THE EFFECTIVENESS OF BLOG TOWARDS STUDENTS’ ACCURACY AND COMPLEXITY IN WRITING NARRATIVE TEXT (A Quasi Experimental Research at the Eleven Grade Students of SMA Daar El-Qolam Excellent Class Program, Gintung Jayanti, Tangerang Banten) A ‘Skripsi’
By: IIN KURNIA NIM. 1110014000078
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015
SURAT PERNYATAAN KARYA SENDIRI Yang bertanda tangan di bawah ini: Nama
: Iin Kurnia
Tempat/Tgl. Lahir
: Serang, 03 September 1991
NIM
: 1110014000078
Jurusan/Prodi
: Pendidikan Bahasa Inggris
Judul Skripsi
: The Effectiveness of Blog toward Students’ Accuracy and Complexity in Writing Narrative Text (A Quasi Experimental Study at the Eleven Grade Students of SMA Daar El-Qolam)
Dosen Pembimbing
: 1. Dr. Farida Hamid, M.Pd 2. Teguh Khaerudin, MAppLing
dengan ini menyatakan bahwa skripsi yang saya buat adalah benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian munaqosah.
Jakarta, 25 Februari 2015 Mahasiswa Ybs
Iin Kurnia NIM. 1110014000078
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ABSTRACT Iin Kurnia, (NIM: 1110014000078), The Effectiveness of Blog toward Students’ Accuracy and Complexity in Writing Narrative Text (A Quasi Experimental Study at the Eleven Grade Students of SMA Daar El-Qolam) English Education Department, Faculty of Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta. Keywords: Blog, Accuracy, Complexity in Narrative Writing The objective of this study was to see the effectiveness of blog toward students’ accuracy and complexity in writing narrative text at the eleven grade students’ of SMA Daar El-Qolam Excellent Class Program, Tangerang Banten. The sample of this study were 40 students taken from the eleven grade of SMA Daar El-Qolam Excellent Class Program, Jayanti Tangerang, which were 20 students as experiment class and 20 students as controlled class. The method used in this research was a quantitative method. The design used was a quasi- experimental study and the instrument of this research was test. The calculation of this research was conducted though SPSS 20. The research results showed that blog helped the students to achieve a greater improvement on their accuracy and complexity in narrative writing text. The result of the study showed that sig. 2 tailed (p) was 0.005 for complexity and 0,001 for accuracy while alpha (α) was 0.05. In other words, p< α. It meant that the H0 (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. It proved that using blog in writing was effective. In other words, there was a positive effect of blog toward students’ accuracy and complexity in narrative writing text.
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ABSTRAK Iin Kurnia, (NIM: 1110014000078), The Effectiveness of Blog toward Students’ Accuracy and Complexity in Narrative Writing Text (A Quasi Experimental Study at the Eleven Grade Students of SMA Daar El-Qolam) Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta. Kata kunci: Blog, Akurasi, Kompleksitas dalam penulisan Narasi. Tujuan penelitian ini adalah untuk melihat efektivitas blog terhadap akurasi dan kompleksitas pada penulisan teks narasi siswa kelas 11 SMA Daar El-Qolam, Tangerang Banten. Sampel penelitian ini adalah 40 siswa diambil dari kelas 11 SMA Daar El-Qolam, Jayanti Tangerang, yang 20 siswa sebagai kelas eksperimen dan 20 siswa sebagai kelas Kontrol. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif. Desain yang digunakan adalah penelitian Eksperimen Semu dan Instrumen penelitian ini adalah tes. Perhitungan penelitian ini dilakukan menggunakan SPSS 20. Hasil penelitian menunjukkan bahwa blog membantu siswa untuk mencapai peningkatan yang lebih besar pada keakuratan dan kompleksitas mereka dalam menulis teks narasi. Hasil penelitian menunjukkan bahwa sig. 2 tailed (p) adalah 0,005 untuk kompleksitas dan 0,001 untuk akurasi sementara alpha (α) adalah 0,05. Dengan kata lain, p <α. Ini berarti bahwa H0 (Null Hypothesis) ditolak dan Ha (Hipotesis Alternatif) diterima. Ini membuktikan bahwa menggunakan blog efektif. Dengan kata lain, ada efek positif menggunakan blog pada akurasi dan kompleksitas siswa dalam menulis teks narasi.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, the Lord of the worlds who has given His Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation always be upon the prophet Muhammad shallallahu ‘alaihiwasallam, his family, his relatives, and his faithful followers. In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved parents (Rahimudin and Nurlaila), for their valuable supports and moral encouragement in motivating the writer to finish her study. Then, the writer thanks to her beloved younger brother (Fauzul Iman) for his love and support to the writer in writing this Skripsi. The writer also would like to express her deepest gratitude to her advisors, Dr. Farida Hamid, M.Pd, and Teguh Khaerudin, MAppLing., for their advice, guidance, corrections, and suggestions in finishing this Skripsi. Her gratitude also goes to: 1. All lecturers of the Department of English Education. They have taught and educated the writer during her study at UIN Syarif Hidayatullah Jakarta. 2. Drs. Syauki, M.Pd., the Head of the Department of English Education. 3. Her academic advisor, Zaharil Anasy, M.Hum., the Secretary of the Department of English Education, for his advices, guidance, suggestions, and support. 4. Prof. Dr. Ahmad Thib Raya, M.A, the Dean of Faculty of Tarbiyah and Teachers` Training. 5. Her beloved friends in English Education Department Academic Year 2010 for giving cares and supports.
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6. Her beloved friends in Islamic Boarding School of Daar El-Qolam Academic Year 2007 for giving cares and supports. 7. Any other person who cannot be mentioned one by one for their contribution to the writer during finishing her Skripsi. The words are not enough to say any appreciations for their help.
May Allah bless them for all of what they have done. Finally, the writer feels that it is really pleasure for her to receive critics and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.
Jakarta, 25 Februari 2015
The Writer
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TABLE OF CONTENTS APPROVAL SHEET…..…………………………………………………. i ENDORSEMENT SHEET………………………………………………. ii SURAT PERNYATAAN KARYA SENDIRI………………………….. iii ABSTRACT................................................................................................. iv ABSTRAK………………………………………………………………... v ACKNOWLEDGMENT ........................................................................... vi TABLE OF CONTENTS............................................................................viii LIST OF TABLES ...................................................................................... x LIST OF FIGURES ................................................................................... xi LIST OF APPENDICES ........................................................................... xii CHAPTER I: INTRODUCTION A. Background of the Study..................................................... 1 B. Identification of the Problem................................................ 4 C. Limitation of the Problem ................................................... 4 D. Formulation of the Problem................................................. 4 E. Objective of the Study ........................................................ 5 F. Significance of the Study………..………………………...5
CHAPTER II: THEORETICAL FRAMEWORK A. Writing ...............................................................................6 1. Understanding of Narrative Text ……………………..8 2. Generic Structure of Narrative Text…………………..9 3. Grammatical Feature of Narrative Text……………….9 B. Aspect of Language of Proficiency.....................................10 1. Fluency .........................................................................10 2. Accuracy........................................................................12 3. Complexity.....................................................................14 C. Using Blog to Improve Writing............................................15 D. Relevant Studies...................................................................18
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E. Thinking Framework..............................................................21 F. Research Hypotheses………………..……………………... 22
CHAPTER III: RESEARCH METHODOLOGY A. Place and Time of the Research ……....................................23 B. Method and Research Design ............................................... 23 C. Population and Sample.......................................................... 24 D. Instrument of the Study……………………......................... 25 Validity and Reliability of the Instrument…………………. 26 E. Technique of Collecting the Data………………................. 27 F. Data Analysis Technique ………………….…………..…... 28 1. Test of Normality and Test of Homogeneity ………...... 29 2. Test of Hypothesis …………………………….……..... 31 G. Statistical Hypothesis ……………………………………. . 33
CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Data Description ................................................................ 34 1. Complexity …………………..………………………. 34 2. Accuracy ……………………………………………... 37 B. Data Analysis ………….................................................... 41 1. Test of Normality ………...………………………….. 41 2. Test of Homogeneity ……………...…………….….... 43 C. Test of Hypotheses ……………....................................... 45 D. Data Interpretation ……………………….…………..…. 47 CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ....................................................................... 49 B. Suggestion ........................................................................ 49 REFERENCES...........................................................................................51 APPENDICES ............................................................................................54
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LIST OF TABLES Table 4.1 The Summary Table of Complexity Pre-test and Post test.......... 35 Table 4.2 The Summary Table of Complexity in Controlled Class……… 36 Table 4.3 Box Plot of Pre Test of Complexity …………..………………. 36 Table 4.4 Box Plot of Post Test of Complexity……………………………37 Table 4.5 Summary Table of Accuracy in Experimental Class……………38 Table 4.6 The Summary Table of Accuracy Pre-test and Post test………. 39 Table 4.7 Box Plot of Pre Test of Accuracy……………………………… 40 Table 4.8 Box Plot of Post Test of Accuracy…………………………….. .40 Table 4.9 The Result of Normality Test of Pre-Test of Complexity……… 41 Table 4.10 The Result of Normality Test of Pre-Test of Accuracy………. 41 Table 4.11 The Result of Normality Test of Post Test of Complexity…… 42 Table 4.12 The Result of Normality Test of Post Test of Accuracy……… 42 Table 4.13 The Result of Homogeneity Test of Pre-Test of Complexity….43 Table 4.14 The Result of Homogeneity Test of Pre-Test of Accuracy…… 43 Table 4.15 The Result of Homogeneity Test of Post-Test for Complexity...44 Table 4.16 The Result of Homogeneity Test of Post-Test for Accuracy….. 44 Table 4.17 The Result of T-test Calculation of Complexity………………..45 Table 4.15 The Result of T-test Calculation of Accuracy…………………. 46
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LIST OF FIGURES
Figure 3.1 The Diagram of Experimental ………………………………… 24
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LIST OF APPENDICES APPENDIX 1 Eliciting a Valid Sample of Writing Ability……………. .54 APPENDIX 2 Instrument of Pre-Test…………………………………... 55 APPENDIX 3 Instrument of Post-Test…………………………………. 56 APPENDIX 4 Accuracy and Complexity’s Measurement…………….. .57 APPENDIX 5 RPP I (Kelas Experimen)……………………………….. 58 APPENDIX 6 RPP I (Kelas Kontrol) ……………………………….…. 65 APPENDIX 7 RPP II (Kelas Experimen) ………………………..……. .71 APPENDIX 8 RPP II (Kelas Kontrol) …………………………………. 81 APPENDIX 9 RPP III (Kelas Experimen)……………………………….. 91 APPENDIX 10 RPP III (Kelas Kontrol)………………………………... ..96 APPENDIX 11 The Students’ Score…………………………………… ..100 APPENDIX 12 Sample of Blog…………………………………………..104 APPENDIX 11 Surat Izin Penelitian…………………………………….. 106
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CHAPTER 1 INTRODUCTION This chapter describes the background of the study, identification of the problem, limitation of the problem, formulation of the problem, objective of the study, and significance of the study.
A. Background of the Study Writing is not easy to learn. According to Raymond in his book, “Writing is not easy.”1 When students write, they write their ideas into words, sentences, and paragraphs. It needs hard thinking to produce it at the same time. Raymond said, “In writing, however, you need other ways to signal your meaning: punctuation, attention to word order, even the use of blank space.”2 Therefore, the students need hard thinking and some knowledge if they want to write something because writing is a specific skill. It needs practices to make it good and students have to get interested in reading because both writing and writing related to each other. Writing is one of skills in English. Writing English for a foreign learner is difficult even for college students. As the writer experience, in speaking people can ignore the grammatical aspect, but not in writing, people must select the appropriate grammar and vocabulary to arrange the words. Some of the problems faced by students are that they are still confused in using the grammar because there is different systematic rule in Indonesian Language Writing. For example, “She is name Elis Solihah and I have twin sister” it should be “Her name is Elis Solihah and I have twin sisters”. It might not be easy for most students to share the ideas through writing since they find it involves transforming or reworking and also consuming not a little time. They also often find it is harder to write sentences in English language rather than to do it in Indonesian language since English 1
James C. Raymond, Writing is an Unnatural Act, (New York: Harper & Row Publisher, 1980), p. 2 2 Ibid., p. 3
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language differs a lot from their mother tongue from its structure, grammar, lexical meaning, phonology, and many more. Besides, writing is a process that takes time. To create a good writing work is not an easy way. Before completing a final draft, a writer should pass some procedures, such as: pre-writing, outlining, developing outline, proofreading, revising, and final drafting (writing process).3It is can be imagined, how hard teachers’ task in designing a good lesson plan is. They must have a trick to make teaching and learning activities run well. When teachers specify goals for students’ language production, they want them to use language correctly or accurately, and they also want them to develop accuracy and increase complexity in their language. Teacher needs to take account of various aspects of fluency, accuracy, and complexity in language production, and how to target these separately in teaching. Furthermore, Kurrikulum KTSP is aimed to encourage students accuracy and complexity in writing. In addition, in KD (standard competency) 2.2 of English subject it is also said that, “Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk hortatory exposition.”4 Which means students are considered to be able to create a simple text written with accuracte, fluent, and accepted in daily life and access the knowledge or science in hortatory exposition text. Based on the statement above, the writer believe that the teachers need to be able to provide appropriate techniques. There are many techniques that can be applied in teaching writing. One of the teaching strategies that can make the students motivated to learn English is using the suitable strategy such as storytelling, short story, drills or contextual teaching and learning method. Actually, the students do not have to memorize the pattern of
3
Purdue Owl, The Writing Process, 2015, (https://owl.english.purdue.edu). Silabus Bahasa Inggris SMA Daar El-Qolam Kurikulum KTSP 2006
4
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grammar or the changes of verb, but the students exactly applied the changes of the verb in written from such as writing on blog. A blog is where many people post a message and other people can comment on it. Because of a possibility to place “Comments” teachers can consider a blog to be interactive. Blogs help us to improve our writing skills. If students start to write a blog, all of a sudden they get into the habit of improving their writing skills and style. The students may feel that they are going to be criticized if they make a mistake. This fear is a big step that will make them motivated for improving their accuracy and complexity in writing skills.5 Most people start blogging just for expressing their personal opinions. Later on some begin to take an interest in searching for various ways by which they can earn income from it. Gradually they start making income by implementing search engine optimization techniques combined with the usage of advertisements along with blog.6 The writer believed that writing on blog students were challenged to think about their accuracy and complexity in writing. Most of the blogging tools help students to easily share the contents with social media like Facebook, Twitter, Linkedln, Google Plus, Pinterest, Instagram, etc. The writer expects, will give motivation and give the passive students more opportunities to express their opinions and feeling. In writing blog students can remember or recall experience; it means that they will also remember that they have to use the past form to write their writing. Another important feature of a blog is its easiness to update its content at any time students want. The only option available for an update was to publish another edition. It can be analyzed that the emergence of internet and the development of World Wide made a drastic change in the way an author can approach the whole process of writing.7 5
Brad Hill, Blogging for Dummies, (Canada: Wiley Publishing Inc, 2006) p.26 Ibid 7 Reji Stephenson, 25 advantages of blogging for inspiration, 2014, (Digitaldimensions4u.com) 6
4
Based on the background above, the writer is interested in discussing this case under the title “The Effectiveness of Blog toward Students’ Accuracy and Complexity in Writing Narrative Text” (A Quasi Experimental Research at the Eleven Grade Students of SMA Daar ElQolam Gintung, Jayanti, Tangerang Banten).
B. Identification of the Problem Based on the background of the study about the using blog to improve students’ accuracy and complexity in writing narrative text, the writer identified some conditions that promote the research problem there are: 1. The students have low motivation in learning narrative writing. 2. The students don’t have much opportunities to share their ideas or opinions when discuss and learning English, 3. Traditional teaching method which focuses only on teacher’s performance is not effective to encourage students’ autonomous learning demanded by the curriculum. 4. Students did not aware or know how to write with accuracy and complexity.
C. Limitation of the problem The writer limits the discussion on accuracy and complexity students in narrative writing through blog at eleven grade of SMA Daar El-Qolam Gintung, Jayanti, Tangerang, Banten. Is there any significant effect of blog toward students’ accuracy and complexity in writing narrative text? The writer intends to know whether blog can help students’ accuracy and complexity in writing narrative text.
D. Formulation of the Problem To make the study easier to be understood, the writer would like to formulate the problem as follow: “is blog effective toward students’ accuracy
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and complexity in writing narrative text at eleven grade of SMA Daar ElQolam Excellent Class?”
E. Objective of the Study The objective of this study is to find out the effect of blog toward students’ accuracy and complexity in writing narrative text.
