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THE EFFECT OF STOP AND DARE STRATEGY ON THE STUDENTS’ ABILITY

IN WRITING SKILL AT THE ELEVENTH GRADE OF SMK SWASTA KRISTEN

TOMOSA 1 GUNUNGSITOLI IDANOI IN 2022/2023

Wildem Grant Ester Gea

, Elwin Piarawan Zebua

Riswan Zega

Afore Tahir

Harefa

1, 2

Undergraduate Thesis, Univeritas Nias

Jl. Yos Sudarso,Ombalata Ulu, Kota Gunungsitoli, Sumatera Utara 22812

Email: [email protected]

ABSTRACT

There were some problems that students writing hortatory exposition text first students were

difficult to find any ideas in writing hortatory exposition text, second did not know how to organize

paragraph, third students did not able to write hortatory exposition text with correct structure. The

purpose of the research was to find out the significant effect of Stop and Dare Strategy on the

Students’ Ability in Writing Skill at the Eleventh Grade of SMK Swasta Kristen Tomosa

1Gunungsitoli Idanoi in 2022/2023. The researcher used quantitative research with quasi

experimental design, by pretest and posttest to the experimental group and control group. The

sample of the research were consisted of 60 students. The researcher concluded there was a

significant effect of Stop and Dare Strategy on the Students’ Ability in Writing Skill at the Eleventh

Grade of SMK Swasta Kristen Tomosa 1 in 2022/2023 at the significant level 5%.

Keywords : Writing Ability, Stop and Dare Strategy, Experimental Research

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

INTRODUCTION

Language is a tool for communication to convey thoughts, ideas, concepts or

feelings. Language is the principal keys to human life due to the language can interact with

each other and a resource for social life. English is the International language that used in

the world. In learning English, as students of second language learning must have patience

and perseverance because it is a continuous process so that it can create adequate language

skills.

Writing is one of the important aspects in English teaching and learning process.

Writing is a tool to communicate and a part of productive skills. Writing is more

complicated that it seems at first, and often seems to be the hardest skill, since it involves

not only a graphic presentation of speech, but also the development and presentation of

thoughts in a structured way. Writing effectively is a critical competency that all students

should develop.

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Writing is one of the language that need to be develop in studying English. It can be

medium for expressing a person’s ideas, feeling and opinion in written from, and the result

can be meaningful for the writer himself/and or for other (Indrilla & Ciptaningrum,2018).

In syllabus of 2013 Curriculum at the eleventh grade of SMK Swasta Kristen

Tomosa I Gunungsitoli Idanoi the basic competence expects the students are able to

arrange oral and written texts, students are expected to learn how to write some texts

according to account social functions, structures text, and linguistic elements, correctly and

in context. Students should learn about some types of texts such as narrative, descriptive,

recount, etc.

However in writing students has some difficulties because they have trouble

developing arguments and supporting their points of views. Based on the researcher's

observation from the midterm exam results about hortatory exposition text and also the

results from interviews with teacher who teaches this subject in SMK Swasta Kristen

Tomosa I, the researcher found some problems that affected the students’ ability in writing.

First, the students got the difficulty in finding idea, this problem was found by researcher

when students’ gave responses when researcher asked their difficulty in writing “ we have

difficulty in finding ideas in writing hortatory exposition text”. They need a long time to

figure out what they want to write. Second, after the students got the idea, they not know

how to organize or to arrange it well in form of a paragraph, the students’ said “after we

found idea it was also difficult to make paragraph properly and correctly, very often the

topic sentence should be at the beginning of the paragraph but we wrote it in the middle or

end of the paragraph”. Third, They are also do not able to write with correct structure of

hortatory exposition text, the students said “ we also do not able to write with correct

structure of hortatory exposition text”. Besides that, the students are look bored in writing

class this can be seen by the presence of students who are sleepy and noisy. Even this

happens because they only write without any other activity that motivated them to write.

Furthermore based on the observation the English teacher applied conventional

method. Conventional method is a teaching strategy used by the teacher to transfer

information to the students verbally. Moreover, Hidayat and Wiyono in Sherley, et al.,

(2019:78) says, Conventional method are learning processes that only centered on teachers

so that students will be required to memorize the material without being connected to the

surrounding environment. The weakness of conventional method are students who prefer

visually will find it difficult to receive lessons than students who like to listen, students

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will be passive, because they only listen to the teacher, and the teacher means that all

students like and understand the learning material.

The most important factor in teaching writing is that students need to be personally

involved in order to make the learning experience of lasting value. Encouraging students

participation in the exercise, while at the same time refining and expanding writing skills,

requires a certain approach. Many researches recommend helping students by providing

them with suitable strategies for solving problems that are a part of the writing process.

