CHAPTER IV

RESULTS AND DISCUSSION

In this section, there is a discussion of the results of the research and

discussion of the thesis entitled The Effect of Revision on Students' Critical Writing
in the English Education Department at Halu Oleo University. The x variable in this
study is the pre-test value taken at the beginning of learning. While the variable y is
the post-test score taken after the treatment is carried out in the form of revisions to
the assignments given during the lecture process.

4.1 The Findings of Students’ Revision in Writing

In this section, three types of data are analyzed: pre-test, post-test writing test,
and descriptive statistics. Each section is explained as follows.

Table 4.1 Pre-test Data Description

Cumulative
Frequency Percent Valid Percent Percent
Valid 4 2 6.7 6.7 6.7
5 3 10.0 10.0 16.7
6 3 10.0 10.0 26.7
7 4 13.3 13.3 40.0
8 1 3.3 3.3 43.3
16 2 6.7 6.7 50.0
17 1 3.3 3.3 53.3
18 2 6.7 6.7 60.0
20 1 3.3 3.3 63.3
22 1 3.3 3.3 66.7
23 1 3.3 3.3 70.0
28 1 3.3 3.3 73.3
29 1 3.3 3.3 76.7
 30 1 3.3 3.3 80.0
43 1 3.3 3.3 83.3
51 1 3.3 3.3 86.7
58 1 3.3 3.3 90.0
63 2 6.7 6.7 96.7
67 1 3.3 3.3 100.0
Total 30 100.0 100.0

Table 4.2 Pre-Test Result Frequency Distribution

N Valid 30
Missing 0
Mean 21.97
Median 16.50
Mode 7
Std. Deviation 20.023
Range 63
Minimum 4
Maximum 67
Sum 659

Table 4.1, it shows that the frequency of student pretest results varies greatly,
with the highest frequency value being 4, while the other values only obtain
frequencies 3, 2 and 1. The scores of the students also varied, starting from the
smallest 4 to the highest value is 67. Meanwhile, from Table 4.2, 30 data points were
obtained with a total is 659 data points, with a mean value is 21,97, a median value is
16,50, a mode value is 7, a minimum value is 4, and a maximum value is 67.
Table 4.3 Prost-test Data Description

Cumulative
Frequency Percent Valid Percent Percent
Valid 7 1 3.3 3.3 3.3
8 1 3.3 3.3 6.7
10 1 3.3 3.3 10.0
14 1 3.3 3.3 13.3
21 1 3.3 3.3 16.7
27 1 3.3 3.3 20.0
29 1 3.3 3.3 23.3
34 2 6.7 6.7 30.0
36 1 3.3 3.3 33.3
41 1 3.3 3.3 36.7
43 1 3.3 3.3 40.0
48 1 3.3 3.3 43.3
50 1 3.3 3.3 46.7
51 1 3.3 3.3 50.0
53 1 3.3 3.3 53.3
55 1 3.3 3.3 56.7
58 1 3.3 3.3 60.0
63 1 3.3 3.3 63.3
64 1 3.3 3.3 66.7
69 1 3.3 3.3 70.0
72 1 3.3 3.3 73.3
80 1 3.3 3.3 76.7
83 1 3.3 3.3 80.0
91 1 3.3 3.3 83.3
93 1 3.3 3.3 86.7
95 1 3.3 3.3 90.0
96 1 3.3 3.3 93.3
97 1 3.3 3.3 96.7
100 1 3.3 3.3 100.0
Total 30 100.0 100.0
Table 4.4 Post-Test Result Frequency Distribution

N Valid 30
Missing 0
Mean 54.07
Median 52.00
Mode 34
Std. Deviation 28.973
Range 93
Minimum 7
Maximum 100
Sum 1622

Table 4.3 shows that the frequency of students' post-test results varies greatly,
with the highest frequency value being 2, while the other values only obtain
frequency 1. Students’ scores also varied, ranging from the smallest score is 7 to the
highest score is 100. Table 4.4 obtained 30 data points with a total of 1622 data
points, with a mean value is 54.07, a median value is 52.00, a mode value is 34, a
minimum value is 7, and a maximum value is 100.