F. Significance of the Study The writer conducts this “The Effectiveness of Blog on Students’ Accuracy and Complexity in Writing Narrative Text” because the writer hopes that the result of the study will become useful information for English teachers in considering and choosing effective medium or activity in teaching writing to their students. The writer also hopes that this study will give the students a description of new media that can be useful in increasing their reading ability and their motivation in writing. In addition, for the writer, the result can be a proof whether using blog can improve students understanding or not.
CHAPTER II THEORETICAL FRAMEWORK
A.
Writing Writing is the most complex skill among other language skills because in
writing students need to think hard to produce some words, sentences, and paragraph at the same time.1 Not only do students need to think hard, but they also need to spell words in right spelling and properly punctuate the sentences. Therefore, the students have to master all aspects related to writing and its component, also do more practices if they want to be good writers. According to Rogers, he said that writing is not language. Language is a complex system residing in people brains which allow people to produce and interpret utterances. Writing involves making an utterance visible.2 Betty said that learning to write well will improve the thinking skills –the ability to question, analyze, evaluate and make decision. 3 As Betty said, that writing is a process discovery. When the students write they will discover their thoughts and ideas that lie in their mind. Writing opens opportunities to learn. Learning to write well also improves our ability in organization skills.4 The consistency of learning to write well brings us to become more efficient in organizing our writing from the draft until editing process. The improvement of organizational skill of writing will enable us to select writing appropriately. By applying appropriate writing strategies, we can increase thoughts, draft more quickly, and develop ideas more effectively. Good organizational in developing ideas help us in expanding our writing and avoid us from blocking of writing.
1
James. C Raymond, Writing is an Unnatural Act (New York: Happer & Row, Publisher,
1980).p.1 2
Henry Rogers, op. cit., p.2 Betty M Dietsch, Reasoning and Writing Well: A Rhetoric, Research Guide, Reader, and Handbook Fourth Edition (New York: McGraw Hill, 2006).p. 5 4 Ibid,. p.5 3
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Traditionally, the process of writing has been divided into four stages that can be observed.5 The first stage of writing is prewriting. Its purpose is to capture and preserve ideas. The second is drafting, while drafting the people will transform their ideas into sentences in a semi organized manner. The purpose of drafting is to let the people ideas develop, expand, and form connection. The third stage is revision, and the last is editing. The general purpose of writing may be primarily to inform, to persuade, to express, or to entertain. The specific purpose involves responding to a certain need for writing.6 These general purposes are combined in various ways. For example, most writing is intended to inform, but it also has a secondary persuasive element to make sure the reader that it is factual and reliable. Moreover, writing is a way of thinking; express the ideas in written form in order to create an act of communication between the writer and the reader. It is a way to create information and images in a reader‘s mind. Writing is an art of impressing the thought, arguments or idea and information in the form of letters, symbols, numbers, or word on paper. Raymond stated that, ―Writing is a way of remembering and a way of thinking as well. Writing is a tool for clear thinking, for sharpening our awareness of the realities around us, for solving problems and shaping arguments.‖7 It means, through writing people can share their ideas and write down their arguments that can used for solving problems in their life. By writing any kinds of what come into mind, people can remember it well because writing makes things permanent in the written form. Writing can improve the quality of their life. To sum up, writing has an important part in daily life. It is not a simple process as we invert our palms in a crack. It needs a sincerity effort to produce a clear, readable and good writing. Writing also demands competence in organizing and generating the ideas before begins to write. It opens the opportunities to learn about the target language closely since we try to write in target language. Thus, to
5
Ibid.p. 11 Ibid.p. 7 7 James. C Raymond, op.cit. p.8 6
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be a professional writer, the writer should follow some activities from doing the stage of writing process until keeping time to practice it continually. 1. Understanding of Narrative Text Narrative or, it is also called narration, is a text that tells a story.8This is one genre to tell a simple story in the past. The story serves moments and some actions in a particular time make narrative can be called dynamic. Its character must have sequence events so it seems chronological order. The story sometimes has plot flash back to interest readers in this genre. A story tells a fiction story or a real event as long as it contains generic structures of a narrative text. Some types that are commonly told narrative are: history, biography, autobiography and news stories. The objective of narrative text is to amuse the readers all about how the story influences in interesting and in giving motivation to write. It is significant to the students to take some ideas to start to write easily by using narrative text. In addition, the readers also are able to learn moral value or lesson from stories they read.9The main characteristic of a narrative story is that the story contains conflict, crisis, or problem faced by its character. Then, at the end of the story the character could solve the problem—that part is named resolution. It can be concluded that as one of some kinds of texts, narrative text tells stories in which the readers are able to get enjoyment, moral value, or eagerness. This is very important for the students to be open-minded knowing other
perspective
of
the
world
through
problematic-experience
of
stories.10Therefore, teachers can involve their students to recall their past experience to tell at classroom. The stories will be very interesting and really amusing in that the students are not bored.
8
Thomas E. Kakonis & John Scally, Writing in an Age of Technology, (London: Collier Macmillan Publisher, 1978), p. 105. 9 Pardiyono, PastiBisa! Teaching Genre-based Writing, (Yogyakarta: PenerbitAndi, 2007), p. 93. 10 Ibid, p. 94.
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2. Generic Structure of Narrative Text There are steps for constructing a narrative text, such as: a. Orientation In this paragraph the narrator tells the audience who is in the story, when it is happening, where it is happening and what is going on. b. Complication This is the part of the story where the narrator tells about something that will begin in a chain of events. These events will affect one or more of the characters. The complication is the trigger. c. Sequence of event This is where the narrator tells how the characters react to the complication. It includes their feelings and what they do. The events can be told in chronological order (the order in which they happen) or with flashback. The audience is given the narrator‘s point of view. d. Resolution In this part of the narrative the complication is sorted out or problem is solved. e. Coda The narrator includes a coda if there is a moral or message to be learned from the story.11 3. Grammatical Features of Narrative Text Narrative usually includes the following grammatical features: a. Nouns that identify the specific characters and places in the story. b. Adjectives that provides accurate description of the characters and setting. c. Verbs that show the actions that occur in the story.
11
Ibid, p.95.
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d. Time words that connect events, telling when they occurred. B. Aspect of Language Proficiency Skehan and Robinson said that there are many dimensions to language proficiency such as fluency, accuracy and complexity. The fluency, accuracy and complexity are theorized to have independent statue in language performance of learner. Accuracy, fluency and complexity have different goals at different times when performing in language of learner.12 The three aspects of learner performance can be seen as constituting a language proficiency of learner. That is, it is assumed that a proficient speaker will be able to perform tasks fluently and accurately, using complex language.
1. Fluency Skehan and Foster defined the fluency is the capacity to use language in real time, to ensure meanings, possibly drawing on more lexicalized systems.13 It means that fluency is concerned with the capacity of learner to produce language in real time without any pauses or hesitations. Fluency is measured in different ways, such as speech rate, length of the run, pause length, false starts repetitions, and reformulating. Fluency has been given around attention and it may be the term with the most varied definitions in writing research. This variance in defining writing fluency reflects the different ways researchers conceptualize it. As Bruton and Kirby put it on Latif article: The word fluency crops up often in discussions of written composition and holds an ambiguous position in theory and in practice…Written fluency is not easily explained, apparently, even when researchers rely on simple, traditional measures such as composing rate. Yet, when any of these researchers referred to the term fluency, they did so as though the term were already widely understood and not in need of any further explication.14 12
Rod Ellis, The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production: Applied Linguistic, 30, 2009, pp. 1-36 13 Ibid,. 14 M.M Abdel Latif, What Do We Mean by Writing Fluency? Proposing a new measure for assessing fluent written language production, Institute of Educational Studies, Cairo University, Egypt, 2008, pp.1-2
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In productive language, this can be simply a measure of how many connected words a person can say or write in a given time. Fluency measures may also take into account the number of hesitations, selfcorrections, repetitions, and space fillers like ‗um‘. A person may speak quite slowly but be very fluent because none of these ‗interruptions‘ occur.15 Fluency concerns on the capacity of learner to bring an interlanguage (IL) system to communicate meanings in real time. The learner can produce the language in real time without pausing or hesitation, or not. It
depends on more lexicalized modes of
communication, like the pressures of real-time speech production are met only by avoiding excessive rule-based computation.16 So, focus on fluency emphasizes the capacity of learner to engage in real time processing and to produce language at a speed and with a flow more similar to that of a native speaker. The various definitions proposed for writing fluency may have resulted from the different indicators used for measuring it. Many L1/L2 writing process studies measured writing fluency in terms of the composing rate, i.e. the number of words written per minute obtained through dividing the text quantity by the time spent writing. Other reported measures of writing fluency include holistic scoring of the text, number of words and t-units, number of correctly spelled words written, number of sentences written, and number of letter sequences. As defined by W. Hunt, the t-unit, or minimal terminable unit of language, was intended to measure the smallest word group that could be considered a grammatical sentence, regardless of how it was punctuated. Research suggests that the length of a t-unit may be used as an index of
15
Ministry of Education, Language Enhancing the Achievement of Pasifika, Fluency, Accuracy, and Complexity in language, 2003, p. 24, (http://leap.tki.org.nz/Fluency-accuracy-andcomplexity-in-language). 16 Viareggio, Accuracy Complexity Fluency, Tabasco, 2006, p.1-2
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syntactic complexity.17 Of all these indicators, the composing rate has been the most frequently used one for assessing fluency of writer. It may be argued that the validity of the composing rate and the above productbased indicators of writing fluency is questionable.18
2. Accuracy Skehan and Foster defined the accuracy is the ability to avoid error in performance, possibly reflecting higher levels of control in the language as well as a conservative orientation, that is, avoidance of challenging structures that might provoke error.19 This relates to the number of mistakes a speaker (or writer) makes, and to whether they use the forms that are expected for the type of text being produced. Accuracy will be measured by calculating the number of grammatical errors per total number of t-units. In order to measure the aspect of accuracy in writing performance of participant, the researcher counted the number of errors in every 100 words. This would indicate how learners were accurate in their writing performance. Richard in his book, he stated that the ability to do the following kinds of things in accuracy language teachers need to know and be effective classroom practitioners and language teaching professionals; that are20to comprehend texts accurately to provide good language model to maintain use of the target language in the classroom, to maintain fluent use of the target, to provide example of words and grammatical structures and give accurate explanations (e.g., of vocabulary and language points), to use appropriate classroom language, to monitor his or her own speech and writing for accuracy. Accuracy relates to a learner belief in norms, and to performance which is native-like through its rule-governed nature. It is concerned with a learner
17
Richard Nordquist, Grammar and Composition Expert, 2015, p. 2, (http://grammar.about.com/od/tz/g/T-Unit.htm) 18 M.M Abdel Latif. loc.cit. 19 Rod Ellis. loc. cit. 20 Jack Richard, Competence and Performance in Language Teaching, Journal of Cambridge University, 2011, p.3
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capacity to handle whatever level of IL complexity he has currently attained.21 It means that language produced well in relation to the rule system of the target language is focus on accuracy implies a greater level of control, and perhaps with this more conservatism in the approach to communication, with the learner possibly avoiding more demanding language forms in order that error can be avoided. Developing structural accuracy in speaking is a process that should be accompanied by classroom activities which are guaranteed involving pupils in contributing to the activity from the earliest stage, even when their contributions may be largely inaccurate.22 Nothing will motivate pupils more than the achievement of communication even if it is accompanied by means of making a point. It is important, however, that accuracy is reinforced frequently without putting pupils off communicating. Writing, therefore, becomes most important in the reinforcement of aspects of structure such as sequencing and tenses. Writing and speaking, as a result, are mutually supportive learning activities. Developing structural accuracy is particularly important in writing tasks because the pupil has time to work on written text with the objective of producing a perfect final version. The teacher must use a variety of means to make pupils aware of the importance of both accuracy and orthography (handwriting) in their written work. Accuracy will automatically be reinforced through comment and feedback from the teacher. It is advisable, however, to encourage pupils to identify and correct their own mistakes by drawing attention to them but not immediately providing the correct answer. The more a language learner, of any age, is encouraged to work at a problem such as a vocabulary item, or a structural/grammatical inaccuracy, the more he/she will retain the information and apply it in the future.23
21
Viareggio, loc. cit. Integrate Ireland Language and Training, The Productive Skills Speaking and Writing, English as a Second Language, IILT, 2004, p.4 23 Ibid 22
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3. Complexity Skehan and Forrest defined the complexity is the capacity to use more advanced language, with the possibility that such language may not be controlled so effectively. This may also involve a greater willingness to take risks, and use fewer controlled language subsystems. This area is also taken to correlate with a greater likelihood of restructuring, that is, change and development in the IL system.24 It has a relation with aspects for instance the totals of different words from students take to write. It refers the size of their vocabulary, the various and complexity of using structure or grammatical, and also the complexity of students‘ sentences in the texts. Generally, most of the expert measures complexity through a relationship of how much subordination per t-units or c- units. The formal definition of a c-unit refers ―an independent clause with its modifiers. It includes one main clause with all sub ordinate clauses attached to it. It cannot be further divided without the disappearance of its essential meaning.25 Research suggests that the length of a t-unit may be used as an index of syntactic complexity. To measure the aspect of complexity, the t-unit was selected as the rating scale. The raters were supposed to count every clause which was attached to a t-unit (an independent clause). Complexity is measured by calculating the number of content words (nouns, verbs, adjectives and adverbs) per total number of t-units. Complexity and its attendant process of restructuring related to the stage and elaboration of the underlying inter language system. 26 It focuses on complexity emphasizes the learner‘s capacity to use ‗cutting edge‘ language, and to try to use the target language in the most advanced way. Granfeldt observed more errors and vocabularies diversity in writing than in speaking. In the same time, Granfeldt tried to detect some mistakes from students‘s writing by looking their assessment of less grammatical and 24
Rod Ellis, loc. cit. SALT Software LLC, Segmenting Utterance into C-Unit, (http://cdswebserver.med.buffalo.edu/drupal/files/C%20unit%20 Segmentation.pdf) 26 Viareggio, loc. cit 25
15
complexity in writing than in speaking. Kuiken and Vedder also noticed that the students made more errors in writing than in speaking, and that they scored (slightly) higher on lexical variation in writing.27 Assessing complexity of a written language, compares to of a spoken language, is usually performed by counting the number of longer clauses and subordinators.
C.
Using Blog to Improve Writing Social media websites have made people interacted drastically in the 21st
century.28 Many people write in social media for sharing their ideas or opinion and also about what they feel. Writing a blog about something meaningful, and they are interested in, it will inspire them to write more, and write better. In massive all people certainly know or understand about Weblogs (blogs). But many of them cannot really understand what the purpose of the weblog or what the weblog is. To make or to create a blog is not simple as we e looked millions people have already started weblog and millions of them do not understand to start. Hence, the researcher can say that weblog is easy to do but it should have some right direction to make an improvement. A blog is a Web site. Web sites and Weblogs are not different creatures. To be clear, a Weblog is a type of Website. Then, all Weblogs are Web sites, but not all Web sites are Weblogs. A weblog is different from other Web sites because of specialized software running in the background. Many of the use of blogs from online diaries to amateur news sites, from professional diaries to fiction.29 Generally bloggers update their content everyday or several times during the day even weekly updates result in a fresher Web site than most non blog personal sites. When given the opportunity to self-publish on a daily basis, most blogger reach into their own lives for content. Many blogs are like personal,
27
Folkert Kuiken and Ineke Vedder, Task Complexity and Linguistic Performance in L2 Writing and Speaking: The Effect of Mode, University of Amsterdam, p.10 28 Morris, How Blogging Can Improve Pupils’ Writing Skills and More, 2013, (http://www.learnerjourney.com/blog/2013/05/09/how-blogging-can-improve-pupils-writingskills-and-more/). 29 Brad Hill, op. cit. p.28
16
public diaries. Every new page created by the blogger is stamped with the date and time that it is added, supporting the idea that Weblogs are online diaries. Students have taken to blogging and social networking in a big way. Like many Internet services adopted by the youth market, blogging has come under the gun of concerned parents that can minimize the dangers of posting personal information online. Some social networking services give big attract to numbers of kids. These sites become hangout spots for students when they feel bored. They put up pages, write blog entries, post photos, instant message each other, and in other ways have a fine time frolicking in the Internet playground.30 Before start to write that will appeared to online, it was important to establish the rules and with the safety of the students.31 When the students start to write on weblog, all of them should turn on their computer in online or maybe using wifi to connect weblog. Hence, this activity gave students opportunities to work and read together. A blog can be used as a journal to reflect a topic, for writing practice, or as free-form templates for personal expression. It can be used like a bulletin board for students to post messages, images and links related to classroom discussion topics. Learners could engage in research projects or create an online resource for others. In the digital age, social media has changed the way that children speak with each other. Instagram, Twitter and Facebook offer spaces for short status updates and pictures of the world they see. Writing and publishing have become immediate and public.32 Students no longer have to write only for an audience of one. From their cell phones, they can write blog posts to share with an authentic global audience whenever they want from wherever they want. We need to capitalize on the public spaces they already inhabit and show them how to be effective in those spaces. Those skills will carry over into their academic writing.