These strategies act as scaffolds, which can help students identify thinking skills and basic

cognitive processes. One problem that hinders students is their difficulties in using their

existing knowledge with regard to learning strategies, and in adjusting their thinking

processes. Ideally, the students need to be provided with the necessary support and

strategies to master the writing process.

In order to solve this problem, the writer is tried to offer a different and good strategy

in teaching writing at school. This strategy is well known as the STOP and DARE strategy.

This is actually a two-part strategy in order to helped the students to develop their ideas

and organize the ideas into a comprehensive persuasive text. The researcher chose this

strategy because STOP and DARE strategy make students' got writing achievement. This

strategy used active students’ brainstorming and also involves collaboration or direct

guidance by the teacher. It is in line with statement from Fidagol (2017:81) stated, in

practice STOP and DARE strategy can be use to enable students in writing skill by teacher

and students describe and discuss using brainstorming parts of a well written, evaluate

current students performance and practice the mnemonic. Strategies can help students to

get more ideas and organize them because they are carried out based on the right rules and

steps. In addition, this strategy also increases students' activeness in the learning process

because they have to do some of the activities required in the strategy.

Stop and Dare strategy is asophisticated strategy for writing a persuasive essay that

addresses both sides of an issue stated Graham,et al (2008) in Anita (2019). This strategy

consists of eight steps that should be followed by the students in making a writing plan

before writing the essay. ‘STOP’ stands for suspend judgment, take a side, organize ideas,

plan more as you write. ‘DARE’ stands for develop topic sentence, add supporting ideas,

reject possible arguments, and end with a conclusion. Regarding to the explanation above,

the researcher uses Quantitative Research with the type, Experimental Method. According

to Bryman in Daniel (2016:94) argue that quantitative research approach is the research

that places emphasis on numbers and figures in the collection and analysis of data.

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METHODS

In this research, the researcher used Quantitative Research with the type,

Experimental Method. According to Bryman in Daniel (2016:94) argue that quantitative

research approach was the research that places emphasis on numbers and figures in the

collection and analysis of data. Imperatively, quantitative research approach can be seen as

being scientific in nature. Sugiyono stated in Sundari, et al., (2019:54), classified the

experiment into four types, they are Pre-experimental design, true experimental design,

factorial experimental design, and quasi -experimental design. Regarding to the

explanation above, in did this research, the researcher used quasi-experimental design by

pretest and post test.

There were two variables in this research. The first variable is STOP and DARE as

independent variable (X), and the second variable is the students’ writing ability as

dependent variable (Y). In this research, the researcher used the two variables in conducted

this research that was to find out the effected of Stop and Dare Strategy on the Students’

Ability in Writing Skill at the Eleventh Grade of SMK Swasta Kristen Tomosa 1

Gunungsitoli Idanoi.

The population of this research was the eleventh grade of SMK Swasta Kristen

Tomosa 1 Gunungsitoli Idanoi that consist of 60 students.

The Population of the Eleventh Grade of SMK Swasta Kristen Tomosa 1

Gunungsitoli Idanoi

Class

Total

XI-TKJ 1

XI-TKJ 2

The population the researcher would used was the eleventh grade of SMK Swasta

Kristen Tomosa 1 Gunungsitoli Idanoi into two class namely XI-TKJ 1 consisted 30

students and XI-TKJ 2 consist 30 students, so the total population is 60 students. Based on

the population, the researcher took sample which consisted of 60 students consisted male

34 students and female 26 students at the eleventh grade of Swasta Kristen Tomosa 1

Gunungsitoli Idanoi randomly.

In conducting the research, the researcher used quantitative data. Quantitative data is

numerical in nature and can be mathematically computed. Quantitative data measure uses

different scales, which can be classified as nominal scale, ordinal scale, interval scale and

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ratio scale. The data was taken directly through the tests. According to Sugiyono

(2012:225), the primary data is data source which is got by the writer directly. This

primary source could be interview result and test which was done by the writer. So, the

primary data in this research was the Eleventh Grade of SMK Swasta Kristen Tomosa 1

Gunungsitoli Idanoi. So researcher conducted the instrument that were be used was

evaluation sheet. It was very important for the researcher to got the data from the students

by giving test to the students. In this research, the types of test, that were pretest and

posttest. Pretest was give to the students before they got any treatment to examine the

normality and homogeneity of data, and posttest was give to the students after they got a

treatment to examine the research hypothesis.

To evaluate the students’ ability in writing, the researcher asks the students to make

one text about hortatory exposition text. To get the students’ mark individually, the

researcher will use the formula as suggested by In determining the result of the students’

test the researcher uses formula adapted from Wahidin and Yahya (2020) as follows:

The classifies that 0-39 is fail, 40-59 is less, 65-74 is enough, 75-84 is good, and 85-

100 is very good.