Table 4.5 Recapitulate Pretest and Posttest Data

N Pretest Posttest

Valid 30 30

Missing 0 0

Mean 21,97 54.07

Median 16,50 52.00

Mode 7 34
 Minimum 4 7

Maximum 67 100

Sum 659 1622

From the table above, it can be seen that the results of the pre-test and post-
test of the students. The results of the pretest and posttest data with the same number
of samples, namely 30 with several different values such as different sum values,
namely pretest 659 and posttest 1622, pretest mean value 21.97 and post-test 54.07,
pretest mode value 7 and posttest 34, pretest minimum value 4 and post-test 7, and
maximum pre-test score 67 and post-test 100. From the above values, it can be seen
that a significant difference occurred before being given treatment and after the
revision treatment in the student lecture process in Critical Writing courses.

4.2 Normality Test

In conducting parameter analysis, there is an important requirement, namely,

the normality test. A normality test was needed to determine whether the data
obtained by the researcher were normally distributed. The researcher used the
Shapiro-Wilk test in SPSS version 25 to check whether the data obtained were
normally distributed. The Shapiro-Wilk column was used to determine whether the
sig value contained in the column was greater than 0.05, and the data obtained were
distributed normally.
The results of the analysis can be seen in the table:
Shapiro-Wilk
Statistic Df Sig.
Pre Test 0.914 30 .018
 Post Test 0.943 30 .110

The table above shows the results of the normality test using the Shapiro-Wilk
analysis, which represents the probability value (Sig.) for the pre-test and post-test
values, respectively. The normality results above show a pre-test value is 0.018 and a
post-test of 0.110, which is higher than (0.05). Therefore, it can be concluded that the
pre-test and post-test values were normally distributed. Then, the pre-test and post-
test scores will be analyzed using the paired sample t-test to determine whether there
is a significant relationship between assignment achievement and increased student
learning achievement in the Critical Writing course.

4.3 Hypothesis Testing

Table 4.6 The Result of Paired Sample T-Test

Paired Samples Statistics

Std. Std. Error
Mean N
Deviation Mean
Pair 1 Pre Test 21.97 30 20.023 3.656
Post Test 54.07 30 28.973 5.290

Paired Samples Test

Paired Differences t df Sig.
Mean Std. Std. 95% Confidence (2-
Deviat Error Interval of the tailed
ion Mean Difference )
Lower Upper
Pair Pre -32.100 24.84 4.537 - - - 29 0.000
1 Test - 9 41.37 22.82 7.075
Post 9 1
 Test

Paired tests were conducted on students' pre-test and post-test scores in the
Critical Writing course before and after they were given revision treatment in the
lecture process. The above data display the minimum, maximum, and average
standard deviation values for both the pre-test and post-test. The results of the paired
test showed a significant difference between the pre-test and post-test scores, where
the post-test score (M = 54.07, SD = 28.973) was higher than the pre-test score (M =
21.97, SD = 20.023) with an increase of 32.1. Thus, it can be concluded that the use
of revised assignments in Critical Writing lectures can improve students’ learning
outcomes.

From the sample test using the Shapiro-Wilk test, the average pre-test and
post-test scores that were carried out by students are 0.00 <0.05. Thus, the results of
this study show that by using the revision technique in the task of providing
effectiveness to the writing skills of Class A students at HaluOleo University in terms
of various assessments that have been summarized in the assessment rubric, the value
of the effectiveness of using the revision technique in student assignments can be
achieved from pre-test and post-test. In this way, it can be concluded that the revision
technique in doing assignments has a positive influence on Critical Writing class A
students after receiving treatment.
4.4 Descriptive Statistic
The following is a table of descriptive statistics from the pre-test and post-test
after being analyzed using SPSS version 25.

Table 4.7 Descriptive Statistics

Descriptive Statistics
N Minimum Maximum Mean Std.
Deviatio
 n
Pre Test 30 4 67 21.97 20.023
Post Test 30 7 100 54.07 28.973
Valid N (listwise) 30

The table above shows the minimum, maximum, mean, and standard deviation
values. The data above show a difference in the pre-test value is 20.023, while the
post-test value is 28.973. From these values, it can be seen that student scores
increased after receiving treatment in the form of revisions to assignments that
students had worked on. This improvement can be seen in the results of the writing in
the pre- and post-tests.
4.5 Discussion
This section discusses the findings obtained by researchers from research on
the use of revision techniques in student assignments to improve students' writing
skills in the English Language Education Department at Haluole University. The
purpose of this study was to describe the significant effect of using revision
techniques in assignments on students' writing skills in the English Language
Education Department, Haluoleo University. This research was conducted at the
English Department of Haluoleo University by taking Class A Critical Writing as an
experimental class that would be given a pre-test, treatment in the form of revisions to
the assignments given, and a post-test. The results obtained after calculating the pre-
test and post-test scores show that there is a significant effect of using revision
techniques in assignments on students' writing skills in the English Language
Education Department, Haluole University.

