THE EFFECTIVENESS OF USING SOCIAL NETWORKING SITE IN TEACHING WRITING OF RECOUNT TEXT (An Experimental Study at Tenth Grade Students of SMA Negeri 87 Jakarta)
BY: Fenny Yutika Seli NIM: 1110014000091
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
THE EFFECTIVENESS OF USING SOCIAL NETWORIflNG SITE IN
TEACHING WRITING RECOUNT TEXT (An Experimental Study at Tenth Grade Students of SMA Negeri 87 .Iqkarto)
The'Skripsi' Presented to Faculty of Tarbiyah and Teachers' Training in a Partial Fulfillment
of the Requirements for the Degree of Strata I in English Language Education
By:
FEIINY YT'TIKA SELI 1110014000091
Approved By:
Advisor
I
Advisor
II
NIP.1963t0l0 199103 2 003
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS'TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA 2A,4
ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiyah and Teachers' Training certifies that the "skripsi" (Scientific Paper) entitled "The Effectiveness of Using Social Networking Site in Teaching Writing of Recount Text' (An Experimental Study at the Tenth Grade Students of SMAN 87 Jakarta,/, written by Fenny yutika Seli, student's registration number 1110014000091 was examined by the committee on December l5h 2014. The "skripsi" has been accepted and declared to have fulfilled one of the requirements for the degree of "S. pd" @achelor of Arts) in English Language Education at the Deparfinent of English Education. Jakarta, December I 5t' 2014
EXAMINATION COMMITTEE
CHAIRMAN
: Drs. Svaukl M. Pd. NIP. 196412t2 199rc3
I
002
SECRETARY
: Zaharil Anasv. M. Hum. NIP. 19761007 200710 r 002
EXAMINER I
: Mava Defiantv. M. Pd. NrP. 1980128 2AA9U 2 00s
EXAMINER II
: Ismalianing Eviyuliwati. M. Hum.( I\[IP. 19740723 200003 2 001
' Training Faculty
198603 2
00t
KEMENTERIAN AGAMA
FORM (FR)
. FITK Jl.
k
H. Judnda No gS Clputat
1
: Terbit : No. Revisi: :
01
Hal
1t1
No.
5112 lndonesia
Dokumen
Tgl.
FITK-FR-AKD-082
1 Maret 2010
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawatr
.
ini,
Nama
Fenny Yutika Seli
TempaU Tanggal Lahir
Jakarta,
NIM
I I 10014000091
Jurusan/ Prodi
Pendidikan Bahasa Inggns
i3 Desember 1992
Judul Skripsi
The Effectiveness of Using Social Notrvorking Site in Teaching Writing Recount Text (An Experiment Study at Tenth Grade Students of SM{ Negeri 87 Jakarta) Dosen Pembimbing
: t. Pr. FaridaHamid, M. Pd 2. Yennyrahmawati, M. Ed
Deng4n ini menyatakan batrwa Skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab penuh secara akademis atas apa yang saya tulis. Pernyataan
ini dibuat sebagai salah satu syarat menempuh Ujian Mwraqosah.
Jakarta,9 Desember2AH Matrasiswa Ybs.
Fenny Yutika Seli
NIM:
1110014000091
ABSTRACT
FENNY YUTIKA SELI, 2014, The Effectiveness of Using Social Networking Site in Teaching Writing of recount text at Tenth Grade Students of SMA Negeri 87 Jakarta, Skripsi, English Education Department, Faculty of Tarbiyah and Teachers’ Training UIN Syarif Hidayatullah Jakarta. Advisors:
Dr. Farida Hamid, M.Pd Yenny Rahmawati, M.Ed
Key words: Recount Text, Social Networking Site, Facebook
The objective of the study is to find the empirical evidence of whether social networking site is effective towards students’ skill in writing of recount text. According to some theories and previous studies, it shows that there is positive effect of using social networking site in teaching writing. This research was a quasi-experiment which involved two classes (experimental class and controlled class) to be researched. The experimental class was treated by using Facebook (one of social networking sites) as a media of writing and the controlled class was treated without using Facebook. The samples of this research were the tenth grade students of SMA Negeri 87 Jakarta. They were X IIS 3 class as the experimental class and X IIS 2 as the controlled class. Each class consisted of 25 students. They were chosen by using purposive sampling. The instrument that used was written test and analytical scoring by John Anderson was used to assess the tests result. The pre-test mean score of experimental class was 65.9 while the post-test mean score of controlled class was 82.6. In the contrary, the pre-test mean score of controlled class was 66 and the post-test mean score was 77.7. The significant difference was shown by the posttest mean score of experimental class which was treated by using Facebook in teaching writing was greater than post-test mean score of controlled class which was not treated by using Facebook. The result of statistical hypothesis test found that on significance level 5% ttable was 1.67 while tobserved was 2.75 or tobserved>ttable. Hence, the H0 (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. In the other words, the use of social networking site is effective in teaching writing of recount text.
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ABSTRAK
FENNY YUTIKA SELI, 2014, The Effectiveness of Using Social Networking Site in Teaching Writing recount of text at Tenth Grade Students of SMA Negeri 87 Jakarta, Skripsi,Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Dosen Pembimbing: Dr. Farida Hamid, M.Pd Yeni Rahmawati, M.Ed
Kata Kunci: Recount Text, Social Networking Site, Facebook
Tujuan dari penelitian ini adalah untuk menemukan data empiris apakah social networking site efektif terhadap kemampuan siswa dalam menulis recount text. Merujuk kepada beberapa teori dan penelitian terdahulu, ini menunjukkan bahwa ada pengaruh baik dengan menggunakan social networking site dalam pengajaran menulis. Ini adalah penelitian quasi eksperimen yang melibatkan dua kelas (kelas eksperimen dan kelas kontrol) untuk diteliti. Kelas eksperimen diberi perlakuan menggunakan Facebook (salah satu situs jaringan social/ social networking sites) sebagai sebuah media menulis dan kelas kontrol diberi perlakuan tanpa menggunakan Facebook. Sampel penelitian ini adalah siswa kelas 10 dari SMA Negeri 87 Jakarta. Kelas X IIS 3 sebagai kelas eksperimen dan X IIS 2 sebagai kelas control. Masing-masing kelas berisi 25 siswa. Mereka dipilih dengan menggunakan purposive sampling. Instrumen yang dipakai adalah tes tertulis dan analytical scoring dari John Anderson digunakan untuk menilai hasil tes. Nilai rata-rata pre-test kelas eksperimen adalah 65.9. Sedangkan nilai rata-rata post-test kelas eksperimen adalah 82.6. Sebaliknya, nilai rata-rata pre-test kelas kontrol adalah 66 dan nilai rata-rata post-testnya adalah 77.7. Perbedaan signifikan terlihat dari nilai post-test kelas eksperimen yang menggunakan Facebook dalam pengajaran menulis lebih baik dibandingkan dengan nilai post-test kelas kontrol yang tidak menggunakan Facebook. Hasil dari hipotesis statistik menemukan bahwa di significance level 5% ttabel adalah 1.67 sedangkan tobservasi adalah 2.75 atau tobservasi>ttabel. Oleh karena itu, H0 (Hipotesis nol) ditolak dan Ha (hipotesis alternatif) diterima. Dengan kata lain, penggunaan social networking site efektif dalam pengajaran menulis recount text.
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ACKNOWLEDGEMENT Bismillahirrahmanirrahim In the name of Allah The Beneficent and The Merciful Alhamdulillah, the writer thanks to Allah SWT, The Lord of the universe. He always gives strong and favor in completing this “Skripsi” by the title “The Effectiveness of Using Social Networking Site in Teaching Writing of Recount Text”. Blessing and salvation be upon beloved Prophet Muhammad SAW and his family, his companions, and his followers. The writer wants to thank a lot to all people who support and help her. She realizes without their support and help, she could not be able to finish this “Skripsi”. In this opportunity, the writer would like to express her gratitude to Dr. Farida Hamid, M.Pd and Yenny Rahmawati, M.Ed., for their valuable advice, guidance, dedication, corrections, and suggestions in finishing this “Skripsi”. There are also some people that the writer would like to thank to: 1. Dra. Nurlena, M.A., Ph.D., as the Dean Faculty of Tarbiyah and Teachers’ Training the State Islamic University Jakarta. 2. Drs. Syauki, M.Pd., as the head of English Education Department. 3. Zahril Anasy, M.Hum., as the Secretary of English Education Department. 4. All lecturer of English Education Department who have already taught the writer during his study at UIN Syarif Hidayatullah Jakarta. 5. E. Awalludin S., M.Pd, as the Headmaster of SMA Negeri 87 Jakarta who has allowed the writer to conduct and observe the research at the school. 6. Eko Ardiawati, S.Pd, as the English teacher of SMAN 87 Jakarta who has given the writer advices in teaching and doing this research. 7. The writer wants to give her sincerest gratitude to her beloved parents, M. Fauzie and Aryani, for their support and always pray for her until the
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Degree of Strata–I (S1), and her beloved brothers; Erwin Rilo Fambudi and M. Rifaldi Apriano who always give me strengths to pass this study. 8. Her best friends in C class: Fahda, Atus, Anis, Evis, Rizka, Fitri, Indah, and Irma who always give her support and courage through these years and thanks for being the best, the funniest, and the craziest friends. 9. Her friends in English Education Department 2010, class A, B, and C. thanks for giving support, sharing their time and being good friends. 10. Her others best friends: Lita, Inggit, Diah, Tyas, Nevi, Aping, Cempaka, Ria, Bangga, Rendy, Butet, Fia, Cuda, and Ojan who have pushed me to finish this research very soon. Thanks guys for always being by my side. 11. Fajar Hayat Putra, S.Pd., who never tired in supporting and praying for me. Thank you for your thought, time, and love. 12. All people who have given their help in writing this “Skripsi” that the writer could not mention it one by one. The words are not enough to appreciate for their help and contribution in writing this “Skripsi”, may Allah SWT., bless them all. Finally, the writer realizes that this “Skripsi” is not perfect yet. Therefore, the writer would like to accept critics and suggestion from everyone who reads this “Skripsi” Finally, the writer expects this “Skripsi” will give valuable information for development of education and become the inspiration for people who read it.
Jakarta, 9th December 2014
The writer
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TABLE OF CONTENTS
Page APPROVEMENT SHEET ENDORSEMENT SHEET SURAT PERNYATAAN KARYA SENDIRI ABSTRACT .................................................................................................... i ABSTRAK ...................................................................................................... ii ACKNOWLEDGEMENTS ........................................................................... iii TABLE OF CONTENTS ............................................................................... v LIST OF TABLES ......................................................................................... viii LIST OF APPENDICES ............................................................................... ix CHAPTER I: INTRODUCTION A. Background of the Study .................................................................... 1 B. Identification of the Problem .............................................................. 4 C. Limitation of the Problem .................................................................. 5 D. Formulation of the Problem ............................................................... 5 E. Objectives of the Study ....................................................................... 5 F. Significance of the Study .................................................................... 5 CHAPTER II: THEORETICAL FRAMEWORK A. The Concept of Writing ...................................................................... 7 1. Definition of Writing..................................................................... 7 2. Teaching Writing Approaches ...................................................... 8 3. Writing Process ............................................................................. 9 v
B. The Concept of Recount Text ............................................................ 11 1. The Purpose of Recount Text ........................................................ 11 2. The Schematic Structure of Recount Text .................................... 12 3. The Language Features of Recount Text ...................................... 12 4. The Sample of Recount Text......................................................... 12 C. Computer-Assisted Language Learning (CALL) .............................. 13 1. Definition of CALL ....................................................................... 13 2. Types of CALL ............................................................................. 14 D. Social Networking Sites ...................................................................... 14 E. Facebook as Computer-Assisted Language Learning (CALL)........... 16 F. Teaching Writing Through Facebook ................................................. 17 G. Advantages and Disadvantages of Using Facebook in Teaching Writing............................................................ 18 H. Peer Assessment in Writing ................................................................ 20 I. Advantages and Disadvantages of Peer Assessment .......................... 20 J. Conceptual Thinking ........................................................................... 21 K. Relevant Previous Study ..................................................................... 22 CHAPTER III: RESEARCH METHODOLOGY A. Place and Time of the Study ............................................................... 25 B. Method of Study ................................................................................. 25 C. The Population and Sample ................................................................ 26 D. Technique of Data Collecting ............................................................. 26 E. Technique of Data Analyzing ............................................................. 28 F. Statistical Hypotheses ......................................................................... 33 CHAPTER IV: RESEARCH FINDINGS AND INTERPRETATIONS A. Research Findings ............................................................................... 35 1. Data Description ............................................................................ 35 2. Data Analysis ................................................................................ 40 3. Test of Hypotheses ........................................................................ 44
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B. Data Interpretation. ............................................................................ 44
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ......................................................................................... 46 B. Suggestion ........................................................................................... 47 BIBLIOGRAPHY .......................................................................................... 48 APPENDICES ................................................................................................ 51
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LIST OF TABLES
Page Table 3.1 Rubric of Written Test Assessment ................................................ 28 Table 4.1 The Test Result of Experimental Class .......................................... 35 Table 4.2 Interview Specification and the Students’ Response ..................... 37 Table 4.3 The Test Result of Controlled Class .............................................. 39 Table 4.4 Standard Deviation Table ............................................................... 41
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LIST OF APPENDICES
Page Appendix 1 Pre-test and Post-test .................................................................. 51 Appendix 2 Kisi-Kisi Interview ..................................................................... 53 Appendix 3 Interview Sheet ........................................................................... 55 Appendix 4 Lesson Plan ................................................................................ 57 Appendix 5 Sample of students’ writing in Facebook ................................... 91 Appendix 6 Sample of the students’ pre-test and post-test ............................ 95 Appendix 7 Interview Script .......................................................................... 99 Appendix 8 Pre-test and Post-test score ......................................................... 104 Appendix 6 Surat Pengesahan Proposal Skripsi ............................................ 105 Appendix 7 Surat Bimbingan Skripsi ............................................................ 106 Appendix 8 Surat Permohonan Izin Penelitian .............................................. 107 Appendix 9 Surat Keterangan Penelitian ....................................................... 108
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CHAPTER I INTRODUCTION This chapter presents and discusses 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 Study Many researchers conduct some researches about the effectiveness or the relationship between Computer-Assisted Language Learning (CALL) and foreign language mastery. They used software application, audio-visual media, website, social networking sites, and so on. For example, researchers from Malaysia -Yunus and Salehi- held the research with the title “The Effectiveness of Facebook Groups on Teaching and Improving Writing: Students‟ Perceptions”, the findings showed that „Facebook groups‟ is an effective tool in improving the students‟ writing skills, especially in the brainstorming of ideas before the actual writing.1 In contrast, the result of a research by Mardi (a skripsi at UIN Jakarta) with the title “The Effectiveness of Using ICT (Information Communication and Technology) on Students‟ English Achievement” showed that using ICT is more difficult than using non-ICT. So, the students‟ English scores taught by using non ICT are better than those who were taught by using ICT.2 Those studies motivate the writer to conduct a research about CALL too in order to know whether it can be an effective tool as Yunus and Salehi said or a difficult tool according to Mardi‟s research. Today, the education world is moving toward the use of technology. Learners love everything related to technology and internet, so that new technology is highly 1
Melor Md. Yunus and Hadi Salehi, “The Effectiveness of Facebook Groups on Teaching and Improving Writing: Students‟ Perceptions”, International Journal of Education and Information Technologies Issue 1, (6) 2012, p. 87. 2 Teni Mardi, “The Effectiveness of Using ICT (Information Communication and Technology) on Students‟ English Achievement”, Skripsi, (Jakarta: UIN Syarif Hidayatullah, 2011), not published.