30
Ibid, p.46 Sarah Prentice, Improving Writing through Blogging, (http://www.nate.org.uk/cmsfiles/classroom/18/NATE%20Classroom%2018%2024-26.pdf) 32 Starr Sackstein, Blogging can Improve Students’ Writing, 2014, (http://www.uft.org/teacher-teacher/blogging-can-improve-students-writing) 31
17
Encouraging the use of a public space to develop the subtle intricacies of writing empowers our novice writers. Our job now needs to be to hone their unique voices and inspire deep levels of reflection on our students‘ terms, not just ours.33 In another study, Castaneda article he analyzed the relationship between the blog of a Somali immigrant and the development of his academic writing. In this analysis, Castaneda stated that the student progressed in the development of rhetorical strategies, however; there was less evidence that blogs helped with aspects of his writing such as grammatical control. The report revealed that students perceived they had improved their cultural knowledge and reading comprehension due to blogging.34 Blog can offer opportunities for students to develop their communications skills through meaningful writing experiences. Blog project not only motivates students to write, but motivate them to write well. These steps help students have successful writing experiences:35 1. Choose a Purpose; the teacher decided what want students to write
about. The teacher should choose any focus that supports students learning—but make it specific and stick with it. This clear focus is crucial, especially your first time around, and especially with younger students. 2. Decide on a format and an online platform. The teacher could opt for
one class blog for all of your students' work. In this case, you'll be in charge of gathering student writing and posting it for them. 3. Prepare and practice; the teacher structure his/ her blogging project and
prepare students to understand the fact that others (classmates or, if the blog is public, anyone on the web) will read their work. This opportunity generates a great deal of excitement and motivation, but also requires a great deal of responsibility on students' parts. The
33
Ibid Daniel A. Castaneda, Teaching and Learning the Spanish Aspect Using Blogs and Wikis: An Exploratory Study, Journal IAALT, 2011, pp. 1-26 35 Ben Curran, How Blogging can Improve Students Writing, 2012, (http://www.edweek.org/tm/articles/2012/11/28/tln_curran.html) 34
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teacher also remind the students that blogs offer readers a chance to see their best work—work that has been drafted, edited, and revised. Leaving comments and responding to them are important parts of the blogging experience, so the teacher should be sure to practice this kind of dialogue. 4. Take it public; Receive comments from readers outside of the
classroom can be a powerful experience for students.
D.
Relevant Studies Some students of university had conducted the similar research about
teaching writing using blog. Daniel A Castaneda, Terence C Ahern, Sebastian R Diaz had conducted the research by the title ―Teaching & Learning the Spanish Aspect Using Blogs and Wikis: An Exploratory Study‖.36 This study investigated the influence of asynchronous computer text based technologies on the students‘ performance when learning the preterite and the imperfect aspects in Spanish. The study was conducted in two classes with a total of 52 undergraduate students of intermediate Spanish 2 taught by one of the researchers at the Department of Foreign Languages in a major Mid-Atlantic University. There were originally 27 students in the blog group and 25 in the wiki group. The pre-test and post-test measured the students‘ learning performance with regards to the target structure. This test had a recognition (reading) and production (written) component. The participants were provided with a text that described a famous fairy tale. The story was entirely in Spanish and each verb was inflected in the preterite and imperfect form. These verbs were in parentheses and the participants had to recognize the appropriate form of the verb. For the production component, the participants were asked to write a fairy tale they were familiar with using the preterite and imperfect in narrative discourse. This test was administered to each student individually by an instructor other than the researchers before and after the intervention. The results indicated that there were not significant differences between students who 36
Daniel A. Castaneda, Terence C. Ahern and Sebastián R. Díaz, Teaching & Learning the Spanish Aspect Using Blogs and Wikis: An Exploratory Study, The IAALT Journal, 2011, pp. 1-26
19
used blog or wiki technologies on performance levels when controlling for preexisting knowledge. Results also indicated that there were not significant differences in satisfaction levels between those students using a wiki and those using a blog. These results suggest that wikis and blogs were good potential tools that may facilitate the teaching and learning of problematic grammar structures in a narrative context. The next previous study that the writer found is ―The Effectiveness of Using Blog to Improve Students‘ Ability in Writing Recount Text‖ 37 conducted by Intan Kusumawardhani. This study aimed to know the effectiveness of using weblog to improve students‘ ability in writing recount texts. The population in this study is Grade VIII students of junior high school. The samples were two classes of Grade VIII at SMP Negeri 5 Malang. They were classes 8.1 and 8.2. These classes were chosen by the school principal randomly. This study used quasiexperimental method employing the pre and posttests to the experimental and control groups. The researcher manipulated the experimental group by using a particular treatment which was the use of weblog, while the control group did not use it. Finally, the researcher measured the dependent variables‘ effect after the treatments were completely given by using statistical analysis. The data were analyzed using ANCOVA and the result showed that the mean difference of both scores was at .004 less than the level of significance of .05 which meant that the null hypothesis was rejected. Therefore, weblog was effective to improve students‘ ability in writing recount texts. The last previous study that the writer found is ―Blogging a Journal: Chancing Students‘ Writing Skills and Perception‖38 was conducted by Ming Huei Lin, Ji-Jhen Li, Po Yi Hung, and Hui-Wen Huang. This article investigates the effects of blogging as an approach to journal writing in the EFL writing classroom by means of a 16-week comparative experiment involving two groups
37
Intan Kusumawardhani, ―The Effectiveness of Using Blog to Improve Students’ Ability in Writing Recount Text”, the Skripsi on State University of Malang, pp. 1-9, unpublished 38 Ming Huei Lin, Ji-Jhen Li, Po Yi Hung, and Hui-Wen Huang, Blogging a Journal: Chancing Students‘ Writing Skills and Perception, ELT Journal Advance Access, June 24, 2014, pp. 1-10
20
of EFL college students. The experimental group (EG) was required to blog daily while the control group (CG) was asked to do so using traditional pen-and-paper methods. The writing performance and general attitudes to and perceptions of journal writing in both groups were evaluated through a writing test and a semistructured survey. The research results show that blogging a journal helped the students to achieve a greater improvement in their writing than did the regular pen and- paper treatment. Additionally, although both groups developed similar learning attitudes in general, the EG experienced significantly less anxiety in writing than the CG did. This suggests that the blogging approach is an effective approach for students in developing both writing skills and learning attitudes. Comparing with the first study, the similarities between all relevant studies and this research are the variable about teaching writing, the method of the research which include in quasi experimental study, and the purpose of the research is to see the effectiveness of using blog in teaching writing. In contrast, the difference is the population, and the sample of the study. In the first study concern on using blog and using wiki and this study concern on using blog only. Next, the similarity with the second study is the variable of using blog, the method of study that using quasi experimental study; the difference is the variable on students‘ recount text, the population and the sample of study. When the writer compares with the third study, the similarity is the media of using blog and the method of study; the difference are the kind of writing, the population and the sample of the study.
E.
Thinking Framework When students write, they need to think hard to produce some words,
sentences, and paragraph at the same time. Not only do students need to think hard, but they also need to spell words in right spelling and properly punctuate the sentences. Therefore, the students have to master all aspects related to writing and its component, also do more practices if they want to be good writers. Some of the problems faced by students are that they are still confused in using the grammar because there is less systematic rule in Indonesian Language Writing.
21
Blog is very highly recommended in teaching writing. There are many advantages using the blog such as the students write blog about something meaningful, and that they are interested in, will inspire them to write more, and write better. They are trained to master an accuracy and complexity in writing skill through using blog. Teaching writing by only giving a topic or theme and giving a theory about writing without any treatment is the old method which causes the students lazy to improve their grammatical or accuracy and complexity in writing. By using blog, students will be more active and improve their critical thinking. Hence, the use of blog can encourage students actively participate in the class. Besides, the students can learn by teamwork to accomplish their writing task when they have difficulties of grammar in writing. Furthermore, the technique will effect the students‘ accuracy and complexity in narrative writing text and the most important thing is the students are more interested in writing of text if the teacher uses this technique in the class. In conclusion, blog is needed to increase students‘ accuracy and complexity in narrative writing text. These steps help students have successful writing experiences by using blog: choose a purpose, decide on a format and an online platform, prepare and practice and the last take it public.
F.
Research Hypotheses The writer determined the hypotheses as follow: The Alternative Hypotheses (Ha): the use of blog is effective to students‘
accuracy and complexity in writing. The Null Hypotheses (Ho): the use of blog is not effective to students‘ accuracy and complexity in writing.
CHAPTER III RESEARCH METHODOLOGY This research specifically depicts the method and the design, the place and the time, population and sample, research instrument including validity of the instrument, technique of data collection, technique of data analyzing including the test of normality and homogeneity and test of hypothesis, and statistical hypothesis.
A. Place and Time of the Research This study was conducted at SMA Daar El-Qolam Gintung Jayanti Tangerang which located at Jalan Raya Serang KM. 35 Desa Pasir Gintung, Jayanti Tangerang, Banten 15610. The research was conducted from November 2014 to Maret 2015.
B. Method and Research Design The research method used in this research was a quantitative method, namely quasi-experiment. The reason why the writer used experiment method was because the writer only wanted to know whether an idea (test or procedure) as independent variable affects an outcome or dependent variables.1 Particularly in this research, the writer wanted to know whether using blog affect students’ outcome namely, their accuracy and complexity in writing. In quasi experimental research, the writer did not give a random assignment as in the true experimental research because randomly assigning will disrupt the classroom learning.2 There were at least two variables in this research, namely independent variable and dependent variables. Independent in this research was referred to as experimental variable (the treatment). The writer would have two groups as a control class which did not receive treatment and as an experiment class which received treatment. The research would have pre-test and post-test to
1
John W. Creswell, Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (New Jersey: Pearson Education, Inc.,2008), p 299. 2 Ibid, p.309
23
24
measures whether blog was effective towards accuracy and complexity in writing. The design of the study assigned the participants with pre- and posttest design followed the pattern at Table 3.1, as follows: Post-test
Target Population Pre-test Experiment Class Selection
Random Asignment ent
Pre-test Controlled Class
Treatment
No Treatment (X)
Post-test
Figure 3.1 The Diagram of Experimental There was a different treatment between experimental and controlled class. In experimental class, students would have been treated by certain treatment, - by using blog to students accuracy and complexity in writing – whereas in controlled class students taught without using blog.
C. Population and Sample The population of research was the students of SMA (Islamic Boarding School) Daar El-Qolam Tangerang. The sample was XI grade students. The writer took two classes (XI IPA A and XI IPA B) as the object of the study. The XI IPA A class was as an experimental class, while the XI IPA B was as a control class. Each class had 20 students, so the total numbers were 40 students. The writer gave treatment accuracy and complexity in writing with blog in class XI IPA A as experiment class and write without blog in class XI IPA B as a control class.
25
Sample is a selected group of subjects for a study where the individuals represent the larger group.3 The strategy of sampling was Non-probability Sampling; it means that this kind of sampling does not equally give the opportunity for every population to be selected as the sample.4 The technique of the sample was total sampling; where all population became the main sample. The sample of this research was; the A class with 20 students as the experimental class and B class with 20 students as controlled class.
D. Instrument of The Study The instrument that used for collecting the data was test, exactly a written test. It was divided into two tests, pre-test and post-test. A pre-test was given to the students before the treatments and post-test was given after treatment. The test was a subjective test which asked the students to write in form of paragraph. The topic of the writing task was about “ Study at Pesantren”. In pretest the writer asked students to write at least 150 words into paragraph their arguments and opinions about their best moment when they study at Pesantren, write with complex, compound and compound complex sentences. The prompt was “Describe your best moment when studying at Pesantren. Write in at least 150 words and make sure you use in complex, compound and compound complex sentences in your writing.” The writer expected students will write text with complexity and accuracy. While in posttest the writer asked students to write at least 150 words into paragraph. The topic of the posttest is about sex education for teenager. The prompt was “Describe your opinion about sex education for teenager. Write in at least 150 words and make sure you use in complex, compound and compound complex sentences in your writing.” Finally the writer will see the students’ grammatical errors and number of subordination in writing.
3
L. R. Gay, Educational Research: Competencies for Analysis and Application, Third Edition, (Colombus, Ohio: Merril Publishing Company, 1987),p. 101 4 Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif, dan R&D, (Bandung: Alfabeta, 2010), p. 117
26
Validity and Reliability of the Instrument An instrument which is going to be tested to students should have validity. Heaton defined the validity as “the extent to which it measures it is supposed to measure”.5 The test used as the instruments of this research are based on the content of English syllabus, “Memahami makna dalam teks tulis fungsional pendek dan berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan”. The students should attain those objectives of learning narrative and hortatory exposition, therefore, to construct the test or instrument and the objective can be reached, it should be guided on its content and it is known as content validity. Content validity is a kind of validity that depends on the analysis of the language which is being tested and the course objective. 6 Before conducting the test, the writer did the consultation to the advisor about the instrument in order to make it is compatible and appropriate with the syllabus. The instrument of this research has to be appropriate with the objective of learning writing narrative and hortatory exposition with accuracy and complexity itself, the indicator of learning narrative text and hortatory exposition and instruction given to students so that there is the appropriateness with the content of the syllabus and the writing material which is tested to the students and the objective of teaching and learning can be achieved. In addition, to obtain reliability of the instrument the researcher used Sara Cushing Weigle’s for complexity and Rod Ellis’s measure for accuracy. Sara Weigle scored the complexity in writing by counting the number of longer clauses and subordinators, while Rod Ellis scored the accuracy in writing by calculating the number of grammatical errors per total number of t-units.
5 6
J.B. Heaton, Writing English Language Test, (New York: Longman inc., 1988), p. 159 Ibid, p.160
27
E. Technique of Collecting the Data In collecting the data, the writer used a written test as the primary instrument. There are two types of tests; pretest and posttest. Pretest is a measure that the researcher assesses for the participant in an experiment before receive a treatment. Posttest is a measure that the researcher assesses for the participants after receive a treatment.7 The design used in this quantitative research was a quasi-experimental study which involved two classes (experimental class and controlled class). This kind of study allows the researcher to look at the effect of at least one independent variable and one or more dependent variables. Independent variable in experimental research is also frequently referred to the experimental or the treatment variable. In this research, the researcher wanted to see whether the treatment made a difference or not. As the final, the result of pre-test and posttest are collected and compared. Some techniques used in collecting data in research are: 1. Pre-test The writer gave the students pre-test for both experimental class and controlled class before the lesson to know the students accuracy and complexity in writing. The pre-test was written test which they must write about Study at Pesantren. 2. Treatment The writer taught Hortatory Exposition and it was included the language feature that were compound and complex or compound complex sentence in the experimental class and controlled class. She gave both classes the same materials but with different media or technique in doing some assignments. The writer held four times for doing treatment in experimental class and four times in controlled class. The experimental class students used blog in study hortatory exposition include compound and complex sentence in writing which they had to write, upload, give comments, and interact with the teacher 7
John W. Creswell, op.cit., p. 297
28
and the other students. Meanwhile, the controlled class students only wrote and gave feedback or comments in their book or whiteboard and interacted with the teachers and students only in the classroom. 3. Post-test The post-test was done by using the same text and topic. The texts used for post-test was about Sex Education for Teenager. The prompt was “Describe your opinion about sex education for teenager. Write in at least 150 words and make sure you use in complex, compound and compound complex sentences in your writing.”After the post-test was conducted, the researcher gave the score of pre-test and post-test score. The results of pretest and post-test was collected and compared to know the effectiveness of using blog on students’ accuracy and complexity in writing.
F. Data Analysis Technique The complexity in writing is scored with counting the number of longer clauses and subordinators.8 The researcher assessed and looked the complexity in writing by relating how much subordination is used per t-units or c- units. It includes one main clause with all sub ordinate clauses attached to it. It cannot be further divided without the disappearance of its essential meaning. To measure the aspect of complexity, the t-unit was selected as the rating scale. The raters were supposed to count every clause which was attached to a t-unit (an independent clause). So, the accuracy in writing will be scored by calculating the number of grammatical errors per total number of t-units.9 In order to measure the aspect of accuracy in writing performance of participant, the researcher counted the number of grammar errors in every 100 words. This would indicate how learners were accurate in their writing performance.
8
Sara Cushing Weigle, Cambridge Language Assessment Series: Assessing writing, (Cambridge: Cambridge University Press, 2002), p.16 9 Rod Ellis, The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production: Applied Linguistic, 30, 2009, pp. 1-36
29
After getting score of pre-test and post-test, the next thing to do is analyze data. However, before analyzing the data by using t-test formulation, the researcher did a test of normality and a test of homogeneity.