Based on Lowenthal 1980), Murray (1978a), and Scardamalia and Bereiter

(1986), revision is considered a central and important part of writing (Ash 1983;
Bamberg, 1978). Bracewell, Scardamalia, & Bereiter, 1978; Bridwell, 1980) state that
revision is important because in some circumstances it can help the writer update the
final quality of the written work and partly because revision can increase the writer’s
knowledge about the written work he wrote by reprocessing the thoughts and ideas
expressed in their works. Revision has a positive influence during the lecture process
because it helps students to further improve the quality of their writing to be better
than before and from revision; it can also increase their knowledge about the writing
they are working on by correcting several things from the revision provided by the
lecturer.

In implementing revisions to student assignments, it is able to improve

students' writing skills, as said (Ash, 1983; Bamberg, 1978; Bracewell, Scardamalia,
& Bereiter, 1978). ; Bridwell, 1980) The results considering the correlation received
between revision and quality display is prevalent that, for high school era and skilled
writers, revision can enable them to make better the rate of their writing
arrangements. Revision can help students improve the quality of their writing by
improving the writing concepts they have worked on by looking for new things that
can help them increase their knowledge about what they are writing, and improving
the grammar structure used so that it is better than before revision. This is evidenced
by an increase in post-test scores compared to pre-test scores. During the pre-test,
many students were still lacking in terms of critical writing, but together with being
given treatment in the form of revisions in the lecture process, which was carried out
slowly, they began to have good knowledge and understanding of critical writing.
Thus, when carrying out the post-test, there was a significant increase from the results
of the previous pre-test.

During the pretest and posttest examination process, many findings were
obtained by researchers, such as in the pretest, some students did not write a thesis
statement in their writing, but some wrote a thesis statement. However, it still needed
to be clarified and corrected to note. Still, after revising each assignment that had
been given, they begin to understand what a thesis statement is like and how to write
a thesis statement correctly so that after doing the posttest and seeing the results of
the posttest, the students begin to slowly change from what they did not write a thesis
statement at first, in the posttest they write a thesis statement even though they are
still I think it's explicit about the thesis statements they wrote and those who initially
reported the thesis statements were still not clear and correct, in the posttest they had
started to write the thesis statements more clearly and correctly. Furthermore, there is
a writing structure; in the pretest, there were several students whose writing needed a
better writing structure, which did not use a block or chain structure. Still, after
revising the assignments given during the learning process, they began to improve
their writing structure in their writing and after doing the posttest and looking at the
results of their posttest, in their paper, they have used a good writing structure, some
have used blocks, and some have used chains as a writing structure in their writing.
From the findings above, it can be seen that revision helps students improve their
critical writing skills. From what they initially did not understand about thesis
statements and the structure of writing, they gradually became more understanding of
these two things while revising the assignments they did during lectures.

It was also found that several students still needed clarification in writing
topic sentences for each paragraph, and several students did not write topic sentences
in several sections in their writing in the pretest. Several articles must be
accompanied by supporting sentences supporting the topic sentences. And several
articles need to be followed by a conclusion which is a summary of the main points of
their writing. And after being given treatment in the form of revisions made to
assignments during the lecture process, then a final test was carried out in the form of
a posttest, and seeing the results of their posttest, they began to know how to write
excellent and correct topics sentences, followed by adding supporting sentences to
provide understanding. Which is more about the topic sentence, followed by a
conclusion which is a summary of the main points of each topic sentence. From these
findings, it can also be seen that revision can help students improve their critical
writing skills. Initially, they did not understand the topic sentence, supporting
sentence, and conclusion (summary of the main point), but they gradually became
more aware of these three things during the revision of the assignments they did when
the lecture took place.

Accordingly, based on some of the above explanations, this study's results

suggest a significant influence of the revision in Critical Writing on the improvement
of student writing skills in the English Education Department of Haluole University.
In other words, revision can help to improve students' writing skills.