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motivator which they can take advantages of. The advent of smartphones, tablet computers and Wi-Fi at school or campus means that students are always connecting, sharing, publishing, playing and networking with other people in the world. Computers are used widely in teaching and learning languages. They are used for many applications in the teaching and learning process. In EFL context, we have to answer on how to use computers most effectively to support language learning. One of the ways to use CALL in language learning effectively is by using social networking sites (SNs) in the teaching and learning process. According to Krashen in Surthiwartnerueput and Wasanasomsithi‟s article, by using SNs, students can decrease their anxiety and can be more motivated in learning English. It is because many learners often have problems such as the anxiety of speaking in front of their friends, the fear of making mistakes, and many other negative feelings in participating in normal classroom condition.3 When students can decrease their negative feelings in learning, the material can be taught easily by the teacher. Now, we know Facebook as one of many social networking sites in the world. In Facebook, people can share their thought, photos, videos, location, and so on to the world. Not only those but also we can use it for media to learn especially in writing. Actually, many people love to write their idea, experience, or something inspiring in some social media. It can be said that everyone has an opportunity to write anything and to be read by the others. The writer sees this as a chance to enhance the students‟ writing skill. Furthermore, Indonesia has English Standard Competence to guide teachers to teach writing. As what is stated in Curriculum of 2013, the students in senior high school level have to be able to write some kinds of texts in order to achieve the learning goals formulated by government. One of those texts is recount text. The 3
Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi, “Effects of using Facebook as a Medium for Discussions of English Grammar and Writing of Low-Intermediate EFL students”. Electronic Journal of Foreign language Teaching 9, no. 2 (2012): 198.
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main material is recount text as a simple oral and written text about experience/activity/event. In the area of EFL, writing has many uses and functions. To begin with, the ability to write acceptable scientific English is essential for post-graduate students who must write their dissertations in English. Moreover, writing EFL allows for communication to large numbers of people all over the world. It also provides students with physical evidence of their achievement. This in turn helps them to determine what they know and what they don't know. Writing can also enhance students' thinking skills. Additionally, writing can enhance students' vocabulary, spelling, and grammar. Finally, writing skills are often needed for formal and informal testing.4 So, writing is important because it has many functions in mastery English. If someone learns the writing skill, automatically they can communicate with people in the world, improve their thinking skills because writing can stimulate their brain to produce idea, develop their vocabulary, spelling, and grammar, and help them in many tests in the future. Based on the writers‟ observation when teaching in tenth grade of SMA Negeri 87 Jakarta, some students said that they like writing using English so much especially in their personal blog or their social media account. It makes their writing can be read by foreigner and get a response or comments from them. In contrast, the other students said they really dislike writing because they have no idea and a will to start their writing even though they all have social networking sites account. Moreover, the basic reason why they do not want to write is they are too afraid to make a mistake in writing either the grammatical error or the wrong diction. Furthermore, their writing scores are not really good but just average. It happened because the grammatical error and the structure of writing.
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Abdel Salam Abdel Khalek El-Koumy, Teaching and Learning English as a Foreign Language: A Comprehensive Approach, (USA: Educational Resources Information Center (ERIC), 2004), p. 106.
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The students‟ low ability in writing can be caused by technical problem. The teacher does not provide the chance for the students to practice writing. Students may not write very much because the teacher does not give enough writing tasks. The teacher sometimes does not ask the students to do writing tasks because assigning and correcting students‟ writing takes much time. From those cases, the writer wants to know how a social networking site has a role in their writing skill and how effective a social media for everyday use while enhancing their writing skill. In addition, the writer also wants to improve their writing through this research. There are some solutions of this problem. One of the solutions that can help the students to practice their writing skill is by using SNs especially Facebook in the learning process. As students become increasingly connected through social networking sites such as Facebook, it is important for us to explore how these can be utilized specifically in the foreign language classroom. As users connect, they are able to share their idea in writing. This could allow the instructor to facilitate discussion among students of target language and culturally relevant material. The writer will teach recount text which are the students have to retell their past activities. Learners can write their thought for their task, find the other sources in the internet, give comments and argue each other in the tasks that given by the teacher. Based on the background above, the writer would like to take a research under the title: “The Effectiveness of Using Social Networking Site in Teaching Writing of Recount Text at SMA Negeri 87 Jakarta”
B. Identification of the Problem From the background of the study written above, the researcher identifies problems as below: 1. From previous observation in SMA Negeri 87 Jakarta, many students have some difficulties in writing by using English, they are; they have no idea and a
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willingness to write, and they are too afraid to write in English because they do not master the grammar and some vocabulary. 2. Students did not get good scores in writing. 3. Students become addicted in using social networking sites without realizing of many advantages that they can take.
C. Limitation of the Problem To avoid misunderstanding in interpreting the problem, it is important to limit the problem. The limitations of the problem are: 1. The writer limits the subject matter to the teaching and learning writing. 2. The writer will use Facebook as media when she gives assignments to the students.
D. Formulation of the Problem The analysis of the writer will be mainly based on the theories in some books or it will be done through library research. Moreover, the analysis will also be based from the internet study. The formulation as follows: Is social networking site effective in teaching writing of recount text at SMA Negeri 87 Jakarta?
E. Objective of the Study Based on the formulation above, the objective of study is to find out whether the use of social networking site is effective in teaching writing of recount text or not.
F. Significance of the Study The significance of this writing might be expected as follows: 1. The Writer This study is expected to give the new information to the writer about how to teach writing by using social networking site.
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2. The English Teachers This finding (result) of this study is expected to provide useful information about a media used in teaching writing and it is hoped to be applied in teaching and learning process. 3. The Further Researcher This study is expected to give new knowledge to the further researcher to do the better research of teaching and learning cases.
CHAPTER II THEORETICAL FRAMEWORK This chapter presents and discusses the concept of writing, the concept of recount text, Computer-Assisted Language Learning, Social Networking Site, Facebook as Computer-Assisted Language Learning, teaching writing through Facebook, advantages and disadvantages of using Facebook in teaching writing, peer assessment in writing, advantages and disadvantages of peer assessment, conceptual thinking, and relevant previous study.
A. The Concept of Writing 1. Definition of Writing The definition of writing according to Langan is “Writing is a skill. People who believe that writing is a „natural gift‟ rather than a learned skill may think they are the only ones for whom writing is unbearably difficult.”1 It means that people who think that writing is really hard judge that everyone else‟s writing is easy. On the other words, that people imply that they simply do not have a talent for writing, while others do. This attitude shows that they try to avoid writing and while they are writing, they do not try their best. So, writing is a learned skill that can be learned by everyone without worrying whether they have talent to do this or not. As Rosen points out in Hedge‟s book, writing is detached from the wide range of expressive possibilities in speech. Compared with speech, effective writing requires a number of things: a high degree of organization in the development of ideas and information; a high degree of accuracy so that there is no ambiguity of meaning; the use of complex grammatical devices for focus and emphasis; and a careful choice of vocabulary, grammatical patterns, and sentence structures to create a 1
John Langan, College Writing Skills with Readings-6th Ed., (New York: McGraw-Hill, 2005), p. 12.
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style which is appropriate to the subject matter and the eventual readers. 2 It can be said that writing is definitely different with speaking. A writer is unable to exploit all the devices available to a speaker such as: gesture, body movement, facial expression, pitch tone of voice, stress, and hesitations. In contrast, a speaker can clarify and revise ideas as listeners question or disagree directly while a writer cannot. From Tangpermpoon‟s opinion, writing is known as the most complicated skill to master for language learners because they need to have several background knowledge of L2 about the rhetorical organizations, proper language use or specific lexicon with which they want to deliver to their readers.3 When students write, they need to have some thoughts or ideas in their head to be expressed in their writing and it takes some times. From that definition, it can be concluded that writing is a quite difficult skill to master for language learners. From all definitions above, it shows that writing is a way for a person to show their personal thoughts about something, someone, or any other ideas. Not only that but also it can be as a way to communicate with others if the writer shares their writing to someone else or public. By writing, someone can enhance their thinking skill because writing needs well-organized ideas to make it interesting to read by the readers. Everyone can learn to write because writing is a skill not a natural gift.
2. Teaching Writing Approaches There are three main approaches according to Tangpermpoon, they are:4 a. Product-Based Approaches Basically, writing in product-based approaches has served to reinforce L2 writing in terms of grammatical and syntactical forms. Writing in the product-based
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Tricia Hedge, Resource Book for Teachers: Writing, (New York: Oxford University Press, 1998), p. 5. 3 Thanatkun Tangpermpoon, “Integrated Approaches to Improve Students Writing Skills for English Major Students”, ABAC Journal 28, No. 2(2008), p.1. 4 Ibid, p. 6.
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approach overemphasizes on the importance of grammar, syntax, and mechanics instead of the writing purpose itself. b. Process-Based Approaches Process-based writing is viewed as the way or the whole step from beginning stage until the ending stage of written product that writers work on their writing projects. The concept of this approach is an activity in which teachers encourage learners to see writing not as grammar exercises, but as the discovery of meaning and ideas. It can be said that the grammar, syntax, and mechanics are not really important in the first writing but the process of write better step by step is very crucial. c. Genre-Based Approach The genre-based approach is the way to language and literacy education that combines an understanding of genre and genre teaching together in the writing class. Writing in the genre-based approach is regarded as an extension of the productoriented approach since learners have an opportunity to study a wide variety of writing patterns, for instance, the business letter, the academic report, and the research paper. Like other writing approaches, the genre-based approach is increasingly used in the L2 writing classroom due to having certain strengths. The focus of writing in this approach aims at integrating the knowledge of a particular genre and its communicative purpose; these help learners to produce their written products to communicate to others in the same discourse community successfully.
3. Writing Process Good writing skills are essential for effective communication. Learning to write well takes time and needs practices. The process of writing can be divided into the following stages:5
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John Langan, Exploring Writing: Sentences and Paragraphs-2nd Ed., (New York: McGrawHill, 2010), p.17-31.
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a. Prewriting Prewriting is anything that someone does before he writes a draft of his document. It includes thinking, taking notes, talking to others, brainstorming, outlining, and gathering information (e.g., interviewing people, researching in the library, assessing data). b. Writing the first draft In this part, students put their ideas on paper. A draft is where students begin to record their ideas and add information of their research and experience. At this time, they write without major attention to punctuation, grammar, or neatness. Some teachers may refer to this as a rough draft. The purpose of the rough draft is for the student to focus on his/her ideas and get them on paper without the distraction or fear of making mistakes in grammar, capitalization, punctuation, or paragraph structure.6 c. Revising Revising is as much a stage in the writing process as prewriting, outlining, and doing the first draft. Revising means that you rewrite a paragraph or paper, building upon what has already been done in order to make it stronger.7 On the other words, revision is the gaps, clumsy wording, lack of clarity, inadequate detail, and other problems can be transformed into a solid essay through the process of reworking.8 Revising can be said as checking or seeing again our own writing or someone else‟s writing whether there are some mistakes in the structure, spelling, capitalization, words choice, organization of idea, content, etc. d. Editing Editing is the next step after people revised his paper. When editing, someone have to correct the errors that he/her has made in his/her writing. When someone believe that he has said what he want to say the way he want to say it, he is ready to edit their paper to be a better writing than before. 6
George Braine and Claire May, Writing from Sources: A Guide for ESL Students, (California: Mayfield Publishing Company, 1996), p. 29. 7 Langan, op. cit., p. 33. 8 Barbara Fine Clause, The Student Writer-6th Ed., (New York: McGraw-Hill, 2004), p. 94.
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So, there are four processes of writing according to Langan. First, prewriting is a process that can help someone think about and create some materials of his writing. Next is writing the first draft. The first draft means the rough draft which consists of some main ideas and detail information without considering the language features. Then, revising is checking the writing again in order to make correction. The final process is editing which the writer must correct their writing.
B. The Concept of Recount Text There are some genres that should be studied by senior high school students; one of them is recount text. According to Nafisah and Kurniawan as cited in Nurohmah‟s article, recount text is a text that retells the sequence of events or experiences which someone has ever got in the past.9 Anderson and Anderson stated that recount is “a piece of text that retells past events, usually in the order in which they happened”.10 It means that the writers or the speakers have to tell again to the readers or listeners about their activity in the past chronologically. Even though recount text had been studied since junior high school, sometimes the students had problems in writing it. It is because in writing recount text, the students should know the purpose of the text, and be aware in using the schematic structures and applying language features.
1. The Purpose of Recount Text The purpose of recount text is to reconstruct past experiences by retelling events in original sequence.11 It can be said that the writer will tell his or her past activity in some paragraphs in chronological order. 9
Iin Nurohmah, “An Analysis of Students‟ Recount Text by Using Systemic Functional Grammar”, Passage 1, No. 2 (2013): 90. 10 Mark Anderson and Kathy Anderson, Text Types in English Type 1, (Australia: Macmillan, 2003), p. 48 11 Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 2003), p. 20.
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Furthermore, it is to provide the audience with a description of what occurred and when it occurred.12 It shows that the purpose of recount text is to give the explanation about the process and time of events that happened.
2. The Schematic Structure of Recount Text The schematic of recount text consists of three parts, namely orientation, event, and reorientation. The further explanation is as follows:13 a. Orientation, a first paragraph that gives background information about who, what, where, and when. b. Event is a series of paragraph that retell the events in the order in which they happened. c. Reorientation is a concluding paragraph of all the events that had been told. (not always necessary) Hence, the schematic structure of recount text has three sections which the first paragraph, called orientation, tells the characters who involved in story; what happened in general, the place where the events happened, and the time of the events. Next, event tells what happened in sequence. The last is re-orientation as an ending paragraph.
3. The Language Features of Recount Text According to Mark Anderson and Kathy Anderson the language features of recount text are:14 a. Proper noun to identify those involved in the text. b. Descriptive words to give details about who, what, when, and where. c. The use of the past tense to retell the events. d. Words that show the order of events (for example: first, next, then, etc.) 12
Anderson and Anderson, loc. cit. Ibid., p. 50. 14 Ibid. 13
13
4. The Sample of Recount Text This is one example of recount text:15 „The X Files‟ ORIENTATION
„The X Files‟ is one of television‟s most popular shows, watched each week by millions of people in over sixty countries. The show was created by Chris Carter, a former magazine editor, who always wanted to make a cool and scary television series. His idea for „The X Files‟ came after he saw the results of a survey that said three out of every hundred Americans believed that aliens had captured them.
SEQUENCE OF EVENTS
Carter‟s next step was to produce a pilot episode, which was to be the beginning of the series. When it was shown on American television it received poor reviews. After a while the audience grew and „The X Files‟ became popular with both adults and teenagers. By this time Carter was able to spend more on production.
REORIENTATION
„The X Files‟ has been nominated for many awards and continues to attract a growing audience.
C. Computer-Assisted Language Learning (CALL) 1. Definition of CALL Computer assisted language learning (CALL) is both exciting and frustrating as a field of research and practice. It is exciting because it is complex, dynamic and quickly changing – and it is frustrating for the same reasons. CALL expanded in 1980‟s and 1990‟s with accessibility of personal computers for language learners.16 15
Ibid. p. 50. Omer Eren, “Students‟ Attitudes towards Using Social Networking in Foreign Language Classes: A Facebook Example”, International Journal of Business and Social Science 3, No. 20 (Special Issue – October 2012), p. 288. 16
14
CALL is defined by Davies as “an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement, and assessment of material to be learned, usually including a sustainable interactive element".17 In addition, Maley stated that CALL is the newest in the several of modern language learning aids which began with gramophone.18 So, CALL is a process that uses a computer and, as a result, it improves learner‟s language.
2. Types of CALL Types of CALL programs/materials include (from ICT4LT Module 1.4)19: a. CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes (see CD-ROM examples for language learning) b. Generic software: applications designed for general purposes, such as wordprocessors (Word), presentation software (PowerPoint, see an e-book made by students "Many Moons"), and spread sheet (Excel), that can be used to support language learning (see examples of using Excel for language learning & teaching) *Also see Microsoft Office Online Templates) c. Web-based learning programs: online dictionaries, online encyclopaedias, online concordances, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, social networking sites, etc. d. Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board, etc.
