The Effect of Story Pyramid…(Suci Febrina) 1

THE EFFECT OF STORY PYRAMID STRATEGY

STRATEGY TOWARDS STUDENTS’
WRITING SKILL IN NARRATIVE TEXT AT ELEVENTH GRADE OF STATE
ISLAMIC SENIOR HIGH SCHOOL 1 PADANG
Suci Febrina
Student of English Tadris Department,
Department Faculty
culty of Islamic Education and Teacher Training
State Islamic University (UIN) Imam Bonjol Padang
Email: afatimah47@gmail.com

Dr. Besral, M.Pd

Lecturer of English Tadris Department,
Department Faculty
culty of Education and Teacher Training
State Islamic University (UIN) Imam Bonjol Padang

Yuhardi,S.Pd M.Pd
Lecturer of English Tadris Department,
Department Faculty
culty of Education and Teacher Training
State Islamic University (UIN) Imam Bonjol Padang

Abstract
This research is aimed to give a significant effect towards students’ writing skill. skill This was an
experimental research type with one group pre-test
pre and post-test design. The population of this research
was all of the students at class XI IPS of State Islamic Senior High School 1 Padang that consists of 85
students. Then researcher took class XI IPS 3 taken as a sample of the research by using cluster random
sampling. The sample classes were taken by giving the lottery.lottery Writing test was used to collect the data.
The treatment was done for six meetings. The data of this research was analyzed by using the Statistical
Product and Service Solution (SPSS)-20
(SPSS) Program. In collecting data, the researcher used a writing test.
Those tests are pre-test and post--test where pre-test
test was given in the first meeting and post
post-test was given
after applying Story Pyramid strategy for six meetings. The result of this study showed that the mean
score of students’ writing in post
post-test (76.48)
48) was higher than the mean score of students’ writing in pre-
test (52.4). While, t-obtained (28.
28.82) was also bigger than t-table (1.664). Moreover, each component of
writing have improved. It can be seen from the comparison of students’ mean scores in pre-test and post-
test.. Statistically, it is showed that teaching writing by Story Pyramid Strategy could give a significant
effect towards students’ writing skill.This
skill This improvement suggested that exploring and sharing the ideas
were very beneficial to the students’ writing. In conclusion, story pyramid can be used in teaching
writing narrative text for eleventh grade. It is useful to help the students to keep their ideas that they want
to describe as their intention.

Key Words: Effect, Story Pyramid,

Pyramid Writing skill, Narrative Text

INTRODUCTION
Writing is one of the ways to transmit
thoughts or ideas to the other people (Nguyen
Thanh,2015:53) Writing is also the important
skill in studying English, which need great
investment from the students.. English as one of
the subjects in schools has an important role
because English is a foreign language, an
international language which is widely used in
communication by people in most countries in
the world. Furthermore, English is often used in
writing science books, journals, or articles about
knowledge and technology. Among those four
skills, writing is the most difficult skill to learn
and to master, because writing is an active or
productive skill so that students who are
learning writing have to learn
le how to find ideas
and express them into writing. Richards and
Renandya (2002: 30) state that “There is no