FINDINGS AND CONCLUSION

Research Findings

Mean Score

Mean score was used to measure of central tendency that give an indication of the

average value of a distribution of figures.

The Mean Score Of Pre-Test And Post-Test In

Experimental And Control Group

Group

Pre-Test

Post-Test

Control Group

49,86

57,93

Experimental Group

58,83

77,1

Standard Deviation

Standard deviation was statistical value used to determine how spreads out the data

in a sample are, and how close individual data points are to the mean or average value of

the sample.

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The Standard Deviation Of Pre-Test And Post-Test In Experimental And Control Group

Group

Pre-Test

Post-Test

Control Group

12,05

13,41

Experimental Group

10,5

8,19

The Variance

The function of variance is to show how far the data are spread out from the average

value.

The Variance Of Pre-Test And Post-Test In Experimental And Control Group

Group

Pre-Test

Post-Test

Control Group

151,53

173,79

Experimental Group

105,16

58,45

The Normality of Data

Examining the normality of the data was used to found out whether the sample

comes from the normal distribution or not. Based on Appendix 17, the calculation of the

normality data of the pre-test in control group was Lcount  Ltable (0,1788 0.161) in the

significant 5% with n=30. So, it can be stated that the pre-test in control group was

Normal Distribution.

The calculation of the normality data of the post-test in control group was Lcount 

Ltable (-0,42360,161) in the significant level 5% with n=30. So, it can be stated that post-

test in control group was Normal Distribution.

The calculation of the normality data of the pre-test in Experimental Group was

Lcount  Ltable (0,09740,161) in the significantlevel 5% with n=30. So, it can be stated

that post-test in control group was Normal Distribution.

The calculation of the normality data of the post-test in Experimental Group was

Lcount  Ltable (-0,33650,161) in the significant level 5% with n=30. So, it can be stated

that post-test in control group was Normal Distribution.

Based on the result of the normality data above, the researcher can concluded that

the pre-test and post-test in control and experimental group was Normal Distribution. For

more comprehending, table below will show it.

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The Normality Data Of Pre-Test And Post-Test In Experimental And Control Group

Group

Normality of Pre-Test

Normality of Post-

Test

count

table

count

table

Control Group

0,1788

0,161

-0,4236

0,161

Experimental

Group

0,0974

0,161

-0,3365

0,161

Homogeneity of the Sample

Determining homogeneity was used to figure out the homogeneity of the sample. The

result of homogeneity of the pre-test computations indicated F

table

= 1.859 and F

count

1,441. Because F

count

(1,441)  F

table

(1.859), so it can be concluded that both of the

samples in pre-test were Homogeneous.

The result of the homogeneity of post-test computations indicated F

table

= 1.859 and

count

= 1.178. Because F

count

= 1.178 and F

table

= 1.859, so it can be concluded that both of

the samples in post-test were Homogeneus. For more clearly, it can be seen on the

following table.

The Homogeneityof Pre-Test And Post-Test In Experimental And Control Group

Homogeneity of Pre-Test

Homogeneity of Post-Test

count

table

count

table

1,441

1,859

1,441

1,859

The Testing Hypothesis

Testing hypothesis was used to examine the hypothesis. Based on appendix 23, it

shown that the table value of t-table df=58, in the significant level 5% was T

table

= 2.002

and T

count

= 6,337. Since, T

count

(6,337)  T

table

(2.002). It can be concluded that Ho is

rejected and Ha is accepted. So, based on the testing hypothesis, it can be stated that

there is any significant effect of Stop and Dare Strategy on the Students’ Ability in Writing

Skill at the Eleventh Grade of SMK Swasta Kristen Tomosa 1 Gunungsitoli Idanoi in

2022/2023. For more clearly, it can be seen on the table.

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The Result Of Examining Hypothesis

Group

Minimum

Score

Maximum

Score

table

=df

=2(n-1)

count

Conclusion

Control

Group

2.002

6,337

count

(6,337) 

table

(2.002) Ha

is accepted

Experimental

Group

In conducting this research, the researcher applied STOP and DARE Strategy. Before

the researcher applied the strategy, the researcher gave pre-test to both of groups. Based on

data analysis of the students ability in writing skill, it has indicated that the result of control

group was enough and experimental group was enough. After calculating the score, the

students mean score of pre-test in control group was 49,86 and classified poor level. While,

the mean score of pre-test in experimental group was 57,93 and classified fair level.