17
Mahdi, op.cit., p.192. David Herdisty and Scott Windeatt, CALL: Resource Books for Teachers, (Oxford: Oxford University Press, 1989), p. 3 19 Davies G., et al., “Introduction to Computer Assisted Language Learning (CALL); Module 1.4 in Davies G. (ed.)”, Information and Communications Technology for Language Teachers (ICT4LT). Slough: Thames Valley University. 2012. Available at: http://www.ict4lt.org/en/en_mod14.htm, accessed on 23-01-2014. 18
15
D. Social Networking Sites As can be seen above, social networking sites (SNs) is one of CALL types which involves in web-based learning programs. Rigby said that social networks have become places where young people spend a considerable part of their lives.20 In these places, they create identities, make friends, share the idea, and so on. Moreover, Boyd and Ellison in Harrison and Thomas‟ article define SNs as web-based services that allow individuals to: 1) construct a public or semi-public profile within a bounded system, 2) articulate a list of other users with whom they share a connection, and 3) view and traverse their list of connections and those made by others within the system.21 Hence, SNs is web sites for everyone who has same interest in particular things where they can create their own profile, discuss their favourite topic, and connect by making connections through individual or groups. The term “same interest” can also be used for “same objective” in foreign language classes. There are self-expression and social interaction in SNs, some of the most important contexts for language use, which can be created or imitated by teachers in foreign language (FL) classrooms to enhance language acquisition. SNs are also popular among the learners. This makes SNs attractive possible sites for FL practice. If the teachers involve the pedagogic material in SNs activities as FL experiences, students can be more motivated and spend more time on the FL tasks. Then, it can be used for communicating and connecting with others in the second language (L2) or FL through a class which learners will become well poised to establish relationship with other speakers of L2 via SNs in the future and to become
20
Ben Rigby, Mobilizing Generation 2.0: A Practical Guide to Use Web 2.0, (San Francisco: Jossey Bass, 2008), p. 59. 21 Richard Harrison and Michael Thomas, “Identity in Online Communities: Social Networking Sites and Language Learning”, International Journal of Emerging Technologies & Society 7, No. 2, (2009), p. 111.
16
autonomous, lifelong learners.22 SNs therefore are a promising tool for FL education in their capacity to be used by learners as FL practice. Teachers may use one or more than one SNs as a media. It depends on the needs and goal of learning. From various kinds of SNs such as Facebook, MySpace, Twitter, Path, YouTube, and so on, the writer chose Facebook because it provides a group application which lets the teachers use the internal elements to manipulate groups for FL class.
E. Facebook as Computer-Assisted Language Learning (CALL) In this research, the writer will talk about Social Networking Sites (SNs) especially Facebook which is included in Web-based learning programs. According to Stelter‟s definition in Suthiwartnarueput and Wasanasomsithi‟s article, “Facebook is a one of the most popular social networking sites which allow users to post any information, chat with friends or other users, and collaborate within the system”.23 It is also a technological tool which can nurture the student-teacher relationship by creating positive learning experiences for both parties stated Mazer, Murphy and Simonds.24 So, Facebook is one of social networking sites that can be used by everyone all over the world to post any updates or information, share photos, chat or argue with other users, and also to be a media for learning some subjects or many things. Students not only have greater chances to collaborate with many people in the world but also can learn English at the same time if they use Facebook as a tool for their study by spending time browsing profiles, meeting new people, and exploring relationships using the English Language. Students use Facebook primarily for „social searching.‟ That is, students use Facebook to learn more about a person they have met. It is also used for social and 22
Kara McBride, “Social-Networking Sites in Foreign Language Classes: Opportunities for Re-creation”, www.slu.edu, Internet, available from http://www.slu.edu/~kmcbrid8/McBride09_SNS.pdf, accessed 3o September 2014, p. 35. 23 Suthiwartnarueput and Wasanasomsithi, op.cit., p. 195. 24 Eren, op.cit., p. 289.
17
emotional support and as a resource to find information. According to Rita, Facebook can have a positive influence in improving learners‟ literacy. 25 She explains in her paper that learners can comment and get a good feedback from others. The helpfulness comment and peer reviewing can be a strong expert input for learners. Facebook can be a meaningful environment for learning English for language learners. There are many applications that are available to use. Facebook is not only for fun, but also can be a useful site to improve students‟ language skill.
F. Teaching Writing Through Facebook Teachers can use Facebook as a media to motivate students to write. Facebook is popular among students that they will find it is fun to practice their writing on this site. Learners may not realize that they are learning through their everyday routine which is many of them using Facebook as a media to write their informal writing. The teacher can ask the students to do writing task as homework since there is not enough time to practice writing in the classroom. In Facebook, there is an application named Facebook group. It can be used by teachers to share materials to the students in a whole class. „FB groups‟ provides a space where ideas are posted in view of all, to be open to criticism as well as praise.26 Higher order thinking skills are needed in organizing, synthesizing and analyzing the ideas whether by individual, peers, or groups in constructing new knowledge. Then, „FB groups‟ provides ample opportunities for students to practice and improve their writing skills.27 Students can learn many new sentences from reading their friends‟ comment and they feel obliged to respond them which it can enhance their writing skill. 25
Rita Inderawati Rudy, “From Classroom to Peer Comment in Facebook: Bridging to Establish Learners‟ Literacy”,International conference “ICT for language learning”,(Sriwijaya University Palembang: Pixel, 4th edition , 2011), P. 1. 26 Melor Md. Yunus and Hadi Salehi, “The Effectiveness of Facebook Groups on Teaching and Improving Writing: Students‟ Perceptions”, International Journal of Education and Information Technologies Issue 1, (6) 2012, p. 90 27 Ibid.
18
Undeniably, students often use their social networking account to write some informal writing to express their ideas or personal thoughts. Strangely, students considered these types of informal writing as “communication” and not likened to the “writing” tasks that are given in schools.28 The researcher believes that FB has potential benefits to improve students‟ writing skills by being the link between academic “writing” and outside “communication”.
G. Advantages and Disadvantages of Using Facebook in Teaching Writing There are some advantages and disadvantages of using Facebook in teaching writing according to Yunus, Salehi, and Chenzi:29 1. Advantages: a. Most students now are digital natives, so Facebook engage them by presenting material in a way that is familiar and comfortable for them. b. Students can get enough input from Facebook so they will develop students‟ writing skills. In Facebook, teacher‟s notes can be viewed with chronological order. This is very convenient when preparing lessons that build upon previous materials taught in the class. c. Students will have a larger audience when they use Facebook. Working online fosters a sense of global interaction. Students can communicate with their teachers and friends by Facebook. This is especially helpful for shy students who might not otherwise reach out. d. Facebook allow for multimedia interaction which brings together pictures, videos, links and so on.
28
Ibid. Melor Md Yunus, Hadi Salehi, and Chen Chenzi, “Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses”, English Language Teaching 5, (8), 2012, p. 44-45 29
19
e. Students will take responsibility for their works because they have a larger audience when they use Facebook. This may empower them and their work and leads to self-directed learning. f. Students can read comments for the class as a whole and comments directly and individually on them. This maximizes feedback and contact with the teacher. g. Parents can view their children‟s work and progress.
2. Disadvantages: a. The relationship between teacher and students can somehow be tricky. Teachers need to realize that even though the environment is virtual, the identity should not be hidden. b. It takes time to design, edit and modify digital learning materials for teachers. Sometimes it is time-consuming and frustrating to search for the materials online. Moreover, the learners will be encountered with a pool of information with little control over the quality and accuracy of the content. c. The learners must have access to computer and internet. Hence, when the technology is not reliable or the internet is not available, the learners will be faced with difficulties. d. Some learners find it so difficult to read the materials online because they are accustomed to the traditional book-centered approach. e. Students will spare more time on playing computer games and chatting on-line on the pretext of doing writing on internet. f. Writing tasks online will lead students to „copy-paste‟ from the extensive online resources without thinking. In conclusion, almost all of things in the world have strengths and weaknesses and so do Facebook. People can take the good side of this site and avoid the negative side to support the teaching and learning activities especially in teaching writing.
20
H. Peer Assessment in Writing Assessment is a key element in language learning. There are some variants of assessment in writing. One of them is peer assessment. Referring to Falchikov in Ako‟s book, “peer assessment requires students to provide either feedback or grades (or both) to their peers on a product or a performance, based on the criteria of excellence for that product or event which students may have been involved in determining”.30 Moreover, Liu and Hansen in Bijami, et.al., emphasized that peer assessment is sources of information and a medium of interaction that involves comment and critique for each other‟s‟ writing in both written and oral formats in the process of writing. It is a way that learners assume roles and responsibilities normally taken on by a formally trained teacher, tutor, or editor.31 On the other words, in peer assessment, every student has to give their personal comment, suggestion, and correction to their friend‟s writing in both written and oral formats based on the certain criteria of the material.
I. Advantages and Disadvantages of Peer Assessment As Bijami, et. al., said in their article, there are some advantages and disadvantages of peer assessment.32 They are: 1. Advantages a. Peer feedback encourages student to participate in the classroom activity and make them less passively teacher- dependent b. Using peer feedback can lead less writing apprehension and more confidence as well as establish a social context for writing. c. Peer feedback is beneficial in developing critical thinking, learner autonomy and social interaction among students. 30
Wāhanga Whakapakari Ako, Assessment Matters: Self-Assessment and Peer Assessment, (New Zealand: Teaching Development Unit, 2012), p. 10. 31 Maryam Bijami, et.al., “Peer Feedback in Learning English Writing: Advantages and Disadvantages”, Journal of Studies in Education 3, No. 4 (2013), p. 93. 32 Ibid, p. 94.
21
d. The practice of peer feedback allows students to receive more individual comments as well as giving reviewers the opportunity to practice and develop different language skills
2. Disadvantages a. Some students believe teacher feedback is more qualified b. Most peer responses focused on product rather than the processes of writing, and many students in L2 contexts focused on sentence- level errors (local errors) rather than on the content and ideas
J. Conceptual Thinking According to the writer, writing is an activity for expressing someone‟s personal thought towards something, someone, and so on. Moreover, writing is a skill that quite challenging for language learners to master because they need to know some information about the organization of idea, the appropriate language use, the grammar, etc. EFL learners need a media that they can use for practicing, reviewing, and discussing their writing with the teachers or the other students without anxiety and shyness. Therefore, a Facebook may be a new media that they can take advantages of to learn English and increase their writing skill. The most successful social networking site is Facebook.33 This Web site has hundreds of millions of users and it is an enticing way for students to form an online community. One of the problems, however, is the possibility of privacy infringement as students get more confident in their English writing skills and become more open to talk about their private lives online. Not only that, but also students can practice their English writing skills everywhere. It may be necessary for teachers and students to discuss some ground rules for using Facebook before starting to use it. Besides, 33
Robert Chatrand, “Social Networking for Language Learners: Creating Meaningful Output with Web 2.0 Tools”, Knowledge Management & E-Learning: An International Journal 4, No. 1(2012), p. 99.
22
students can do peer assessment in their friends‟ writing and it can be seen by the whole students that join on the FB group. It is, however, an excellent way to communicate as the content that is posted to the site may motivate learners to share ideas and thoughts that would be very difficult to duplicate in a classroom setting.
K. Relevant Previous Study The findings of “Effects of Using Facebook as a Medium for Discussions of English
Grammar
and
Writing
of
Low-Intermediate
EFL
Students”
by
Suthiwartnarueput and Wasanasomsithi in Electronic Journal of Foreign Language Teaching showed a statistically significant difference between the mean scores of the pre-test and the post-test (t = 6.65, p = 0.00). Most common topics of discussion involved sentence structures, followed by word meanings, parts of speech and then relative clauses. It was found that English grammar was worth promoting for discussions on Facebook because there were correlations between the gain scores in the grammar and writing parts at the significant levels (r = 0.399 in the pre-test and r = 0.859 in the post-test).34 The students also had positive attitudes toward using Facebook as a means of learning grammar and writing. As an alternative learning tool, Facebook provided them a convenient and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge. In addition, “Students‟ Attitudes towards using Social Networking in Foreign Language Classes: A Facebook Example” by Eren aims to investigate students‟ attitudes towards use of social networking sites, Facebook in particular, in language classroom.35 This study was carried out at a university in Gaziantep, Turkey with 48 undergraduate students who were enrolled in one year compulsory English preparatory class. The research design included a 5 point Likert-type questionnaire and semi-structured interviews. It was found out that students have a very positive attitude towards the use of Facebook activity as a supplement to language classroom, 34 35
Suthiwartnarueput and Wasanasomsithi, op.cit., p. 194. Eren, op.cit., p. 288.
23
but traditional classroom based language learning still remains a backbone for language education. Furthermore, “The Effectiveness of Facebook Groups on Teaching and Improving Writing: Students‟ Perceptions by Yunus and Salehi indicated that this study attempted to investigate the students‟ perceptions on the effectiveness of Facebook (FB) groups for teaching and improving writing.36 The authors saw a need to carry out this study as it provides a platform to discover pedagogical implications that would benefit the Y-generation in terms of improving their writing skills in a Malaysian ESL context. The respondents of this research comprised 43 third year students completing their bachelor‟s degree in TESL, in the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). The students‟ perceptions were measured through a questionnaire comprising 10 close-ended items and 3 open-ended ones. Respondents were required to participate in a Facebook group created by the researchers. The Facebook group, called „Write Out Loud‟ was hosted by Facebook here: http://www.facebook.com/home.php?sk=group_193133474042344&ap=1. The findings showed that „Facebook groups‟ is an effective tool in improving the students‟ writing skills, especially in the brainstorming of ideas before the actual writing. The results of this study may be beneficial to ESL educators in incorporating ICT into their teaching repertoire. In contrast, “The Effectiveness of Using ICT (Information Communication and Technology) on Students‟ English Achievement” by Mardi (a skripsi at UIN Jakarta) showed that the result of this research using ICT is more difficult than using non-ICT.37 So, the students‟ English scores taught by using non ICT are better than those who were taught by using ICT. In other words, the null hypothesis is accepted or there is no significance influence of using ICT in teaching English. This research used a Quasi-Experimental study which applied pre-test and post-test in both 36
Yunus and Salehi, op. cit., p. 87. Teni Mardi, “The Effectiveness of Using ICT (Information Communication and Technology) on Students‟ English Achievement”, Skripsi, (Jakarta: UIN Syarif Hidayatullah, 2011), not published. 37
24
experiment class and control class. He did the research for six meeting by using ICT when teaching English to the first grade students of SMP Darussalam Ciputat.
CHAPTER III RESEARCH METHODOLOGY This chapter presents place and time of the study, method of study, population and sample, techniques of data collecting, technique of data analysing, and statistical hypothesis.
A. Place and Time of the Study The writer conducted the research for about five months, starting from July to December 2014. Then, she took the data at the first year of SMAN 87 Jakarta. The school is located at Jalan Mawar II, Pesanggrahan-Jakarta Selatan. She chose this school because the English teachers seldom use social networking sites in teaching and learning process.
B. Method of Study The design of this study is quantitative by using quasi-experiment with pretest and post-test in which the writer used Facebook when giving some writing assignments to the tenth grade of SMA Negeri 87 Jakarta. There were two variables involved in this research. They were Social Networking site as an independent variable and writing recount text as a dependent variable. The writer compared the results of two classes of the first year students of SMA Negeri 87 Jakarta, to know if there are any significant differences in teaching writing of recount text with and without using Social Networking site (Facebook). They were experimental class and controlled class. She used Facebook when giving some assignments in experimental class and she did not use it in controlled class.
25
26
C. Population and Sample The experiment was done at the first year of SMA Negeri 87 Jakarta that involved the process of teaching writing by using Social Networking site; Facebook. The population of the research was the tenth grade of students SMA Negeri 87. There are six classes consist of X MIA 1, X MIA 2, X MIA 3, X IIS 1, X IIS 2, and X IIS 3, so there are 215 students in all. The sample of research is two classes that are X IIS 2 as controlled class and X IIS 3 as experimental class. They were chosen by using purposive sampling technique because of some considerations. There are the same curriculum, subject material, and the teacher of those classes. Purposive sampling technique, according to Husaini Usman and R. Purnomo Setiady, is used when the researcher only take the sample which is suitable with the purpose of the research1. The writer took only 50 students as the sample; 25 students from X IIS 2 and 25 students from X IIS 3.