doubt that writing is the most difficult skill for
L2 learners to master. The difficulty lies not
only in generating and organizing ideas but also
in translating these ideas into readable texts”.
Heaton (1988:135) adds that writing skill is
complex and sometimes difficult to teach.
Requiring mastery not only about the
grammatical and rhetorical device but also
conceptual and judgment.
In addition,
ddition, students also got a handicap
in writing a simple story even a simple
paragraph. Their writing purpose is not clear
and they also unable to make a good
organization of the story and confused to choose
the appropriate language features or grammar in
their writing. The figures below, one of
student’s writing product on observation:
Table 1.1
Students’ Writing Mean Score
Source Preliminary Test at First Semester (2017/2018)
Source:
The Total of
Students
C(30) O(20)
SUM 46.98 32.1
MEAN 15.66 10.7
The table above shows the data on
students’ achievement in writing. It is assessed
based on the Jacob’s writing criteria. The data
reveal that students are facing some problems
dealing with English. It can be known fromf the
writing mean score of 67.74,, which does not
reach the KKM whereas the KKM at the school is
75. It is also an indicator that the students have
not produced writing product succesfully yet.
The students get poor in the components
component of
writing such as content (19). ). Besides, they get
very poor on the rest of writing components
including organization (7), ), vocabulary (7),(
language use (5), ), and mechanics (2).
Commonly,the the students have not mastered the
writing skill. They still have no sufficient ability
to write well.
From this point of view, to improve
students writing ability and to build
bu students’
interest in writing, it is needed an effective and
simple method or technique for students. In this
case, the researcher suggested Pyramid Strategy
The Effect of Story Pyramid…(Suci Febrina) 2
The figure above is evidence that writing
is still difficult for students at class XI of
Islamic Senior High School (MAN) 1 Padang
which is researcher got from the early
observation at class XI IPS of MAN 1 Padang.
Mean Score Total
Score
V(20) L(25) M(5)
35.7 31.72 9.59 203,2
11.9 10.57 3.19 67.74
as a strategy in teaching writing where students
can use Story Pyramid Strategy to write and
make them easier to catch the main point of a
story.
According to Macon et al. (1991) in Eileen
(2004:57) add that a Story Pyramid helps the
students pinpoint highlights of a story and
describes the important parts using the limited
number of the words. This is a strategy used to
help students improve their reading. Moreover,
Story Pyramid also helps students promote
comprehension and writing. It means that Story
Pyramid strategy is a technique to improve
students’ reading comcomprehension and writing
skill by catching and describing the important
points of a text by using the limited number of
words.
Story Pyramid Strategy can give some
benefits in its uses. Chaes Strategies in Ayu
(2014) explains the benefits of Story Pyramid
Strategy
rategy are as follows:
1. Story Pyramid Technique helps students

promote comprehension and writing. It
means that Story Pyramid Strategy can
help students to improve their
understanding of the text they have read
and their writing skill by summarizing
the text using the outline of Story
Pyramid;
2. Through Story Pyramid Technique,
students will be able to capture essential
information about the book or reading
selection. It means that by using Story
Pyramid Technique, students will be
able to catch the main point of the text
3. Students are also able to organize their
thoughts
ughts to create writing pieces. It
means that by using Story Pyramid
strategy, students will be helped to
organize their thought to write because
the story pyramid provides some
directions to guide them to determine the
main point of the text. Therefore, they
can write a summery base on the outline
of the story pyramid strategy
By using Story Pyramid strategy,
students can describe the important information
like the main character, the setting, the major
events and the solution of the story. It becomes
their guide to write a summary. Here steps of
Story Pyramid strategy:
a. Line 1. First name of the main
character
b. Line 2. Two words describing the
main character
c. Line 3. Three words describing
the setting
d. Line 4. Four words stating the
problem
e. Line 5. Five words describing one
main event
f. Line 6. Six words describing a
second main event
g. Line 7. Seven words ds describing a
third main event
h. Line 8. Eight words stating the
solution to the problem
The Effect of Story Pyramid…(Suci Febrina) 3
one word for
main
character
two words
describing the
main character
three words describing the
setting
Four words stating the problem
Five words describing one main event
Six words describing a second main event
Seven words describing a third main event
Eight words stating the solution to the problem
Some studies show that teaching writing
through pyramid strategy can help students
improve their writing skill, the result of using
pyramid strategy in teaching writing show that
the pyramid strategy provides students with an
interesting,
ting, challenging and enjoyable
e
atmosphere inn classroom activities and also
contributes to absorbing materials more easily
(Yulia, 2014). Another study portrays the
effectiveness of using pyramid strategy in
teaching narrative text, the result shows that
Pyramid Strategy encourages
encoura students to learn
much more about words are given, therefore,
they get more understanding about the text
(Angella, 2011). Pyramid strategy can be an
appropriate strategy which is useful to help
students in writing narrative text. In other
words, it can help students to generate more
ideas, explain the topic clearly and help to write
in detail.
RESEARCH METHOD
A. Research Design
This research used quantitative research
method. The research design was Pre
Experimental research with Pre-Test and Post-
tes Design. Gall,Gall & Borg in Setyosari
(2010:174) stated one-group
one pre-test and post-
test consist of 3 steps, (1) conducting pre
pre-test to
measure dependent variable, (2) experiment
application, (3) conducting post-test
post to measure
the result toward dependent variable Sugiyono
(2008:76), illustrates the research design as
follows:
 The Effect of Story Pyramid…(Suci Febrina) 4