1. Test of Normality and Test of Homogeneity Test of normality and homogeneity in this research were conducted through SPSS (Special Package for the Social Sciences) 20 version. Test of normality was conducted in order to know whether the distribution from the two classes were normal or not. The test of normality was using KolmogorovSmirnov and Shapiro-Wilk table. Sig. score in Kolmogorov-Smirnov and Shapiro-Wilk table should be above 0.05 in order to have normal distribution data. In similar to the test of normality, the test of homogeneity in this research was also conducted through SPSS 20. Test of homogeneity was conducted to know whether the data from two classes had the same or different variant. The test of homogeneity was using Levene table. Sig. score in Levene table should be above 0.05 in order to have homogeny distribution data. These two kind of tests are conducted to pre-test score and post-test score. To compute data, the steps are needed as follows. a. Open SPSS program b. Go to variable view and fill in the columns as follows. a) Name: write Class in first row. This is to indicate and differentiate between experimental class and controlled class. Write score in second row. b) Typecolumn was numeric c) Width column is filled 8 d) Decimal change this row from 2 to 0 e) Label column was left blank f) Value column none g) Missing column is none h) Columns is 8 i) Align column is right
30
j) Measure column was unknown k) Role column is filled with input In calculating homogeneity and normality, column name and column decimal are needed to pay attention to. c. Click data view, in score column, compute 1 as the symbol of experimental class and 2 as the symbol of controlled class. d. In score column, compute score of each class e. Click analyze >> data descriptive >> explore f. Put score variable in dependent list, while class variable in factor list g. Click plots >> tick histogram, normality plots with test and power estimation h. Click continue i. Click Ok j. Data of normality and homogeneity would appear in a box. Here are the examples of data served in table. Tests of Normality a
class
Kolmogorov-Smirnov Statistic
Score
1
df
.145
Shapiro-Wilk
Sig. 34
Statistic
.067
df
.946
Sig. 34
.094
a. Lilliefors Significance Correction
Test of Homogeneity of Variance Levene Statistic
score
df1
df2
Sig.
Based on Mean
.057
1
66
.811
Based on Median
.058
1
66
.810
.058
1
65.840
.810
.056
1
66
.814
Based on Median and with adjusted df Based on trimmed mean
In test of normality, sig. score is needed to be above 0.05 to be considered that data is normal distributed. Meanwhile in test of homogeneity, sig. score in
31
based on mean column is needed to be above 0.05 to be considered that data is homogeny.
2. Test of Hypothesis To find out the differences score in using blog on accuracy and complexity in writing, the writer used pre-test and post-test. After getting data from pretest and post-test, they were analyzed by using SPSS 20. After getting the result that the data were both homogeny and normal, t-test could be conducted through Paired-Samples t-test. Paired-Samples t-test was used because it was a pre-post design test to know whether the different mean from two subjects that were accuracy and complexity in both experimental class and controlled class was meant between two ratio-scale classes. To compute data, the steps were needed as follow. a. Open SPSS program b. Go to variable view and fill in the columns as follows. a) Name: write pre-test in first row and post test in second row, write pre test again in third row so post test in forth row. These are to indicate and differentiate between experimental class and controlled class from one subject. b) Type column was numeric c) Width column is filled 8 d) Label column was left blank e) Value column none f) Missing column is none g) Columns is 8 h) Align column is right i) Measure column was unknown j) Role column is filled with input In calculating homogeneity and normality, column name and column decimal are needed to pay attention to. c. Click data view, in score columns, compute 1 and 2 as the symbol of experimental class and 3 and 4 as the symbol of controlled class.
32
d. In score column, compute score of each class e. Click analyze >> compare means >> Paired-sample t-test f. Put score in test variable, and class in grouping variable g. Click define groups >>use specified values h. Fill group 1 with 1, and group 2, with 2 >> click continue i. Click ok.
Paired Samples Test Paired Differences Mean
t
Std.
Std.
95% Confidence
Deviation
Error
Interval of the
Mean
Difference Lower
df
Sig. (2-tailed)
Upper
P a iprecomp rpostcomp
-4.25000
5.95487
1.33155
-9.05000
8.66010
1.93646
-7.03697
-1.46303
-3.192
19
.005
-4.99695
-4.673
19
.000
1 P a iprecom rpostcom
13.10305
2
Based on boxes above, it showed that mean of experimental class was 6.75 while mean of controlled class was 11.00. Ha was accepted if sig. 2 tailed was smaller than 0.05, while H0 was accepted if sig 2.tailed was bigger than 0.05
33
G. Statistical Hypothesis The statistical hypotheses of this research are: 1. H0 = X1< X2 ( the mean score of the experimental class post-test is smaller than the mean score of the controlled class post-test; there is not a positive effect of using blog on students’ accuracy and complexity in writing). 2. Ha = X1> X2 ( the mean score of the experimental class post-test is
bigger than the mean score of the controlled class post-test; there is a positive effect of using blog on students’ accuracy and complexity in writing ).
CHAPTER IV RESEARCH FINDING AND DISCUSSION This chapter presents the data description which consists of the score of pretest and post-test of the experimental class and the controlled class for complexity and accuracy. Furthermore, the description will be followed by the discussion of the research finding.
A. Data Description In the following description, it would be presented research finding. The finding was obtained from students’ pre-test and post-test score. But, the scores are divided by students’ complexity and accuracy. 1. Complexity The complexity in writing is scored by counting the number of longer clauses and subordinators.1 The example below how the writer counted the number of subordinate to get the complexity score;
“because it is expensive.” This is counted one subordinate clause.
a. Complexity in Experimental Class The experimental class in this research was a class of students in XI IPA A at SMA Daar El-Qolam Tangerang. This class consisted of 20 students. Based on the test given to experimental class, the complexity pretest mean score (X) was 5.80. In addition, the lowest score in pre-test was 1, while the highest score in pre-test was 11. After the treatment, which was using blog in writing, mean score (X) of students was increased to 14.85. In addition, the lowest score in post-test was 4, while the highest score in post-test was 29. The finding showed that students’ post test scores were higher than students’ pre-test score. The 1
Sara Cushing Weigle, Cambridge Language Assessment Series: Assessing writing, (Cambridge: Cambridge University Press, 2002), p.16
34
35
range between pre-test mean score and post-test mean score was 9.05 points. It meant that the increasing score between pre-test and post-test for complexity was quiet significant. The pre-test and the post test score of the students can be seen in table 4.1 Table 4.1 The Summary Table of Complexity Pre-test and Post test Experimental Class Pre-test
Post test
Mean
5,80
14,85
Median
5,00
14,00
Modus
4
21
Minimum
1
4
Maximum
11
29
Sum
116
298
b. Complexity in Controlled Class The experimental class in this research was a class of students in XI IPA B at SMA Daar El-Qolam Tangerang. This class consisted of 20 students. Based on the test given to controlled class, the complexity of pretest mean score (X) was 6,70. In addition, the lowest score in pre-test was 3, while the highest score in pre-test was 11. In controlled class, even though students learned to write without using blog, mean score (X) of students was increased to 11.00. The lowest score in post-test was 4, while the highest score in post-test was 20. The finding showed that students’ post test scores were higher than students’ pre-test score. The range between pre-test mean score and post-test mean score was 4.3 points. It meant that the increasing point between pre-test and posttest was not significant and the increasing point of controlled class is lower than the increasing point of experimental class. The pre-test and the post test score of the students can be seen in table 4.2
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Table 4.2 The Summary Table of Complexity in Controlled Class Controlled Class Pre-test
Post-test
Mean
6,70
11,00
Median
6,50
10,50
Modus
6
17
Minimum
3
4
Maximum
11
20
Sum
135
228
In order to provide more detailed data of result in this study, the summary box plot below contained students’ pre-test and post test score in experimental class and controlled class for complexity. Table 4.3 Box Plot of Pre Test of Complexity
Number 1 was experimental class and number 2 was controlled class.
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Table 4.4 Box Plot of Post Test of Complexity
Number 1 was experimental class and number 2 was controlled class. 2. Accuracy The accuracy in writing will be scored by calculating the number of grammatical errors per total number of t-units.2 Then the researcher counted the number of grammar errors in 100 words. The example below how the writer counted the number of grammar error to get the accuracy score;
Now that the semester is over, I’m going to rest a few days and then take a trip. This is counted as one grammar.
Because I felt so sleepy, I went to bed earlier. This is counted as one grammar.
I went swimming although the weather is cold . This is counted as one grammar.
2
Rod Ellis, The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production: Applied Linguistic, 30, 2009, pp. 1-36
38
a. Accuracy in Experimental Class The experimental class in this research was a class of students in XI IPA A at SMA Daar El-Qolam Tangerang. This class consisted of 20 students. Based on the test given to experimental class, the accuracy pre-test mean score (X) was 4.80. In addition, the lowest score in pre-test was 0, while the highest score in pre-test was 9. After the treatment, which was using blog in writing, mean score (X) of students was increased to 15.75. In addition, the lowest score in post-test was 2, while the highest score in post-test was 26. The finding showed that students’ post test scores were higher than students’ pre-test score. The range between pre-test mean score and post-test mean score was 10,95 points. It meant that the increasing score between pre-test and post-test for complexity was quiet significant. The pre-test and the post test score of the students can be seen in table 4.5 Table 4.5 The Summary Table of Accuracy in Experimental Class Experimental Class Pre-test
Post test
Mean
4,80
15,75
Median
5,00
15,50
Modus
5
15
Minimum
0
2
Maximum
9
26
Sum
96
315
b. Accuracy in Controlled Class The controlled class in this research was a class of students in XI IPA B at SMA Daar El-Qolam Tangerang. This class consisted of 20 students.
39
Based on the test given to controlled class, the accuracy of pre-test mean score (X) was 7,40. In addition, the lowest score in pre-test was 4, while the highest score in pre-test was 17. In controlled class, even though students learned to write without using blog, mean score (X) of students was increased to 12.05. The lowest score in post-test was 5, while the highest score in post-test was 25. The finding showed that students’ post test scores were higher than students’ pre-test score. The range between pre-test mean score and post-test mean score was 4.65 points. It meant that the increasing point between pre-test and post-test was not significant and the increasing point of controlled class is lower than the increasing point of experimental class. The pre-test and the post test score of the students can be seen in table 4.6
Table 4.6 The Summary Table of Accuracy Pre-test and Post test Controlled Class Pre-test
Post-test
Mean
7,40
12,05
Median
7,50
11,00
Modus
5
9
Minimum
4
5
Maximum
17
25
Sum
148
241
In order to provide more detailed data of result in this study, the summary box plot below contained students’ pre-test and post test score in experimental class and controlled class for accuracy.
40
Table 4.7 Box Plot of Pre Test of Accuracy
Number 1 was experimental class and number 2 was controlled class. Table 4.8 Box Plot of Post Test of Accuracy
Number 1 was experimental class and number 2 was controlled class.
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Table above showed that both class increased their score of complexity and accuracy. However, the score in experimental class increased significantly compared to score in controlled class.
B. Analysis of Data In analysis of data, there were two things that were needed to analyze before calculating statistical hypothesis; test of homogeneity and test of normality.
1. Test of Normality Test of normality was calculated in both of pre-test and post-test. These tests were conducted through SPSS 20. Test of normality was calculated using Kolmogorov-Smirnov and Saphiro-Wilk. The following tables contained the result of test of normality of experimental class. Table 4.9 The Result of Normality Test of Pre-Test of Complexity Test of Normality class
Kolmogorov-Smirnov Statistic
1
df
.167
a
Shapiro-Wilk
Sig.
.128
Df
Sig.
20
.146
.926
20
.130
20
*
.946
20
.312
score 2
Statistic
.200
Table 4.10 The Result of Normality Test of Pre-Test of Accuracy Test of Normality Class
Kolmogorov-Smirnov Statistic
1
.129
df
a
Shapiro-Wilk
Sig. 20
.156
20
df
Sig.
.200
*
.953
20
.410
.200
*
.928
20
.139
score 2
Statistic
In test of normality, data are stated as distributed normal when sig. score was above 0.05. In the table above, number 1 was a symbol of experimental class, while number 2 was a symbol of controlled class. In Kolmogorov-Smirnov
42
column, it showed that both experimental class and controlled class had normal distribution data. The sig. score of experimental class for complexity was 0.146, while the sig. score of controlled class was 0.200. Meanwhile the sig. score of experimental class for accuracy was 0.200, while the sig. score of controlled class was 0.200. In Shapiro-Wilk column, it showed that both experimental class and controlled class also had normal distribution data. The sig. score of experimental class for accuracy complexity was 0.130, while the sig. score of controlled class was 0.312. Meanwhile, the sig. score of controlled class for accuracy was 0.410, while the sig. score of controlled class was 0.139 Thus, it could be concluded that pre-test score in both experimental class and controlled class had normal distribution data calculated by KolmogorovSmirnov and Shapiro-Wilk. Table 4.11 The Result of Normality Test of Post Test of Complexity Tests of Normality Class
Kolmogorov-Smirnov Statistic
df
a
Shapiro-Wilk
Sig.
Statistic
1
.088
20
.200
*
2
.111
20
.200
*
Score
df
Sig.
.959
20
.524
.968
20
.707
Table 4.12 The Result of Normality Test of Post Test of Accuracy Tests of Normality Class
Kolmogorov-Smirnov Statistic
df
a
Shapiro-Wilk
Sig.
Statistic
df
Sig.
*
.969
20
.742
.920
20
.101
1
.105
20
.200
2
.177
20
.101
Score
In test of normality, data are stated as distributed normal when sig. score was above 0.05. In the table above, number 1 was a symbol of experimental class, while number 2 was a symbol of controlled class. In Kolmogorov-Smirnov column, it showed that both experimental class and controlled class had normal distribution data. The sig. score of complexity of experimental class was 0.200,
43
while the sig. score of controlled class was 0.200. Meanwhile the sig. score of experimental class for accuracy was 0.200, while the sig. score of controlled class was 0.101. In Shapiro-Wilk column, it showed that both experimental class and controlled class also had normal distribution data. The sig. score of complexity of experimental class was 0.527, while the sig. score of controlled class was 0.707. Meanwhile the sig. score of experimental class for accuracy was 0.742, while the sig. score of controlled class was 0.101. Thus, it could be concluded that post test score in both experimental class and controlled class had normal distribution data calculated by Kolmogorov-Smirnov and Shapiro-Wilk.
2. Test of homogeneity Test of homogeneity of complexity and accuracy was calculated in both of pre-test and post-test. These tests were conducted through SPSS 20. Test of homogeneity was calculated using Levine. The following tables contained the result of test of homogeneity of experimental class. Table 4.13 The Result of Homogeneity Test of Pre-Test of Complexity Test of Homogeneity of Variance Levene Statistic
Score
df1
df2
Sig.
Based on Mean
3.566
1
38
.067
Based on Median
2.135
1
38
.152
2.135
1
35.879
.153
3.531
1
38
.068
Based on Median and with adjusted df Based on trimmed mean
Table 4.14 The Result of Homogeneity Test of Pre-Test of Accuracy
Levene Statistic
Score
df1
df2
Sig.
Based on Mean
.539
1
38
.467
Based on Median
.398
1
38
.532
.398
1
37.901
.532
.513
1
38
.478
Based on Median and with adjusted df Based on trimmed mean
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In test of homogeneity, data are stated as homogeny distribution when sig. score is above 0.05. Although there were many score in each row and column, based on mean column was needed to pay attention to. Sig. score in these columns are 0.065. and 0.467 these are bigger than 0.05 which meant that these data had homogeny distribution data. Thus, it could be concluded that pre-test score in both experimental class and controlled class for complexity and accuracy had homogeny distribution data calculated by Levene.
Table 4.15 The Result of Homogeneity Test of Post-Test for Complexity Test of Homogeneity of Variance Levene Statistic
Score
df1
df2
Sig.
Based on Mean
2.948
1
38
.094
Based on Median
2.672
1
38
.110
2.672
1
36.091
.111
2.796
1
38
.103
Based on Median and with adjusted df Based on trimmed mean
Table 4.16 The Result of Homogeneity Test of Post-Test for Accuracy Test of Homogeneity of Variance Levene Statistic
Score
df1
df2
Sig.
Based on Mean
.804
1
38
.375
Based on Median
.773
1
38
.385
.773
1
35.375
.385
.806
1
38
.375
Based on Median and with adjusted df Based on trimmed mean
In test of homogeneity, data are stated as homogeny distribution when sig. score is above 0.05. Sig. score in based on mean column are 0.094. and 0.375. those are bigger than 0.05 which meant those data had homogeny distribution data. Thus, it could be concluded that post test score in both experimental class and controlled class had homogeny distribution data calculated by Levene.