D. Techniques of Data Collecting To collect the data, written test was used as an instrument. The test was divided into two tests, pre-test and post-test. The pre-test was given to the students before the treatment and the post-test after the treatment. Either in pre-test or in posttest, students had to write at least there paragraphs about their past experience. 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 effects of at least one independent variable and one or more dependent variables. 2 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 1
Husaini Usman and Purnomo Setiady, Pengantar Statitika Edisi Kedua,(Jakarta: Bumi Aksara, 2008), p.186 2 Jack R Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education (Fifth Edition), (New York: McGraw- Hill, 2003), p. 268
27
or not. As the final, the result of pre-test and post-test 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‟ skill of writing recount text. The pre-test was an essay test which they must tell their past holiday activity in 45 minutes. 2. Treatment The writer taught recount text in the experimental class and controlled class. She gave both classes the same materials but with different media in doing some assignments. The experimental class‟ students used Facebook in writing recount text task which they had to write, upload, give comments, and interact with the teacher and the other students. Meanwhile, the controlled class‟ students only wrote and gave feedback or comments in their book and interacted with the teachers and students only in the classroom. 3. Post-Test The next step, the writer gave the post-test to both classes after the lesson finished. In the post test, learners had to choose one of three topics to write in 45 minutes, they are Junior High School best moment, embarrassing moment, and sad moment. The results of pre-test and post-test was collected and compared to know the effectiveness of using Social Networking site (Facebook) in teaching writing of recount text. 4. Interview Finally, three students were interviewed by some questions that consist of advantages of peer assessment and using FB in teaching writing. The purpose of interviewing the students was to know whether their activities in Facebook were beneficial for them or not.
28
E. Technique of Data Analyzing Rubric of written test assessment from Arthur Hughes‟ book was used in assessing students‟ writing test:3
Table 3.1. RUBRIC OF WRITTEN TEST ASSESMENT No.
Aspects
Scale 6
5
Criteria Few (if any) noticeable errors of grammar of word order. Some errors of grammar or word order which do not, however, interfere with comprehension. Errors of grammar or word order fairly
4 1.
frequent; occasional re-reading necessary for full comprehension.
Grammar
Errors of grammar or word order frequent; 3
efforts of interpretation sometimes required on reader‟s part.
2
1
Errors of grammar or word order very frequent; reader often has to rely on own interpretation. Errors of grammar or word order so severe as to make comprehension virtually impossible. Use of vocabulary and idiom rarely (if it all)
6 2
distinguishable from that of educated native writer.
Vocabulary
Occasionally uses inappropriate terms or relies 5
on circumlocutions; expression of ideas hardly impaired.
3
Arthur Hughes, Testing for Language Teachers-2nd Ed. (UK: Cambridge University Press, 2003), p. 101-102.
29
Uses wrong or inappropriate words fairly 4
frequently; expression of ideas may be limited because of inadequate vocabulary.
3
Limited vocabulary and frequent errors clearly hinder expression of ideas. Vocabulary so limited and so frequently
2
misused that reader must often rely on own interpretation.
1
6
Vocabulary limitations so extreme as to make comprehension virtually impossible. Few (if any) noticeable lapses in punctuation or spelling. Occasional lapses in punctuation or spellings
5
which
do
not,
however,
interfere,
with
comprehension. Errors in punctuation or spelling fairly frequent; 4 3.
occasional
re-reading
necessary
for
full
comprehension.
Mechanics 3
Frequent errors in spelling or punctuation; lead sometimes to obscurity. Errors in spelling or punctuation so frequent
2
that
reader
must
often
rely
on
own
interpretation. 1 Fluency (style 4.
and ease of communication)
Errors in spelling or punctuation so severe as to make comprehension virtually impossible. Choice
6
of
structures
and
vocabulary
consistently appropriate like that of educated native writer.
30
Occasional lack of consistency in choice of 5
structures and which does not, however, impair, overall, ease of communication.
4
„Patchy‟ with some structures or vocabulary items noticeably inappropriate to general style. Structures or vocabulary items sometimes not
3
only inappropriate but also misused; little sense of ease communication. Communication often impaired by completely
2
inappropriate
or
misused
structures
or
vocabulary items. A 1
„hotch-potch‟
of
half-learned
misused
structures and vocabulary items rendering communication almost impossible.
6
Highly organized; clear progression of ideas well linked; like educated native writer. Material
5
well
organized;
links
could
occasionally be clearer but communication not impaired.
5
Form
4
(organization) 3
2
1
Some lack of organization; re-reading required for clarification of ideas. Little or no attempt at connectivity, though reader can deduce some organization. Individual ideas may be clear, but very difficult to deduce connection between them. Lack
of
organization
so
severe
communication is serious impaired.
that
31
SCORE: Gramm: ____+Voc: ____+ Mech: ____ +Fluency: ____+ Form: ____=______
(
)
In analyzing the data, the writer used statistical calculating of t-test to find out the difference scores of student‟s achievement in teaching writing using Facebook as a medium compared without using Facebook. Data processing is the step to know the result of both experimental class using Facebook as variable X and controlled class without using Facebook as variable Y, and their differences. The writer used the comparative technique. The comparative technique is an analysis technique to evaluate hypothesis concerning the differences between two variables examined statistically. In the comparative technique, the variables are compared to recognize whether or not the differences are significant. The writer will use t-test formula that adapted from Sudijono before using t-test formula; the writer has sought some formula below4: 1. Determining Mean of variable X, with formula: M1 = M1 = the average of gained score (mean of variable X) = sum of gained score (variable X) N1 = number of students (variable X) 2. Determining Mean of variable Y, with formula: M2 = M1 = the average of gained score (mean of variable Y) 4
Anas Sudijono. Pengantar Statistik Pendidikan, (Jakarta: PT. Grafindo Persada, 2008), p.318.
32
= sum of gained score (variable Y) N2 = number of students (variable Y) 3. Determining standard deviation score of variable X, with formula: SD1 = √ SD1 = standard deviation of variable X = sum of squared gained score of variable X N1 = number of students (variable X) 4. Determining standard deviation score of variable Y, with formula: SD2 = √ SD2 = standard deviation of variable Y = sum of squared gained score of variable X N2 = number of students (variable Y) 5. Determining of standard Error mean of variable X, with formula: SE M1
=
SE M1
= standard error mean of variable X
SD1
= standard deviation of variable X
N
= number of students
√
6. Determining of standard Error mean of variable Y, with formula: SE M2
=
SE M2
= standard error mean of variable Y
SD2
= standard deviation of variable Y
√
33
N
= number of students
7. Determining standard error from mean of variable X and variable Y, with the formula: SE M1-M2 = √
8. Determining t–observation (to) with the formula: to =
9. Determining t-table (tt) in significant level 5% with degree of freedom (df), with formula: df = (N1+N2) – 2 df = degree of freedom N = number of students
F. Statistical Hypotheses Hypotheses in the research are basic assumptions of how the result of the research will be. It is a prediction of a phenomenon. Moreover, in formulating hypotheses, the researcher has to ensure that the hypothesis is real or based on fact. There are two kinds of hypotheses:5 1. Ha : “the use of social networking site is effective in teaching writing of recount text to the tenth grade students of SMA Negeri 87 Jakarta” 2. HO : “the use of social networking site is not effective in teaching writing of recount text to the tenth grade students of SMA Negeri 87 Jakarta”
5
85.
Ranjit Kumar, Research Methodology -3rd Ed., (London: SAGE Publications Ltd., 2011), p.
34
The researcher predicts that the use of Social Networking Site is effective in teaching writing of recount text or there is a significance difference between the X variable and the Y variable in her research, so she uses the H1 hypothesis.
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION A. Research Findings 1. Data Description The data of students’ achievement was divided into two kinds, namely the data in experimental class and the data in controlled class, which were gained from pre-test and post-test that were applied in both of class. The test was arranged in a blank paper for pre-test and post-test. To know the result of the test, it will be presented below: a) The Data of Experimental Class In the following table is the score of pre-test and post-test in experimental class. Table 4.1 The Test Result of Experimental Class Students
Pre-Test Score
Post-Test Score
Gained Score
1
43
76
33
2
46
76
30
3
70
76
6
4
76
96
20
5
40
76
36
6
70
76
6
7
73
80
7
8
73
90
17
9
76
96
20
10
43
76
33
11
66
86
20
12
60
76
16
35
36
13
73
93
20
14
83
90
7
15
63
76
13
16
73
86
13
17
76
80
4
18
60
76
16
19
86
93
7
20
83
86
3
21
63
76
13
22
73
80
7
23
70
86
16
24
56
80
24
25
53
83
30
Ʃ
1648
2065
417
Mean
65.9
82.6
16.7
As mentioned in the table, it can be clarified that the mean score of pre-test in experiment class was 65.9, while the mean score of post-test was 82.6. The total gained score in this class was 417. It can be concluded that there was significant difference in the pre-test and post-test. To strengthen the students’ data gained in post-test and to know whether the advantages of using FB and peer feedback in recount text writing were proven or not, another data gained in experimental class was from students’ interview. The writer chose three students from the highest score (student 1), middle score (student 2), and the lowest score (student 3) to be interviewed. Here are the interview specifications with the learners’ responses in table as follows:
37
Table 4.2 Interview Specification and the Students’ Response No. 1.
Students’ Response
Interview Specification To
know
perception importance
the
students’ a. The three of them strongly agreed that
about of
the
Facebook
using media in teaching writing were very important.
(FB) in teaching writing of b. After practicing recount text writing by recount text.
using FB, student 1 and 2 said that it positively affected to their writing skill and it increased their score but on the other hand, student 3 did not really get the positive effect.
2.
To
know
the
students’ a. Student 1 and 2 felt interested while
perception about the use of
practicing their
writing
through
FB
FB in learning of recount
because they could share their writing and
text.
read their friends’ writing. Meanwhile, student 3 felt uncomfortable because he was lazy to see his FB. b. FB eased them in learning recount text because they could learn more either from their own writing or their classmates’ writing
or
from
interaction
through
comment and personal chat with others and teacher stated student 1 and 2. In contrast, student 3 believed that paperbased task and class-based interaction was more interesting. c. All of them agreed that learning recount text through FB as a media gave them
38
much
additional
information
about
recount text. 3
To
know
perception
the
students’ a. Student 1 thought that peer feedback was
about
peer
feedback through FB.
really good because it told the mistakes that they had made and the excellence of their writing. Student 2 and 3 said that they did not really like to give comment to others. b. Peer feedback developed their writing skill because they could correct their writing into the right form stated student 1 and 2 while student 3 stated it did not influence his writing skill. c. They all said it was beneficial in developing
critical
thinking,
learner
autonomy and social interaction among students even though the student 3 did not feel the effect.
From the result of interview above, the highest and middle score student (student 1 and 2) gave the positive response to the treatment but the lowest score student (student 3) gave the negative response although he admitted the benefit of peer feedback through Facebook. It can be concluded that the advantages of using Facebook as a media in writing and doing peer feedback through Facebook was beneficial for them. b) The Data of Controlled Class In the following table is the score of pre-test and post-test in controlled class.
39
Table 4.3 The Test Result of Controlled Class Students
Pre-test
Post-test
Gained Score
1
63
66
3
2
60
70
10
3
50
63
13
4
70
76
6
5
50
76
26
6
76
93
17
7
56
70
14
8
86
96
10
9
46
73
27
10
73
86
13
11
83
90
7
12
73
76
3
13
86
96
10
14
83
96
13
15
66
76
10
16
40
56
16
17
80
80
0
18
80
83
3
19
73
83
10
20
46
70
24
21
60
70
10
22
60
76
16
23
66
80
14
24
73
76
3
25
53
66
13
40
Ʃ
1652
1943
291
Mean
66
77.7
11.6
The table 4.2 above informs that the mean score of pre-test in control class was 66, while the mean score of post-test here is 77.7. The total gained score was 291.
2. Data Analysis Based on pre-test and post-test result scores of both experimental and controlled classes, the writer used statistic calculation of the t-test formula with the degree of significance 5% in analyzing the data to know the significant effectiveness of using Social Networking Site to students’ recount writing. First, the writer determined the mean of X (experimental class) and Y (controlled class). To determine the mean of X by using this formula: M1 =
= = 16.68 Meanwhile, the writer also determined the mean of Y or controlled class by using the following formula: M2 = = = 11.64 To make it clearer, the writer provided the table to show the result of mean of experimental and controlled class as following:
41
Table 4.4 Standard Deviation Table Students
X
Y
x (X-M1)
y (Y-M2)
x2
y2
1
33
3
16.32
-8.64
266.34
74.64
2
30
10
13.32
-1.64
177.42
2.68
3
6
13
-10.68
1.36
114.06
1.84
4
20
6
3.32
-5.64
11.02
31.80
5
36
26
19.32
14.36
373.26
206.20
6
6
17
-10.68
5.36
114.06
28.72
7
7
14
-9.68
2.36
93.70
5.56
8
17
10
0.32
-1.64
0.10
2.68
9
20
27
3.32
15.36
11.02
235.92
10
33
13
16.32
1.36
266.34
1.84
11
20
7
3.32
-4.64
11.02
21.52
12
16
3
-0.68
-8.64
0.46
74.64
13
20
10
3.32
-1.64
11.02
2.68
14
7
13
-9.68
1.36
93.70
1.84
15
13
10
-3.68
-1.64
13.54
2.68
16
13
16
-3.68
4.36
13.54
19.00
17
4
0
-12.68
-11.64
160.78
135.48
18
16
3
-0.68
-8.64
0.46
74.64
19
7
10
-9.68
-1.64
93.70
2.68
20
3
24
-13.68
12.36
187.14
152.76
21
13
10
-3.68
-1.64
13.54
2.68
22
7
16
-9.68
4.36
93.70
19.00
23
16
14
-0.68
2.36
0.46
5.56
24
24
3
7.32
-8.64
53.58
74.64
25
30
13
13.32
1.36
177.42
1.84
42
ƩX= 417
ƩY= 291
Ʃx= 0
Ʃy= 0
Ʃx2=
Ʃy2=
2351.38
1183.52
After determining the mean of both experimental (X) and controlled class (Y), the writer determined the Standard Deviation of experimental class by using a formula as follows: SD1 = √ =√ =√ = 9.69 To determine the Standard Deviation of controlled class (Y) used this formula: SD2 = √ =√ =√ = 6.88 Next, after knowing the result of both Standard Deviation (X and Y), the writer calculated the Standard Error Mean of experimental class (X) by using the formula below:
SE
= =
√ √
43
= 1.97 Meanwhile, the formulation below was used to determine the Standard Error Mean of controlled class (Y): SE
=
√
=
√
= 1.40 Then, the writer calculated the difference of standard error between mean of experimental class (X) and mean of controlled class (Y) by using this formula:
SE
=√
-
=√ =√ = 1.83 The next step is determining tobserved: to =
–
= = = 2.75 Finally, the writer calculated ttable (tt) in significance level of 5% with degree of freedom (df): df = (N1 + N2) - 2 = (25+25) – 2 = 48
44
Based on the degree of freedom (df), the writer gained the t-table by the degree of significance 5% is 1.67
3. Test of Hypotheses To prove the hypotheses, the data obtained from the experiment class and the control class was calculated by using t-test formula with the assumption as follows: t0 > tt : The alternative hypothesis (Ha) is accepted and the null hypothesis (H 0) is rejected. It means that the use of social networking site is effective in teaching writing of recount text to the tenth grade students of SMA Negeri 87 Jakarta. t0 < tt : The alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is accepted. It means that the use of social networking site is not effective in teaching writing of recount text to the tenth grade students of SMA Negeri 87 Jakarta. By comparing the values of to = 2.75 and tt = 1.67 or 2.75>1.67, the writer made the conclusions of the hypothesis that to is bigger than tt. So, the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. It means there is significance difference between the result of using social networking site in teaching writing of recount text and without using it.