Table 3.1 Research Concept While post-test is the process of giving the test
after giving the treatment. It is aimed to conclude
O1 X O2 the contribution of Story Pyramid technique in
teaching and learning writing process to
Where:
students’ writing skill.
O1: Pre Test Score (before treatment were given) E. Technique of Data Analysis
O2: Post Test Score (after treatment were given) Finally, the data of post test of both classes
X: Treatment (teaching through Story Pyramid were analyzed through T T-test formula which
strategy) proposed by Sudjana (1996). Before using the T-
B. Population test formula,
rmula, still there was a couple of steps
The population of the research was Eleventh must be carried out in advance:
grade nine students of Islamic Senior Se High 1. Analyzing students’ mean score in post
School 1 Padang that consist of 85 students test
∑F X
which were distributed into three classes. X1 = ∑ 1F 1 (Pre-Test)
1
C. Sample
∑ F2 X2
Technique in deciding the sample was X2 = (Post-Test)
∑ F2
Cluster Random Sampling,, “which is intact
groups, not individuals, are randomly selected. 2. Analyzing the standard deviation
An intact group of population members with n  1S12  n2  1S22
similar
ar characteristics”, Gay (2012:135).
(2012: S2  1
n1  n2  2
Before deciding the class sample by using
3. Prerequisite tests for hypothesis testing
the
he cluster random sampling, there were some
a. Normality Test
steps must be followed in advance:
The normality test was aimed to know
1. Collecting students’ writing score of all
whether students’ writing ability in both classes
classes.
had normal distribution or not. Researcher used
2. Do the normality test with SPSS
SPSS software which requires the significance
3. Do the homogeneity test with SPSS
level must be higher than 0.05 to signify the
The data were considered to be normal and
normal class.
homogeneous if the significant level value is
b. Homogeneity of Variances Test
higher than 0.05. After did all the steps above, it
The homogeneity of variance test was aimed
was time to decide the sample by using Cluster
to know whether students’ writing ability in both
Random Sampling.
classes had homogeneous variance or not.
It was discovered that Class XI IPS 3 as the
Researcher also used SPSS software and it
experimental class with 25 students
signifies the homogeneous variance if the
D. Technique of Data Collection
The data of this research were collected by significance level is higher than 0.05.
giving writing test. The data of this research is 4. Hypothesis testing
esting
student’s score in pre-test and post
post-test. The pre- The formula of T-test
T is as follows:
test is the process of identifying the students’
ability before giving the treatment. Treatment is t= With
(n − 1)s + (n − 1)s
S =
the process of implementing Story Pyramid as a n +n −2
strategy in teaching and learning process to
improve the student’s writing ability. The class
conducted for six meetings and the material is a Where:
X1= Mean score of post-test
post
narrative text by implementing Story Pyramid
X2= Mean score of pre-test
pre
strategy. In this section, the researcher prepared
an instructional design for each meeting.
 The Effect of Story Pyramid…(Suci Febrina) 5

N1= Number of students in pre-test

test
N2= Number of students in post--test Interval (Students' writing F Percentage
Score)
S12 = Standard deviation of pre-test
test
34-39 1 4%
S22 = Standard deviation of post-test
test
40-45 2 8%
If the value of tobserved is higher than the 7 28%
46-51
value of ttable, the hypothesis is accepted then.
52-57 7 28%
Conversely, if the value of tobserved is the same
58-63 7 28%
with or smaller than the value of ttable, then the
hypothesis is rejected. 64-69 1 4%