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3. Test of Hypothesis Test of hypothesis in this research conducted by using SPSS 20. The following tables contained the result of t-test calculation. Table 4.17 The Result of T-test Calculation of Complexity Paired Samples Statistics Mean
N
Std. Deviation
Std. Error Mean
Precomp
6.7500
20
2.40340
.53742
postcomp
11.0000
20
5.42897
1.21395
Precom
5.8000
20
3.13889
.70188
Postcom
14.8500
20
7.86916
1.75960
Pair 1
Pair 2
Paired Samples Correlations N
Correlation
Sig.
Pair 1
precomp & postcomp
20
-.008
.973
Pair 2
precom & postcom
20
-.065
.785
Paired Samples Test Paired Differences Mean
t
Std.
Std.
95% Confidence
Deviation
Error
Interval of the
Mean
Difference Lower
df
Sig. (2-tailed)
Upper
P a iprecomp – rpostcomp
-4.25000
5.95487
1.33155
-9.05000
8.66010
1.93646
-7.03697
-1.46303
-3.192
19
.005
-4.99695
-4.673
19
.000
1 P a iprecom – rpostcom
2
13.10305
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Table 4.18 The Result of T-test Calculation of Accuracy Paired Samples Statistics Mean
N
Std. Deviation
Std. Error Mean
preaccuracy
7.4000
20
2.43656
.54483
postaccuracy
12.0500
20
5.05210
1.12968
preacc
4.8000
20
2.72609
.60957
postacc
15.7500
20
6.57647
1.47054
Pair 1
Pair 2
Paired Samples Correlations N
Correlation
Sig.
Pair 1
preaccuracy & postaccuracy
20
.272
.246
Pair 2
preacc & postacc
20
.264
.260
Paired Samples Test Paired Differences Mean
t
Std.
Std.
95% Confidence
Deviation
Error
Interval of the
Mean
Difference Lower
df
Sig. (2-tailed)
Upper
P a ipreaccuracy rpostaccuracy
-4.65000
4.97652
1.11278
6.41934
1.43541
-6.97908
-2.32092
-4.179
19
.001
-7.94566
-7.628
19
.000
1 P a i preacc - postacc r
2
10.9500 0
13.95434
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Based on the tables above, it is shown that the complexity mean score at post test in experimental class was 14.85. On the contrary, the complexity mean score at post test in controlled class was 11.00. It suggests that the complexity mean score at post test in experimental class was higher than the mean score at post test in controlled class. It is indicated that there was positive effect of using blog on students’ complexity, since students in experimental class experienced writing with using blog while the controlled class did not. Meanwhile, based on the tables above too, it is shown that the accuracy mean score at post test in experimental class was 15.75. On the contrary, the complexity mean score at post test in controlled class was 12.05. It suggests that the accuracy mean score post test in experimental class was higher than the mean score at post test in controlled class. It indicateds that there was positive effect of using blog on students’ accuracy, since students in experimental class experienced writing with using blog while the controlled class did not. In addition, the second tables contained sig. 2 tailed values which was 0.005 for complexity and 0.001 for accuracy. The criteria mentioned that if sig. 2 tailed values < α, it meant that H0 was rejected and Ha was accepted. However, if sig. 2 tailed values > α, it meant that H0 was accepted and Ha was rejected. As result of SPSS calculation of this study, sig. 2 tailed values was 0.005 and 0.003. It meant that sig. 2 tailed values was smaller than α which was 0.05. It indicated that H0 was rejected and Ha was accepted. In the other word, there was significant effect of blog toward students’ accuracy and complexity in narrative writing text.
C. Data Interpretation By seeing the result above, it can be concluded that using blog in writing affect students’ accuracy and complexity. Students who wrote on blog had significant different from those who did not write blog on accuracy and complexity. In other words, blog can be a useful media in increasing
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complexity and accuracy in writing. According to the research, writing with blog is more effective than without blog. Based on data analyzed, both experiment class and controlled class on students’ accuracy and complexity in writing increased their post test score. It can be seen from the improvement of their mean score from pre-test and post test score of complexity and accuracy. The mean post test score of complexity of experimental class was 14.85 and accuracy was 15.75, while the mean post test score of complexity of controlled class was 11.00 and accuracy was 12.05. Even though both experimental class and controlled class mean post test score was increased, the mean post test score of experimental class was higher compared to the mean post test score of controlled class. The mean score of experimental class of complexity is increased 9.05 points, where its mean pretest score was 5.80 is increased to 14.85. So, the mean score of accuracy is increased 10.95 points, where its mean pre test score was 4.80 is increased to 15.75. While the mean score of controlled of complexity class is increased 4.3 points, where its mean pre-test score was 6.70 is increased to 11.00. Thus, it meant that experimental class had significance increasing score compared to controlled class. In addition, the second tables contained sig. 2 tailed values which was 0.005 for complexity and 0.001 for accuracy. The criteria mentioned that if sig. 2 tailed values < α, it meant that H0 was rejected and Ha was accepted. However, if sig. 2 tailed values > α, it meant that H0 was accepted and Ha was rejected. As result of SPSS calculation of this study, sig. 2 tailed values was 0.005 and 0.001. It meant that sig. 2 tailed values was smaller than α which was 0.05. It indicated that H0 was rejected and Ha was accepted. In the other word, there was significant effect of using blog on students’ accuracy and complexity in writing.
CHAPTER V CONCLUSION AND SUGGESTION This chapter presents the conclusion of the research result. Besides, the researcher also proposes several significant suggestions.
A. Conclusion The result showed that the complexity mean score at post test in experimental class was 14.85. On the contrary, the complexity mean score at post test in controlled class was 11.00. It suggests that the complexity mean score at post test in experimental class was higher than the mean score at post test in controlled class. Meanwhile, the accuracy mean score at post test in experimental class was 15.75. On the contrary, the complexity mean score at post test in controlled class was 12.05. It suggests that the accuracy mean score post test in experimental class was higher than the mean score at post test in controlled class. The result of the study showed that sig. 2 tailed (p) values which was 0.005 for complexity and 0.001 for accuracy. In other words, p < α. It meant that the H0 (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. It proved that using blog in writing was effective. In other words, there was an effect of blog toward students’ accuracy and complexity in writing narrative text at eleven grade of SMA Daar El - Qolam Excelent Class.
B. Suggestion Based on the research, the writer would like to give suggestions as follow 1. For teachers a. The teacher should use blog as one of media in teaching writing in class. In addition, the advantages of blog on accuracy and complexity in narrative writing text have been experimentally studied in this study.
49
50
b. Teachers should encourage students to learn English, especially writing, in more fun way. By using blog, they will not be burdened with the text they are going to write. It is important for students to experience writing for pleasure in the class because it will motivate students for writing. It also will make the situation in the class livelier; since students will do something fun in class. c. Teachers should be the facilitator. It means that even though students have already had blog as media in writing text, it does not mean that students learn by themselves uncontrolled. Teachers should give them highlight of how accurate and complex text is.
2. For students: Students are intended to pay attention to details in writing with accuracy and complexity.
3. For further research a. This study, of course, is needed to be completed. It is only one of study that proves that blog can be a useful media in writing text to improve the complexity and accuracy. In addition, the writer hopes that this study can be added and completed from different perspective, ideas and views in order to give more contribution in different perspective. b. The title of this study is the effect of blog towards accuracy and complexity in writing, but unfortunately the kind of writing used in this study, due to several reasons, is hortatory exposition. Further research perhaps can conduct the research with other varied genres of text. c. The further research perhaps can improve the reliability of the result of test by using at least 2 raters in assessing students writing.
REFERENCES
Ben
Curran, How Blogging can Improve Students Writing, http://www.edweek.org/tm/articles/2012/11/28/tln_curran.html.
2012,
Betty M Dietsch. Reasoning and Writing Well: A Rhetoric, Research Guide, Reader, and Handbook Fourth Edition. New York: McGraw Hill, 2006. Brad Hill, Blogging for Dummies. Canada: Wiley Publishing Inc, 2006. Daniel A. Castaneda, Terence C. Ahern and Sebastián R. Díaz, Teaching & Learning the Spanish Aspect Using Blogs and Wikis: An Exploratory Study, The IAALT Journal, 2011. Folkert Kuiken and Ineke Vedder, Task Complexity and Linguistic Performance in L2 Writing and Speaking: The Effect of Mode, University of Amsterdam. Hamp-Lyons Liz, Heasley Ben. Study Writing A Course In Written English for Academic and Professional Purposes. Cambridge: Cambridge University Press. Henry Rogers. A Writing System, A Linguistic Approach. Cambridge: Blackwell Publishing 2005 Intan Kusumawardhani, “The Effectiveness of Using Blog to Improve Students’ Ability in Writing Recount Text”, the Skripsi on State University of Malang, pp. 1-9, unpublished Integrate Ireland Language and Training, The Productive Skills Speaking and Writing, English as a Second Language, IILT, 2004. Jack Richard, Competence and Performance in Language Teaching, Journal of Cambridge University, 2011. J.B. Alter, Writing & Understanding for Certificate Students, Hong Kong: Times Educational Co. Ltd., 1980 J.B. Heaton, Writing English Language Test, New York: Longman inc., 1988 James C. Raymond. Writing is an Unnatural Act. New York: Harper & Row Publisher, 1980. John W. Creswell, Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research, New Jersey: Pearson Education, Inc.,2008.
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L. R. Gay, Educational Research: Competencies for Analysis and Application, Third Edition, (Colombus, Ohio: Merril Publishing Company, 1987 Ministry of Education, Language Enhancing the Achievement of Pasifika, Fluency, Accuracy, and Complexity in language, 2003. Ming Huei Lin, Ji-Jhen Li, Po Yi Hung, and Hui-Wen Huang, Blogging a Journal: Chancing Students’ Writing Skills and Perception, ELT Journal Advance Access, June 24, 2014 M.M Abdel Latif, What Do We Mean by Writing Fluency? Proposing a New Measure for Assessing Fluent Written Language Production, Institute of Educational Studies, Cairo University, Egypt, 2008. Morris, How Blogging Can Improve Pupils’ Writing Skills and More, 2013, http://www.learnerjourney.com/blog/2013/05/09/how-blogging-canimprove-pupils-writing-skills-and-more/. Natasha Pourdana and Sayyed Mohammad Karimi Behbahani, Task Types in EFL Context: Accuracy, Fluency, and Complexity in Assessing Writing Performance, Islamic Azad University, Karaj Branch, Iran, 2011 Pardiyono, PastiBisa! Teaching Genre-based Writing, (Yogyakarta: PenerbitAndi, 2007 Purdue Owl, The Writing Process, 2015, (https://owl.english.purdue.edu). Reji
Stephenson. 25 advantages Digitaldimensions4u.com.
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Expert,
2014. 2015.
Robert M. Gorrel and Charlton Laird. Modern English Handbook. New Jersey: Eaglewood liffs N.J., 1962. Rod Ellis. The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production: Applied Linguistic, 30, 2009. SALT
Software LLC, Segmenting Utterance into http://cdswebserver.med.buffalo.edu/drupal/files/C%20%20unit%20Segmentation.pdf.
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Sara Cushing Weigle, Cambridge Language Assessment Series: Assessing writing, Cambridge: Cambridge University Press, 2002.
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Sarah
Prentice, Improving Writing through Blogging, http://www.nate.org.uk/cmsfiles/classroom/18/NATE%20Classroom%201 8%2024-26.pdf.
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Sackstein, Blogging can Improve Students’ Writing, 2014, http://www.uft.org/teacher-teacher/blogging-can-improve-studentswriting.
Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif, dan R&D, Bandung: Alfabeta, 2010 Vincent Ryan Ruggiero, The Art of Writing, California: Alfred Publishing Co. Inc., 1981
APPENDIX I ELICITING A VALID SAMPLE OF WRITING ABILITY WRITING TEST Narrative Text (2) type of text (4) topics Choose one of the following options: 1. Write a story about your best moment when studying at Pesantren. 2. Narrate the plot of your daily activity (it is may an opinion essay). 3. Use in complex, compound and compound complex sentences in your writing. in language testing it is not normally interesting in knowing whether students are creative, imaginative, or even intelligent, have wide general knowledge, or have good reasons for the opinions they happen to hold1, therefore, the researcher here gives some themes to not to limit students’ ideas or not to benefit only some of them Tips for writing narratives: Use all generic structures of narrative text (orientation, complication, sequence of event, resolution, coda). Use different verbal tenses (past simple, past continuous, past perfect). Use time expressions (while, until, by the time, as soon as, etc.). Use adverbs and adjectives (amazingly, sadly, luckily, happy, surprised, curious, etc.). Describe atmosphere and feelings as well as what happened (thrilled, sympathetic, etc.). Write at least 150 words.
the task must be representative in which five elements are included: operations, types of text, addressees of texts, topics, dialect and lenghth of texts2 (1) operations (5) dialect and length of texts (6) addressees of texts: the addressee here is for the teacher or the researcher of the course.
1 2
Arthur Huges, Testing for Language Teachers (2nd Ed.), UK: Cambridge University Press (2008), p. 90. Ibid, pp. 84-85.
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APPENDIX 2 INSTRUMENT OF PRE-TEST Describe your best moment when studying at Pesantren. Write in at least 150 words and make sure you use in complex, compound and compound complex sentences in your writing.
Tips for writing narratives: Use all generic structures of narrative text (orientation, complication, sequence of event, resolution, coda). Use different verbal tenses (past simple, past continuous, past perfect). Use time expressions (while, until, by the time, as soon as, etc.). Use adverbs and adjectives (amazingly, sadly, luckily, happy, surprised, curious, etc.). Describe atmosphere and feelings as well as what happened (thrilled, sympathetic, etc.)
55
APPENDIX 3 INSTRUMENT OF POST-TEST Describe your opinion about your daily life at Pesantren. Write in at least 150 words and make sure you use in complex, compound and compound complex sentences in your writing.
Tips for writing narratives: Use all generic structures of narrative text (orientation, complication, sequence of event, resolution, coda). Use different verbal tenses (past simple, past continuous, past perfect). Use time expressions (while, until, by the time, as soon as, etc.). Use adverbs and adjectives (amazingly, sadly, luckily, happy, surprised, curious, etc.). Describe atmosphere and feelings as well as what happened (thrilled, sympathetic, etc.). 56
APPENDIX 4 ACCURACY AND COMPLEXITY’S MEASUREMENT
Criteria
Accuracy
Complexity
The accuracy in writing will The complexity in writing is be scored by calculating the scored number
of
with
counting
the
grammatical number of longer clauses and
errors per total number of t- subordinators. units.
The researcher assessed and
In order to measure the looked
the
complexity
in
aspect of accuracy in writing writing by relating how much performance of participant, subordination is used per t-units the researcher counted the or c- units. number of grammar errors at It includes one main clause with least in 150 words.
all sub ordinate clauses attached
This would indicate how to it. learners were accurate in their writing performance.
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APPENDIX 5 RPP I (Kelas Experimen)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMA Daar El-Qolam
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: XI/ 2
Alokasi Waktu
: 2 x 40menit (1 Pertemuan)
Standar Kompetensi : 1. Memahami makna dalam teks tulis fungsional pendek dan berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 2. Mengungkapkan makna dalam teks monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan Kompetensi Dasar
: 1. Merespon makna dan langkah-langkah retorika dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengkases ilmu pengetahuan dalam teks berbentuk hortatory exposition. 2. Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk hortatory exposition.
58
59 Indikator
: 1. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca. 2. Mengidentifikasi tujuan isi teks yang dibaca. 3. Mengidentifikasi hortatory exposition dalam suatu paragraf. 4. Membuat hortatory exposition teks.
1. Tujuan Pembelajaran Pada akhir pembelajaran, peserta didik dapat: a. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca. b. Mengidentifikasi tujuan isi teks yang dibaca. c. Mengidentifikasi hortatory exposition dalam suatu paragraf. d. Membuat hortatory exposition teks.
2. Karakter Siswa yang Diharapkan: a. Kreatif (Creative) b. PercayaDiri (Confidence) c. Komunikatif (Communicative)
3. Materi Pembelajaran -
Contoh teks hortatory exposition:
Watch your Kids While Watching TV Television becomes one of the most important devices which takes place in almost houses. It can unite all members of the family as well as separate them. However, is it important to know what your kids are watching? The answer is, of course, absolutely "Yes" and that should be done by all parents. Television can expose things you have tried to protect the children from, especially violence, pornography, consumerism and so on. Recently, a study demonstrated that spending too much time on watching TV during the day or at bedtime often cause bed-time disruption, stress, and short sleep duration. Another research found that there is a significant relationship between the amount of time spent for watching television during adolescence and early adulthood, and the possibility of being aggressive.
Comment [SF1]: THESIS
60 Meanwhile, many studies have identified a relationship between kids who watch TV a lot and being inactive and overweight.