B. Data Interpretation From the evidence above shows that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. Therefore, it can be said that Facebook is effective to be used as a media in writing recount text. It is in line with the relevant previous study by Surthiwartnarueput and Wasanasomsithi, Yunus and Salehi, and Omer Eren (see p. 21-22) that Facebook is an effective tool in teaching and improving writing skill. In addition, this research is in contradiction with Mardi’s research result that using ICT (Information and Communication Technologies) is more difficult than using non-ICT.
45
Furthermore, the writer found advantages that can be taken from using Facebook as a media in teaching writing of recount text and those are in line with the advantages that had been written in chapter II. By doing peer feedback in Facebook group, students were more excited in doing their tasks because they use some social networking sites every day, students could get some input from their friends or teacher when they have posted their writing in Facebook, and they took responsibility for their works because they have a larger audience when they used Facebook. It can be concluded that students felt comfortable by using Facebook. If students already have a comfort zone in learning, teacher can teach the material easily. So, besides they are interested in learning about recount text and practicing their writing skill through Facebook, they also mastered the material of recount text.
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion Writing in foreign language may be not as easy as writing in native language. It occurred to the students of SMA Negeri 87 Jakarta while the writer taught recount text. Some problems are they did not know about the vocabulary and grammar rules until they did not have the idea and even the motivation in writing. Therefore, an interesting media is needed in teaching and learning of recount text. Facebook is one of social networking site that well-known among the students. So, the writer chose it to be used as a media of teaching and learning of recount text. After conducting an experimental research and referring to the result of the students’ pre-test and post-test in X IIS 3 (as the experimental class) and X IIS 2 (as the controlled class) of SMAN 87 Jakarta, the writer saw there is significance difference between the results of variable X and variable Y. It can be seen from the value of to is higher than tt; 2.75>1.67. In other words, alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. Moreover, the interview result showed positive response about treatment that had conducted. It proved that the experimental class students got the advantages of the treatment. So, the use of social networking site is effective in teaching writing of recount text to the tenth grade students of SMA Negeri 87 Jakarta.
B. Suggestion After having concluded the result of the research, the writer would give some suggestions that might be useful for English teacher, students, other researchers, and school, as follow: 1. For English teacher, it is good to use or to create an interesting media for teaching and learning in order to motivate the students. One of the media is social
46
47
networking site. Besides it is interesting for them, it can decrease their anxiety in interacting with the teacher and students. 2. The writer hopes social networking sites (SNS) can be useful for the students. Because it can be used not only for sharing, updating status, uploading and downloading the fun things only but also as a media of foreign language teaching and learning. 3. The writer needed a longer time during implementing Facebook as a media in teaching writing of recount text. Hopefully there will be further researcher that will conduct a better research about other social networking site. 4. For school, it can be better if the computer laboratory can be optimized for teaching and learning facilities because sometimes the teachers need to use the internet for media of their students. So, the learning process may be not so boring.
BIBLIOGRAPHY Ako, Wahanga W. Assessment Matters: Self-Assessment and Peer Assessment. New Zealand: Teaching Development Unit, 2012. Anderson, Mark and Katy Anderson. Text Types in English Type 1. Australia: Macmillan, 2003. Bijami, M. “Peer Feedback in Learning English Writing: Advantages and Disadvantages”. Journal of Studies in education 3, No. 4 (2013), p. 93. Braine, G and Claire May. Writing from Sources: A Guide for ESL Students. California: Mayfield Publishing Company, 1996. Chatrand, R. “Social Networking for Language Learners: Creating Meaningful Output with Web 2.0 Tools”. Knowledge Management & E-Learning: An International Journal 4, No. 1(2012), p. 99. Clause, Barbara F. The Student Writer-6th Ed. New York: McGraw-Hill, 2004. Davies G., Walker R., Rendall H. & Hewer S. “Introduction to Computer Assisted Language Learning (CALL); Module 1.4 in Davies G. (ed.)”. Information and Communications Technology for Language Teachers (ICT4LT). Slough: Thames Valley University. 2012. Available at: http://www.ict4lt.org/en/en_mod1-4.htm, accessed on 23-01-2014. El-Koumy, Abdel S. Teaching and Learning English as a Foreign Language: A Comprehensive Approach, USA: Educational Resources Information Center (ERIC). 2004. Eren, O. “Students’ Attitudes towards Using Social Networking in Foreign Language Classes: A Facebook Example”. International Journal of Business and Social Science 3. No. 20 (Special Issue – October 2012): 288. Feiler, J. How to Do Everything: Facebook Application, New York: The McGrawHill Companies, 2008. Fraenkel, Jack R., and Norman E. Wallen, How to Design and Evaluate Research in Education- 5th Ed., New York: McGraw- Hill, 2003.
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Harrison, R., and Michael Thomas, “Identity in Online Communities: Social Networking Sites and Language Learning”, International Journal of Emerging Technologies & Society 7, No. 2, (2009): 111. Hedge, T. Resource Book for Teachers: Writing. New York: Oxford University Press, 1998. Herdisty, D and Windeatt, S. CALL: Resource Books for Teachers. Oxford: Oxford University Press, 1989. Hughes, A. Testing for Language Teachers-2nd Ed. UK: Cambridge University Press, 2003. Hyland, K. Second Language Writing. Cambridge: Cambridge University Press, 2003. Kumar, R. Research Methodology -3rd Ed., London: SAGE Publications Ltd., 2011. Langan, J. College Writing Skills with Readings-6th Ed. New York: McGraw-Hill, 2005. Langan, J. Exploring Writing: Sentences and Paragraphs-2nd Ed. New York: McGraw-Hill, 2010. Mardi, Teni. “The Effectiveness of Using ICT (Information Communication and Technology) on Students’ English Achievement”, skripsi, Jakarta: not pblished, 2011. McBride, K. “Social-Networking Sites in Foreign Language Classes: Opportunities for Re-creation”, www.slu.edu, Internet, available from http://www.slu.edu/~kmcbrid8/McBride09_SNS.pdf, accessed 3o September (2014): 35. Nurohmah, I. “An Analysis of Students’ Recount Text by Using Systemic Functional Grammar”. Passage 1, No. 2 (2013): 90. Rigby, B. Mobilizing Generation 2.0: A Practical Guide to Use Web 2.0. San Francisco: Jossey Bass. 2008.
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Rudy, Rita I., From Classroom to Peer Comment in Facebook: Bridging to Establish Learners’ Literacy. International conference “ICT for language learning”. Sriwijaya University Palembang: Pixel, 4th edition, (2011): 1. Sudijono, A. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Perkasa. 2002. Suthiwartnarueput, T., and Wasanasomsithi, P. “Effects of Using Facebook as a Medium for Discussions of English Grammar and Writing of LowIntermediate EFL Students”, Electronic Journal of Foreign Language Teaching9, No. 2 (2012): 194. Tangpermpoon, T. “Integrated Approaches to Improve Students Writing Skills for English Major Students”, ABAC Journal 28, No. 2(2008), p.1 Usman, H., and Purnomo Setiady. Pengantar Statistika Edisi Kedua. Jakarta: Bumi Aksara, 2008. Yunus, Melor Md., and Hadi Salehi. “The Effectiveness of Facebook Groups on Teaching and Improving Writing: Students’ Perceptions”, International Journal of Education and Information Technologies Issue 1, No. 6 (2012): 87. Yunus, Melor Md., Hadi Salehi, and Chen Chenzi, “Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses”, English Language Teaching 5, No.8 (2012): 44-45.
Appendix 1 Pre-Test Name: Class: Date: Write a recount paragraph about “My Holiday” minimum 250 words in 45 minutes!
___________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 51
Post-Test Name: Class: Date: Write a recount text minimum 250 words in 45 minutes about: a. Junior High School Best Moment b. Embarrassing Moment c. Sad Moment P.S: choose one topic ___________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
52
Appendix 2 KISI – KISI INTERVIEW
No. 1.
Indikator Mengetahui persepsi siswa
Pertanyaan 1. Menurut kamu, apakah
tentang pentingnya
dalam pengajaran bahasa
penggunaan media Facebook
Inggris perlu menggunakan
(FB) dalam pengajaran
media? Kenapa?
Recount Text.
2. Setelah mempelajari
Pertanyaan No. 1
2
Recount Text dengan menggunakan Facebook, apakah ada pengaruh penggunaan Facebook terhadap nilai kamu? 2.
Mengetahui persepsi siswa
1. Bagaimana pendapat kamu
tentang penggunaan media
ketika belajar Recount Text
Facebook dalam mempelajari
dengan menggunakan
Recount Text.
Facebook? 2. Apakah Facebook yang
3
4
digunakan ketika mempelajari Recount Text mempermudah atau mempersulit kamu dalam memahami pelajaran? Kenapa? 3. Apakah kamu mendapatkan tambahan
53
5
54
informasi atau masukan setelah meng-upload tulisanmu di grup FB? 3.
Mengetahui persepsi siswa
1. Bagaimana pendapat kamu
tentang peer feedback
tentang peer feedback
menggunakan Facebook.
dalam pembelajaran
6
recount text ini? 2. Apakah komen atau saran
7
yang kamu dapatkan di FB berpengaruh terhadap kemampuan menulis kamu? Kenapa? 3. Apakah peer feedback bermanfaat dalam mengembangkan pemikiran kritis, kemandirian dalam belajar, dan berinteraksi dengan murid-murid lain?
8
Appendix 3 INTERVIEW SHEET Tujuan
: Memperoleh informasi mengenai persepsi siswa terhadap penggunaan Facebook pada saat belajar recount text.
Bentuk
: Wawancara bebas
Responden
: 3 siswa yang diambil secara purposive dari masingmasing gained score yang dikelompokkan menjadi 3 (top, middle, and low).
Nama Siswa
: ..........................................................................
Kelas/Semester
: ..........................................................................
Pertanyaan
:
1. Menurut kamu, apakah dalam pengajaran bahasa Inggris perlu menggunakan media? Kenapa? Jawab: …………………………………………………………………………..………… ……………..……………………………………………………………………… 2. Setelah mempelajari Recount Text dengan menggunakan Facebook, apakah ada pengaruh penggunaan Facebook terhadap nilai kamu? Jawab: …………………………………………………………………………………….. ……………..……………………………………………………………………… 3. Bagaimana pendapat kamu ketika belajar Recount Text dengan menggunakan Facebook? Jawab:
55
56
…………………………………………………………………………………….. ……………..……………………………………………………………………… 4. Apakah
Facebook
yang
digunakan
ketika
mempelajari
Recount
Text
mempermudah atau mempersulit kamu dalam memahami pelajaran? Kenapa? Jawab: …………………………………………………………………………………..… ……………..……………………………………………………………………… 5. Apakah kamu mendapatkan tambahan informasi atau masukan setelah mengupload tulisanmu di grup FB? Jawab: ……………………………………………………………………………..……… ……………..……………………………………………………………………… 6. Bagaimana pendapat kamu tentang peer feedback dalam pembelajaran recount text ini? Jawab: …………………………………………………………………………………….. ……………..……………………………………………………………………… 7. Apakah komen atau saran yang kamu dapatkan di FB berpengaruh terhadap kemampuan menulis kamu? Kenapa? Jawab: ……..……………………………………………………………………………… ……………..……………………………………………………………………… 8. Apakah peer feedback bermanfaat dalam mengembangkan pemikiran kritis, kemandirian dalam belajar, dan berinteraksi dengan murid-murid lain? Jawab: ………………………………………………………..…………………………… ……………..………………………………………………………………………
Appendix 4 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Satuan Pendidikan
: SMAN 87 Jakarta
Kelas/Semester
: X/1
Mata Pelajaran
: Bahasa Inggris
Topik
: Recount Text
Materi Pokok
: Teks recount, lisan dan tulis sederhana, tentang pengalaman/kegiatan/kejadian/peristiwa.
Alokasi Waktu
: 2 x 45 menit (1 kali pertemuan) (pertemuan ke-1)
A. Kompetensi Inti (KI) 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan social dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 3. Memahami, menerapkan, menganalisis, pengetahuan factual, konseptual, procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, tekmologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
57
58
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar: 3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks penggunaannya. 4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana. 4.14.
Menyusun
teks
recount
lisan
dan
tulis
sederhana
tentang
pengalaman/kejadian/peristiwa dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks secara benar dan sesuai dengan konteks.
Indikator: 1. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan pada teks recount tentang pengalaman/kejadian/peristiwa, dengan penuh percaya diri dan tanggung jawab. 2. Menjelaskan makna yang terkandung dalam teks recount lisan dan tulis sederhana. 3. Menjelaskan teks berbentuk recount dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan secara tulis dan lisan dengan santun, percaya diri dan bertanggungjawab. 4. Menyusun teks recount tentang pengalaman/kejadian/peristiwa dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks secara benar dan sesuai dengan konteks.
59
5. Merevisi teks recount tentang pengalaman/kejadian/peristiwa dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks secara benar dan sesuai dengan konteks.
C. Tujuan Pembelajaran 1. Peserta didik terampil mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount tentang pengalaman/kejadian/peristiwa, secara percaya diri, jujur, disiplin, kerjasama dan bertanggungjawab. 2. Siswa dapat menjelaskan makna yang terkandung dalam teks recount lisan dan tulis sederhana. 3. Siswa mampu menjelaskan teks berbentuk recount dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan secara tulis dan lisan dengan santun, percaya diri dan bertanggungjawab. 4. Melalui contoh, peserta didik dapat mengaplikasikan struktur dan unsur kebahasaan dari teks recount tentang pengalaman/kejadian/peristiwa ke dalam praktik menulis dalam bahasa Inggris. 5. Dengan arahan guru, peserta didik dapat merevisi teks recount karya mereka dan memberikan balikan kepada karya teman mereka (peer feedback) di grup Facebook.
D. Materi Pembelajaran 1. Contoh dari recount text
Last week I went to Mount Bromo. I stayed at my friend's house in Probolinggo, East Java. The house has a big garden with colorful flowers and a small pool.……. 2. Definisi, fungsi sosial, struktur, dan unsur kebahasaan dari relount text
Definition: Recount is a piece of text that retells past events, usually in the order in which they happened.
60
Social Function: To give the audience a description of what occurred and when it occured.
Structure of Recount Text: a. Orientation: a first paragraph that gives background information about, who, what, where, and when. b. Events: stating a series of paragraphs that retell the events in the order in which they happened c. Re-orientation: a concluding paragraph.
Language Features: a. Proper nouns to identify those involved in the text b. Descriptive words to give details about who, what, when, where and how c. The use of the past tense to retell the events d. Words that show the order of the events (for example; first, next, then)
E. Model/Metode Pembelajaran 1. Pendekatan: scientific 2. Metode pembelajaran a. Demontrasi b. Penugasan c. Diskusi grup d. Tanya jawab
F. Media, Alat, dan Sumber Pembelajaran 1. Media
: Power Point Presentation.
2. Alat
: Laptop dan LCD, potongan-potongan teks recount, dan lem.
3. Sumber belajar : Buku bahasa Inggris yang relevan dan internet.
61
G. Kegiatan Pembelajaran Kegiatan Pendahuluan
Alokasi
Deskripsi Kegiatan
Waktu
Guru masuk ke kelas dan menyapa menggunakan 10 menit bahasa Inggris agar English Environment dapat langsung tercipta di setiap pertemuan, seperti “Good morning, students.” Dan “How are you today?” (melatih sikap santun dan peduli).
Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran dengan cara bermain “The King Said” (permainan sederhana yang meminta anak melakukan perintah guru atau murid yang sedang menjadi raja) lalu dilanjutkan dengan berdoa bersama.
Guru mengecek kehadiran siswa dengan menanyakan “Is everyone here?” or “who is absent today?” (menilai sikap peduli dan jujur).
Guru
mengajukan
pertanyaan-pertanyaan
yang
mengaitkan pengetahuan sebelumnya dengan materi yang akan dipelajari seperti: “do you have a story that happened in past?”