Total 25 100%
FINDING AND DISCUSSION
A. Research Finding
Table 4.2
1. Data Description
The Interval Data of Pre-Test
Pre
After conducting the research, the result of
students’ score in writing can be drawn as
The students’ writing score in pre-test
pre could
follows:
be drawn as follows:
Table 4.1
Student writing score in Pre-Test
Test and Post-
Post
Test
Number The The Standard Graph.1 The Interval of
Class Mean Deviatio
of
Students
Higher
Score
Lowes
t Score
(X) n (SD)
Students' Writing Score
Pre- 25 66 34 52.84 7.14 In Pre-Test
Pre
Test
Post- 25 90 53 76.48 9.98 8
Test 7
6
5
Based on the table above, the total score of 4
students’ writing in pre-test
test and post-test
post was 3
significantly different. The
he mean score of pre-
pre 2
1
test was 52.84,, the highest score was 66, the
0
lowest was 34 and the standard deviation was
34-39 40-45 46-51
46 52-57 58-63 64-69
7.14. In contrary, After giving treatment by
using Story Pyramid, the mean score of b. Post-Test
students’ writing in post-test
test became 76.48,
7 the Based on the result of calculation process of
highest score was 90,, the lowest was 53 and the mean and standard deviation of writing test in
Standard deviation was 9.98 post-test,, it was obtained that the students’ mean
2. Descriptive Data Analysis score was 76.48 and its standard deviation 9.98.
a. Pre-Test Students’ achiev
achievement in the post-test can
Based on the result of calculation process of be revealed through the interval data in the table
mean and standard deviation of writing test below:
experimental class, it was discovered that the
students’ mean score was 52.84 and its standard Table 4.4
deviation 7.14. The Interval Data of Post-Test
Post
Interval
Students’ achievement in pre-test can be
(Students' F Percentage
presented through the interval data in the table writing Score)
below: 53-58 2 8%
59-64 2 8%
 The Effect of Story Pyramid…(Suci Febrina) 6

65-71 1 4% To explain more

mor about Story Pyramid in
72-77 7 28% improving students’ writing skill, it can be seen
78-83 6 24% from the comparison of students’ mean score
84-89 6 24% both pre-test
test and post
post-test in several indicators,
such as content, organization, vocabulary,
90-95 1 4%
language use and mechanics. The calculation of
Total 25 100% those aspects can be explained as the table
below:
The data of experimental class post-test
post
score could be drawn as follows:

Graph.2 The Interval of

Students' Writing Score
in Post-Test
Test
8
7
6
5
4
3
2
1
0
53-58 59-64 65-71 72-77 78-83
83 84-89 90-95

Table 4.10
The Calculation of Comparison of Means Score Pre
Pre-Test
Test and Post Test
No Component Pre-Test Post-Test Difference
1 Content 15.56 22.12 6.56
2 Organization 10.32 15.72 5.4
3 Vocabulary 13.04 16.92 3.88
4 Language use 11.52 18.72 7.2
5 Mechanic 2.4 3.4 1
From the table of calculation of comparison was 13.04 while in post-test was 16.92.
of means post test of experimental and control Furthermore, students’
tudents’ mean score on language
class in content, organization, vocabulary, use in pre-test was 11.52, while in control class
language use and mechanics,, it can be explained was 18.72 and students’ mean score on
that: mechanics in pre-test
test was 2.4 while in control
Students’ mean score in pre-test
pre for content class was 3.4.
was 15,56 while in post-test was 22.12. Then, Moreover, the comparison of means post
students’ mean score in pre-test for organization test of experimental and control class
cl in content,
was 10.32 while in post-test was 15.72. Next, organization, vocabulary, language use and
students’ mean score on vocabulary in pre-test mechanics could be seen in the following graph:
 The Effect of Story Pyramid…(Suci Febrina) 7

4 pre-test

3 post-test

0
34-39 40-45 46-51 52-57 58-63 64-69 70-76 77-83
83 84-90

2
The explanation above showed that the ( ) 1 ( )
S2 =
students’ writing skill in both pre
pre-test and post-
( ))( . ) ( )( . )
test notably in aspects of content, organization, S2 =
vocabulary, language use and mechanics has ( )( ) ( )(
. . )
really developed and the use of Story Pyramid S2 =
strategy has guided students to develop their . .
S2 =
ideas and organize them into a good paragraph. . .
3. Inferential Data Analysis S2 =
a. Prequisite Tests for Hypothesis Testing S2 = 8.56
1) Normality Test S = √ 8.56
S = 2.92
After did the normality test, it was
discovered that both samples were normal. So, it So that,
could be continued to the next step.
2) Homogeneity of Variance Test
After did the homogeneity of variance test, =
it was obtained that both samples had ㌰
homogeneous variance.. Then, it was a time to . .
=
have the hypothesis testing.
B. Hypothesis Testing
.
Because the samples were distributed =
normal and homogeneous, to know whether the .
hypothesis is accepted or rejected, the t-test
t .
=
formula which is popularized by Sudjana (1996) .
was used, the formula is below:
.
=
. .√ .
X1 = 76.48 X2 = 52.84 .
=
S21 = 9.98 S22 = 7.14 . .
n1 = 25 n2 = 25 .
=
.
= 28.82
2 ( ) ( )
S =