Comment [SF2]: ARGUMENT
Considering some facts mentioning above, protect your children with the following tips: • Limit television viewing to one-two hours each day • Do not allow your children to have a TV set in their own bedrooms • Review the rating of TV shows which your children watch •Watch television with your children and discuss what is happening in the show
-
Penjelasan tentang hortatory exposition Text: Hortatory Exposition Text Hortatory exposition is a type of English text that belongs to the class of argumentation. Its text influences the reader to do something or act in a certain way. The purpose of hortatory text is to analyze and try to convince the readers or listener that something should be so, and should not be the case. Generic structure of the text There are 3 parts: a. Thesis It introduces a topic, outlines main ideas or point of view to be presented. b. Argument Reasons for concern, leading to a recommendation. c. Recommendation Contains a recommendation or solicitation writer to the reader. Language features of hortatory text. a. Use of simple present tense. b. Use of connectives which link arguments. c. Use of evaluative language. d. Use of actions verb and linking verbs. e. Use of compound and complex sentence. The distinction between analytical exposition and hortatory exposition text is the last part of both texts. In the closing part, hortatory exposition presents the recommendation which persuade the readers to do something but in analytical exposition text, the last part presents Reiteration or rewriting the main idea of the text without persuade the readers to do something.
Comment [SF3]: RECOMMENDATION
61
4. Metode Pembelajaran/ Teknik : Using Blog
5. Langkah-langkah Kegiatan Kegiatan Awal (10’) - Guru membuka pertemuan dan memeriksa kehadiran siswa. - Guru melakukan kegiatan pembuka dengan menanyakan kabar dan mengadakan ice breaking berupa memecahkan puzzle dalam kalimat hortatory exposition. - Guru menyampaikan tujuan pembelajaran kepada siswa. Kegiatan Inti (60’) a. Eksplorasi - Guru memberikan stimulus berupa pemberian materi pertanyaan terkait materi yang akan dipelajari hortatory exposition. - Guru memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau mempresentasikan mengenai hortatory exposition.
b. Elaborasi - Guru meminta siswa untuk mencari pasangan. - Guru menggunakan tehnik blog dalam membahas hortatory exposition dengan pasangan yang telah dipilih. - Setiap siswa berpasangan dan membahas topik yang sudah ditentukan dalam blog guru. - Siswa yang berpasangan membuat blog bersama kemudian diskusi kembali menggunakan kolom comment yang ada dalam blog. - Setiap satu dari pasangan siswa, menjelaskan pemahaman mereka mengenai materi yang dibahas apabila ada salah dari mereka yang belum memahami materi. - Guru meminta beberapa siswa untuk menjelaskan materi hortatory text yang mereka pahami dari hasil diskusi dengan teman. - Guru bersama siswa membahas materi yang tadi mereka diskusikan. - Guru memberikan contoh hortatory exposition kepada siswa.
62 - Guru meminta siswa untuk mengidentifikasi generic structure dari teks tersebut (hortatory exposition).
c. Konfirmasi - Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang tujuan komunikasi dari teks hortatory exposition beserta langkah-langkah retorika dalam teks hortatory exposition. - Guru meminta siswa untuk membuat hortatory exposition secara individu dalam blog. Kegiatan Akhir (10’) - Guru menyampaikan recana pembelajaran pada pertemuan berikutnya. - Guru menutup pertemuan kelas.
6. Sumber Belajar -
Buku Teks Bahasa Inggris Dare to Change Unleashing Your English for Senior High School (SMA/MA): Grade XI karya Fernando dan Arifiyanti Nugrahani. Penerbit oleh Piranti Darma Kalokatama pada tahun 2011.
-
Slide
-
Kamus
-
Komputer
-
In focus
7. Penilaian/ Evaluasi berdasarkan: - Teknik
: Performance Assessment.
- Bentuk
: Tanya Jawab dan Essay
Score untuk performance Tanya Jawab Score
Criteria
90
-
Kerjasama sangat baik, presentasi lancer dan jelas.
85
-
Kerjasama baik, presentasi cukup lancer dan jelas.
80
-
Kerjasama baik, presentasi cukup lancer dan cukup jelas.
75
-
Kerjasamacukup baik, presentasi kurang lancer dan kurang jelas.
70
-
Kerjasama kurangbaik, presentasi kurang lancer dan kurang jelas.
63 Score untuk Essay Criteria
Accuracy
Complexity
The accuracy in writing will The complexity in writing is be scored by calculating the scored number
of
with
counting
the
grammatical number of longer clauses and
errors per total number of t- subordinators. The researcher units. In order to measure the assessed
and
looked
the
writing
by
aspect of accuracy in writing complexity
in
performance of participant, relating
how
much
the researcher counted the subordination is used per t-units number of grammar errors in or c- units. It includes one main every 100 words. This would clause with all sub ordinate indicate how learners were clauses attached to it. accurate
in
their
writing
performance.
Contoh Instrument Essay
Nama: Class: Write your argument about “Sleeping after Subuh Prayer”. Write in 100 words and make sure you use in hortatory exposition. …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ……………………………………………………………………………………………
64 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………………………………………………………………..
Tangerang, 25 Februari 2015 Guru Praktikan ,
Iin Kurnia
APPENDIX 6 RPP I (Kelas Kontrol)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah
: SMA Daar El-Qolam
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: XI/ 2
Alokasi Waktu
: 4 x 40menit
Standar Kompetensi : 1. Memahami makna dalam teks tulis fungsional pendek dan berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 2. Mengungkapkan makna dalam teks monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan Kompetensi Dasar
: 1. Merespon makna dan langkah-langkah retorika dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengkases ilmu pengetahuan dalam teks berbentuk hortatory exposition. 2. Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk hortatory exposition.
65
66 Indikator
: 1. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca. 2. Mengidentifikasi tujuan isi teks yang dibaca. 3. Mengidentifikasi hortatory exposition dalam suatu paragraf. 4. Membuat hortatory exposition teks.
1. Tujuan Pembelajaran Pada akhir pembelajaran, peserta didik dapat: a. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca. b. Mengidentifikasi tujuan isi teks yang dibaca. c. Mengidentifikasi hortatory exposition dalam suatu paragraf. d. Membuat hortatory exposition teks.
2. Karakter Siswa yang Diharapkan: a. Kreatif (Creative) b. PercayaDiri (Confidence) c. Komunikatif (Communicative)
3. Materi Pembelajaran -
Contoh teks hortatory exposition:
Watch your Kids While Watching TV Television becomes one of the most important devices which takes place in almost houses. It can unite all members of the family as well as separate them. However, is it important to know what your kids are watching? The answer is, of course, absolutely "Yes" and that should be done by all parents. Television can expose things you have tried to protect the children from, especially violence, pornography, consumerism and so on. Recently, a study demonstrated that spending too much time on watching TV during the day or at bedtime often cause bed-time disruption, stress, and short sleep duration. Another research found that there is a significant relationship between the amount of time spent for watching television during adolescence and early adulthood, and the possibility of being aggressive.
Comment [SF1]: THESIS
67 Meanwhile, many studies have identified a relationship between kids who watch TV a lot and being inactive and overweight.
Comment [SF2]: ARGUMENT
Considering some facts mentioning above, protect your children with the following tips: • Limit television viewing to one-two hours each day • Do not allow your children to have a TV set in their own bedrooms • Review the rating of TV shows which your children watch •Watch television with your children and discuss what is happening in the show
-
Penjelasan tentang hortatory exposition Text: Hortatory Exposition Text Hortatory exposition is a type of English text that belongs to the class of argumentation. Its text influences the reader to do something or act in a certain way. The purpose of hortatory text is to analyze and try to convince the readers or listener that something should be so, and should not be the case. Generic structure of the text There are 3 parts: a. Thesis It introduces a topic, outlines main ideas or point of view to be presented. b. Argument Reasons for concern, leading to a recommendation. c. Recommendation Contains a recommendation or solicitation writer to the reader. Language features of hortatory text. a. Use of simple present tense. b. Use of connectives which link arguments. c. Use of evaluative language. d. Use of actions verb and linking verbs. e. Use of compound and complex sentence. The distinction between analytical exposition and hortatory exposition text is the last part of both texts. In the closing part, hortatory exposition presents the recommendation which persuade the readers to do something but in analytical exposition text, the last part presents Reiteration or rewriting the main idea of the text without persuade the readers to do something.
Comment [SF3]: RECOMMENDATION
68 4. Metode Pembelajaran/ Teknik : Ceramah dan Diskusi
5. Langkah-langkah Kegiatan Kegiatan Awal (10’) -
Guru membuka pertemuan dan memeriksa kehadiran siswa.
-
Guru melakukan kegiatan pembuka dengan menanyakan kabar dan mengadakan ice breaking berupa memecahkan puzzle dalam kalimat hortatory exposition.
-
Guru menyampaikan tujuan pembelajaran kepada siswa.
Kegiatan Inti (60’) a. Eksplorasi - Guru memberikan stimulus berupa pemberian materi pertanyaan terkait materi yang akan dipelajari hortatory exposition. - Guru memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau mempresentasikan mengenai hortatory exposition.
b. Elaborasi - Guru menjelaskan apa itu hortatory exposition. - Guru memberikan sebuah teks naratif berjudul “Watch your Kids While Watching TV” kepada siswa - Guru meminta siswa membaca dan mengidentifikasi teks tersebut - Guru menanyakan vocabulary yang belum dimengerti siswa - Guru menanyakan siswa satu persatu apa inti cerita teks yang mereka baca - Guru menerangkan dan mengidentifikasi inti cerita teks tersebut - Guru meminta siswa untuk menulis teks hortatory exposition. - Guru meminta siswa untuk mengidentifikasi generic structure dari teks tersebut (hortatory exposition).
c. Konfirmasi - Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang tujuan komunikasi dari teks hortatory exposition beserta langkah-langkah retorika dalam teks hortatory exposition. - Guru meminta siswa untuk membuat hortatory exposition.
69 Kegiatan Akhir (10’) - Guru menyampaikan recana pembelajaran pada pertemuan berikutnya. - Guru menutup pertemuan kelas.
6. Sumber Belajar -
Buku Teks Bahasa Inggris Dare to Change Unleashing Your English for Senior High School (SMA/MA): Grade XI karya Fernando dan Arifiyanti Nugrahani. Penerbit oleh Piranti Darma Kalokatama pada tahun 2011.
7. Penilaian/ Evaluasi berdasarkan: - Teknik
: Performance Assessment.
- Bentuk
:Tanya Jawab dan Essay.
Score untuk performance Tanya jawab Score
Criteria
90
-
Kerjasama sangat baik, presentasi lancer dan jelas.
85
-
Kerjasama baik, presentasi cukup lancer dan jelas.
80
-
Kerjasama baik, presentasi cukup lancer dan cukup jelas.
75
-
Kerjasamacukup baik, presentasi kurang lancer dan kurang jelas.
70
-
Kerjasama kurangbaik, presentasi kurang lancer dan kurang jelas.
Score untuk Essay Criteria
Accuracy
Complexity
The accuracy in writing will The complexity in writing is be scored by calculating the scored number
of
with
counting
the
grammatical number of longer clauses and
errors per total number of t- subordinators. The researcher units. In order to measure the assessed
and
looked
the
writing
by
aspect of accuracy in writing complexity
in
performance of participant, relating
how
much
the researcher counted the subordination is used per t-units number of grammar errors in or c- units. It includes one main every 100 words. This would clause with all sub ordinate indicate how learners were clauses attached to it.
70 accurate
in
their
writing
performance.
Contoh Instrument Essay
Nama: Class: Write your argument about “Sleeping after Subuh Prayer”. Write in 100 words and make sure you use in hortatory exposition. …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………………………………………………………………..
Tangerang, 25 Februari 2015 Guru Praktikan ,
Iin Kurnia
APPENDIX 7 RPP II (Kelas Experimen)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMA Daar El-Qolam
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: XI/ 2
Alokasi Waktu
: 2 x 40menit (1 Pertemuan)
Standar Kompetensi : 1. Memahami makna dalam teks tulis fungsional pendek dan berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 2. Mengungkapkan makna dalam teks monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan Kompetensi Dasar
: 1. Merespon makna dan langkah-langkah retorika dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengkases ilmu pengetahuan dalam teks berbentuk hortatory exposition. 2. Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk hortatory exposition.
71
72 Indikator
: 1. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca. 2. Mengidentifikasi tujuan isi teks yang dibaca. 3. Mengidentifikasi perbedaan antara hortatory exposition dan analytical exposition dalam suatu paragraf. 4. Membuat analaytical exposition teks.
1. Tujuan Pembelajaran Pada akhir pembelajaran, peserta didik dapat: a. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca. b. Mengidentifikasi tujuan isi teks yang dibaca. c. Mengidentifikasi perbedaan antara hortatory exposition dan analytical exposition dalam suatu paragraf. d. Membuat analytical exposition teks.
2. Karakter Siswa yang Diharapkan: a. Kreatif (Creative) b. Percaya Diri (Confidence) c. Komunikatif (Communicative)
3. Materi Pembelajaran -
Contoh teks analytical exposition: Langkah Retorika
Thesis
Argument 1
Contoh Teks Language is the mean of communication. Mostly groups of society have their own languages. Some of them appear the top global languages. Most people in the world hear about English, Arabic, and Mandarin. However English is the most global spoken language. Then if a man wants to catch a global goal, he has to master English. Everyone recognize that English is an international language. English is used in writing and speaking by many people all over the world. It can be either as a first or second language. We even hear British, American, Australian, and even Singaporean English. Those various names of English are used as the first language in those countries. Futhermore, some countries have their own
73
Argument 2
Argument 3
Reiteration
languages as a mother language but also use English mostly in daily comunication. Besides usage in daily interaction, English is also used as a key to open doors leading to scientific and technical knowledge. No wonder we find manual guides and instructions of many devices written in English. Even if we have a pack of instant noodle, we will see the cooking instruction also written in English. This transfer of science and technic will include many countries in economic, social and politics developement. Finaly, the most easily seen in the importance of learning English is that most top requirement in filling job opportunities is the ability using English; active or passive. Job applicants who master English are more favourable than ones who do not. The above facts prove that everybody needs to learn English if he likes to greet the global era.
-
Penjelasan tentang hortatory exposition Text:
-
Slide 1
Analytical exposition
74
Definition of Analytical Exposition
Slide 2 -
It is a kind of text type that presents one side of an issue in a form of arguments. The purpose of analytical exposition is to persuade the readers by presenting one side of an argument. In other word, it can be said that an analytical exposition is used to argue point of view or to persuade the audience to do something. Analytical exposition text can be found in legal defenses, spoken arguments, advertisement, announcement, radio commercial and leaflet. Analytical exposition also the text that elaborates the writer‘s idea about the phenomenon surrounding. Its social function is to show the readers that the idea is the important matter.
Slide 3
Thesis : Introducing the topic and indicating the writer’s position. It consists of the author’s point of view (thesis), preview of the arguments that will follow in the next section, and a question or emotional statement to get audience attention.
Topic sentence
Arguments : Explaining the arguments to support the writer’s position. This part is significant to support about the thesis. Therefore, it needs some requirements. They are explained as follow; •A new paragraph is used for each argument •Each new paragraph begins with topic sentence •After topic sentence comes the details to support the arguments •Emotive words are used to persuade the audience into believing the author. Reiteration : Restating the writer’s position. A conclusion summing up the arguments: In this way, the author restates the author’s point of view (thesis)/ reiteration. Furthermore, summary of what has been stated in the section above may be included here.
-
Slide 4 • Thesis : Introducing the topic and indicating the writer’s position. It consists of the author’s point of view (thesis), preview of the arguments that will follow in the next section, and a question or emotional statement to get audience attention. • Example: Cars should be banned in the city. As we all know, cars create pollution, and cause a lot of road deaths and other accidents.
75 -
Slide 5 • Arguments : Explaining the arguments to support the writer’s position. This part is significant to support about the thesis. Therefore, it needs some requirements. They are explained as follow; 1. A new paragraph is used for each argument 2. Each new paragraph begins with topic sentence 3. After topic sentence comes the details to support the arguments 4. Emotive words are used to persuade the audience into believing the author. For examples: • Argument 1 Firstly, cars, as we all know, give contribution to the most of the pollution in the world. Cars emit deadly gas that causes illness such as bronchitis, lung cancer, and ‘triggers’ off asthma. Some of these illnesses are so bad that people can die from them. • Argument 2 Secondly, the city is very busy. Pedestrians wander everywhere and cars commonly hit pedestrians in the city, which causes them to die. Cars today are our roads biggest killers • Argument 3 • Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at night, or to concentrate on your homework, and especially when you talk to someone.