Guru
menyampaikan
kompetensi
dasar
tujuan yang
pembelajaran
akan
dicapai;
atau dan
menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
62
Inti
75 menit
Mengamati
Siswa diminta membuat 7 atau 8 kelompok dengan masing-masing anggota berjumlah 5 s.d 6 orang.
Secara berkelompok, siswa diminta menyimak contohcontoh
teks
recount
tentang
pengalaman/kegiatan/kejadian/peristiwa
yang
ditayangkan oleh guru lewat proyektor/LCD. Mengeksplorasi
Siswa diminta membaca cepat beberapa contoh teks recount tersebut.
Siswa diminta memberikan pendapat tentang jenis atau genre dari teks yang sudah mereka baca.
Mengamati
Siswa memperhatikan definisi, fungsi sosial, struktur teks dan unsur kebahasaan dari teks recount yang ditayangkan oleh guru lewat proyektor/LCD.
Mengeksplorasi
Siswa diminta menentukan gagasan pokok, informasi rinci dan informasi tertentu dari contoh teks recount yang sudah ditayangkan oleh guru pada awal pembelajaran.
Menanya
Dengan arahan guru, siswa mempertanyakan antara lain
perbedaan
berbagai
teks
pengalaman/kegiatan/kejadian/peristiwa
tentang yang
ada
63
dalam bahasa inggris, serta perbedaan teks recount dalam bahasa inggris dengan yang ada dalam bahasa Indonesia.
Siswa mempertanyakan mengenai gagasan pokok informasi rinci dan informasi tertentu dalam recount.
Mengeksplorasi
Setiap kelompok diminta menyusun paragraf dari teks recount yang telah disediakan oleh guru menjadi paragraf yang beraturan. (sikap kerjasama, jujur, disiplin, bertanggungjawab)
Setiap kelompok diminta mengidentifikasi gagasan pokok, struktur teks dan rangkaian kejadian dari masing-masing teks.
Setiap kelompok diminta menulis gagasan pokok dan daftar rangkaian kejadian di selembar kertas.
Mengasosiasi
Secara berkelompok, siswa saling menganalisis teks recount yang telah tersedia dengan fokus pada fungsi sosial, struktur teks, dan unsur kebahasaan. (sikap kerjasama)
Siswa mendiskusikan gagasan pokok informasi rinci dan informasi tertentu dari teks.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang disampaikan dalam kerja kelompok.
64
Mengkomunikasikan
Dalam bentuk tugas, siswa diminta memperbaiki atau menulis kembali teks recount yang sudah mereka buat minggu kemarin dalam bentuk pretest yang diberikan oleh guru dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaannya lalu di unggah di grup Facebook milik guru.
Siswa dan guru memberikan feedback berupa komentar dan analisa kesalahan pada tulisan temannya.
Penutup
Dengan arahan guru, siswa menjelaskan apa yang 5 menit sudah dipahami dari materi hari ini (refleksi)
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini.
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran.
Guru bersama siswa menutup pertemuan dengan membaca doa/hamdalah dan salam.
H. Penilaian Hasil Pembelajaran Penilaian diambil berdasarkan: 1. Tugas: Individu 2. Bentuk instrumen penilaian: Tes tertulis 3. Rincian tugas: Membuat Recount text. 4. Kriterian Penilaian: Analytical Scoring
65
RUBRIC OF WRITTEN TEST ASSESMENT No.
Aspects
Scale 6
5
Criteria Few (if any) noticeable errors of grammar of word order. Some errors of grammar or word order which do not, however, interfere with comprehension. Errors of grammar or word order fairly
4 1.
frequent; occasional re-reading necessary for full comprehension.
Grammar
Errors of grammar or word order frequent; 3
efforts of interpretation sometimes required on reader‟s part.
2
1
Errors of grammar or word order very frequent; reader often has to rely on own interpretation. Errors of grammar or word order so severe as to make comprehension virtually impossible. Use of vocabulary and idiom rarely (if it all)
6
distinguishable from that of educated native writer. Occasionally uses inappropriate terms or relies
5 2
on circumlocutions; expression of ideas hardly impaired.
Vocabulary
Uses wrong or inappropriate words fairly 4
frequently; expression of ideas may be limited because of inadequate vocabulary.
3
Limited vocabulary and frequent errors clearly hinder expression of ideas.
66
Vocabulary so limited and so frequently 2
misused that reader must often rely on own interpretation.
1
6
Vocabulary limitations so extreme as to make comprehension virtually impossible. Few (if any) noticeable lapses in punctuation or spelling. Occasional lapses in punctuation or spellings
5
which
do
not,
however,
interfere,
with
comprehension. Errors in punctuation or spelling fairly frequent; 4 3.
occasional
re-reading
necessary
for
full
comprehension.
Mechanics 3
Frequent errors in spelling or punctuation; lead sometimes to obscurity. Errors in spelling or punctuation so frequent
2
that
reader
must
often
rely
on
own
interpretation. 1
Errors in spelling or punctuation so severe as to make comprehension virtually impossible. Choice
6
of
structures
and
vocabulary
consistently appropriate like that of educated native writer.
Fluency (style 4.
and ease of communication)
Occasional lack of consistency in choice of 5
structures and which does not, however, impair, overall, ease of communication.
4
„Patchy‟ with some structures or vocabulary items noticeably inappropriate to general style.
67
Structures or vocabulary items sometimes not 3
only inappropriate but also misused; little sense of ease communication. Communication often impaired by completely
2
inappropriate
or
misused
structures
or
vocabulary items. A 1
„hotch-potch‟
of
half-learned
misused
structures and vocabulary items rendering communication almost impossible.
6
Highly organized; clear progression of ideas well linked; like educated native writer. Material
5
well
organized;
links
could
occasionally be clearer but communication not impaired.
5
Form
4
(organization) 3
2
1
Some lack of organization; re-reading required for clarification of ideas. Little or no attempt at connectivity, though reader can deduce some organization. Individual ideas may be clear, but very difficult to deduce connection between them. Lack
of
organization
so
severe
that
communication is serious impaired.
SCORE: Gramm: ____+Voc: ____+ Mech: ____ +Fluency: ____+ Form: ____=______
(
)
68
Lembar pengamatan sikap peserta didik
No
Ber-
.
Indikator
Tanggun
Jujur
Santun
Kedisi
Nilai
Dalam
Percaya plinan
rata-
Diri
Dalam
rata
tugas
(huruf)
sikap
g
Ber-
Nama
jawab
komunika
Peserta didik
si
1 2 3 Note: setiap aspek menggunakan skala 1-5 1 = sangat kurang
3 = cukup
2 = kurang
4 = baik
Mengetahui:
5 = amat baik
Jakarta, 20 Oktober 2014
Guru Bidang Studi
Mahasiswa Peneliti
Eko Ardiawati S. Pd
Fenny Yutika Seli
NIP. 197412092008012014
NIM. 1110014000091
69
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Satuan Pendidikan
: SMAN 87 Jakarta
Kelas/Semester
: X/1
Mata Pelajaran
: Bahasa Inggris
Topik
: Recount Text
Materi Pokok
: Teks recount, lisan dan tulis sederhana, tentang pengalaman/kegiatan/kejadian/peristiwa.
Alokasi Waktu
: 2 x 45 menit (1 kali pertemuan) (pertemuan ke-2)
I. Kompetensi Inti (KI) 5. Menghayati dan mengamalkan ajaran agama yang dianutnya. 6. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan social dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 7. Memahami, menerapkan, menganalisis, pengetahuan factual, konseptual, procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, tekmologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 8. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
70
J. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar:
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks penggunaannya. 4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana. 4.14.
Menyusun
teks
recount
lisan
dan
tulis
sederhana
tentang
pengalaman/kejadian/peristiwa dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks secara benar dan sesuai dengan konteks.
Indikator:
1. Mengidentifikasi tehnik clustering dalam membuat teks recount tentang
pengalaman/kejadian/peristiwa 2. Mengaplikasikan tehnik clustering dalam membuat teks recount tentang
pengalaman/kejadian/peristiwa ke dalam praktik menulis dalam bahasa Inggris. 3. Menganalisis teks recount dengan fokus pada fungsi sosial, struktur teks, dan
unsur kebahasaan. 4. Merespon pertanyaan dari teks recount karya teman mereka. 5. Memberikan balikan kepada karya teman mereka (peer feedback) di grup
Facebook.
71
K. Tujuan Pembelajaran 6. Peserta didik terampil mengidentifikasi tehnik clustering dalam membuat teks recount tentang pengalaman/kejadian/peristiwa, secara percaya diri, jujur, disiplin, kerjasama dan bertanggungjawab. 7. Melalui contoh, peserta didik dapat mengaplikasikan tehnik clustering dalam membuat teks recount tentang pengalaman/kejadian/peristiwa ke dalam praktik menulis dalam bahasa Inggris. 8. Peserta didik dapat menganalisis teks recount dengan fokus pada fungsi sosial, struktur teks, dan unsur kebahasaan.
9. Siswa mampu menjawab pertanyaan dari teks recount karya teman mereka. 10. Siswa mampu memberikan balikan kepada karya teman mereka (peer feedback) di grup Facebook.
L. Materi Pembelajaran 1. Contoh clustering technique untuk membuat recount text
My Busy Day
•Last Monday •I spent my time to do a lot of activities from college to my home.
ORIENTATION
EVENTS • 1st event: I did my presentation's assignment with my partner • 2nd event:we went to the campus for joining lecture • 3rd event: I had to go home because my grandmother was in a bad condition
• Those activities made my day busy.
REORIENTATION
72
2. Contoh Recount Text
My Busy Day Last Monday was a busy day for me. I spent my time to do a lot of activities from college to my home. First, at the morning, I did my presentation's assignment with my partner, she was Nurhidayah. It took 3 hours. And then we went to the campus for joining lecture. But, the lecturer said that our presentation would be started next week. It made us disappointed. The class was finished at 12.30…………………………………………. ………………………….. M. Model/Metode Pembelajaran 4. Pendekatan: scientific 5. Metode pembelajaran: e. Demontrasi f. Penugasan g. Diskusi grup h. Tanya jawab 6. Teknik: Clustering Technique
N. Media, Alat, dan Sumber Pembelajaran 1. Media
: Power Point Presentation.
2. Alat
: Laptop dan LCD.
3. Sumber belajar : Buku bahasa Inggris yang relevan dan internet.
O. Kegiatan Pembelajaran Kegiatan Pendahuluan
Deskripsi Kegiatan
Alokasi Waktu
Guru masuk ke kelas dan menyapa menggunakan 10 menit bahasa Inggris agar English Environment dapat
73
langsung tercipta di setiap pertemuan, seperti “Good morning, students.” Dan “How are you today?” (melatih sikap santun dan peduli).
Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran dengan cara bermain “Guess who?” (permainan menebak tokoh bersejarah masa lalu) dan setelah itu dilanjutkan dengan berdoa bersama.
Guru mengecek kehadiran siswa dengan menyebutkan nama mereka dan mereka yang disebut namanya harus memberi tahu teman mereka apa yang mereka rasakan saat ini seperti saat „update status‟ di media sosial.
Guru me-review tentang materi recount text dengan cara mengaitkan kepada permainan “Guess who?” yang dilakukan diawal pertemuan tadi dan mengajukan beberapa pertanyaan yang berkaitan dengan masa lalu dan recount text.
Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
Inti
Mengamati
Siswa mengamati contoh clustering technique untuk membuat recount text yang diberikan oleh guru
Siswa menyimak contoh utuh dari teks recount yang sebelumnya masih dalam bentuk poin-poin pada clustering technique.
Mengeksplorasi
75 menit
74
Siswa mengidentifikasi gagasan pokok, informasi rinci dan informasi tertentu dari contoh teks yang baru diberikan oleh guru.
Menanya
Dengan arahan guru, siswa mempertanyakan fungsi dari clustering technique dalam menulis recount text. (sikap berani dan percaya diri)
Siswa mempertanyakan mengenai gagasan pokok informasi rinci dan informasi tertentu dalam recount. (sikap berani dan percaya diri)
Mengeksplorasi
Siswa diminta membuat 7 atau 8 kelompok dengan masing-masing anggota berjumlah 5 s.d 6 orang.
Siswa diminta membuat satu cerita berdasarkan pengalaman salah satu temannya dengan menggunakan tehnik
clustering
Moment”.
(sikap
dengan
tema
kerjasama,
“Embarrassing jujur,
disiplin,
bertanggungjawab) Mengkomunikasikan
Setiap kelompok diminta membuat 5 pertanyaan mengenai teks yang mereka buat. (sikap berpikir kritis)
Siswa mendiskusikan pertanyaan yang paling tepat untuk teks mereka.
Mengasosiasi
Secara berkelompok, siswa saling menganalisis teks recount yang telah mereka buat sendiri dengan fokus
75
pada fungsi sosial, struktur teks, dan unsur kebahasaan. (sikap kerjasama)
Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang disampaikan dalam kerja kelompok.
Mengkomunikasikan
Dalam
bentuk
tugas,
setiap
kelompok
diminta
mengunggah tulisan mereka beserta pertanyaanpertanyaannya ke grup Facebook.
Sementara kelompok yang lain harus menjawab ke -5 pertanyaan
dari
kelompok
lainnya
yang
sudah
ditentukan oleh guru dalam bentuk komentar di Facebook.
Siswa dan guru memberikan feedback berupa komentar dan analisa kesalahan pada tulisan temannya.
Penutup
Dengan arahan guru, siswa menjelaskan apa yang 5 menit sudah dipahami dari materi hari ini (refleksi)
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini.
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran.
Guru bersama siswa menutup pertemuan dengan membaca doa/hamdalah dan salam.
P. Penilaian Hasil Pembelajaran Penilaian diambil berdasarkan: 1. Tugas: Kelompok
76
2. Bentuk instrument penilaian: Tes tertulis 3. Rincian tugas: Membuat Recount text. 4. Kriterian Penilaian: Analytical Scoring
RUBRIC OF WRITTEN TEST ASSESMENT No.
Aspects
Scale 6
5
Criteria Few (if any) noticeable errors of grammar of word order. Some errors of grammar or word order which do not, however, interfere with comprehension. Errors of grammar or word order fairly
4 1.
frequent; occasional re-reading necessary for full comprehension.
Grammar
Errors of grammar or word order frequent; 3
efforts of interpretation sometimes required on reader‟s part.
2
1
Errors of grammar or word order very frequent; reader often has to rely on own interpretation. Errors of grammar or word order so severe as to make comprehension virtually impossible. Use of vocabulary and idiom rarely (if it all)
6
distinguishable from that of educated native writer.
2
Vocabulary
Occasionally uses inappropriate terms or relies 5
on circumlocutions; expression of ideas hardly impaired.
4
Uses wrong or inappropriate words fairly
77
frequently; expression of ideas may be limited because of inadequate vocabulary. 3
Limited vocabulary and frequent errors clearly hinder expression of ideas. Vocabulary so limited and so frequently
2
misused that reader must often rely on own interpretation.
1
6
Vocabulary limitations so extreme as to make comprehension virtually impossible. Few (if any) noticeable lapses in punctuation or spelling. Occasional lapses in punctuation or spellings
5
which
do
not,
however,
interfere,
with
comprehension. Errors in punctuation or spelling fairly frequent; 4 3.
occasional
re-reading
necessary
for
full
comprehension.
Mechanics 3
Frequent errors in spelling or punctuation; lead sometimes to obscurity. Errors in spelling or punctuation so frequent
2
that
reader
must
often
rely
on
own
interpretation. 1
Fluency (style 4.
and ease of communication)
Errors in spelling or punctuation so severe as to make comprehension virtually impossible. Choice
6
of
structures
and
vocabulary
consistently appropriate like that of educated native writer.
5
Occasional lack of consistency in choice of
78
structures and which does not, however, impair, overall, ease of communication. 4
„Patchy‟ with some structures or vocabulary items noticeably inappropriate to general style. Structures or vocabulary items sometimes not
3
only inappropriate but also misused; little sense of ease communication. Communication often impaired by completely
2
inappropriate
or
misused
structures
or
vocabulary items. A 1
„hotch-potch‟
of
half-learned
misused
structures and vocabulary items rendering communication almost impossible.