If,
df = (n1 + n2 - 2) α = 0.05
= (25 + 25 - 2)
df = 48
Then,
ttable = t(1 – α) (df)
= t(1 – 0.05) (48)
= t(0.95) (48)
ttable = 1.6772
The result was tobserved is bigger than ttable.
tobserved > ttable
28.82 > 1.6772
Since α = 0.05 and df = 48,, it was found that
tobserved = 28.82 while ttable = 1.6772 in
confidence level of 95%, it means that the value
of tobserved was higher than the value of ttable.
Then, the hypothesis was accepted. It means that
the students’’ writing skill improved after were
taught through Story Pyramid. In other words, It
means that the use of Story Pyramid Strategy can
give a significant effect
ct on the students’ writing
competence significantly and can be an effective
strategy in teaching writing at the eleventh
grade students of Islamic State Sen Senior High
School 1 Padang in writing the Narrative text.
text
C. Discussion
The discussion focus on the question of this
experimental study ,where
where the primary issue is to
find out whether or not the Story Pyramid
Strategy could give a significant effect towards
students’ writing skill at class XI IPS of Islamic
Senior High School MAN 1 Padang. The answer
to this research question could be explained
based on the result of the tests. As we know, a
series of test (pre-test
test and post-test)
post had been
conducted in the same class, XI IPS 3 as the
sample. The researcher has analyzed the
students’ writing by emphasizing on 5 aspects of
writing, they are content,, organization, grammar,
vocabulary, and mechanic. As the result, on the
The Effect of Story Pyramid…(Suci Febrina) 8
pre-test, the students’ mean score (52.84) was
lower than post-test
test (76.48).
In the pre-test,
test, the researcher found that
from 25 students in the experimental class, there
was only 1 student who able to write a narrative
text, while 24 other students get a score below
70. It indicated that almost students got
difficulties in writing narrative text especially in
developing their ideas to be a good paragraph.
As we see the students’ writing score on pre-test
pre
(see appendix 4), students’ mean score in
Content was only 15.72 which mean their ability
in developing their ideas was fair to poor.
po
Meanwhile, on the post-test,post The
researcher also found that from 24 students in
post-test,
test, there were 20 students who able to
write narrative text well with score 70 above. At
this stage, it showed there is any difference in
the number of students who got treatment. The
two mean scores also represent a difference. The
mean difference of post
post-test was higher (76.48)
than the mean difference of pre-test
pre (52.84). It
shows a 10.8 % improvement in students’
writing ability. The significant improvements of
students’ writing skill in this study as shown in
the findings above, indicated that students
writing skill improves in all components of
writing. The further explanation would be
described below:
The first component which increased
significantly
ficantly was the Language Use. It dealt with
the use of tense, pronouns, article, modals, and
also the verb. In this study, the researcher found
that the students’ writing score both of tests in
language use had differences 7.2 points between
pre-test and post-test,
test, where 11.52 points in the
pre-test and it increased to 18.72 points in the
post-test.
test. In using Story Pyramid researcher
guides the students to write the correct tense,
pronouns, article, and word to be a keyword in
each line of Story Pyramid graphic
gra organizer so
students can make good statement and
construction in writing
The second component was content. It
dealt with the writer’s development of their
ideas. It should be a relationship between the