• Reiteration : Restating the writer’s position. A conclusion summing up the arguments: In this way, the author restates the author’s point of view (thesis)/ reiteration. Furthermore, summary of what has been stated in the section above may be included here. • For Example:
Reiteration In conclusion, cars should be banned from the city for the reason listed. Thesis
-
Slide 6 Slide 7 Find out Find out 1.In the writer’s opinion what do cars in a city couse? 2. What do cars emit? 3. who mostly are the victims in car accidents? 4. which paragraph tells you that cars also cause noise pollution? 5. what is the topic of the text
Arguments
Reinteration
76 -
Slide 8
Simple Present • How do we use the Present Simple Tense? We use the present simple tense when: • the action is general • the action happens all the time, or habitually, in the past, present and future • the action is not only happening now • the statement is always true How do we make the Present Simple Tense? Subject+ auxiliary verb (do/does)+ Verb1 For adjective we add present to be (IS.Am,Are) and remove do/does then followed by adjective There are three important exceptions: • For positive sentences, we do not normally use the auxiliary. • For the 3rd person singular (he, she, it), we add s to the main verb or es to the auxiliary.
Sheti- use auxiliary does
theyweIyou- use auxiliary do
use to make negatif and introgrative sentences. •
For the verb to be, we do not use an auxiliary, even for questions and negatives. But we use ARAMISAre,Am,IS Are=== theyweyul----------------- AM=== I-------------------------- IS===Sheti
-
Slide 9
Is Smoking Good for Us? Before we are going to smoke, it is better to look at the fact. About 50 thousands people die every year in Britain as direct result of smoking. This is seven times as many as die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking. Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six times more likely to die of lung cancer than a non smoker. If we smoke twenty cigarettes a day, the risk is nineteen greater. Ninety five percent of people who suffer of bronchitis are people who are smoking. Smokers are two and half times more likely to die of heart disease than non smokers. Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non smoker breathes as much as substance causing cancer as if he had smoked fifteen cigarettes. Smoking is really good for tobacco companies because they do make CONCLUSION much money from smoking habit. Smoking however is not good for every body else. Provide the title and the conclusion for the text.
-
Slide 10 Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers. Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke. Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer. Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants. Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants. Analytical betuknya terdiri dari: thesis (hal yang mau dibahas atau hal yg mau Persuade_kan), argumement( pembuktian/reason/pendukung thesis yg biasanya topic sentencenya langsung berada diawal paragraf, Paragraf ini muncul atau dapat ditemukan setelah thesis/paragraf1. Reinteration merupakan reforcemenet (penguatan kembali yang dimana theis itu disebutkan kembali dan semakin ditegaskan terletak di akhir aparagaf.
77
4. Metode Pembelajaran/ Teknik : Using Blog
5. Langkah-langkah Kegiatan Kegiatan Awal (10’) -
Guru memberikan salam / menyapa siswa pada awal masuk kelas.
-
Guru mengecek kehadiran siswa.
-
Guru menanyakan kepada siswa seberapa pentingkah penguasaan Bahasa Inggris.
-
Guru menceritakan tentang banyaknya besasiswa baik dalam maupun luar negeri, syaratnya selain akademik yaitu bahasa seperti TOEFL dll.
-
Guru mengaitkan jawaban siswa dengan materi yang akan dibahas.
-
Guru menanyakan tentang PR pertemuan sebelumnya dan meminta siswa mengumpulkannya.
Kegiatan Inti (60’) a. Eksplorasi - Guru memberikan stimulus berupa pemberian materi pertanyaan terkait materi yang akan dipelajari analytical exposition. - Guru memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau mempresentasikan mengenai analytical exposition.
b. Elaborasi - Guru menjelaskan materi analytical exposition menggunakan media power point dilanjutkan diskusi menggunakan media blog. - Guru meminta siswa untuk berkelompok. - Setiap siswa berkelompok dan membahas topik yang sudah ditentukan dalam blog guru. - Siswa yang berkelompok diskusi menggunakan kolom comment yang ada dalam blog. - Setiap satu dari kelompok siswa menjelaskan pemahaman mengenai materi yang dibahas apabila ada beberapa dari mereka yang belum memahami materi. - Guru meminta beberapa siswa untuk menjelaskan materi analytical exposition text yang mereka pahami dari hasil diskusi dengan teman.
78 - Guru bersama siswa membahas kembali materi yang tadi mereka diskusikan. - Guru meminta siswa untuk membuat contoh teks analytical exposition dalam blog masing-masing. - Guru meminta siswa untuk mengidentifikasi generic structure dari teks tersebut (analytical exposition).
c. Konfirmasi - Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang tujuan komunikasi analytical exposition. - Guru meminta siswa untuk membuat analytical exposition secara individu dalam blog. Kegiatan Akhir (10’) - Guru menyampaikan recana pembelajaran pada pertemuan berikutnya. - Guru menutup pertemuan kelas.
6. Sumber Belajar -
Buku Teks Bahasa Inggris Dare to Change Unleashing Your English for Senior High School (SMA/MA): Grade XI karya Fernando dan Arifiyanti Nugrahani. Penerbit oleh Piranti Darma Kalokatama pada tahun 2011.
-
Slide
-
Komputer
-
In focus
7. Penilaian/ Evaluasi berdasarkan: Guru melakukan penilaian dengan ketentuan sebagai berikut : a. Teknik Penilaian : tugas kelompok dan tugas individu b. Bentuk Penilaian : tulis Penilaian Indikator
Teknik
Mengidentifikasi topik dari teks Tes tulis analytical exposition yang dibaca. Mengidentifikasi
informasi
Bentuk Menjawab pertanyaan
Contoh Instrumen Lihat contoh
79 tertentu dari teks fungsional Tes tulis pendek Analytical exposition
Menjawab Pertanyaan
Lihat contoh
c. Instrumen Penelitian Jumbled words Complete the following text with suitable answer that provided! Easy Information Desk Modern Secondly Shopping Students Laptop Because Study
Students Need Laptop Conventionally, 1 need book, pen, eraser, drawing book, ruler and such other stuff. Additionally, in this multimedia era, students need more to reach their progressive development. Students need mobile keyboards to record every presented subject easily. Of course it will need more cost but it will deserve for its function. First, 2 schools tend to apply fast transferring knowledge 3 the school needs to catch the target of curriculum. Every subject will tend to be given in demonstrative method. Consequently students need extra media cover the subject. Since there is a laptop on every students' 4 , this method will help student to get better understanding. 5 , finding an appropriate laptop is not difficult as it was. Recently there is an online shop which provides comprehensive 6 . The best is that the shop has service of online 7 . The students just need to brows that online shop, decide which computer or laptop they need, then complete the transaction. After that the 8 will be delivered to the students' houses. That is really 9 and save time and money. From all of that, having mobile computer is absolutely useful for students who want to catch the best result for their 10 . Buying laptop online is advisable because it will cut the price. This online way is recommended since online shop also provide several laptop types. Students just need to decide which type they really need. Jumlah skor maksimal per siswa : 10 Nilai siswa diperoleh dengan cara mengkali jumlah nilai perolehan dengan 1. Misal Andri dan Vina mendapat nilai perolehan : 8 Maka nilainya : 8 x 1 = 8 Contoh Instrument Essay
Nama: Class: Write your argument about “Sleeping after Subuh Prayer”. Write in 100 words and make sure you use in hortatory exposition.
80 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………
Score untuk Essay Criteria
Accuracy
Complexity
The accuracy in writing will The complexity in writing is be scored by calculating the scored number
of
with
counting
the
grammatical number of longer clauses and
errors per total number of t- subordinators. The researcher units. In order to measure the assessed
and
looked
the
writing
by
aspect of accuracy in writing complexity
in
performance of participant, relating
how
much
the researcher counted the subordination is used per t-units number of grammar errors in or c- units. It includes one main every 100 words. This would clause with all sub ordinate indicate how learners were clauses attached to it. accurate
in
their
writing
performance.
Tangerang, 25 Februari 2015 Guru Praktikan ,
Iin Kurnia
APPENDIX 8 RPP II (Kelas Kontrol)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah
: SMA Daar El-Qolam
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: XI/ 2
Alokasi Waktu
: 2 x 40menit (1 pertemuan)
Standar Kompetensi : 1. Memahami makna dalam teks tulis fungsional pendek dan berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 2. Mengungkapkan makna dalam teks monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan Kompetensi Dasar
: 1. Merespon makna dan langkah-langkah retorika dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengkases ilmu pengetahuan dalam teks berbentuk hortatory exposition. 2. Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk hortatory exposition.
81
82 Indikator
: 1. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca. 2. Mengidentifikasi tujuan isi teks yang dibaca. 3. Mengidentifikasi perbedaan antara hortatory exposition dan analytical exposition dalam suatu paragraf. 4. Membuat analaytical exposition teks.
1. Tujuan Pembelajaran Pada akhir pembelajaran, peserta didik dapat: a Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca. b. Mengidentifikasi tujuan isi teks yang dibaca. c. Mengidentifikasi perbedaan antara hortatory exposition dan analytical exposition dalam suatu paragraf. d. Membuat analytical exposition teks.
2. Karakter Siswa yang Diharapkan: a. Kreatif (Creative) b. PercayaDiri (Confidence) c. Komunikatif (Communicative)
3. Materi Pembelajaran -
Contoh teks analytical exposition: Langkah Retorika
Thesis
Argument 1
Contoh Teks Language is the mean of communication. Mostly groups of society have their own languages. Some of them appear the top global languages. Most people in the world hear about English, Arabic, and Mandarin. However English is the most global spoken language. Then if a man wants to catch a global goal, he has to master English. Everyone recognize that English is an international language. English is used in writing and speaking by many people all over the world. It can be either as a first or second language. We even hear British, American, Australian, and even Singaporean English. Those various names of English are used as the first language in those countries. Futhermore, some countries have their own
83
Argument 2
Argument 3
Reiteration
languages as a mother language but also use English mostly in daily comunication. Besides usage in daily interaction, English is also used as a key to open doors leading to scientific and technical knowledge. No wonder we find manual guides and instructions of many devices written in English. Even if we have a pack of instant noodle, we will see the cooking instruction also written in English. This transfer of science and technic will include many countries in economic, social and politics developement. Finaly, the most easily seen in the importance of learning English is that most top requirement in filling job opportunities is the ability using English; active or passive. Job applicants who master English are more favourable than ones who do not. The above facts prove that everybody needs to learn English if he likes to greet the global era.
-
Penjelasan tentang hortatory exposition Text:
-
Slide 1
Analytical exposition
84
Definition of Analytical Exposition
Slide 2 -
It is a kind of text type that presents one side of an issue in a form of arguments. The purpose of analytical exposition is to persuade the readers by presenting one side of an argument. In other word, it can be said that an analytical exposition is used to argue point of view or to persuade the audience to do something. Analytical exposition text can be found in legal defenses, spoken arguments, advertisement, announcement, radio commercial and leaflet. Analytical exposition also the text that elaborates the writer‘s idea about the phenomenon surrounding. Its social function is to show the readers that the idea is the important matter.
Slide 3
Thesis : Introducing the topic and indicating the writer’s position. It consists of the author’s point of view (thesis), preview of the arguments that will follow in the next section, and a question or emotional statement to get audience attention.
Topic sentence
Arguments : Explaining the arguments to support the writer’s position. This part is significant to support about the thesis. Therefore, it needs some requirements. They are explained as follow; •A new paragraph is used for each argument •Each new paragraph begins with topic sentence •After topic sentence comes the details to support the arguments •Emotive words are used to persuade the audience into believing the author. Reiteration : Restating the writer’s position. A conclusion summing up the arguments: In this way, the author restates the author’s point of view (thesis)/ reiteration. Furthermore, summary of what has been stated in the section above may be included here.
-
Slide 4 • Thesis : Introducing the topic and indicating the writer’s position. It consists of the author’s point of view (thesis), preview of the arguments that will follow in the next section, and a question or emotional statement to get audience attention. • Example: Cars should be banned in the city. As we all know, cars create pollution, and cause a lot of road deaths and other accidents.
85 -
Slide 5 • Arguments : Explaining the arguments to support the writer’s position. This part is significant to support about the thesis. Therefore, it needs some requirements. They are explained as follow; 1. A new paragraph is used for each argument 2. Each new paragraph begins with topic sentence 3. After topic sentence comes the details to support the arguments 4. Emotive words are used to persuade the audience into believing the author. For examples: • Argument 1 Firstly, cars, as we all know, give contribution to the most of the pollution in the world. Cars emit deadly gas that causes illness such as bronchitis, lung cancer, and ‘triggers’ off asthma. Some of these illnesses are so bad that people can die from them. • Argument 2 Secondly, the city is very busy. Pedestrians wander everywhere and cars commonly hit pedestrians in the city, which causes them to die. Cars today are our roads biggest killers • Argument 3 • Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at night, or to concentrate on your homework, and especially when you talk to someone.
• Reiteration : Restating the writer’s position. A conclusion summing up the arguments: In this way, the author restates the author’s point of view (thesis)/ reiteration. Furthermore, summary of what has been stated in the section above may be included here. • For Example:
Reiteration In conclusion, cars should be banned from the city for the reason listed. Thesis
-
Slide 6 Slide 7 Find out Find out 1.In the writer’s opinion what do cars in a city couse? 2. What do cars emit? 3. who mostly are the victims in car accidents? 4. which paragraph tells you that cars also cause noise pollution? 5. what is the topic of the text
Arguments
Reinteration
86 -
Slide 8
Simple Present • How do we use the Present Simple Tense? We use the present simple tense when: • the action is general • the action happens all the time, or habitually, in the past, present and future • the action is not only happening now • the statement is always true How do we make the Present Simple Tense? Subject+ auxiliary verb (do/does)+ Verb1 For adjective we add present to be (IS.Am,Are) and remove do/does then followed by adjective There are three important exceptions: • For positive sentences, we do not normally use the auxiliary. • For the 3rd person singular (he, she, it), we add s to the main verb or es to the auxiliary.
Sheti- use auxiliary does
theyweIyou- use auxiliary do
use to make negatif and introgrative sentences. •
For the verb to be, we do not use an auxiliary, even for questions and negatives. But we use ARAMISAre,Am,IS Are=== theyweyul----------------- AM=== I-------------------------- IS===Sheti
-
Slide 9
Is Smoking Good for Us? Before we are going to smoke, it is better to look at the fact. About 50 thousands people die every year in Britain as direct result of smoking. This is seven times as many as die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking. Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six times more likely to die of lung cancer than a non smoker. If we smoke twenty cigarettes a day, the risk is nineteen greater. Ninety five percent of people who suffer of bronchitis are people who are smoking. Smokers are two and half times more likely to die of heart disease than non smokers. Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non smoker breathes as much as substance causing cancer as if he had smoked fifteen cigarettes. Smoking is really good for tobacco companies because they do make CONCLUSION much money from smoking habit. Smoking however is not good for every body else. Provide the title and the conclusion for the text.
-
Slide 10 Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers. Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke. Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer. Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants. Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants. Analytical betuknya terdiri dari: thesis (hal yang mau dibahas atau hal yg mau Persuade_kan), argumement( pembuktian/reason/pendukung thesis yg biasanya topic sentencenya langsung berada diawal paragraf, Paragraf ini muncul atau dapat ditemukan setelah thesis/paragraf1. Reinteration merupakan reforcemenet (penguatan kembali yang dimana theis itu disebutkan kembali dan semakin ditegaskan terletak di akhir aparagaf.
87 4. Metode Pembelajaran/ Teknik : Ceramah dan Diskusi
5. Langkah-langkah Kegiatan
Kegiatan Awal (10’)
Guru memberikan salam / menyapa siswa pada awal masuk kelas.
Guru mengecek kehadiran siswa.
Guru menanyakan kepada siswa seberapa pentingkah penguasaan Bahasa Inggris.
Guru menceritakan tentang banyaknya besasiswa baik dalam maupun luar negeri, syaratnya selain akademik yaitu bahasa seperti TOEFL dll.
Guru mengaitkan jawaban siswa dengan materi yang akan dibahas.
Guru menanyakan tentang PR pertemuan sebelumnya dan meminta siswa mengumpulkannya.
Kegiatan Inti (60’) a. Eksplorasi - Guru memberikan stimulus berupa pemberian materi pertanyaan terkait materi yang akan dipelajari analytical exposition. - Guru memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau mempresentasikan mengenai analytical exposition.
b. Elaborasi
Memberikan contoh Teks Analytical Exposition. -
Menjelaskan tentang Teks Analytical Exposition tersebut.
-
Menjelaskan langkah retorika teks Analytical Exposition tersebut.
-
Menjelaskan isi dari contoh teks Analytical exposition tersebut.
-
Membentuk siswa menjadi kelompok dimana 1 kelompok terdiri dari 3 siswa.
-
Meminta siswa untuk mengerjakan soal jumble word secara kelompok.
-
Membahasnya secara bersama-sama
-
Meminta siswa mengerjakan soal True False secara berkelompok.
-
Membahas soal secara bersama-sama.
-
Memanggil satu dari tiap kelompok siswa untuk menyebutkan nilai yang mereka peroleh setelah koreksi bersama.