Reflecting to the pre-test result, the researcher identified some roots of the students

problem in writing. After the researcher gave the pre-test, the researcher treated the both of

group with teaching them with different teaching strategy. The researcher thought the

students of experimental group by using STOP and DARE Strategy, while the students of

control group thought through Conventional Teaching Method. After the researcher has

applied the method, the researcher gave post test both of group to find out whether there

was a significant effected of this strategy on students’ writing ability.

Regarding to the analysis of the research findings, the three of identification of the

problems in the research has been affected. First, they have difficult to find any idea in

writing hortatory exposition text. Second, students has difficulties to organize a paragraph,

and they are difficult to write hortatory exposition text with correct structure.

To find out the effect of problems above, the researcher applied STOP and DARE

Strategy. Moreover, the result of implementing strategy can be seen when the Researcher

gave post-test in experimental group compares with using Conventional Method in control

group. Based on data analysis, the students mean score of post-test in control group was

58,83 and classified fair level. While, the mean score of post-test in experimental group

was 77,1 and classified good level. Because the score of students in experimental group

were passed MCC 75, the researcher interpreted that all students in experimental group

were able to got score higher that MCC 75, which the students could implemented the Stop

and Dare Strategy in students writing ability.

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In conclusion, STOP and DARE Strategy can help students to write hortatory

exposition text with correct structure. In other words, STOP and DARE Strategy has a

significant effect on students writing ability.

DISCUSSION

After getting the result of the research, the researcher knew STOP and DARE

strategy effected the students writing ability. According to Anita (2019) searched “ The

Use of Stop and Dare Strategy to Improve Students Achievement in Writing Analytical

Exposition Text”. Anita was conducted research findings which conducted in one cycle, it

can be concluded that the use of ‘STOP’ and ‘DARE’ strategy can improve students’

writing achievement. It can be seen in students’ writing content quality and the results of

post-test in Cycle 1 that 75.75% of students passed the minimum passing grade score

(KKM). Therefore it met the criteria of success 70% of the students pass the minimum

passing grade score (KKM); 75. In other words, based on the criteria of success, the

research was successful. While in this research focused on investigating the significant

effect of Stop and Dare Strategy on the students writing hortatory exposition text. The type

of the research was quasi experimental design, which used experimental class and control

class. The researcher two classes that class was XI-TKJ 2 as Control class and XI-TKJ 1 as

a Experimental class by selected randomly. Both class are administrated a pre-test at the

beginning, different treatment in the middle and post test at the end of the research. Finally,

the researcher found that the significant number was 000 < 05, and the implementation of

STOP and DARE Strategy well done. The investigating the significant effect of using

STOP and DARE Strategy in Writing Skill at the Eleventh Grade of SMK Swasta Kristen

Tomosa 1 Gunungsitoli Idanoi in 2022/2023. The researcher applied STOP and DARE

strategy on the students ability. Based on the data analysis, the mean score of pretest in

control group was 49,86 and the mean score of posttest was 57,93. While, the mean score

of pretest in experimental group was 58,83 and the mean score of posttest was 77,1. And

based on the result of examining hypothesis, it can be concluded that Ho is rejected and Ha

is accepted.

Regarding to the explanation above, it can concluded that there is different result

from the latest Researchers with thus research. The result of research from the first

researcher is researcher showed that there is a significant difference to improve students

achievement in writing analytical exposition text between the experimental and the control

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groups. And the result of the research from second STOP and DARE Strategy give

effected in students writing hortatory exposition text.

CONCLUSION

The conclusions of this research has derived from some date collections and

calculations previously, first based on the result of computation of mean score of the test, it

go that the students’ mean score of pretest in control group was 49,86, while the students’

mean score of posttest in control group was 57,93. Second, the students’ mean score of

pretest in experimental group was 58,83, while the students’ mean score of posttest in

experimental group was 77,1. Third Based on the result of examining the hypothesis, it got

table

= 2.002 and T

count

= 6,337. Since, T

count

(6,337)  T

table

(2.002), so Ha is accepted and

Ho is rejected. It can be concluded that there is a significant effect of Stop and Dare

Strategy on the Students’ Ability in Writing Skill at the Eleventh Grade of SMK Swasta

Kristen Tomosa 1 Gunungsitoli Idanoi in 2022/2023. Last Stop and Dare strategy has a

significant effect to the students’ ability in writing skill rather than the students who are not

taught by using of STOP and DARE Strategy.

SUGGESTION

In order to be successful in teaching writimg, the researcher gives some suggestin,

first The researcher suggests the English teacher to apply STOP and DARE Strategy in

teaching teaching writing ability because the strategy can make the students easy to write

hortatory exposition text and Stop and Dare Strategy because the strategy easy to

implement. Second the next researcher can use the knowledge as a comparison and

motivation to conduct a research.

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