topic and the content of their writing result. The
ideas of each paragraph should be developed
logically. Based on research, the researcher
found that the students’ writing score both of
tests in content had differences 6.56 points
between pre-test and post-test, where 15.56 point
in the pre-test and it increased to 22.12 points in
the post-test.After
test.After implementing Story Pyramid
strategy in experimental class, the researcher
found that the students understood how to
organize their ideas/arguments ts into coherent and
cohesive paragraph. Besides, in the post-test,
post
students’ message in the story became more
clear so it is easier to catch the main point of the
story.
The third, in Organization, the researcher
found that the students’ writing score both bo of
tests in content had differences 5.4 points
between pre-test and post-test.
test. where the means
score for this component was 10.32 points in the
pre-test and it increased to 15.72 points in the
post-test.
test. It proved that by using Story Pyramid
Strategy can help the students to write easier
because it is a framework or outline that guide
and contains some instructions to describe the
important information from a story such as the
main character, the setting and the major events
in the plot. This theory is supported by Katherine
in Alfia (2017) states that Story Pyramid strategy
is a graphic organizer which helps the student
organize the story component which makes it a
useful prewriting. Besides, Alfia (2017) states
that by using Story Pyramid strategy make
students more understand the story based on the
structure of the text and this activity can help
students learn how to organize a text well since
with this strategy, the students would analyze the
text from the easy one to the difficult one or
from the highest to the lowest pyramid.
Conclusion and Finding
Conclusion
Based on the findings which have been
discussed in the previous section, it canca be
concluded that Story Pyramid strategy can give
significant effect towars students’ writing skill
for the eleventh-grade students of State Islamic
The Effect of Story Pyramid…(Suci Febrina) 9
The fourth component was vocabulary.
It dealt with the use of vocabulary in their
writing. Good writing should include an
appropriate vocabulary. Based on research, the
researcher found that the students’ writing score
bothh of tests in vocabulary had differences
3.88points between pre pre-test and post-test, where
13.04 points in the pre-test and it increased to
16.92 points in the post-test.
post In teaching writing
by using Story Pyramid researcher asked the
students to write the summarized the story of a
text that has given and develop it by using the
story pyramid outline that they have filled. By
these steps,, students accustomed to think the
words related to the keyword in the outline of the
story pyramid. If they had difficulties in looking
for word meaning in English, they will be
motivated to open a dictionary. So students
would know many vocabularies.
Last, Mechanic, it had differences 1 point
between pre-test
test and post-test.After
implementing the Story Pyramid strategy,
students
udents could make the correct mechanic in
writing. Because after the students write their
Pyramid strategy in a paragraph, the teacher did
correction their paragraph.
paragraph So students knew
what they should revise and write.
Finally, it can be said the findings of this
research proved that using a story pyramid
strategy give significant effect on students’
writing skill. Using Story Pyramid strategy in
writing instruction has created an interesting
learning atmosphere. In addition, it has assisted
the students, particularly
articularly in both developing and
organizing their ideas in learning writing.
Therefore, the students’ writing skill improved
by using this strategy. It supported the research
hypothesis that using Story Pyramid could
improve students’ writing skill in narrative
na text.
Senior
nior High School 1 Padang such as Content,
Organization, Vocabula
Vocabulary, Language Use and
Mechanic.
The student’s writing skill on Post-test
by using Story Pyramid Strategy are; in pre-test
got mean scores (52.84
52.84) while in post-test got
(76.48). It showed that the mean of writing

score in post-test had increased than pre-test. It
showed Story Pyramid Strategy Effective to
Improve Students’ Writing Skill at Class XI IPS
of Islamic Senior High School MAN 1 Padang.
However, the researcher does not deny that
there were weaknesses in using Story Pyramid
P BIBLIOGRAPHY
strategy in teaching writing at State Islamic
Senior High School 1 Padang. First, The
weakness was the students’ writing, in pre-test
pre
and post-test, both
oth of them still very low in
Mechanic because they were not really focused
focus
about how to write a text or story by considering
the good punctuation, spelling, capitalization or
their handwriting.
Second, this strategy just covered the
pre-writing
writing step in writing and does not explain
any further explanation after using this strategy.
Besides, the student’s writing products haven’t
perfect yet because this technique does not tell
how to revise the students’
udents’ writing product and
make it readable. So for the teacher, it is
suggested to use “Revising” stage after use this
strategy so that students’ writing product can be
better
Suggestion
The successful of teaching doesn’t
depend on lesson plans only,, but the more
important is how the teacher present the
lessons and uses various teaching techniques
and strategy to manage the class to manage
the class more enjoyable and comfortable.
Dealing with the research finding, the
following suggestion as the outcomes
comes of the
study is put forward.
1. For the teacher, in teaching and
learning process are hoped to create a
good atmosphere in the classroom to
make teaching writing more effective,
meaningful and interesting for
students.
2. It is suggested for the teacher to
choose and use appropriate material,
technique, and strategy in teaching
writing. One of the strategies that can
improve students’ writing skill is
Story Pyramid strategy.
The Effect of Story Pyramid…(Suci Febrina)
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