6
Highly organized; clear progression of ideas well linked; like educated native writer. Material
5
well
organized;
links
could
occasionally be clearer but communication not impaired.
5
Form
4
(organization) 3
2
1
Some lack of organization; re-reading required for clarification of ideas. Little or no attempt at connectivity, though reader can deduce some organization. Individual ideas may be clear, but very difficult to deduce connection between them. Lack
of
organization
so
severe
that
communication is serious impaired.
SCORE:
Gramm: ____+Voc: ____+ Mech: ____ +Fluency: ____+ Form: ____=______
79
(
)
Lembar pengamatan sikap peserta didik
No
Ber-
.
Indikator
Tanggun
Jujur
Santun
Kedisi
Nilai
Dalam
Percaya plinan
rata-
Diri
Dalam
rata
tugas
(huruf)
sikap
g
Ber-
Nama
jawab
komunika
Peserta didik
si
1 2 3 Note: setiap aspek menggunakan skala 1-5 1 = sangat kurang
3 = cukup
2 = kurang
4 = baik
Mengetahui:
5 = amat baik
Jakarta, 20 Oktober 2014
Guru Bidang Studi
Mahasiswa Peneliti
Eko Ardiawati S. Pd
Fenny Yutika Seli
NIP. 197412092008012014
NIM. 1110014000091
80
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Satuan Pendidikan
: SMAN 87 Jakarta
Kelas/Semester
: X/1
Mata Pelajaran
: Bahasa Inggris
Topik
: Recount Text
Materi Pokok
: Teks recount, lisan dan tulis sederhana, tentang pengalaman/kegiatan/kejadian/peristiwa.
Alokasi Waktu
: 2 x 45 menit (1 kali pertemuan) (pertemuan ke-3)
Q. Kompetensi Inti (KI) 9. Menghayati dan mengamalkan ajaran agama yang dianutnya. 10. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan social dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 11. Memahami, menerapkan, menganalisis, pengetahuan factual, konseptual, procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, tekmologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 12. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
81
R. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar:
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks penggunaannya. 4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana. 4.14.
Menyusun
teks
recount
lisan
dan
tulis
sederhana
tentang
pengalaman/kejadian/peristiwa dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan dari teks secara benar dan sesuai dengan konteks.
Indikator:
1. Menjelaskan fungsi tehnik clustering dalam menulis teks recount tentang
pengalaman/kejadian/peristiwa 2. Menganalisis teks recount dengan fokus pada fungsi sosial, struktur teks, dan
unsur kebahasaan. 3. Menulis teks recount secara individu 4. Memberikan balikan kepada karya teman mereka (peer feedback) di grup
Facebook.
S. Tujuan Pembelajaran 11. Peserta didik terampil mengidentifikasi tehnik clustering dalam menulis teks recount tentang pengalaman/kejadian/peristiwa, secara percaya diri, jujur, disiplin, kerjasama dan bertanggungjawab.
82
12. Melalui contoh, peserta didik dapat menggunakan tehnik clustering dalam membuat teks recount tentang pengalaman/kejadian/peristiwa ke dalam praktik menulis dalam bahasa Inggris. 13. Menulis teks recount secara individu dan di unggah di Facebook 14. Dengan arahan guru, peserta didik dapat menganalisis teks recount karya teman mereka 15. Siswa dapat memberikan balikan kepada karya teman mereka (peer feedback) di grup Facebook.
T. Materi Pembelajaran 1. Contoh clustering technique untuk membuat recount text
My Holiday was Fantastic
EVENTS
•Last summer •I visited some great places
•1st event: I went to the cleveland •2nd event: Hollywood •3rd event: Newyork city
• The places made me feel at home but I have to go home
ORIENTATION
2. Contoh Recount Text
My Holiday was Fantastic Last summer I got a fantastic holiday. I visited some great places.
REORIENTATION
83
I went to an airport and was going to fly to Cleveland. I was spending there two days. I liked to see some Cleveland Cavaliers basketball matches. Then I went to Hollywood. Hollywood is a famous district in Los Angeles, California, United States. It had become world-famous as the center of the film industry. Four major film companies – Paramount, Warner Bros., RKO and Columbia – had studios in Hollywood. I did not want to leave but I had to. After that, I went to New York City. I visited the Statue of Liberty. I went from the bottom of Manhattan to the top of the crown. That was very amazing. The places made me feel at home but I have to go home. Next time I would return to them.
U. Model/Metode Pembelajaran 3. Pendekatan: scientific 4. Metode pembelajaran: i. Demontrasi j. Penugasan k. Diskusi grup l. Tanya jawab 5. Tehnik: Clustering Technique
V. Media, Alat, dan Sumber Pembelajaran 7. Media
: Power Point Presentation.
8. Alat
: Laptop dan LCD.
9. Sumber belajar : Suara guru, internet, buku.
84
W. Kegiatan Pembelajaran Kegiatan Pendahuluan
Alokasi
Deskripsi Kegiatan
Waktu
Guru masuk ke kelas dan menyapa menggunakan 10 menit bahasa Inggris agar English Environment dapat langsung tercipta di setiap pertemuan, seperti “Good morning, students.” Dan “How are you today?” (melatih sikap santun dan peduli).
Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses
pembelajaran
dengan
cara
menceritakan tentang kisah sukses beberapa orang yang menggunakan media social dalam karirnya (memotivasi mereka untuk belajar dan melihat sisi baik dari media social) dan dilanjutkan dengan beroda bersama.
Guru mengecek kehadiran siswa dengan menanyakan “Is everyone here?” or “who is absent today?” (menilai sikap peduli dan jujur).
Guru me-review tentang materi minggu kemarin dengan cara membahas kesalahan-kesalahan dalam penulisan recount text siswa.
Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
Inti
Mengamati
Siswa mengamati salah satu contoh recount text yang dibuat oleh teman mereka minggu kemarin yang
75 menit
85
ditampilkan di slide.
Siswa menyimak penjelasan dari kelompok yang membuat tulisan tersebut tentang penjelasan struktur dari teks yang mereka buat.
Mengeksplorasi
Siswa mengidentifikasi gagasan pokok, informasi rinci dan informasi tertentu dari contoh teks tersebut.
Menanya
Dengan arahan guru, siswa mempertanyakan fungsi dari clustering technique dalam menulis recount text. (sikap berani dan percaya diri)
Siswa mempertanyakan mengenai gagasan pokok informasi rinci dan informasi tertentu dalam recount. (sikap berani dan percaya diri)
Mengeksplorasi
Siswa, secara individu, diminta membuat satu cerita berdasarkan pengalaman mereka sendiri dengan topik “Favorite
Moment”
(sikap
jujur,
disiplin,
bertanggungjawab) Mengasosiasi
Siswa saling menganalisis teks recount yang telah mereka buat sendiri dengan fokus pada fungsi sosial, struktur teks, dan unsur kebahasaan.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang disampaikan dalam kerja kelompok.
86
Mengkomunikasikan
Dalam bentuk tugas, setiap siswa diminta mengunggah tulisan mereka ke grup Facebook.
Siswa yang lain harus mengomentari dan menyukai tulisan teman mereka di Facebook.
Guru memberikan feedback berupa komentar dan analisa kesalahan pada tulisan temannya.
Siswa juga diberikan tugas tambahan oleh guru di grup Facebook tentang analisa kesalahan beberapa teks recount yang diunggah.
Penutup
Dengan arahan guru, siswa menjelaskan apa yang 5 menit sudah dipahami dari materi hari ini (refleksi)
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini.
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran.
Guru bersama siswa menutup pertemuan dengan membaca doa/hamdalah dan salam.
X. Penilaian Hasil Pembelajaran Penilaian diambil berdasarkan: 1. Tugas: Individu 2. Bentuk instrumen penilaian: Tes tertulis 3. Rincian tugas: Membuat Recount text. 4. Kriterian Penilaian: Analytical Scoring
87
RUBRIC OF WRITTEN TEST ASSESMENT No.
Aspects
Scale 6
5
Criteria Few (if any) noticeable errors of grammar of word order. Some errors of grammar or word order which do not, however, interfere with comprehension. Errors of grammar or word order fairly
4 1.
frequent; occasional re-reading necessary for full comprehension.
Grammar
Errors of grammar or word order frequent; 3
efforts of interpretation sometimes required on reader‟s part.
2
1
Errors of grammar or word order very frequent; reader often has to rely on own interpretation. Errors of grammar or word order so severe as to make comprehension virtually impossible. Use of vocabulary and idiom rarely (if it all)
6
distinguishable from that of educated native writer. Occasionally uses inappropriate terms or relies
5 2
on circumlocutions; expression of ideas hardly impaired.
Vocabulary
Uses wrong or inappropriate words fairly 4
frequently; expression of ideas may be limited because of inadequate vocabulary.
3
Limited vocabulary and frequent errors clearly hinder expression of ideas.
88
Vocabulary so limited and so frequently 2
misused that reader must often rely on own interpretation.
1
6
Vocabulary limitations so extreme as to make comprehension virtually impossible. Few (if any) noticeable lapses in punctuation or spelling. Occasional lapses in punctuation or spellings
5
which
do
not,
however,
interfere,
with
comprehension. Errors in punctuation or spelling fairly frequent; 4 3.
occasional
re-reading
necessary
for
full
comprehension.
Mechanics 3
Frequent errors in spelling or punctuation; lead sometimes to obscurity. Errors in spelling or punctuation so frequent
2
that
reader
must
often
rely
on
own
interpretation. 1
Errors in spelling or punctuation so severe as to make comprehension virtually impossible. Choice
6
of
structures
and
vocabulary
consistently appropriate like that of educated native writer.
Fluency (style 4.
and ease of communication)
Occasional lack of consistency in choice of 5
structures and which does not, however, impair, overall, ease of communication.
4
„Patchy‟ with some structures or vocabulary items noticeably inappropriate to general style.
89
Structures or vocabulary items sometimes not 3
only inappropriate but also misused; little sense of ease communication. Communication often impaired by completely
2
inappropriate
or
misused
structures
or
vocabulary items. A 1
„hotch-potch‟
of
half-learned
misused
structures and vocabulary items rendering communication almost impossible.
6
Highly organized; clear progression of ideas well linked; like educated native writer. Material
5
well
organized;
links
could
occasionally be clearer but communication not impaired.
5
Form
4
(organization) 3
2
1
Some lack of organization; re-reading required for clarification of ideas. Little or no attempt at connectivity, though reader can deduce some organization. Individual ideas may be clear, but very difficult to deduce connection between them. Lack
of
organization
so
severe
that
communication is serious impaired.
SCORE: Gramm: ____+Voc: ____+ Mech: ____ +Fluency: ____+ Form: ____=______
(
)
90
Lembar pengamatan sikap peserta didik
No
Ber-
.
Indikator
Tanggun
Jujur
Santun
Kedisi
Nilai
Dalam
Percaya plinan
rata-
diri
Dalam
rata
tugas
(huruf)
sikap
g
Ber-
Nama
jawab
komunika
Peserta didik
si
1 2 3
Note: setiap aspek menggunakan skala 1-5 1 = sangat kurang
3 = cukup
2 = kurang
4 = baik
Mengetahui:
5 = amat baik
Jakarta, 20 Oktober 2014
Guru Bidang Studi
Mahasiswa Peneliti
Eko Ardiawati S. Pd
Fenny Yutika Seli
NIP. 197412092008012014
NIM. 1110014000091
Appendix 5 Treatment through Facebook 1. The First Treatment a. Instruction of the task
91
92
b. Students’ writing
93
2. The Second Treatment
94
3. The Third Treatment
Appendix 7 INTERVIEW SCRIPT STUDENT 1 1. Q: Menurut kamu, apakah dalam pengajaran bahasa Inggris perlu menggunakan media? Kenapa? A: Ya, perlu miss. Agar pembelajaran lebih menarik dan ga ngebosenin.
2. Q: Setelah mempelajari Recount Text dengan menggunakan Facebook, apakah ada pengaruh penggunaan Facebook terhadap nilai kamu? A: Iya miss, saya hamper tiap hari mainan socmed. Notfi FB saya selalu nyala kalo ada temen-temen yang post di grup. Saya jadi suka lihat-lihat dan belajar dari situ juga. Jadi, nilai saya lebih baik miss.
3. Q: Bagaimana pendapat kamu ketika belajar Recount Text dengan menggunakan Facebook? A: menarik miss. Jadi kayak curhat tentang pengalaman pribadi kita dan bias dilihat sama temen-temen sekelas.
4. Q: Apakah Facebook yang digunakan ketika mempelajari Recount Text mempermudah atau mempersulit kamu dalam memahami pelajaran? Kenapa? A: mempermudah soalnya dalam grup kan kita nanya ke temen-temen atau miss sendiri, bias lewat postingan temen atau chat pribadi dan itu bias dilakukan diluar kelas. Saya jadi lebih paham tentang recount text miss.
5. Q: Apakah kamu mendapatkan tambahan informasi atau masukan setelah mengupload tulisanmu di grup FB?
99
100
A: Iya miss dari komen atau saran temen-temen dan karena terhubung lewat internet, kadang saya searching lewat google juga sih miss tentang recount nya hehe.
6. Q: Bagaimana pendapat kamu tentang peer feedback dalam pembelajaran recount text ini? A: peer feedback itu bagus miss soalnya saya bias ngoreksi tulisan temen-temen dan temen-temen bias ngoreksi tulisan saya. Jadi, lebih tahu kesalahan dan kekurangan masing-masing.
7. Q: Apakah komen atau saran yang kamu dapatkan di FB berpengaruh terhadap kemampuan menulis kamu? Kenapa? A: berpengaruh miss, dari komen atau saran yang dikasih temen-temen, saya jadi bias ngedit tulisan saya dengan format yang bener.
8. Q: Menurut kamu, apakah peer feedback bermanfaat dalam mengembangkan pemikiran kritis, kemandirian dalam belajar, dan berinteraksi dengan murid-murid lain? A: menurut saya sih iya miss. Dari peer feedback, semua murid kan wajib komen, jadi semua harus baca dan mencari kesalahan dari tulisan temen-temennyua dan memunculkan pertanyaan kalo ada yang ga dimengerti. Selain itu juga murid ga terlalu bergantung sama koreksian dari gurundan banyak interaksi juga mengenai pelajaran.
STUDENT 2 1. Q: Menurut kamu, apakah dalam pengajaran bahasa Inggris perlu menggunakan media? Kenapa?
101
A: Perlu lah miss. Bosen kalo Cuma duduk liatin papan tulis doing.
2. Q: Setelah mempelajari Recount Text dengan menggunakan Facebook, apakah ada pengaruh penggunaan Facebook terhadap nilai kamu? A: ada miss walaupun ga naik banyak sih hehe. Tapi saya jadi lebih ngerti karena baca postingan temen-temen dan komen-komennya juga.
3. Q: Bagaimana pendapat kamu ketika belajar Recount Text dengan menggunakan Facebook? A: seru miss, tulisan saya jadi bias dilihat temen-temen.
4. Q: Apakah Facebook yang digunakan ketika mempelajari Recount Text mempermudah atau mempersulit kamu dalam memahami pelajaran? Kenapa? A: mempermudah karena banyak belajar dari kesalahan temen-temen atau kesalahan saya sendiri yang di share di FB.
5. Q: Apakah kamu mendapatkan tambahan informasi atau masukan setelah mengupload tulisanmu di grup FB? A: Iya miss. Misalnya saya gak tau vocab yang ada di tulisan temen, saya cari di kamus. Trus kalo saya ga ada ide untuk nulis, saya bisa baca baca dulutulisan temen-temen yang ada di FB.
6. Q: Bagaimana pendapat kamu tentang peer feedback dalam pembelajaran recount text ini? A: sebenernya saya orang yang males ngoreksi atau kasih komen ke tulisan temen saya miss soalnya saya ga pede miss orangnya haha
102
7. Q: Apakah komen atau saran yang kamu dapatkan di FB berpengaruh terhadap kemampuan menulis kamu? Kenapa? A: berperngaruh miss walaupun saya ga begitu pede mengomentari tulisan temen saya, tapi saya berterima kasih ke temen-temen yang udah komen ke tulisan saya. Jadi, saya bisa memperbaiki di tugas berikutnya.
8. Q: Menurut kamu, apakah peer feedback bermanfaat dalam mengembangkan pemikiran kritis, kemandirian dalam belajar, dan berinteraksi dengan murid-murid lain? A: Iya miss.
STUDENT 3 1. Q: Menurut kamu, apakah dalam pengajaran bahasa Inggris perlu menggunakan media? Kenapa? A: perlu miss, belajar jadi lebih menarik.
2. Q: Setelah mempelajari Recount Text dengan menggunakan Facebook, apakah ada pengaruh penggunaan Facebook terhadap nilai kamu? A: perasaan saya ga terlalu ngaruh sih miss.
3. Q: Bagaimana pendapat kamu ketika belajar Recount Text dengan menggunakan Facebook? A: ribet miss harus online, saya jarang maenan FB miss paling bbman doing.
4. Q: Apakah Facebook yang digunakan ketika mempelajari Recount Text mempermudah atau mempersulit kamu dalam memahami pelajaran? Kenapa? A: mempersulit miss mending ngerjain tugas di buku aja deh sama nanya-nanya di kelas.
103
5. Q: Apakah kamu mendapatkan tambahan informasi atau masukan setelah mengupload tulisanmu di grup FB? A: Iya miss dari baca tulisan temen-temen yang di upload kadang saya tanyatanya juga sih miss sama dia-nya. Jadi saya dapat tambahan ilmu. Misalnya saya ga ngerti gimana bikin recount text yang bener, trus vocab yang sesuai, dll.
6. Q: Bagaimana pendapat kamu tentang peer feedback dalam pembelajaran recount text ini? A: saya ga bisa ngasih feedback miss ke temen-temen jadi kadang seadanya aja. Saya juga malu miss dikomentarin.
7. Q: Apakah komen atau saran yang kamu dapatkan di FB berpengaruh terhadap kemampuan menulis kamu? Kenapa? A: perasaan tulisan saya begitu-begitu aja miss. Ga ada pengaruh deh kayaknya haha.
8. Q: Menurut kamu, apakah peer feedback bermanfaat dalam mengembangkan pemikiran kritis, kemandirian dalam belajar, dan berinteraksi dengan murid-murid lain? A: sebenernya sih bermanfaat miss tapi kayaknya ga berlaku untuk saya deh miss.
Appendix 8 Pre-test Score of Experimental Class Students’ Number
Grammar Vocabulary Mechanics
Fluency
Form
Total Score
1
2
3
2
3
3
43
2
3
2
3
2
4
46
3
4
5
5
4
3
70
4
4
5
4
5
5
76
5
2
1
5
2
2
40
6
4
3
5
4
5
70
7
4
5
5
4
4
73
8
4
4
5
4
5
73
9
6
4
4
5
4
76
10
4
2
3
3
1
43
11
4
5
5
3
3
66
12
3
4
5
4
2
60
13
5
4
6
4
5
80
14
5
5
5
5
5
83
15
4
3
5
4
3
63
16
4
4
5
4
5
73
17
4
5
4
5
5
76
18
4
4
3
3
4
60
19
5
5
5
5
6
86
20
4
5
6
5
5
83
21
4
3
5
4
3
63
22
4
5
4
4
5
73
23
4
4
5
4
4
70
24
3
2
5
4
3
56
25
2
3
4
4
3
53
104
105
Post-test Score of Experimental Class Students’ Number
Grammar Vocabulary Mechanics
Fluency
Form
Total Score
1
4
5
5
4
5
76
2
4
5
5
5
4
76
3
4
5
4
5
5
76
4
6
6
6
6
5
96
5
5
5
4
5
4
76
6
4
4
5
5
5
76
7
4
5
5
5
5
80
8
6
5
5
6
5
90
9
6
6
6
6
5
96
10
4
4
5
5
5
76
11
5
6
5
5
5
86
12
4
5
4
5
5
76
13
6
5
6
5
6
93
14
6
5
5
5
6
90
15
5
5
5
4
4
76
16
5
5
6
5
5
86
17
4
5
6
4
5
80
18
4
4
6
4
5
76
19
5
5
6
6
6
93
20
5
5
6
5
5
86
21
3
4
6
5
5
76
22
4
5
6
4
5
80
23
5
5
6
5
5
86
24
4
4
5
6
5
80
25
6
6
5
6
6
83
106
Pre-test Score of Controlled class Students’ Number
Grammar Vocabulary Mechanics
Fluency
Form
Total Score
1
3
4
4
4
4
63
2
4
4
4
3
3
60
3
3
3
4
2
3
50
4
3
4
5
4
5
70
5
3
4
3
2
3
50
6
4
5
4
5
5
76
7
3
3
4
3
4
56
8
5
5
5
5
6
86
9
3
3
4
4
4
46
10
5
4
5
4
4
73
11
4
5
4
6
6
83
12
4
4
4
5
5
73
13
6
5
6
4
5
86
14
5
5
6
5
4
83
15
3
4
4
4
5
66
16
3
2
2
3
2
40
17
5
4
6
4
5
80
18
5
4
5
5
5
80
19
4
5
5
4
4
73
20
3
2
3
3
3
46
21
5
3
4
3
3
60
22
4
3
4
3
4
60
23
5
4
3
4
4
66
24
4
4
4
5
5
73
25
4
3
4
4
3
53
107
Post-test Score of Controlled Class Students’ Number
Grammar Vocabulary Mechanics
Fluency
Form
Total Score
1
4
4
3
4
5
66
2
4
4
4
4
5
70
3
4
4
4
3
4
63
4
5
4
5
5
4
76
5
6
3
4
5
5
76
6
5
6
6
5
6
93
7
5
3
4
5
4
70
8
6
6
6
5
6
96
9
4
3
5
5
5
73
10
6
5
4
5
6
86
11
5
5
6
5
6
90
12
4
4
5
5
5
76
13
6
6
5
6
6
96
14
6
6
6
5
6
96
15
5
4
4
5
5
76
16
4
2
4
4
3
56
17
6
5
4
4
5
80
18
5
5
5
5
5
83
19
4
5
6
5
5
83
20
4
4
5
4
4
70
21
5
4
5
3
4
70
22
5
5
5
4
4
76
23
4
5
5
4
6
80
24
5
4
4
5
5
76
25
4
3
5
4
4
66
PRr
-Trsr
A?Pend;r b
h,t,
Name:
titriani
Class: X.ttS - S Date:
t0
Olrlober
!ot4
Write a recount paragraph about "My Holiday" minimum 250 rvords in 45 minutes!
\,\ Lqst [ottlag h coole '['
[,tSt
^""{/-4
ho .\treA and.
otd
,^tth
uryI;Lk-Yal5 bro{trrrr. *@& korco. p.orea
f
I
is uutch
,,.lat.
roatlu
/.romo [.oruq
h
cr'rrr
tltq'l
a
dfdlrta
.
Ll lS =7o
sr
lorJ
,,
-_.Qnr'n' gL
PoSr -TEsT
Name: Yun,,to f14; ant Class:
X.ll!
-3
Date: 3 tlOuOfrbor !_Olq 'Write a recount text minimum 25o rvords in 75 minutes about:
a. b. c.
Junior High School Best Moment Embarrassing Moment Sad Moment
P.S: choose one topic
tnbyagng Six
il4q,I,onu
u:illn
d'
oid
a
resllud
hn4
0n
w
qfu
t.,
re Wf ort Nq urent ftr rrqht
tp th e
olqce
nnd
t
nabt
reo
[
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e efibaff$ e d
Lo;,
tn
4+n
nq,tr anl
reqdred
th,at t lpq.s fto tn frrn bacL Ure urQre atl qLa d
@fne rlttrrYlfltt
d uu rrtfer
lne,
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the
19
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cqr.
wq, not tn lhe
that, rt
ure
wq
r
h
0aLe
a
Lan d
(
in boaor lhe ura
Lorcl
le
,b qet
tt
faw;ly
and
mont,hs
"aftd
ba*sz
!!
I,tt.
that
L
5
2Lb=86
n
and 4\a\
nrdylpnt
ople.
PR.E
9+
-TEJT
llho^ Po-oJhon ctass: x-tts-z
Name:
Date:
2<
/O
- 20tq
Write a recount paragraph about "NIy Holiday" minimum 250 rvords in 45 minutes!
\4'l Ho\i&g and So^doy
So
., r.nq thoo t
"
rdog and JoS t rue.,+ s, tui+h rn5 tciercts. Sorr,etimes On a \lacqtion ontq to gtog gutsal .Or,e dog ae.{iv i{ies , lire runoing q nd Ptagi in (teloro Va..ao oo SunJog o^d Fciends G'ril cunn
\
rco{io
\us
{
nAocninS, there'( a (of aF geopte c^rho o octi yr'*ies {ir*a runnio3, 3 Yrnoas lics , a,od o*her Spor*s. ( live a $anilg hohJoy but I tice hotida.,1 toith mS fciends no* rny famifg\cecous€ oith 6ricnds l'J So r.nuch Frn onl ey
is the sto.g of mg ho(iJo$< ..uha* {he S4o-yrvou. {l^a."." Sou.,^
ho(iJos 'l
g8
PosT- rEsr
Name:
tlho.
(2atno
Jho^
Class: X _ tts _ z Date:
Write a recount text minimum 250 words in 75 minutes about:
a. Junior High School Best lVloment b. Embarrassing Moment
c. Sad Moment
P.S: choose one topic
SMP bes+ !4ornet'+ 5t t,r+sot o€
t'm
N fl7 Schro
I in SMP rv B7 , t'ue 4oo
e ap*er
hos+s in fhe ginat
t^riffi
the *g S*rugg le ,^te'ft no* qseless, aF*e- bsa+iag 'ore .prouJ +o q' .other in {-tr^e Plqy - o+F 4or aur e ion, U\)e bt,t 4oo, our School q{so "kres gridc in +o ,dn in 4chievernent
*he+ a)e
Crea*ed-
Ttrrq{'" a
Veeg
r'rnpre.f,-siVe
$or
us
"
Tabel B Tabel Fungsi Distribusi pada Distribusi probabiritas t-Student dk
"t
2 3
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319
KEMENTERIAN AGAT{A UIN JAKARTA FITK Jl. k. H. Juanda Na 93 C)pulzt 15112 lndooeia
PEilIGESAHAN PROPOSAL SKRIPSI
I.Iama
NIM
.
Jurusan./ Prodi
, Psdi$ils.r.. .h\gts
Judul Proposal
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Proposalskripsidenganjudultersebutdiatastelahdiujikanpadatanggal...........2At3 telah direvisi sesuai dengan saran penguji, dan telah dinyatakan LULUS
Dr . Iarfda'.llomid, M.PJ NIP. f gc3lato Bgto3 t@3
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: F|TK-FR-AI
KEMENTERIAN AGAMA
No.
FoRM (FR)
FITK l.
J. H.,ttardia No 95
Cixht
Dokumen
54 12,tt&neda
1
SURAT BIMBINGAN SKRIPSI Nomor : Uno 1/3- l/KM .AL3$81 [,amp;. : Hal' : BimbinganSkripsi
Jakartq 28 Agustus 2014
12014
Kepada Ytb-
'/. Dr. Farida Hami4 M.Pd 2. YennyRahmawati M.&l
:
Pembimbing Skripsi Falultas Itnu Tarbiyah dan Keguruan IrIN S1la rif Hidayatultah Jakarta. As salamu' al ailalm wr.wb.
Dengan
ini
diharapkan kese.rliaan Saudara untuk menjadi pernUimUingnt
(materi/teknis) penulisan skipsi
-
mahasiswa:
U
Nama
Fenny Yutika Seli
NIM
I I 10014000091
Jurusan
Pendidikan Bahasa Inggris GBD
Semester
9 (Sembilan)
Judul Skipsi
"The Efectiveness of Using Social Networking Site in Teaching Writing RecountText"
Judul tersebut telah disetujui oleh Jurusan yang bersanglutan pada tanggal 2l Februari 2014, abstrakiloutline teriampir. Saudara aapal meht:,rkan perubahu.r-i"duk"ional pada judul tersebut. Apabila perubahan substansial dianggap perlu,' mohon pembimbing menghubungi Jurusan terlebih dahulu
Bimbingan slcipsi
ini
diharapkan selesai dalam waktu
6
(enam) bularq . dan dapat
diperpanjang selama 6 (enarn) bulan berikutnya tanpa surat perpanjangan. Atas pertatian
&n keija saqa Saudara, kami ucapkan terima kasih-
Was s alamu' a I ailatm wr.wb
-
.Pd 12 199103 1 002 Tembusan:
l. 2.
DekanFIfK Mahasiswaybs.
KEMENTERIAN AGAMA UIN JAKARTA FITK
: Terbit : No- Revisi: :
01
HaI
1t1
No.
FORM (rR)
Jl. ltt H- Juada No 95 CiDutd 15412 lndanesia
Dokumen
Tgl.
FITK-FR-AKD-082
1 Maret 2010
SURAT PERMOHONAN IZIN PENELITTAN Nomor : Un.01 /F. 1/t(M.01 .st.&.$IJzoM Lamp. : Outline/Proposal Hal : Permohonan lzin Penelitian
Jakarta, 7 Oktober 2014
Kepada Yth. Drs. E. Awalludin S, Mp.d Kepala SMA NEGERI 87 Jakarta di Tempat Assal amu' al aikum wr.wb.
Dengan hormat kami sampaikan bahwa, Nama
Fenny Yutika Seli
NIM
11
Jurusan
Pendidikan Bahasa lnggris
Semester
lX (sembilan)
Tahun Akademik
2014t2015
JudulSkripsi
10014000091
:lThe Effectiveness of -eaching
Tt
lJsing Socra/ Networking Srfe in
Witing Reaount Text
adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang dan akan mengadakan penelitian triseti oi instansi/sekolah/madrasah yan g Saud ara pimpin.
sedang. menyusun skripsi,
Untuk
itu kami mohon
Saudara dapat mengizinkan mahasiswa tersebut
melaksanakan penelitian dimaksud.
Atas perhatian dan kerja sama saudara, kami ucapkan terima kasih. Wassal am u' al ai ku m wr.wb.
Bahasa Inggris
,-M'Pd 212 t99t03
t
002
I%ry
HI\ w"s
PEMERINTAH PROPINSI DAERAH KHUSUS IBUKOTA IAKARTA
SEKOLAH MENENGAH ATAS NEGERI 87 jl. Mawar II Kel. Bintaro,
Kec. PesanggrahanJikarta Selatan Telepon 73881969 Fax 73887855
"\ = .-/-
I
AKART A Kode Pos :12330
SURAT KETERANGAN PENELITIAN NOMOR:
354 / -1.851.6
Yang bertanda tangan dibawah ini Kepala SMA Negeri 87 Jakarta menerangkan bahwa
:
Nama
Fenny Yutika Seli
NIM
1
Fakultas/Program Studi
FITK i Pendidikan Bahasa Inggns
Perguruan Tinggi
Universitas Islam Negeri run'D Syarif Hidayatullah Jakarta.
r 10014000091
Yang bersangkutan telah melaksankan Penelitian sebagai persyaratan pembuatan Skripsi pada Universitas Islam Negeri rufN Syarif Hidayatullah Jakarta dengan judul : "The Effectiveness of Using Social Networking Site in Teaclring lYriling Recount Text". Kegiatan tersebut dilatrisanakan di SMA Negeri 87 Jakarta pada tanggal 20 Oktober 2014 s.d. 7 November 20L4.
Demikian surat keterangan ini diberikan untuk dapat dipergunkan sebagaimana mestinya.
*
7 November 2014
SEKOLAH ,
ffi
$/ALUDDIN
S.
19580605 199203 1 003
