycle II

Reflection

Total score

Mean score

IR

1532

51.07

Cycle I

2130

71.00

Cycle II

2296

76.53

In table 1 clearly shown that the findings of this classroom action study
are: first, the mean of the pre-test or IR scores obtained by the subject under study
was 51.07. This showed obviously the low ability of the subjects under study in
writing recount paragraph. Second, the mean of reflection or post-test scores in
the end of cycle I obtained by the subjects under study showed the mean figure of
71.00. Third, the reflection or post-test in the end of cycle II obtained by the
subjects under study pointed out the mean figure of 76.53. The mean obtained by
the subjects under study for both cycle I and cycle II which showed mean figure
71.00and 76.53 were much higher than corresponding pre-test mean scores in
improving writing skill through scrambled sentences.
To make it clear, the main findings of the present classroom action study
showing the increasing comparative mean figures of pre-test and the post-test
scores obtained by the eighth grade students of SMPN 3 Amlapura in academic
year 2013/2014 for cycle I and cycle II could be graphically presented as follows:

100
90
80
70
60
Mean

50
72.1

40
30

79.25

53.28

20
10
0
Xo

Cycle I

Cycle II

4.1 Graph, Depicting the Subjects Progressing Achievement in Writing

Skill through Scrambled sentences in Pre-Cycle, Cycle I and II
It is clear that the graph above showed the students mean score in writing
skill when they were taught by using scrambled sentences increase significantly.
This indicated that the technique used by the teacher in improving the students
writing skill was very effective.
4.2 Discussion of the Finding
The data analysis guided to the establishment of the findings of the present
classroom action study investigated the effectiveness of scrambled sentences in
improving writing skill of the eighth grade students of SMPN 3 Amlapura. The
mean of IR or pre-test scores obtained by the subjects under study in writing
recount paragraph through scrambled sentences pointed out the mean figure
51.07. This mean figure clearly showed that pre-existing writing skill of the
students was relatively low. The result of the data analysis of the reflection or

post-test scores in cycle I showed the increasing mean figures of 71.00. The mean
figure obtained by the subject under study in cycle I was clearly much higher than
the mean figure of IR or pre-test score. This mean figure revealed that the
teaching writing to the eighth grade students of SMPN 3 Amlapura through
scrambled sentences could be improved. The writing skill of subjects under study
could be improved because in the classroom the researcher used an interesting
activity or when the teaching learning process. In cycle I, the researcher used pair
work activity so the students could discussed to another. Whereas in cycle II, the
researcher used group work activity consisted of three until four persons. In this
activity, the students became more active when they discussed in the classroom.
The result of the data analysis of the reflection or post-test scores obtained
by the subjects under study in cycle II turned out to show the progressing mean
figures of 76.53. Comparing with the mean figure of IR or pre-test scores, the
mean figure obtained by the subjects for each cycle was convincingly much
higher. The grand mean figure of the reflection or post-test scores obtained by the
subjects under study in cycle I was 71.00 and in cycle II was 76.53. There was the
different mean figure between cycle I and cycle II. This significant difference
mean figure suggested that the teaching writing in cycle II (S3 and S4) by using
scrambled sentences could be remarked to be more effective than cycle I. This
was due to the fact that cycle II was revised the version of cycle I, in that the
teaching scenario in cycle II were accordingly revised by taking into account
weaknesses found out in cycle I. It was logical if the mean of the reflection score
in cycle II was higher than cycle I.

The proportional percentage figures of the total response of the

questionnaire for item A, B, C, and D were 68.05, 28.99, 2.95 and 0 for
items A, B, C, and D respectively. The questionnaire which was actually intended
to measure the changing learning behavior of the subjects under study in learning
writing through scrambled sentences was administered by the end of the cycle I.
The result of the comparative percentage figures obtained for the present class
proved that the subjects learning behavior changed positively, that was, their
attitude and motivation heightened significantly. It showed that the subject
learning behavior especially their attitude and motivation changed positively.
The findings of the present classroom action study were believed to have
rather limited validity as well as reliability. This was due to the fact that during the
undertaking of this study, there were some compounding variables which were
applicable only to the subjects under study, and the English teacher of other
classes should carefully adopt and use of these findings.
Although the finding of the present classroom action study could not be
generalized to all of the eighth grade students of difference class, belonging the
same school. Revealing the improvement of writing skill by the eighth grade
students of SMPN 3 Amlapura through Scrambled Sentences, they had rather
limited and reliability. The researcher fully realized that the established findings
had some weak versions. There were many aspects that could be weaken the
validity and reliability of the established findings of the classroom action study
should be only used as one of the optional techniques. So, the writing skill of the
eighth grade students of SMPN 3 Amlapura in academic year 2013/2014 can be
improved significantly through scrambled sentences.

CHAPTER V
CONCLUSION AND SUGGESTION
The discussion of the present study in all above chapters that dealt with
application of scrambled sentences in teaching writing to the eighth grade students
of SMPN 3 Amlapura could finally be concluded in this chapter. Also, some
practical suggestions in reference to the significance of the established findings
are also recommended in this chapter. It clarifies the result of the classroom based
action research as answer of the research questions whether the students writing
skill could be improved or not.
5.1 Conclusion
Based on the finding of this study, the researcher can conclude that the
application of scrambled sentences could improve the eighth grade students
writing skill of SMPN 3 Amlapura in academic year 2013/2014. This could be
seen from the students score achievement. The mean score of their pre-test was
51.07 it improved to 71.00 (Mean score of cycle I), and into 76.53 (Mean score of
cycle II). The result in every cycle showed the research questions in this study had
been answered. The result of this study explained that in teaching writing by
applying scrambled sentences gave significant improvement to the students
writing skill. The students felt happy and fun in learning writing. In addition, they
became more creative and active in teaching learning process. It was show from
the students answer in the questionnaires. Based on the result the option (A =

68.05%, B = 28.99%, C = 2.95%, D = 0%) indicated that the students were

motivated in learning writing through scrambled sentences. Therefore, it can be
concluded that the application of scrambled sentences gave significant
improvement to the students writing skill.
5.2 Suggestion
In reference to the discussion of the finding in chapter IV, the researcher
would like to suggest the following things:
1. For the English teachers of the eighth grade students of SMPN 3
Amlapura in general are suggested to teach any types of topic in
teaching writing by having fun. Through scrambled sentences is one of
many ways to make the teaching learning process interesting and fun.
The English of eighth grade students of SMPN 3 Amlapura is also
suggested to keep and improve their students motivation in order the
eighth grade students writing skill more intensively. For instance,
teacher can ask students to practice their writing skill out of class or in
their house with their friends by discussing or playing game. This way,
the students can express their ideas to each other and they would get
used to write so they would be able to develop and improve their
writing skill more quickly.
2. For the students, it is suggested that they should motivate themselves
to learn English more thoughtfully not only in the classroom but
outside classroom too. They should have more practice in writing,
especially writing through scrambled sentences because more practice
will increase their achievement in writing. The students could be

creative and active in learning English and students also could be

motivated by giving an appropriate technique and strategy in teaching
learning process.
3. For the further research, it is hoped that other researchers will do better
research related through scrambled sentences that can be applied not
only for teaching writing but also for teaching other skills.

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