88 c. Konfirmasi - Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang tujuan komunikasi dari teks analytical exposition beserta langkah-langkah retorika dalam teks analytical exposition. - Guru meminta siswa untuk membuat analytical exposition. Kegiatan Akhir (10’) - Guru menyampaikan recana pembelajaran pada pertemuan berikutnya. - Guru menutup pertemuan kelas.
6. Sumber Belajar -
Buku Teks Bahasa Inggris Dare to Change Unleashing Your English for Senior High School (SMA/MA): Grade XI karya Fernando dan Arifiyanti Nugrahani. Penerbit oleh Piranti Darma Kalokatama pada tahun 2011.
7. Penilaian/ Evaluasi berdasarkan: Guru melakukan penilaian dengan ketentuan sebagai berikut : a. Teknik Penilaian : tugas kelompok dan tugas individu b. Bentuk Penilaian : tulis
Penilaian Indikator
Teknik
Bentuk
Mengidentifikasi topik dari teks Tes tulis analytical exposition yang dibaca.
Menjawab pertanyaan
Mengidentifikasi informasi tertentu dari teks fungsional Tes tulis pendek Analytical exposition
Menjawab Pertanyaan
c. Instrumen Penelitian Jumbled words Complete the following text with suitable answer that provided! Easy Information Desk Modern Secondly Shopping Students
Contoh Instrumen Lihat contoh
Lihat contoh
89 Laptop
Because
Study
Students Need Laptop Conventionally, 1 need book, pen, eraser, drawing book, ruler and such other stuff. Additionally, in this multimedia era, students need more to reach their progressive development. Students need mobile keyboards to record every presented subject easily. Of course it will need more cost but it will deserve for its function. First, 2 schools tend to apply fast transferring knowledge 3 the school needs to catch the target of curriculum. Every subject will tend to be given in demonstrative method. Consequently students need extra media cover the subject. Since there is a laptop on every students' 4 , this method will help student to get better understanding. 5 , finding an appropriate laptop is not difficult as it was. Recently there is an online shop which provides comprehensive 6 . The best is that the shop has service of online 7 . The students just need to brows that online shop, decide which computer or laptop they need, then complete the transaction. After that the 8 will be delivered to the students' houses. That is really 9 and save time and money. From all of that, having mobile computer is absolutely useful for students who want to catch the best result for their 10 . Buying laptop online is advisable because it will cut the price. This online way is recommended since online shop also provide several laptop types. Students just need to decide which type they really need. Rubrik Penilaian Bentuk Instrumen Jumbled words True False
Rubrik Penilaian Aspek Jawaban benar Jawaban salah Jawaban benar Jawaban salah
Skor 1 0 2 0
Pedoman Penilaian o Jumbled words Jumlah skor maksimal per siswa : 10 Nilai siswa diperoleh dengan cara mengkali jumlah nilai perolehan dengan 1. Misal Andri dan Vina mendapat nilai perolehan : 8 Maka nilainya : 8 x 1 = 8
Contoh Instrument Essay
Nama: Class: Write your argument about “Sleeping after Subuh Prayer”. Write in 100 words
90 and make sure you use in hortatory exposition. …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………
Score untuk Essay Criteria
Accuracy
Complexity
The accuracy in writing will The complexity in writing is be scored by calculating the scored number
of
with
counting
the
grammatical number of longer clauses and
errors per total number of t- subordinators. The researcher units. In order to measure the assessed
and
looked
the
writing
by
aspect of accuracy in writing complexity
in
performance of participant, relating
how
much
the researcher counted the subordination is used per t-units number of grammar errors in or c- units. It includes one main every 100 words. This would clause with all sub ordinate indicate how learners were clauses attached to it. accurate
in
their
writing
performance.
Tangerang, 25 Februari 2015 Guru Praktikan ,
Iin Kurnia
APPENDIX 9 RPP III (Kelas Experimen)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah
: SMA Daar El-Qolam Tangerang
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: XI/ 2
Alokasi Waktu
: 4 x 40menit (2 pertemuan)
Standar Kompetensi : 1. Memahami makna dalam teks tulis fungsional pendek dan berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. 2. Mengungkapkan makna dalam teks monolog berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan. Kompetensi Dasar
:
1. Merespon makna dalam isi teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. 2. Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, spoof, dan hortatory exposition
91
92 Indikator
: 1. Mengidentifikasi pengertian compound and complex sentence. 2. Mengidentifikasi kalimat compound and complex di dalam sebuah teks. 3. Membuat kalimat compound and complex secara benar dan berterima.
1. Tujuan Pembelajaran Pada akhir pembelajaran, peserta didik dapat: a. Mengidentifikasi pengertian compound and complex sentence. b. Mengidentifikasi kalimat compound and complex di dalam sebuah teks. c. Membuat kalimat compound and complex secara benar dan berterima.
2. Karakter Siswa yang Diharapkan: a. Kreatif (Creative) b. Percaya Diri (Confidence) c. Komunikatif (Communicative)
3. Materi Pembelajaran -
Contoh teks hortatory exposition:
Where should be after High School
The National examination result will be publicly announced in next short time. Euphoria will flood for those who get success. In the other hand, It will be sorry to hear that there are some of them do not succeed in their national final examination. For those who succeed soon will think to decide; where will they be after graduating high school? Actually it will be easy to decide for those has been arranged and thought earlier but for those have not planed yet, it will be quite confusing. Continuing study or looking for work is the primary choice among them. When they think about continuing study, they will think hard about the time and cost. How long the higher study will last? And how high is about the cost. In the same way, when
93 they think about straightly seeking job, what skill and competence they have got is a big matter of questioning. So, doing both choices in the same time is an alternative. Continuing study as well as seeking job is possibly done but it will be hard for them. Conventionally studying in the university needs much time to spend especially in the first year. It is true because they have to do and adapt a lot of things in their new higher school. it will be very hard to looking for job. Therefore it should come to their mind of continuing studying at higher school from their own home. As result, the available time will be more flexible for them. Then it will be very possible to seek job and get the appropriate one. This type of studying is publicly known as distance learning.As the alternative method of studying, besides the conventional studying which students and the lecturer have to meet in the fixed time and place regularly, distance learning provides possibility to grow better. Possibly working and studying surely will create high quality graduate. Distance learning should appear as a considerable choice for them.
-
Penjelasan tentang compound and complex sentence:
Compound sentence is a sentence containing two or more independent clauses joined together using a semicolon or a comma and a coordinating conjunction. coordinating conjunction of compound sentence are FUNBOYS (For, and, nor, but, or, yet, so).
Complex sentence is a sentence that combines at least one independent clause with at least one dependent clause. subordinating conjunction of complex sentence are BISWA (because, if, since, when, although).
4. Metode Pembelajaran/ Teknik : Using Blog 5. Langkah-langkah Kegiatan a. Pendahuluan dan Eksplorasi (20’) (In 2 meetings) -
Guru membuka pertemuan dan memeriksa kehadiran siswa.
-
Guru melakukan kegiatan pembuka dengan mengadakan ice breaking berupa “mencari jodoh kata”
94
b. Elaborasi (120’) (In 2 meetings) - Guru meminta peserta didik bekerja bersama pasangan atau in pair. - Guru meminta peserta didik berdiskusi bersama teman sebangkunya tentang apa itu kalimat compound dan complex. - Guru menjelaskan kepada peserta didik tentang kalimat compound dan complex. - Guru menunjukkan contoh hortatory exposition teks. - Guru meminta peserta didik in pair dengan temannya untuk mengidentifikasi kalimat compound dan complex yang terdapat di dalam teks hortatory exposition pada blog. - Guru meminta peserta didik menuliskan kalimat compound dan complex yang mereka telah identifikasi di blog yang telah mereka buat sebelumnya. - Guru meminta siswa yang lain untuk mengidentifikasi independent clause dan verb dari kalimat tersebut. - Guru mengajak peserta didik untuk membahas compound dan complex yang mereka telah identifikasi. - Guru meminta peserta didik untuk membuat mengerjakan worksheet compound dan complex dalam blog.
c. Penutup dan Konfirmasi (20’) (In 2 meetings) - Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang tujuan komunikasi dari teks hortatory exposition beserta langkah-langkah retorika dalam teks hortatory exposition. - Guru menutup pertemuan kelas.
6. Sumber Belajar -
Buku Teks Bahasa Inggris Dare to Change Unleashing Your English for Senior High School (SMA/MA): Grade XI karya Fernando dan Arifiyanti Nugrahani. Penerbit oleh Piranti Darma Kalokatama pada tahun 2011.
-
Buku Lembar Kegiatan Siswa/ Modul Bahasa Inggris Grade XI Term 2. Penerbit oleh Media Adi Karya.
-
Slide Power Point
-
Computer
95 7. Penilaian/Evaluasiberdasarkan: - Teknik
: Performance Assessment.
- Bentuk
: Mengidentifikasi kalimat dan Membuat kalimat
Tangerang, 25 Februari 2015 Guru Praktikan ,
Iin Kurnia
APPENDIX 10 RPP III (Kelas Kontrol)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah
: SMA Daar El-Qolam Tangerang
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: XI/ 2
Alokasi Waktu
: 4 x 40menit
Standar Kompetensi : 1. Memahami makna dalam teks tulis fungsional pendek dan berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. 2. Mengungkapkan makna dalam teks monolog berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan. Kompetensi Dasar
:
1. Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. 2. Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, spoof, dan hortatory exposition
96
97 Indikator
: 1. Mengidentifikasi pengertian compound and complex sentence. 2. Mengidentifikasi kalimat compound and complex di dalam sebuah teks. 3. Membuat kalimat compound and complex secara benar dan berterima.
1. Tujuan Pembelajaran Pada akhir pembelajaran, peserta didik dapat: a. Mengidentifikasi pengertian compound and complex sentence. b. Mengidentifikasi kalimat compound and complex di dalam sebuah teks. c. Membuat kalimat compound and complex secara benar dan berterima.
2. Karakter Siswa yang Diharapkan: a. Kreatif (Creative) b. Percaya Diri (Confidence) c. Komunikatif (Communicative)
3. Materi Pembelajaran -
Contoh teks hortatory exposition:
Where should be after High School
The National examination result will be publicly announced in next short time. Euphoria will flood for those who get success. In the other hand, It will be sorry to hear that there are some of them do not succeed in their national final examination. For those who succeed soon will think to decide; where will they be after graduating high school? Actually it will be easy to decide for those has been arranged and thought earlier but for those have not planed yet, it will be quite confusing. Continuing study or looking for work is the primary choice among them. When they think about continuing study, they will think hard about the time and cost. How long the higher study will last? And how high is about the cost. In the same way, when
98 they think about straightly seeking job, what skill and competence they have got is a big matter of questioning. So, doing both choices in the same time is an alternative. Continuing study as well as seeking job is possibly done but it will be hard for them. Conventionally studying in the university needs much time to spend especially in the first year. It is true because they have to do and adapt a lot of things in their new higher school. it will be very hard to looking for job. Therefore it should come to their mind of continuing studying at higher school from their own home. As result, the available time will be more flexible for them. Then it will be very possible to seek job and get the appropriate one. This type of studying is publicly known as distance learning.As the alternative method of studying, besides the conventional studying which students and the lecturer have to meet in the fixed time and place regularly, distance learning provides possibility to grow better. Possibly working and studying surely will create high quality graduate. Distance learning should appear as a considerable choice for them.
-
Penjelasan tentang compound and complex sentence:
Compound sentence is a sentence containing two or more independent clauses joined together using a semicolon or a comma and a coordinating conjunction. coordinating conjunction of compound sentence are FUNBOYS (For, and, nor, but, or, yet, so).
Complex sentence is a sentence that combines at least one independent clause with at least one dependent clause. subordinating conjunction of complex sentence are BISWA (because, if, since, when, although).
4. Metode Pembelajaran/ Teknik : Ceramah dan Diskusi 5. Langkah-langkah Kegiatan a. Pendahuluan dan Eksplorasi (20’) (in 2 meetings) -
Guru membuka pertemuan dan memeriksa kehadiran siswa.
-
Guru melakukan kegiatan pembuka dengan mengadakan ice breaking berupa “mencari jodoh kata”.
99
b. Elaborasi (120’) (in 2 meetings) - Guru menjelaskan kepada peserta didik tentang kalimat compound dan complex. - Guru menunjukkan contoh hortatory exposition teks. - Guru menjelaskan dan mengidentifikasi kalimat compound dan complex yang terdapat di dalam teks hortatory exposition pada teks. - Guru mengidentifikasi independent clause dan verb dari teks tersebut. - Guru mengajak peserta didik untuk membahas compound dan complex yang mereka telah identifikasi. - Guru meminta peserta didik untuk membuat mengerjakan worksheet compound dan complex. c. Penutup dan Konfirmasi (20’) (in 2 meetings) - Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang tujuan komunikasi dari teks hortatory exposition beserta langkah-langkah retorika dalam teks hortatory exposition. - Guru menutup pertemuan kelas.
6. Sumber Belajar -
Buku Teks Bahasa Inggris Dare to Change Unleashing Your English for Senior High School (SMA/MA): Grade XI karya Fernando dan Arifiyanti Nugrahani. Penerbit oleh Piranti Darma Kalokatama pada tahun 2011.
-
Buku Lembar Kegiatan Siswa/ Modul Bahasa Inggris Grade XI Term 2. Penerbit oleh Media Adi Karya.
7. Penilaian/Evaluasiberdasarkan: - Teknik
: Performance Assessment.
- Bentuk
: Mengidentifikasi kalimat dan Membuat kalimat Tangerang, 25 Februari 2015 Guru Praktikan ,
Iin Kurnia
APPENDIX 11 THE STUDENTS’ SCORE
SCORE OF PRETEST OF EXPERIMENTAL CLASS
NO
PRE TEST COMPLEXITY
ACCURACY
1
11
6
2
9
3
3
3
2
4
7
9
5
2
5
6
4
7
7
3
4
8
4
6
9
11
9
10
8
2
11
5
7
12
8
5
13
1
3
14
4
8
15
9
0
16
9
2
17
2
0
18
3
5
19
5
7
20
8
6
SUM
116
96
MEAN
5,80
4,80
100
101
THE SCORE OF PRE TEST OF CONTROLLED CLASS SCORE OF PRETEST OF CONTROLLED STUDENTS
NO
PRE TEST COMPLEXITY
ACCURACY
1
10
8
2
6
5
3
7
9
4
3
5
5
9
7
6
9
9
7
5
6
8
5
8
9
11
13
10
6
7
11
7
9
12
7
5
13
3
5
14
8
8
15
5
4
16
6
7
17
3
8
18
9
4
19
10
12
20
6
9
SUM
135
148
MEAN
6,70
7,40
102
THE SCORE OF POST TEST OF EXPERIMENTAL CLASS SCORE OF POST TEST OF EXPERIMENT CLASS
NO
PRE TEST COMPLEXITY
ACCURACY
1
4
17
2
21
10
3
8
2
4
4
26
5
16
22
6
23
19
7
25
5
8
17
9
9
17
18
10
11
15
11
10
20
12
13
15
13
7
16
14
29
9
15
5
14
16
29
26
17
15
15
18
13
19
19
9
13
20
21
25
SUM
298
315
MEAN
14,85
15,75
103
THE SCORE OF POST TEST OF CONTROLLED CLASS SCORE OF POST TEST OF CONTROLLED CLASS
NO
PRE TEST COMPLEXITY
ACCURACY
1
4
13
2
17
10
3
6
5
4
4
15
5
11
13
6
18
9
7
19
7
8
14
8
9
14
15
10
7
12
11
7
18
12
8
15
13
10
9
14
20
7
15
4
8
16
15
`8
17
12
25
18
8
9
19
5
15
20
17
20
SUM
228
241
MEAN
11,00
12,05
APPENDIX 12 SAMPLE OF BLOG
104
105
100 Nomor : Un.01/F.1/KM.01.3/3076/2014 Lamp. : Outline/Proposal Hal : Permohonan Izin Penelitian
Jakarta, 19 Nov 2014
Kepada Yth. Kepala Sekolah SMA Daar El-Qolam di Tempat Assalamu’alaikum wr.wb. Dengan hormat kami sampaikan bahwa, Nama
: Iin Kurnia
NIM
: 1110014000078
Jurusan
: Pendidikan Bahasa Inggris
Semester
: IX
Tahun Akademik
: 2010/2011
Judul Skripsi
: The Effectiveness of Using Blog on Students’ Accuracy and Complexity in Writing. (AQuasi Experimental Research at the Second
Grade Students of SMA Daar El Qolam Gintung Jayanti, Tangerang Banten) adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin. Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Wassalamu’alaikum wr.wb. a.n. Dekan Kajur Pendidikan Bahasa Inggris
Drs. Syauki, M.Pd NIP. 19641212 199103 1 002 Tembusan: 1. Dekan FITK 2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan
